Thèses : « Training individuale »

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PEVERI, LAURA. « Resilienza e regolazione delle emozioni. Un approccio multimodale ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/7893.

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Thesis object is resilience considered as the ability to deal with critical and stressful events, overcome them and continue to grow by increasing its resources, with a consequent positive life reorganization (Malaguti, 2005). As pointed out by Richardson (2000) resilience has a dual nature is both a state, a set of traits and resilient qualities (self-esteem, self-efficacy, optimism, etc..) and a process which leads to the attainment of the state. The resilience is innate because everyone born with a different "predisposition to resilience” but at the same time is acquirable and developable through the resilient process. Starting from a general art state analysis on the resilience construct, the thesis turns its attention to the psychological processes that begins with the resilient quality allowing the positive resolution of the critical event (resilient reintegration). In particular, the thesis consists of three studies, focuses on the relationship between the resilience of the one part and the emotion regulation process on the other. Before proceeding to the experimental investigation of relations between resilience and emotional regulation was necessary identify, translate and validate three scales for the assessment of resilience: Resilience Scale (Wagnild & Young, 1993), the Connor-Davidson Resilience Scale (Connor, Jonathan, & Davidson, 2003) and the Resilience Scale for Adults (Friborg, Hjemdal, Rosenvinge, & Martinussen, 2003). The validation work, conducted on a sample of 400 subjects and subject of the first study, shows good psychometric properties of all three scales, but particularly highlights the reliability and validity of the Resilience Scale for Adults, who besides provide an overall assessment of resilience’s level, also allows to obtain information about personal resources and social networks to which resilient individuals appeal to face the critical life situations. The second study's objective is an in-depth examination of the relationship between the resilience from a side and some of the emotion regulation process components from the other one. The considered components are: appraisal, coping and positive emotions. The second study fits into a situational perspective and adopt a multimodal approach using both subjective measurements, such as self-report, both objective measurements such as the not verbal behavior analysis. We use a research design with one independent variable at two levels: resilience (a1 = resilient, a2 = not resilient) and a sample of 60 female subjects. Second study's results confirm some matches already verified by other researchers, such as the close links between being resilient and experience more positive emotions during and after stressful events, and between being resilient and appraise stressful events as challenges (Tugade e Fredrikson, 2004). The mediation effect study highlights the link between these two phenomena. The obtained mediation model suggests that the biggest positive emotion experimentation is imputable to the appraisal of challenge that the resilient do in front of every kind of emergency. The second study offers also new insights on the relationship between coping, appraisal and resilience. Inside this relationship plays a key role the appraisal of controllability of the events. If resilient appraise the stressful event as controllable they actively face him with a coping approach style, if instead they don’t evaluate the situation as controllable they choose other types of coping like avoidance coping or how data coming from the analysis of the not verbal behaviour suggest a repressive coping form that is a passive event acceptance. In both cases, the chosen style of coping, coupled with increased testing of positive emotions, ensure the best possible adaptation with respect to the circumstances. Thesis intent is also to pass from the theory on resilience to the "practice" of resilience. The third study's objective is the effectiveness evaluation of a training that aims to improve the “resilient reintegration” through the enhancement of some components of the emotion regulation process seen in the second study (appraisal, coping and positive emotions). The training adopts as work methodology the guided personal narratives about events emotionally positively or negatively features. We use an experimental research design with two independent variables: resilience (a1 = resilient, a2 = not resilient), training (b1 = positive training, b2 = negative training, b3 = no training) and a sample of 60 female subjects. Results highlight the possibility of improving the ability of the not resilient individuals to adapt quickly and positively to the experimental stressful events by strengthening the process of emotion regulation and some of its components specifically: appraisal of control, coping and positive emotions. Enhancement achieved through the use of personal narratives about stressful events negative features. The same type of reinforcement obtained from the negative training, doesn’t seem reachable with positive training. The ineffectiveness of the positive training can be attributed to an inadequate assessment methodology, or to a deliveries not sufficiently clear and comprehensive. The third study also shows the not training effectiveness (positive or negative) for the resilient individuals at the purposes of strengthening the emotion regulation process and therefore the ability to adapt positively. It’s possible to assume that resilient individuals already able in regulating their emotions, as evidenced by second study’s results, need to achieve further enhancement of its resilience a more intensive and specifically directed work on various resilient qualities.

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Lindop, Edward. « Individual stress among nurses in training ». Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319205.

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Sewell, Louise. « Individually targeted exercise training in pulmonary rehabilitation ». Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/29526.

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This thesis examines the effect of an individually targeted exercise programme when compared to a general exercise programme in patients with Chronic Obstructive Pulmonary Disease (COPD). The effect of these programmes upon domestic function and daily activity is also examined.;Initially, the test-retest reliability of the primary measure of domestic function, the Canadian Occupational Performance Measure (COPM) was examined. The COPM was completed in 15 patients with stable COPD. The intra class correlation coefficients were high indicating that the COPM is a reliable measure in patients with COPD.;A large randomised prospective trial was then completed. 185 patients with stable COPD referred for seven-week hospital based, outpatient pulmonary rehabilitation programme, were recruited. A third of these patients (n=61) were initially assigned to a pre treatment group in order to establish the variability of all outcome measures.;Patients were randomly assigned to either a general exercise programme (GEP) (n=90) or an individually targeted exercise programme (ITEP) (n=90). Functional targets for patients in the ITEP were identified using the COPM. Activity monitors measured daily activity. Exercise performance was measured using the Incremental Shuttle Walking Test and the Endurance Shuttle Walk Test and measures of health status were also employed. Both treatment groups made statistically significant improvements in domestic function, exercise performance and health status. However there were no statistically significant differences between the GEP and the ITEP. This study demonstrated that general exercise training is as effective as more complex individually targeted training.;ITEP is no more effective at prolonging the benefits of pulmonary rehabilitation when compared the GEP.

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Franco, Creso. « Individual and historical development in science ». Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357013.

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Rivkin, David. « The Effects of Individual-Team Training Versus Group-Team Training on Group Task Performance ». TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2774.

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Organizations utilize groups frequently and extensively for problem solving and decision making. Research results indicate that training in group decision making improves the performance of groups on a variety of decision -making tasks (Erffmeyer & Lane, 1984; Hall & Williams, 1970; Nemiroff, Passmore, & Ford, 1976). Despite the heavy reliance of organizations on teams and the benefits of training in group decision making, there is a scarcity of research investigating the proper instructional mode (i.e., individual versus team) for group decision-making training (Denson, 1981; Goldstein, 1986). The results of studies investigating this problem have been inconclusive (Goldstein, 1986). Support has been found for both individual and team training (Denson, 1981). Wagner, Hibbits, Rosenblatt, & Schulz (1977) suggested the notion that the proper of instructional mode for group training depends upon the type of situation in which the group is required to perform. For "established" situations which are well defined and highly structured, individual training is suggested. In "emergent" situations, which are unstable and require large amounts of cooperation and communication between team members, team training is recommended. The present study compared individual, team, and no training on a group decision-making task. Team performance in an emergent situation was compared in terms of the quality of the decision made, time spent on task, acceptance of the decision, and satisfaction with group process and training. The results indicated that team-trained groups produced the highest quality decisions, followed by individually -trained groups, then no -trained groups. Team training was perceived as the most satisfying, followed by individual training, with no training being perceived as the least satisfying. Groups did not significantly differ on acceptance, time spent on task, or satisfaction with group process. The results of the present study help clarify previous research investigating group training. The present findings suggest that team training is the most appropriate instructional mode for groups working in emergent situations. Additionally, the findings suggest that workers will be more satisfied with team training than with individual training. Further research investigating the appropriateness of individual and team training in a variety of situations needs to be conducted to lend support to the present findings.

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Magno, Ronald Dial. « Training mentally disabled individuals for effective nurse-patient communication ». Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.

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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.

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Quintana, Frances. « Parent skills training for individuals in substance abuse treatment ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3066.

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This study examines the relationship between substance abuse and the need for parent skills training. Predicted is that adults in substance abuse treatment are likely to be in need of parent skills training. Previous research has associated the lack of parent skills with inept parenting practices that often leads to developmental problems in children.

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Stankevičiūtė, Erika. « Vaidmens kūrimo individualių metodų paieška aktoriaus rengimo procese ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100709_133133-98821.

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Sistemiška vaidmens kūrimo analizė, metodų kūrimas prasidėjo tik XX a. pradžioje. Aktoriaus rengimo mokyklų pradžia laikoma žymiausio aktorinio parengimo pedagogo, žymaus aktoriaus, režisieriaus K. Stanislavskio (1863 m.) sukurta savita sistema, kuri padarė įtaką visai teatro raidai. K. Stanislavskis turėjo daug savo pasekėjų ne tik Rusijoje, bet ir visame pasaulyje. Iš K. Stanislavskio sistemos išsivystė dvi teatro kryptys: 1. Psichologinis teatras (K. Stanislavskis, M.Čechovas, Š. Diulenas). 2. Fizinis teatras. (V. Meyerholdas, J.Grotowski, B.Brecht ir kt.). Šios kryptys turėjo didelę įtaką ir Lietuvos teatro mokyklos raidai. Nuo V. Boguslovskio, A. Sutkaus, A. Olekos-Žilinsko, J. Miltinio iki šių dienų Lietuvos teatro aktoriaus parengimas pakito nedaug, tačiau galima teigti, kad šiuolaikiniame Lietuvos teatre vyrauja režisūrinis teatras, kuriame svarbūs vizualūs ir muzikiniai/ritminiai sprendimai. Tačiau vaidmens kūrimo procesas daugiausiai remiasi psichologinio teatro metodais. Tiek aktoriams, tiek režisieriams svarbu, kad aktorius suvoktų savo uždavinį, suprastų spektaklio visumą, žadintų savyje emocinius išgyvenimus. Kad ir kaip nebepripažintų teatro kūrėjai K. Stanislavskio sistemos, aktoriai iki šios dienos ją laiko universaliausia ir patikimiausia mokykla. Taip pat galima pastebėti, kad režisieriai neieško individualaus metodo ir jo netaiko. Lietuvos aktorius yra išmokytas ir tebemokomas būti tikslia spektaklio vitražo dalimi. Studijų metu aktoriai supažindinami su... [toliau žr. visą tekstą]
Systematic analysis of role creation and methods development started just in the beginning of XX century. A unique system created by the most famous acting teacher, well known actor and director K. Stanislavski (1863) is believed to be the first impulsion for the acting schools introduction and thus made a big influence for the whole development of theatre. K. Stanislavski had many followers in the whole world, not only Russia. From K. Stanislavski’ system two types of theatre trends have evolved: 1) Psychological theatre (K. Stanislavski, M.Čechov, Š. Diulen) and 2) Physical theatre (V. Meyerhold, J.Grotowski, B.Brecht etc). These two trends were also influential for the development of Lithuanian theatre school. Since V. Boguslovski, A. Sutkus, A. Oleka-Žilinskas , J.Miltinis until these days the training of Lithuanian theatre actors has changed little, however, one could tell that in today Lithuanian theatre prevails staged type theatre where visual and musical or rhythm solutions are most important. On the other hand, the process of role creation is mostly based on methods from psychological theatre. Actors as well as directors care that the actor understands the wholeness of performance, stimulate inner emotional experiences. Accordingly, no matter how strong the disagreement of theatre founders for K. Stanislavski system would be actors still consider it as the most universal and reliable school. In addition, it is clear that directors do not try to find individual... [to full text]

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Su, Sherry Shiuan. « Individual learning and organizational learning in academic libraries ». School of Communication & ; Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105914.

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Learning has been viewed as a continuous lifelong activity recently. Facing the changing information, academic librarians have increasing responsibilities for his/her own learning. The idea of developing learning skills has become widespread as well. This paper reviews the literature on individual learning and organizational learning in the libraries. Issues concerning librarians as learners; librariansâ work-based learning; and academic libraries and learning organization are discussed.

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Logan, T. « Adolescent schooling : Individuals, institutions and meanings in transition ». Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381748.

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Athukorala, Ruvini Piyadarshika. « Skill training for swallowing rehabilitation in individuals with Parkinson's disease ». Thesis, University of Canterbury. Communication Disorders, 2012. http://hdl.handle.net/10092/6936.

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The primary aim of this pilot study was to evaluate the effects of a novel dysphagia rehabilitation approach: skill training on swallowing in individuals who have dysphagia secondary to Parkinson’s disease. The secondary objective was to assess skill retention following treatment termination. This within-subject study involved 10 patients with Parkinson’s disease who met the inclusionary criteria. All participants underwent two baseline data collection sessions, conducted two weeks apart. Data collected included the water swallow test, Test of Mastication and Swallowing Solids (TOMASS), ultrasound measurement of hyoid movement and cross-sectional area of submental muscles, surface electromyography (sEMG) of submental muscles, and swallowing-related quality of life questionnaire (SWAL-QOL). Patients then underwent 10 sessions over two weeks of skill training therapy using custom-designed sEMG software. The focus of the treatment was producing swallowing tasks with defined and adjustable temporal and amplitude precision. The skill training treatment phase was followed by an immediate post-intervention assessment session and two weeks later by a retention assessment session. All outcome measures were administered at each data collection point. The study consisted of a total of 14 laboratory sessions, conducted over a six-week period per subject. Results revealed significant improvements in swallowing efficiency for liquids, reduced durational parameters on sEMG, such as pre-motor time (PMT), pre-swallow time (PST), and duration of submental muscle contraction. There was a functional carry-over effect seen from dry swallows, which were the focus of training, to water swallows, which were not directly trained. Additionally, improvements in swallowing-related quality of life were demonstrated. In conclusion, the skill training approach evaluated in this research is able to produce functional, biomechanical, and swallowing-related quality of life improvements in patients with Parkinson’s disease. This indicates the potential effectiveness of this novel approach for dysphagia rehabilitation in this population. However, replication with a larger number of patients with Parkinson’s disease is needed before findings can be generalised to the larger population

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Forkas, Wendy Maxine. « Assertiveness training with individuals who are moderately and mildly retarded ». Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2658.

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This study examined the effectiveness of group assertiveness training with individuals who are mildly and moderately mentally retarded. There were 20 participants with 10 each in the control and the experimental group. Each group received the pretest and posttest measures. The experimental group also received four sessions on assertiveness training adapted from the Elwyn Institute's Personal Adjustment Manual, Volume II, Assertiveness Training. The training was developed for moderately and mildly mentally retarded individuals using these strategies: educational lectures, modeling, role-playing, and feedback. The control group received only the pretest and posttest measures. Assertiveness was measured by using three measures: two questionnaires, one consisting of 25 situational questions eliciting individuals to respond as they would in real life and the Chapman Assertiveness Instrument; and one behavioral observation check off chart. A univariate repeated measures anaLysis of variance was completed for each measure. There were significant results with all three measures indicating that the training was effective in increasing assertiveness.

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Valdes, Elise Gabriela. « The Effects of Cognitive Training among Individuals with Neurodegenerative Diseases ». Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6422.

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With the growing older adult population, neurodegenerative diseases common in old age such as mild cognitive impairment (MCI) or Parkinson’s disease (PD) are becoming increasingly germane areas of research. Pharmacological treatments have thus far been unsuccessful in treating cognitive decline associated with these neurodegenerative disorders. Alternative interventions, such as cognitive training programs, have shown promise. The current dissertation contains three papers examining cognitive interventions in neurodegenerative diseases. The first paper examined the longitudinal effects of cognitive speed of processing training (SPT) among those with PD. Results showed that training gains seen at initial post-test were maintained three months later. The second paper examined the effects of SPT among those with psychometrically-defined MCI and found small to medium effect sizes for improvements in everyday functional performance among those trained. The third paper examined the effects of auditory cognitive training among cognitively healthy older adults and those with psychometrically-defined MCI and found that effects may differ between those with and with MCI. Overall, these papers show that training effects can be maintained longitudinally and may potentially transfer to everyday functioning in those with neurodegenerative diseases. However, not all cognitive training programs show benefits in all areas, and individuals with differing cognitive statuses may benefit differentially from cognitive training. Future research should further explore the longitudinal effects of these training programs as well as the possibility of transfer to untrained abilities.

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Pfaff, Lee. « The effect of training on individuals' interactions with visual data ». Thesis, Boston University, 2013. https://hdl.handle.net/2144/12186.

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Thesis (M.A.)--Boston University
Introduction: Traditionally, students demonstrate their learning via testing and demonstrations but little is known about how learners’ interaction with information changes during and after training. Previous studies have shown the difference between naive and expert individuals’ interactions with an image but never in the same individuals before and after the educational process. Our lab’s goal is to explore this question using gaze tracking and quantitative measures. This will be done by looking at 3 specific variables: entry time, number of visits and fraction of viewing time. Hypotheses: We test 3 main hypotheses. (1) The trained group will attend to educationally salient features more than the non-trained group, after the training. (2) The non-trained group will attend to visually salient features more than the trained group after training. (3) Training will cause the trained group to attend more to educationally salient features after then training, when compared to base, while the non-trained group will have no change. [TRUNCATED]

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Robinson, Ryan Patrick. « The Effect of Individual Differences on Training Process Variables in a Multistage Computer-Based Training Context ». University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1238431328.

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Kantor, Linda Sara. « Mindfulness training for individuals in organisations : application, adaptation and perceived value ». Doctoral thesis, Faculty of Commerce, 2018. http://hdl.handle.net/11427/30155.

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Recently, mindfulness training has garnered increasing interest from organizational practitioners and scholars. This research explores participants’ applications, experiences, and perceived impact of mindfulness for those who have undergone training outside of the workspace. Kabat-Zinn’s approach to Mindfulness-Based Interventions (MBIs) underpins and informs this research. I conducted semi-structured interviews with 53 participants working in a variety of organisational contexts. Participants had trained in one of three different MBIs: an 8-week Mindfulness-Based Stress Reduction Programme (MBSR), a two-year Mindful Leadership Programme as part of an Executive MBA programme, or a two-year Mindfulness Certification for professionals. Using an interpretive phenomenological approach and thematic analysis, I explored ways in which participants applied and shared mindfulness practice at work and home. I present the results in the form of an inductive model of mindfulness in the workplace. I distinguish some key individual meta-capacities (awareness of the wandering mind, embodiment, equanimity and kindness) and capacities developed (resilience, sense-of-self, multiple perspectives and possibility). I highlight how mindfulness enhanced the ability to work with difficult emotions, thoughts and sensations, opening participants up to new modes of relationship and new framings of productivity and power in the workplace. The transformation in the areas of productivity, power and relationality, could be tied in with the Buddhist concept of three poisons; greed (excessive productivity), hatred (competitive and aggressive workplace behaviours) and delusion (use and abuse of power at work). Mindfulness provides an antidote. The voices of participants highlight the intra and interpersonal effects and the potential and challenges of mindfulness practice in organisational contexts. This research offers some hopeful data and a deeper understanding of the potential of mindfulness training as a modality for transformation in the workplace. It offers this at a time where some critics question whether the use of mindfulness to improve work-life might lead to dilution and misappropriation of the practice. The model developed in this study contributes to Positive Organisational Scholarship (POS) literature and provides a map of how mindfulness might be of value in the workplace in the service of wisdom and compassion.

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Hansson, Björn. « Effects of upper body concurrent training in trained individuals : a review ». Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67276.

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Concurrent training (CT) is defined as the development of both endurance and strength within the same exercise program. CT has been studied for decades, but the results has been diverse. However, very few have studied the effects of CT on the upper body musculature. Hence, this review set out to investigate the effects of combined strength and endurance training (ET) of the upper body on muscle hypertrophy, muscle strength and endurance variables. PubMed was searched with relevant search terms with varying combinations, such as concurrent training, combined strength and endurance training. After scanning the literature, a total of eight articles were included. The results suggest that muscle strength, exercise economy and time to exhaustion can effectively be improved by CT of the upper body. The effect of CT on upper body musculature were unclear. Some of the articles included suggests a decrease in whole body lean mass, which might simply be due to insufficient loading of the lower body musculature. In order to maintain muscle mass during a CT protocol, endurance athletes should aim to perform ST which targets muscles active during ET. However, the limited empiric literature available on CT of the upper body makes a conclusion hard to draw. This review shows that CT of the upper body is yet an unexplored and researchers should further investigate the effects of CT for the musculature of the upper body alone. If we gain more knowledge of the effects from concurrent training of the upper body, it could have several implications, both clinically and in a sport setting.

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Rautalinko, Erik. « Nondirective Counseling : Effects of Short Training and Individual Characteristics of Clients ». Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4551.

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Mackenzie, Andrew K. « Eye movements and driving : insights into methodology, individual differences and training ». Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/15690.

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Driving is a complex visuomotor task, and the study of eye movements can provide interesting and detailed insights into driving behaviour. The aim of this thesis was to understand (a) what methods are useful to assess driving behaviour, (b) the reasons we observe differences in eye movements when driving, and (c) offer a possible visual training method. The first experiment compared drivers' eye movements and hazard perception performance in an active simulated driving task and a passive video driving task. A number of differences were found, including an extended horizontal and vertical visual search and faster response to the hazards in the video task. It was concluded that when measuring driving behaviour in an active task, vision, attention and action interact in a complex manner that is reflected in a specific pattern of eye movements that is different to when driving behaviour is measured using typical video paradigms. The second experiment investigated how cognitive functioning may influence eye movement behaviour when driving. It was found that those with better cognitive functioning exhibited more efficient eye movement behaviour than those with poorer cognitive functioning. The third experiment compared the eye movement and driving behaviour of an older adult population and a younger adult population. There were no differences in the eye movement behaviour. However, the older adults drove significantly slower, suggesting attentional compensation. The final experiment investigated the efficacy of using eye movement videos as a visual training tool for novice drivers. It was found that novice drivers improved their visual search strategy when driving after viewing videos of an expert driver's eye movements. The results of this thesis helps to provide insights into how the visual system is used for a complex behaviour such as driving. It also furthers the understanding of what may contribute to, and what may prevent, road accidents.

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Pauli, Regina. « Learning to read mammograms : complex skill acquisition, training and individual differences ». Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/844305/.

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The interpretation of mammograms is a complex perceptual cognitive skill involving the visual and interpretative evaluation of breast X-rays. In the context of the National Health Service Breast Cancer Screening Programme, reading mammograms entails distinguishing between large numbers of normal and few abnormal films, and making decisions with regard to further clinical investigation. This thesis is concerned with lay people learning to interpret screening mammograms. Three issues are considered in this context, the nature of mammogram interpretation skill, issues in training and individual differences. Previous research on radiological skill has involved the study of visual search, on the one hand, and analyses of cognitive expertise in radiology, on the other. In this thesis, it is argued that skill in screening mammogram interpretation involves both, visual analysis and interpretation of detected abnormality. This notion is formalised in a cognitive process model of mammogram interpretation, which incorporates two stages of processing. The model is supported by data from two skill acquisition studies, one longitudinal study of radiographers and one involving students who have received brief training. Performance outcome and error data from both studies confirm the two stage nature of mammogram interpretation skill. Issues in selection and training considered in the thesis reflect the applied concerns surrounding lay film interpretation in screening mammography. Individual differences in mammogram reading performance were investigated in terms of ability, personality and cognitive skills measures. Training was examined in terms of the effect of different instructional methods on interpretation performance. It was found that a feature oriented method of training lay people for screening mammogram interpretation has some advantages over more traditional training methods. Individual differences in film reading performance after training were best predicted by cognitive style and strategy variables.

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Kim, May. « Influence of individual difference factors on volunteer willingness to be trained ». Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089204371.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 196 p.; also includes graphics Includes bibliographical references (p. 58-173). Available online via OhioLINK's ETD Center

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Jiwani, Alicear Mary. « An analysis of the educational and training needs of industry and individuals : individuals' perception of needs as the basis for the development of education and training policy ». Thesis, University of East London, 1994. http://roar.uel.ac.uk/1222/.

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This study developed from my Interests in the industrial system and the education and training needs of individuals. The starting point for the research was Maslow's need theory, and Scheler's proposition that Individuals must continually update their acquisition of technological (artificial) knowledge to avoid alienation from the culture created by this type of knowledge. This study Initially began with a review of literature which demonstrated that the educational and training needs of individuals arose from the demands of the Industrial system. This raised the question of whether individuals' needs were similar to or different from those of the organisations in which they worked. The empirical research which developed from this question was to test the hypothesis that Individuals' perception of needs could serve as the basis for the development of training strategy and policy. The research was carried out amongst unemployed adults, employed adults In three companies and 100 employers in the engineering industry. An inductive-deductive approach was taken to identify the education and training needs of individuals and organisations. The investigation was carried out by a multi-method approach involving questionnaire and interviews in the collection of both quantitative and qualitative data. The research confirmed the literature and hypothesis. It also raised the question of whether the individuals' perception of needs could be discussed within the wider context of individuals' ability to participate in discussions about the socloeconomic- political environment. The study claims individuals' and industries' needs are similar, thus individuals' perception of needs can be the basis for the development of training strategy and policy, and it proposes a model of Knowledge-Based Training as a possible way forward. It builds on Mallow's theory of needs and also supports Robbins' theory that harmony can exist between the life and system worlds.

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Martinez, Nicholas. « Perceptual Responses to High-Intensity Interval Training in Overweight and Sedentary Individuals ». Thesis, University of South Florida, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1535545.

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Contemporary aerobic exercise guidelines comprised of continuous durations and higher intensities have been shown to be effective in the prevention and treatment of risk factors associated with obesity and cardiovascular disease (CVD). However, high-intensity interval training (HIIT) has recently been examined as an advantageous protocol for producing more favorable physiological and psychological benefits in comparison to traditional continuous exercise guidelines. The dual-mode model, which examines the dose response relationship between exercise intensity and affective valence, would suggest that exercise performed well above the ventilatory threshold (VT) in the severe domain should result in negative affective valence.

Numerous investigations have confirmed the reliability of the dual-mode models ability to predict compromised affective valence in the presence of heavy to severe exercise intensities, but only a small amount of research has examined the efficacy of the dual-mode model during HIIT. However, no research to date has combined HIIT with the dual-mode model's efficacy to predict affective valence in target populations challenged by exercise adherence, such as overweight and sedentary individuals. Therefore, the purpose of this study was to examine the dual-mode model's reliability to predict affective valence for overweight and sedentary individuals performing HIIT.

A total of 14 participants (7 male, 7 female) with a mean age of 23 ± 4 (range = 18-33) and mean BMI of 29 ± 3 (range = 25-33) completed the study. Each participant completed a ramp maximal exercise test to determine VT and peak power data, which allowed for specific exercise intensities of delta (DT) to be prescribed for experimental trials. Participants were low to moderate risk. The four experimental conditions were all matched for total work: 1) continuous at 10% DT (Continuous-Heavy - CH), 2) 24 × 30-second intervals at 60% DT (Interval-Severe 30 Second - IS30), 3) 12 × 60-second intervals at 60% DT (Interval-Severe 60 Second - IS60), 4) 6 × 120-second intervals at 60% DT (Interval-Severe 120 Second – IS120). The continuous exercise condition was 20 minutes in duration, whereas all interval exercise conditions were 24 minutes in duration.

Results indicated that in-task perceptual responses defined, as affective valence and perceived enjoyment were overall more favorable during IS30 and IS60 in comparison to CH and IS120. IS30 was the only experimental condition in which affective valence did not decline significantly (p > 0.05). Ratings of perceived enjoyment were greater at all measured time points during IS60 (p < 0.05) in comparison to CH. The findings of this study suggest that HIIT comprised of 30 and or 60 seconds help to facilitate more favorable perceptual responses of affective valence and perceived enjoyment than continuous exercise and intervals of longer than 60 seconds duration.

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Musa, Azuwan. « The efficacy of visuomotor compensatory training for individuals with visual field defects ». Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12908/.

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Several approaches have been developed to help patients with partial visual field defects to cope with their visual loss, and the most effective are those that encourage the person to move their eyes more efficiently. This thesis sought to examine the efficacy of a multiplatform compensatory training called Durham Reading and Exploration (DREX) in the rehabilitation of these individuals. Overall, the thesis focuses on two primary aims which include establishing whether the DREX training app completed on either a computer or a touchscreen tablet can be an effective treatment for homonymous visual field defects (HVFDs) caused by brain injury, as well as validating the assessment tasks that have been incorporated into the app. The results from Studies 1 to 3 show that DREX training is clinically effective for HVFD rehabilitation, and the training effect in patients trained using a touchscreen tablet is equivalent to patients trained with a computer, with a meaningful improvement in the quality of life which remains stable over a period of three months. In Studies 4 to 6, the built-in assessments tasks are found to be reliable and valid and can be used confidently to monitor the training progression and outcomes. Study 7 explores the novel observation that DREX training is also beneficial for patients with other types of partial visual field defects like tunnel vision and central visual field loss, demonstrating that this training could potentially be offered to a wider low vision population. Finally, studies 8 and 9 explore whether the blurring of vision, a common comorbid visual impairment in patients with visual field defect, could affect the visual exploration performance and the outcomes of visual exploration training. From these results it is clear that blurring of vision did reduce the search efficacy, but searching behaviour can still be improved with the training. Taken together, the findings from this suite of studies indicate that DREX is an effective and inexpensive treatment for visual field defects in a variety of etiologies, however the comorbid impairments that could affect the rehabilitation should be identified to maximise efficacy of this treatment.

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Nicolette, Myrna K. (Myrna Kay). « Anger Reduction in Closed Head Injured Individuals with Group Social Skills Training ». Thesis, North Texas State University, 1990. https://digital.library.unt.edu/ark:/67531/metadc331164/.

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In the present study, an anger management treatment program was compared to a pseudo-social skills training program (self-help group) and waiting list control group to determine its effectiveness in reducing irritable/angry behavior in head injured subjects. Subjects consisted of 28 adults with previous head injury trauma who had difficulty with excessive irritability and anger. Subjects averaged 35.4 years of age and had an average of 8.9 years post head injury. Treatment consisted of 10 group sessions over a five week period. Anger management training was designed to teach subjects self management skills aimed at reducing the frequency of angry acting out behavior. Training methods included role playing, relaxation training, assertiveness training and cognitive restructuring. The pseudo-social skills training group was a self-help group designed to encourage discussion of irritability problems without teaching specific coping techniques. To assure some degree of homogeneity in cognitive abilities among subjects, minimum eligibility scores were required on five subtests of the Wechsler Adult Intelligence Scale - Revised and the Peabody Picture Vocabulary Test. Dependent measures were pre and posttreatment scores obtained from five categories of the Katz Adjustment Scale - Relative form: belligerence, negativity, general psychopathology, social obstreperousness, and social role functioning. In addition, pre and posttreatment recordings of observed angry/irritable behavior in the subjects were obtained from a significant other. Results failed to reveal statistically significant differences on the dependent measures between the three study groups. In addition, analysis failed to reveal any significant variables that predicted outcome. It is evident that much more organized research is needed to further investigate the possibilities of treatment for various problems encountered by those with head injuries.

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Hays, Heather D. « USING PYRAMIDAL STAFF TRAINING TO DECREASE SOCIALLY UNACCEPTABLE SEXUAL BEHAVIORS AMONGST INDIVIDUALS WITH INTELLECTUAL DISABILITIES ». OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/1948.

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AN ABSTRACT OF THE THESIS OF Heather Hays, for the Master of Science degree in Behavior Analysis and Therapy, presented on June 30, 2016, at Southern Illinois University Carbondale. TITLE: USING PYRAMIDAL STAFF TRAINING TO DECREASE SOCIALLY UNACCEPTABLE SEXUAL BEHAVIORS AMONGST INDIVIDUALS WITH INTELLECTUAL DISABILITIES MAJOR PROFESSOR: Dr. Mark Dixon This current study expands the research of pyramidal training to the subject area of sex education. It utilizes the Behavioral Skills Training (BST) teaching package (instruction, model, role play and feedback) while applying the pyramidal training approach to teach appropriate boundaries to individuals with DD. Although this is not a complete sex education package, it will begin the research in this this subject area. With state hospitals closing their doors and more individuals with an ID entering the community, appropriate boundaries is an essential skill for both, individuals with an ID and the others in the community. Pyramidal training of the sexual education curriculum was introduced to the three participants in a consecutive manner. This study suggests that pyramidal training is an effective way to decrease spikes in target behaviors for individuals with intellectual disabilities at a day training facility. Future research should be conducted to look at more detailed sex education packages and teaching the curriculum in different environments.

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McPhee, Jamie Stewart. « Endurance training : central and peripheral adaptations in relation to inter-individual variability ». Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496616.

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Considerable variability exists between people in their health- and performance-related adaptations to training. The variability is usually ascribed 1 to genetic diversity, but there are also mechanistic explanations that are often overlooked. The work described in this thesis examined factors (non-genetic and genetic) that contribute to inter-individual variability in endurance-phenotypes and responses to endurance training.

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Ray, Jessica. « Training for Decision Making in Complex Environments : Instructional Methods and Individual Differences ». Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5690.

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Increased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the effects of four training methods on performance and mental model accuracy in a microworld simulation game. It was hypothesized that process-focused guidance targeting metacognitive level processes as well as combined process and problem focused guidance would result in better performance and mental model accuracy than problem- focused guidance alone or unguided training approaches. Additionally, it was expected that individual differences in prior decision making ability, metacognitive awareness, working memory span, and fluid intelligence would moderate the relationship between the type of instructional guidance and outcomes. Results supported the development of decision-making skills through process-focused instructional guidance, particularly for initially low performing or more novice individuals. Results highlight the importance of individual learner experience prior to training. Similarly, this research aims to expand the literature by providing support for process-focused training as a method to support non-expert decision making skills. While further research needs are outlined, the current research represents an important step forward in both the theoretical literature providing support for instruction designed to support domain general decision making skills in non-experts. Practical implications regarding improved guidance for future instructional and training systems design, personnel selection, operator and system performance evaluation, and safety are also discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Human Factors Psychology

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Dempster, Martin Thomas. « Leadership training and the mediating role of individual differences in voluntary organisations ». Thesis, University of Ulster, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321630.

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Latu, Ioana M. « Reducing Automatic Stereotype Activation : Mechanisms and Moderators of Situational Attribution Training ». Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/72.

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Individuals tend to underestimate situational causes and overly rely on trait causes in explaining negative behaviors of outgroup members, a tendency named the ultimate attribution error (Pettigrew, 1979). This attributional pattern is directly related to stereotyping, because attributing negative behaviors to internal, stable causes tends to perpetuate negative stereotypes of outgroup members. Recent research on implicit bias reduction revealed that circumventing individuals’ tendency to engage in the ultimate attribution error led to reduced stereotyping. More specifically, training White participants to consider situational factors in determining Blacks’ negative stereotypic behaviors led to decreased automatic stereotype activation. This technique was named Situational Attribution Training (Stewart, Latu, Kawakami, & Myers, 2010). In the current studies, I investigated the mechanisms and moderators of Situational Attribution Training. In Study 1, I investigated the effect of training on spontaneous situational inferences. Findings revealed that training did not increase spontaneous situational inferences: both training and control participants showed evidence of spontaneous situational inferences. In Study 2, I investigated whether correcting trait inferences by taking into account situational factors has become automatic after training. In addition, explicit prejudice, motivations to control prejudice, and cognitive complexity variables (need for cognition, personal need for structure) were investigated as moderators of training success. These findings revealed that Situational Attribution Training works best for individuals high in need for cognition, under conditions of no cognitive load, but not high cognitive load. Training increased implicit bias for individuals high in modern racism, regardless of their cognitive load. Possible explanations of these findings were discussed, including methodological limitations and theoretical implications.

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Hurst, Henry Alan. « Access to higher education and people with disabilities : individual and institutional perspectives ». Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277232.

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This qualitative study considers the experiences of three small cohorts of students whose disability has affected their walking, as they attempted to secure places on courses in higher education. It is based on a series of interviews with the students and with staff at their further education college who were responsible for applications procedures. Further information was obtained from a variety of documentary sources - confidential references, communications from the higher education institutions, etc. In order to place the experiences in context, the process is also examined from the perspective of higher education institutions. The approach adopted is to use case studies of a university and a polytechnic. The data again derives from interviews and from analysis of documentary evidence. The third dimension of the study concerns change both in relation to the spread of good practice and also the implications for people with disabilities of the new government policies affecting higher education. The focus is on the part played by Skill: The National Bureau for Students with Disabilities and its efforts to safeguard and improve provision. The little evidence currently available suggests that people with disabilities encounter negative discrimination when they try to enter higher education. The nature of this, how it operates both in terms of contacts with individual applicants and in the determination of policies within institutions, has not been investigated previously. This study can be viewed as a contribution to debates about equality of opportunity and about civil rights. More recently, there has been increased concern about the widening of access to higher education. This investigation is timely and relevant to this development.

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Stead, Valerie S. « Influences on individuals' application of learning : a grounded theory study and its evaluation ». Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389942.

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Etelvino, Maira Christiane Socorro Duarte. « Curricular training report at risk management directorate ». Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/13994.

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Mestrado em Biomedicina Farmacêutica
This report is a summary of the activities developed during 9 months of curricular training at the Directorate of Risk Management for Medicines as part of the master degree in Pharmaceutical Medicine. The internship has the purpose of complement the theoretical knowledge previously acquired and was focused on the two areas of the Directorate: Safety Monitoring and Risk Minimization. The activities of the Directorate include the collection and validation of Individual Case Safety Report received from healthcare professionals, patients and pharmaceutical companies. The activities of Risk Minimization include the implementation of safety variations, management of periodic safety update report and risk management plan, validation of the direct healthcare professional communication and the evaluation of educational materials. The Directorate is also responsible to identify and manage safety signals.
Este relatório é o sumário das atividades realizadas durante 9 meses de estágio na Direção de Gestão do Risco de Medicamentos no âmbito do mestrado em Biomedicina Farmacêutica. O estágio teve o objetivo de complementar os conhecimentos teóricos adquiridos e contemplou as duas principais áreas de ação da Direção: a Monitorização de Segurança de Medicamentos de Uso Humano e a Minimização do Risco. De entre as atividades da Direção inclui-se a recolha e avaliação de notificações de reações adversas enviadas por profissionais de saúde, utentes e empresas farmacêuticas. As atividades de minimização do risco associado a medicamentos incluem atividades como as alterações de segurança, a gestão dos relatórios periódicos de segurança e dos planos de gestão do risco, a validação das comunicações dirigidas aos profissionais de saúde e a avaliação dos materiais educacionais. A Direção tem ainda a função de detetar novos sinais de segurança e fazer a sua gestão.

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Yang, Li Min. « Enhancement of implicit motor learning by individual alpha band down-regulation neurofeedback training ». Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3948454.

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Kovary, Giselle. « A qualitative evaluation of a cross cultural training program for individuals travelling abroad ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0010/MQ52590.pdf.

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Fenaughty, Joan. « Game-based Strategies Implementation During Social Skills Training for Non-Elementary Aged Individuals ». Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6271.

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The problem of practice that has been identified is the lack of games as a social skills tool. Individuals with Autism may face many daily challenges. One of the known deficits for this population is their challenges related to social skills. One way to provide social skills instruction is through game-based strategies. When thinking about play it is not uncommon to automatically envision young children, but the inclusion of game-based play during social skills instruction can be appropriate for all age groups. As children age interventions tend to move away from the inclusion of play. In order to teach social skills the individuals must first be willing to come together as a group and interact with each other. One way to bring resistant individuals together is through play. During the pilot study of social skills training, for middle school aged students with high functioning autism, it was discovered that the inclusion of playing board games became a positive and productive way to bring resistant individuals together for the purpose of social skills training. With the inclusion of game playing as part of the social skills pilot study the results were positive interactions between individuals who initially avoided any interactions, other than negative ones, with each other. The model will be implemented with individuals who have autism and may also have other disabilities who are functioning at a much lower cognitive level. The goals of the pilot program are to increase social interactions and to improve social skills through the inclusion of play during social skills instruction. Social skills instruction requires individuals to be engaged; the inclusion of play is a natural non-threatening way to promote cooperative social interactions as a precursor to social skills instruction.
Ed.D.
Doctorate
Education and Human Performance
Education

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Boen, Randall. « The Evaluation of Attitudes towards Individuals with Mental Illness among Counselors in Training ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1643.

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Negative attitudes and stigma associated with mental illness have a profound impact on individuals who experience them. Researchers have defined stigma as the attribution of a deviant characteristic to members of a particular group. Persons with severe and persistent mental illness (SPMI) face many difficulties that impact their full participation in social life. Although attitudinal reactions to individuals with SPMI have improved considerably over the last few decades, there are still areas for improvement. Limited research has been conducted to evaluate attitudes and stigma associated with individuals with SPMI among human service professionals-in-training (HSPs). For this study HSPs were defined as individuals entering into social service, mental health, and substance abuse professions. Further, there have only been a few published studies in attitude research that utilized randomized vignettes portraying individuals with two different mental health diagnoses. Data collection occurred in counselor education and similar programs at many universities. A total of 79 participants (20 males and 58 females) took part in this study. Recruitment efforts reached HSPs at 27 universities throughout the contiguous United States. For this study, participants were asked to respond to self-report surveys and to one of two written vignettes to quantify their attitudes toward the individuals depicted in them. The two vignettes described an individual with a mental illness and differed in the diagnosis attributed to the individual: schizophrenia spectrum disorder in one vignette and generalized anxiety disorder in the other vignette. Results indicated that although there were slight mean differences between the two groups of participants, the differences were not statically significant, t (77) = 0.63, p =53. The Attribution Questionnaire-27 (AQ-27; Corrigan, 2012) gathered overall attitudes towards mental illness. The Mental Health Provider Stigma Inventory (MHPSI; Kennedy, Abell, & Mennicke, 2014) was used to collect data on attitudes, behaviors, and social pressure impacting stigma towards individuals who have SPMI. Data collected with these two scales yielded evidence to indicate that participants held stigmatizing attitudes towards individuals with SPMI. Data gathered suggested that graduate students in rehabilitation counselor education programs expressed fewer stigmatizing attitudes than students from other programs. This result was seen across both measures. Data were collected on frequency of contact with persons with mental illness to evaluate the association between contact frequency and knowledge of mental illness and negative attitudes. Demographic data gathered included gender, age, professional training, and number of years of work experience in a counseling-related role. Further, a hierarchical multiple regression was used to determine which order of predictors were statistically significant to the outcome measure. Prior literature suggest that prior contact and familiarity scores playing a more important role in predicting the outcome variable (AQ-27) then the demographic information. The first model was statistically significant F(6,72) =3.64, p= .003 and explained 23% of the variance in the dependent variable (AQ-27 total scores). After the input of these demographic factors the second step included LOF and SADP- PCF-R scores. After entry of the second step the overall variance was 28%. The second model was statically significant F(8,70) = 3.39 p = 002 and explained an additional 4% variance in the model. In the final adjusted model, four out of the seven predictor variables were statistically significant. A small pilot study consisting of rehabilitation counseling professionals was used to develop the methodologies for this study. The primary limitation of the primary study was the sample size. Further details of the methodology used and limitations of this particular study will be described in subsequent chapters. Implications of this study and suggested future research are proposed.

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MacDonald, Jennifer Elizabeth. « Precision teaching as a supplementary approach to skills training for individuals with schizophrenia ». Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2672.

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While most agree that individuals with Schizophrenia require integrated skills training in multiple areas, fewer agree as to how to provide the most effective training. In this thesis, empirical studies on skills training for individuals with Schizophrenia and other psychiatric disorders are examined briefly, with precision teaching representing a possible addition to the procedures currently used for rehabilitating and instructing these individuals. Precision teaching, an empirically validated instructional technology, focuses on fluency-based instruction and makes use of a standard chart to guide data-based instructional decisions. This study evaluates the effectiveness of using precision teaching for teaching basic math skills to 2 individuals with Schizophrenia. Results indicate that precision teaching effectively increased the rate of correct answers to multiplication problems during the intervention. In addition, during follow-up probes, both participants maintained greater knowledge of problems learned to a fluency criterion than those problems learned to a criterion of accuracy alone.

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Shaw, I., BS Shaw et GA Brown. « Influence of strength training on cardiac risk prevention in individuals without cardiovascular disease ». African Journal for Physical, Health Education, Recreation and Dance, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001650.

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Abstract It has widely been shown that exercise, particularly aerobic exercise, has extensive cardioprotective benefits and is an important tool in the prevention of coronary heart disease (CHD). The present investigation aimed to determine the multivariate impact of strength training, designed to prevent the development of CHD, on the Framingham Risk Assessment (FRA) score. Twenty-eight healthy untrained men with low CHD risk (mean age 28 years and 7 months) participated in an eight-week (3- d/wk) strength training programme. Self-administered smoking records, resting blood pressures, total cholesterol (TC), high-density lipoprotein cholesterol (HDLC), FRA scores and absolute 10-year risks for CHD were determined at the pre-test and post-test. After the eight-week period, no significant (p > 0.05) differences were found in number of cigarettes smoked daily, systolic blood pressure, TC, HDLC, FRA scores and absolute 10-year risks for CHD in both the strength-trained (n = 13) and non-exercising control (n = 15) groups. The data indicate that strength training did not reduce the risk of developing CHD and absolute 10-year risk for CHD as assessed by the FRA score.

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Cleveland, Jackie. « The effects of multiple prompting on acquisition training for individuals with intellectual disabilities ». abstract, 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1456403.

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Martin, Richard A. « The physical and psychological benefits of martial arts training for individuals with disabilities ». Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002martinr.pdf.

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Rhea, Lynn P. « The cardiovascular effects of resistance exercise training on orthostatic intolerance in elderly individuals ». [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0401101-200913/unrestricted/rhea0426.pdf.

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Murray, Jane P. « An Examination of the Impact of Training on the Emotional Intelligence of Individuals ». Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365421.

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Over the last decade the Emotional Intelligence (EI) construct has been promoted as a tool that can be used to provide positive individual, team and organisational outcomes in the workplace. Researchers have demonstrated links between EI and organisational variables including organisational change, leadership, performance, conflict, interpersonal skills (IS), citizenship performance and goal setting. As a result organisations are now actively seeking ways to improve EI in the workplace. Currently there are a variety of interventions being offered for organisations to increase individual EI. These range from basic IS programs to specific emotions-focused interventions. An issue is, however, that many programs have not been subjected to theoretical justification and open empirical testing. Therefore, academic research should be conducted to ascertain the efficacy of training emotional intelligence within organisations. It is this research opportunity that forms the basis of this thesis and in particular, the following research questions: 1. Can individual emotional intelligence be increased through training in: a. Emotional Intelligence Skills? b. Interpersonal Skills? 2. What is the relationship between emotional intelligence and: a. Organisational Citizenship Behaviours? b. Goal Setting? To answer these questions, I develop and empirically test a theoretically-driven EI focused training program and determine whether EI, citizenship performance and goal setting can be improved through training. These results were then compared to the results from a basic IS training program and a normative group data collection. Interventions were conducted within a large Australian public sector organisation.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text

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Price, Richard D. « A ministry of marriage enrichment through the process of individual affirmation ». Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Kelley, Helen Marie, et University of Lethbridge Faculty of Arts and Science. « The importance of individual differences in developing computer training programs for end users ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1994, 1994. http://hdl.handle.net/10133/55.

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Research emphasises that effective and efficient end-user training is a vital component of the successful utilization of computer technology and that individual differences (e.g., learning styles, cognitive reasoning schemata) may effect the outcomes of end-user training. This study investigates the relationships between end users' Motivational Intent to use computer technology and individual differences. End users' Motivational Intent to use computer technology is significantly different for between-subjects grouped according to their level of anxiety (i.e., positive, neutral, negative). The empirical results indicate that end users' scholastic ability is an important predictor of the incremental change over time to end users' Motivational Intent to use computer technology. End users' learning styles impact the incremental change over time to end users' Motivational Intent to use computer technology. The results suggest that the tailoring of end-user training methods, techniques and materials to accomodate individual differences may be beneficial and worthwhile.
x, 99 leaves : ill. ; 28 cm.

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Schatz, Sae. « Trait Arousability and its Impact on Adaptive Multimedia Training ». Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2259.

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Today's best intelligent, adaptive, multimedia trainers have shown excellent performance; however, their results still fall far-short of what good human tutors can achieve. The overarching thesis of this paper is that future intelligent, adaptive systems will be improved by taking into account relevant, consistent, and meaningful individual differences. Specifically, responding to individual differences among trainees will (a) form more accurate individual baselines within a training system, and (b) better inform system responses (so that they interpret and respond to observable data more appropriately). One variable to consider is trait arousability, which describes individual differences in sensitivity to stimuli. Individuals' arousability interacts with the arousal inherent to a task/environment to create a person's arousal state. An individual's arousal state affects his/her attentional capacity, working memory function, and depth of processing. In this paper, two studies are presented. The purpose of the first study was to evaluate existing subjective measures of trait arousability and then develop a new measure by factor analyzing existing apparatus. From this well-populated (N = 622) study, a new reliable ([alpha] = .91) 35-item scale was developed. This scale includes two factors, negative emotionality and orienting sensitivity, which have been previously theorized but not yet so reliably measured. The purposes of the second study were to (a) validate the measure developed in the first investigation and (b) demonstrate the applied value of the arousability construct in the context of training. Results from the second study (N=45) demonstrated significant main effects, but the interaction effects were inconclusive. They neither clearly confirm nor invalidate the hypotheses, but they do raise further questions.
Ph.D.
Other
Sciences
Modeling and Simulation PhD

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Lampkins, Ta?Quonna. « Parent training for adolescent mothers transitioning out of foster care| A curriculum ». Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10239766.

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Foster youth in the United States who transition out of care have a difficult time transitioning into the world independently. In addition to emerging into adulthood the youth who are parenting during their transition are faced with even more significant barriers. As an attempt to guide those adolescent mothers transitioning out of care this curriculum is a tool to enhance their parenting skills, coping skills, and to increase their ability to overcome barriers as they transpire into the world of adulthood as parents. This curriculum will offer psychoeducation covering topics such as; stress management, coping, and parenting styles to assist in fulfilling adolescent mothers transitioning out of care to reach their full potential as individuals and as an adolescent mother. This curriculum will also include personal assessments, role-playing scenarios and other exercises for the participants to use to practice the concepts learned.

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Ramos, Clara Filipa Cristóvão. « Condicionantes da transferência da formação : caso EDP Distribuição ». Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10918.

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Mestrado em Gestão de Recursos Humanos
A presente dissertação propõe-se a determinar os aspetos que condicionam a transferência da formação na empresa EDP Distribuição, com o objetivo de diagnosticar problemas e fornecer estratégias que permitam aumentar a sua eficácia, tendo por base as teorias e os quadros conceptuais mais significativos que têm sido usados para avaliar a influência de diversas variáveis na transferência. Este estudo testa, através da aplicação de um inquérito por questionário a 95 colaboradores da empresa, as variáveis experiência da transferência, modelo da formação, motivação e capacidade pessoal para transferir, desempenho e recompensa pela transferência e ambiente de trabalho. Os resultados da análise revelam que nesta empresa os problemas com a transferência estão maioritariamente relacionados com o modelo da formação e o ambiente de trabalho, este último mais especificamente na ação das chefias. Neste sentido, sugere-se a implementação de diversas estratégias durante o período de formação e pós formação, salientando-se a necessidade de orientar os objetivos e conteúdos de formação para a aplicação no local de trabalho e a importância das chefias comunicarem as expetativas de melhoria de desempenho e estabelecerem metas para a aplicação das novas competências no local de trabalho.
The purpose of this review is to determine the aspects that influence training transfer in EDP Distribuição, in order to diagnose problems and provide strategies to improve effectiveness, based on the most significant theories and conceptual frameworks used to evaluate the effects of multiple variables in transfer. By applying a questionnaire to the company's 95 employees, the study analyses the variables transfer experience, training model, motivation and personnel ability to transfer, performance and reward for transfer and work environment. The results show that the problems are mostly related to the model of training and the work environment, more specifically the action of managers. Therefore, the implementation of several strategies during training and post training periods is suggested, emphasizing the need to assure the application of goals and training contents at the workplace, as well as the importance of managerial communication on the expectations of performance improvement and goal setting for the enforcement of new skills.

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Kaniamattam, Monica. « Communication Partner Training for Parents of Children with Communication Disorders| A Participatory Action Research Study ». Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10814914.

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Parents and speech language pathologist (SLP) typically establish and maintain hierarchical relationships which ascribe excessive authority to the therapist, thus limiting the possibilities for dialogue and mutual learning. The SLPs discussions of children?s communication development often fail to acknowledge the contributions that parents can make, based on their knowledge and experiences with children at home. Neglecting parents? voices in communication intervention means the parents? critical role in supporting children?s communication development is overlooked. By investigating with parents their perspectives on children?s communication facilitation and social interaction experiences in and out of the home environment, this study sought to understand the relationships between parent?s beliefs and practices for communication facilitation and to model processes by which parents and SLP?s develop a reciprocal dialogue. This study draws insights into how parent initiated communication facilitation and social interaction for children with complex communication needs (CCNs) in a rural rehabilitation center in Kerala can be improved through examining a collaboratively created communication partner training program for parents and used a participatory action research approach centered on cooperative inquiry. Six parents of children younger than 6.5 years with CCNs, joined me in a six-month long co-investigation. Individually and collectively we raised questions, observed, documented, and reflected on communication facilitation strategies in and out of the homes. Weekly meetings were held involving all the participants and occasionally with individual families. Data sources included research diaries written by myself about parent?s experiences, audiotapes of meetings, participants? reflective journal entries, and children?s communication profiles constructed jointly by parents and the researcher. When children?s communication was documented based on children?s communication at home, we observed a wide variety that was not assessed in the standard communication assessments. The study?s findings provide evidence that parents can be a rich resource for SLPs and researchers. The data reveal the perceptions and practices of parents for communication facilitation. It also shows some of the real-life challenges for communication and interaction facilitation. Parents raised issues about current practices in communication interventions, misunderstandings about speech therapy, and training/teaching and learning relationships. This suggests that organizing parent training programs based on western models would be inappropriate. Through the parent practitioner research process, we were able to develop and introduce `conversation books? as a way for viewing the child as a communication partner and to provide more interaction opportunities for the children viewed as `sick child.? This process provides further evidence for the importance of including parents? knowledge and experience in the design of effective learning contexts for their children. These findings suggest that beyond the currently existent routine clinician-parent meeting (5 minute or lesser sessions, of giving instructions to parents), alternative structures for dialogue with practitioners are needed that allow for parents? critical reflection and substantive contributions to the children?s communication intervention plans.

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Бага, О. О. « Проблеми індивідуального навчання студентів технічних спеціальностей ». Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/17925.

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Thèses sur le sujet « Training individuale »

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