Articles de revues : « Training plans »

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Lester, S. E., et A. K. R. Robson. « Lesson plans in surgical training ». Clinical Otolaryngology 32, n^o 3 (juin 2007) : 207–8. http://dx.doi.org/10.1111/j.1365-2273.2007.01439.x.

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Rogage, Kay. « Virtual training environments for major incident response planning in UK gas infrastructure ». International Journal of Disaster Resilience in the Built Environment 9, n^o 2 (9 avril 2018) : 130–44. http://dx.doi.org/10.1108/ijdrbe-01-2017-0007.

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Purpose This paper aims to evaluate a virtual training environment for testing UK gas pipeline emergency response plans. Design/methodology/approach Interviews, observations and desk research were used to identify current methods for testing plans. A virtual training environment was developed and evaluated with industry experts by using participatory design techniques. Key themes relating to both the current methods for testing plans and for a virtual training environment were identified using thematic analysis. Findings Improved training performance, remote participation and evidence of decision testing are benefits a virtual training environment can bring to current practice. It is suggested that a virtual training environment can enhance, rather than replace, the current process of testing emergency response plans. Research limitations/implications Analysis of the virtual training environment being used to test plans in a live context would give further ecological validity to the findings. A study of the prototype used to test plans for incidents involving sectors outside the gas industry would further validate the findings. Originality/value The application of a virtual training environment to facilitate testing plans and the decision-making processes for major incidents involving high-pressure gas pipelines and storage sites is yet to be documented. This paper contributes to the literature by documenting the decision-making process and evaluation of a virtual training environment for testing plans in this context.

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Learner, Sue. « Plans for foundation-level dementia training ». Nursing and Residential Care 15, n^o 7 (juillet 2013) : 468. http://dx.doi.org/10.12968/nrec.2013.15.7.468.

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Ali, Rahmadi, et Rofiqoh Hasan Harahap. « EVALUATION OF EDUCATION AND TRAINING PROGRAM AT MEDAN RELIGIOUS TRAINING CENTER ». AL-TANZIM : Jurnal Manajemen Pendidikan Islam 5, n^o 2 (13 août 2021) : 75–85. http://dx.doi.org/10.33650/al-tanzim.v5i2.2014.

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This study aims to analyze and evaluate the context, input, process, and product of a substantive technical training program for preparing lesson plans for Madrasah Ibtidaiyah teachers. The study used a qualitative approach with the CIPP evaluation model (context, input, process, and product). The results showed that; first, the context dimension states that the implementation of education and training is by the legal basis for working; second, the input dimension includes the availability of reliable resources, adequate facilities, and infrastructure and financing borne by the government, so that its implementation can be carried out properly; third, the dimension of the process which includes the implementation of programs that are by the predetermined plans and designs; fourth, the product dimension where the teacher already understands the specified competencies.

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Fleck, Steven. « Non-Linear Periodization for General Fitness & ; Athletes ». Journal of Human Kinetics 29A, Special-Issue (1 septembre 2011) : 41–45. http://dx.doi.org/10.2478/v10078-011-0057-2.

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Non-Linear Periodization for General Fitness & AthletesPeriodization of resistance training or planned changes in training volume and intensity are used to maximize strength and fitness gains. Several types of periodized resistance training plans have been developed. The most common of these plans is linear also termed classic or strength/power periodization and nonlinear periodization. The biggest difference between these two types of training plans is with nonlinear periodization changes in training volume and intensity are made more frequently. The most common type of nonlinear periodization is daily nonlinear periodization where substantial changes in training intensity and volume are made from one training session to the next training session. Periodized resistance training does result in greater strength gains than non-periodized programs. While both linear and nonlinear periodization plans result in significant strength and fitness gains some research indicates greater strength gains with daily nonlinear periodization.

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Li, Nan, William Cushing, Subbarao Kambhampati et Sungwook Yoon. « Learning User Plan Preferences Obfuscated by Feasibility Constraints ». Proceedings of the International Conference on Automated Planning and Scheduling 19 (16 octobre 2009) : 370–73. http://dx.doi.org/10.1609/icaps.v19i1.13393.

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It has long been recognized that users can have complex preferences on plans. Non-intrusive learning of such preferences by observing the plans executed by the user is an attractive idea. Unfortunately, the executed plans are often not a true representation of user preferences, as they result from the interaction between user preferences and feasibility constraints. In the travel planning scenario, a user whose true preference is to travel by a plane may well be frequently observed traveling by car because of feasibility constraints (perhaps the user is a poor graduate student). In this work, we describe a novel method for learning true user preferences obfuscated by such feasibility constraints. Our base learner induces probabilistic hierarchical task networks (pHTNs) from sets of training plans. Our approach is to rescale the input so that it represents the user's preference distribution on plans rather than the observed distribution on plans.

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O'Dempsey, Tim. « Fair training ». Progress in Development Studies 9, n^o 1 (janvier 2009) : 81–86. http://dx.doi.org/10.1177/146499340800900107.

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Major catastrophes appear to be inevitable given the current demographic transition, the growth of mega-cities in disaster hotspots, the predicted effects of global climate change, and the crucial relationship between natural disasters and complex political emergencies. Disaster prevention, preparedness and contingency planning will be effective only if trained personnel are available to develop these plans and implement them in a timely manner. Workforce migration, driven by poverty, insecurity and lack of opportunity, creates a leadership and skills vacuum that further increases the vulnerability of those who remain. Sustainable solutions to the problems of disasters and development will only be achieved when poor people have local access to Fair Training.

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Adiguzel, Tufan, Mehmet Haldun Kaya, Mehmet Akin Bulut, Sinem Emine Mete et Yesim Nalkesen-Akin. « Integrating cognitive presence strategies : A professional development training for K-12 teachers ». Contemporary Educational Technology 15, n^o 2 (1 avril 2023) : ep417. http://dx.doi.org/10.30935/cedtech/12987.

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For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.

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Randolph, Mary. « The Best-Laid Plans ». ASHA Leader 18, n^o 5 (mai 2013) : 72. http://dx.doi.org/10.1044/leader.fplp.18052013.72.

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Trisno, Bambang, et Lainah Lainah. « Optimalisasi Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) Melalui Pelatihan Bagi Kelompok Kerja Guru Pendidikan Agama Islam Kecamatan Baso ». Jurnal Dedikasia : Jurnal Pengabdian Masyarakat 2, n^o 2 (31 décembre 2022) : 99. http://dx.doi.org/10.30983/dedikasia.v2i2.5736.

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<p>Indonesia is intensively innovating in the world of education. Freedom to learn has become an innovation that has been hotly discussed since 2019. One of the updated policies in the independence of learning is the teacher's lesson plan. Through independent learning the lesson plans which previously consisted of hundreds of pages were made slimmer, namely one sheet. This curriculum is very effective and efficient, Some elementary schools in the Baso Agam sub-district are not ready to implement this curriculum and most teachers do not understand the form of one-sheet lesson plans applied explicitly to elementary schools. The purpose of this activity is to optimize the strengthening of teacher pedagogic competencies in implementing the independent learning curriculum at the Baso PAI KKG. The action was carried out using the training method. This training activity positively impacts Baso PAI KKG teachers, teachers are more ready to implement the free learning curriculum and teachers' academic competence in the lesson plands for free learning is more optimal. Because 28.6% chose very well, 55.4% chose a good level of understanding of the training on preparing 1 sheet lesson plans, and 58.9% said they were able to, and 26.8% said they were very able to explain it back to other teachers.</p>

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Aguss, Rachmi Marsheilla, Dina Amelia, Zaenal Abidin et Permata Permata. « PELATIHAN PEMBUATAN PERANGKAT AJAR SILABUS DAN RPP SMK PGRI 1 LIMAU ». Journal of Social Sciences and Technology for Community Service (JSSTCS) 2, n^o 2 (15 septembre 2021) : 48. http://dx.doi.org/10.33365/jsstcs.v2i2.1315.

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Planning can provide guidelines for the implementation of learning, so that it is right on target and effective. One of the goals of educational planning that is very meaningful made by teachers as educational directors is the Syllabus and Learning Implementation Plans and Plans (RPP). Teachers of SMA/Vocational High School (SMK) PGRI 1 Limau are the right target for community service activities considering that the school has not had sufficient technical training. The purpose of this dedication activity is to train and motivate teachers to be able to develop the perfect syllabus and lesson plans. The lesson plan (RPP) is a more specialized planning tool than the syllabus. This educational implementation plan is designed to guide teachers in teaching so that they are not far from educational goals. Recognizing the importance of planning this lesson, teachers should not teach without planning. There is also feedback that shows that the training is suitable with the needs of increasing teacher professionalism and is optimistic that the training can be achieved. Supporting energy for training in the form of space or supporting facilities is sufficient so that the training can run easily, well, on time, and fun. Participants are very supportive of further training. Keywords: Building teacher professionalism with syllabus training, lesson plans, 2013 curriculum.

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Scott, Graham. « Poor nurse training plans are a worldwide problem ». Nursing Standard 13, n^o 41 (30 juin 1999) : 4. http://dx.doi.org/10.7748/ns.13.41.4.s4.

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Hammett, Emma. « Plans for first aid training to become mandatory ». British Journal of School Nursing 14, n^o 1 (2 février 2019) : 38–40. http://dx.doi.org/10.12968/bjsn.2019.14.1.38.

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Ghilarducci, Teresa, et Michael Reich. « Complementarity of pensions and training under multiemployer plans ». Journal of Labor Research 22, n^o 3 (septembre 2001) : 615–34. http://dx.doi.org/10.1007/s12122-001-1024-9.

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Wada, Naoya, Kodo Ito et Toshio Nakagawa. « Optimal training plans on physical performance considering supercompensation ». Communications in Statistics - Theory and Methods 49, n^o 15 (9 avril 2020) : 3761–71. http://dx.doi.org/10.1080/03610926.2020.1722845.

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Lock, Mary Beth, Craig Fansler et Meghan Webb. « (R)Evolutionary Emergency Planning ». International Journal of Risk and Contingency Management 5, n^o 2 (avril 2016) : 47–65. http://dx.doi.org/10.4018/ijrcm.2016040103.

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This article discusses how a library can revise its existing Emergency, Disaster and Continuity of Operations plans, through the utilization of an ongoing review cycle, new dissemination techniques, and expanded training protocols. While reviews of existing emergency plans typically happen in response to actual emergencies, flipping that scenario by conducting ongoing reviews with a small, dedicated committee will expand preparedness. The paper identifies important steps to follow in revising emergency plans and discusses incorporating e-book and short form formats to enhance training and documentation.

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Puffett, Neil. « ‘Rushed’ social work training plans raise ‘workforce shortage’ fears ». Children and Young People Now 2016, n^o 3 (2 février 2016) : 10–11. http://dx.doi.org/10.12968/cypn.2016.3.10.

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Government plans to introduce a national accreditation scheme for children's social workers by 2020 could see practitioners leave the profession and destabilise the workforce, warn social work education experts

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Hayes, Derren. « Careers advice plans under fire ». Children and Young People Now 2015, n^o 13 (23 juin 2015) : 14. http://dx.doi.org/10.12968/cypn.2015.13.14.

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Rumenov, Yanko. « Study of the Training of Students, Future Sports Teachers ». Vocational Education 24, n^o 6 (3 décembre 2022) : 598–614. http://dx.doi.org/10.53656/voc22-66a2prou.

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In this report we present a sample of research directly related to the education of students, future sports educators. The research method uses a survey containing 16 questions. The research contingent contains students studying in the 4th year, or already completed their training for physical education and sports teachers at Bulgarian universities. The topics covered are specifically related to theoretical and practical preparation, knowledge of study content, preparation of outline plans and delivery of lessons. As part of the research output, we find that prospective sports educators have difficulties in developing outline plans and delivering lessons for certain sports.

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Kopetschny, Hani, David Rowlands, David Popovich et Jasmine Thomson. « Long-Distance Triathletes’ Intentions to Manipulate Energy and Macronutrient Intake Over a Training Macrocycle ». International Journal of Sport Nutrition and Exercise Metabolism 28, n^o 5 (1 septembre 2018) : 515–21. http://dx.doi.org/10.1123/ijsnem.2017-0135.

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This study explored the information sources long-distance triathletes used to inform their training and nutrition plans, and evaluated these plans over a training macrocycle. Seventy-four long-distance triathletes completed the online survey. Coaches were the most popular training information source (69%), whereas nonprofessional sources (internet 65%, other athletes 53%) were more popular than nutritionists (29%) for nutrition information. Attributes valued most in an information source were: source prior personal experience, individualized advice, breadth of knowledge, and credibility. Sixty-five percent of participants reported previously manipulating dietary intake to improve performance. Forty-three percent reported carbohydrate loading previously, but only 29% planned to carbohydrate load for their upcoming event. Thirty-six percent of participants planned to reduce carbohydrate intake at some point in training, predominantly early (28%) and toward the end (22%) of their macrocycles. Twenty percent of participants planned to maintain energy intake early, and increase (14%) or maintain energy intake (15%) mid-cycle. Triathletes’ training plans showed intentions for concurrent increases in volume and intensity, rather than a classical periodized training progression. Limitations of this study include the lack of diet intake and training data, quantitative comparison with dietary guidelines and high/low carbohydrate classification, and an overrepresentation of women in the study cohort. This research showed the popularity of the internet and other athletes to inform triathletes’ nutrition plans, and revealed intentions to reduce carbohydrate intakes alongside training load increases, contrary to professional guidelines. Understanding athletes’ intentions and sources of nutrition information is crucial to developing effective nutrition education strategies.

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Tudor-Owen, Jane, Adrian J. Scott, Pamela J. Henry et Ray Bull. « An exploratory study of the planning and interviewing practices of police recruits in Western Australia ». Forensic Update 1, n^o 120 (février 2016) : 20–25. http://dx.doi.org/10.53841/bpsfu.2016.1.120.20.

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The present study examines the planning and interviewing practices of police recruits engaging in investigative interviews with witnesses. The study analyses how the content of plans and interviews prepared by 23 police recruits changes on four occasions during their training at the Western Australia Police Academy, and whether there is a relationship between the content of plans and interviews. On each occasion, undergraduate students acted as witnesses, watching a short film depicting a mock crime before being interviewed by one of the recruits. To facilitate analysis, the items in plans and the questions and statements in interviews were coded according to what aspect of the PEACE model of interviewing they related (e.g. Engage and explain, Account, clarification and challenge [Account] or Closure). The findings show that recruits emphasise the Account stage in their plans and interviews while neglecting the Engage and explain and Closure stages of the model. Further, findings show an association between the content of plans and interviews, particularly with regard to the Engage and explain stage of the model. Encouragingly, recruits were found to increase the proportion of items relating to the Closure stage in plans and interviews following training. Implications of the findings are discussed with particular regard to their application in training recruits.

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Al-Shaqsi, Sultan, Robin Gauld, David McBride, Ammar Al-Kashmiri et Abdullah Al-Harthy. « The State of Healthcare Disaster Plans in New Zealand and the Sultanate of Oman : An International Comparative Analysis ». Advances in Emergency Medicine 2014 (22 juin 2014) : 1–7. http://dx.doi.org/10.1155/2014/758728.

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Aim. The aim of this study was to carry out an audit of healthcare plans in New Zealand and Oman. Methods. The study utilizes a deductive content analysis method. Written plans from New Zealand District Health Boards (DHBs) and the Omani secondary and tertiary hospitals were analyzed. A checklist was used to score the plans against twelve elements which are command and control, hazard analysis, surge capability, communication, standard operating procedures (SOPs), life-line backups, public and media, training, welfare, coordination, and recovery. Results. There were 14 plans from New Zealand and 7 plans from Oman analysed. The overall coverage of New Zealand plans was 67.5% compared to 53.3% in Oman. Plans from both countries scored similarly in “command and control,” “hazard analysis,” “surge,” and “communication” elements. Omani plans scored lower than those of New Zealand in “media and the publicv” “training,” “coordination,” and “recovery.” Both countries scored very low in addressing the welfare of responders. Conclusion. This study highlighted the value of health emergency plans in New Zealand as reflected by the high score of DHBs’ coordination. Therefore, a similar approach in Oman will enhance emergency preparedness. Responders’ welfare is an issue that needs to be addressed by emergency preparedness plans in both countries.

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Levine, Edwin A., Debra Payton, Robert Pavia, Caryn Houck et Shuying Chen. « JOINT CHINA-NOAA PORT AREA CONTINGENCY PLANNING PROJECT ». International Oil Spill Conference Proceedings 1995, n^o 1 (1 février 1995) : 838–39. http://dx.doi.org/10.7901/2169-3358-1995-1-838.

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ABSTRACT As part of a World Bank-funded Ship Waste Disposal Project, the China Academy of Transportation Sciences (CATS) developed a model for port oil spill emergency plans. The National Oceanic and Atmospheric Administration was asked to participate in three stages of the model's development: 1. a review of information collected from four major ports and identification of additional data needed to develop the plan, 2. work to finalize the plan's format and develop a prototype plan for Guangzhou, and 3. in-country training and a test of the prototype plan. After these efforts, CATS will revise the model and develop plans for Ningbo, Shanghai, Dalian, Tianjin, and Xiamen.

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Klein, Gary, Michael McCloskey, Rebecca Pliske et John Schmitt. « Decision Skills Training ». Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, n^o 1 (octobre 1997) : 182–85. http://dx.doi.org/10.1177/107118139704100142.

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An approach to training decision skills was developed that attempts to train people to learn like experts, rather than to think like experts. Several methods were developed to provide increases in experience, and increases in the amount of learning that could be derived from experiences. These included a technique for identifying decision requirements, a method for presenting low-level simulations, a method for reflecting on the decision making in training events, a method for mentally simulating plans, and a method for leaders to obtain feedback on the expression of intent. The training was presented to 30 U.S. Marine Corps squad leaders at Camp Pendleton, CA, over a period of 3.5 months. Initial subjective evaluations are high, indicating good user acceptance.

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Sannomiya, Masana, Emi Sasagawa, Naoko Hikita, Kaori Yonezawa et Megumi Haruna. « The Proportions, Regulations, and Training Plans of Male Midwives Worldwide : A Descriptive Study of 77 Countries ». International Journal of Childbirth 9, n^o 1 (1 mars 2019) : 5–18. http://dx.doi.org/10.1891/2156-5287.9.1.5.

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ObjectivesThe proportions of male midwives as well as regulations and training plans targeting male midwives were investigated.MethodsQuestionnaires were sent to 109 United Nations member countries where midwifery associations had opened their e-mail addresses. Respondents were persons in charge of midwifery education or policy recommended by midwifery associations, researchers, or acquaintances. The questionnaire inquired about the number of midwives and obstetrician-gynecologists by gender in the country, as well as regulations and training plans relevant to male ones. For those countries that either failed to respond or provided insufficient information, supplemental Internet searches were conducted.ResultsData from 77 countries were analyzed (57 countries returned the questionnaires, and data on another 20 were obtained through Internet searches). Of the 19 countries without male midwives, five did not allow men to become midwives. In 37 countries with male midwives whose proportion data were available, the median proportion was 0.63%. Respondents in 13 countries described regulations respecting women who unwanted care by male midwives and in other two explained training plans for male midwives considering their specific characteristics.ConclusionThe proportion of male midwives is small, and regulations and training plans for male midwives varied depending on social content in countries.

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Jutzi, Katelyn S. R., Elizabeth Linkewich, Anne W. Hunt et Sara McEwen. « Does training in a top-down approach influence recorded goals and treatment plans ? » Canadian Journal of Occupational Therapy 87, n^o 1 (6 juin 2019) : 42–51. http://dx.doi.org/10.1177/0008417419848291.

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Background. Five stroke rehabilitation teams were supported in the implementation of Cognitive Orientation to daily Occupational Performance (CO-OP) as part of a knowledge translation (KT) project called CO-OP KT. Medical record auditors noted there was occasionally a disconnect between client goals and treatment plans, revealing a need to better understand the characteristics of each and their relationship to each other. Purpose. This study aimed to examine the characteristics of goals and treatment plans in occupational therapy before and after CO-OP KT. Method. A descriptive secondary analysis of medical record data was employed. Findings. Post intervention, there was a change in goal specificity ( p = .04) and therapist–client goal alignment ( p = .05). Occupation-based goals were often paired with a bottom-up, impairment-based treatment. Top-down treatments, when present, lacked the same detail given to bottom-up plans. Implications. CO-OP KT seemed to lead to more specific goals, but matching top-down treatment plans were not found.

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Chrpa, Lukáš. « Generation of macro-operators via investigation of action dependencies in plans ». Knowledge Engineering Review 25, n^o 3 (septembre 2010) : 281–97. http://dx.doi.org/10.1017/s0269888910000159.

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AbstractThere are many approaches for solving planning problems. Many of these approaches are based on ‘brute force’ search methods and they usually do not care about structures of plans previously computed in particular planning domains. By analyzing these structures, we can obtain useful knowledge that can help us find solutions to more complex planning problems. The method described in this paper is designed for gathering macro-operators by analyzing training plans. This sort of analysis is based on the investigation of action dependencies in training plans. Knowledge gained by our method can be passed directly to planning algorithms to improve their efficiency.

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Harnieti, Harnieti. « Peningkatan kompetensi guru dalam menyusun RPP daring melalui metode in house training (IHT) ». JPGI (Jurnal Penelitian Guru Indonesia) 6, n^o 1 (20 février 2021) : 36. http://dx.doi.org/10.29210/02878jpgi0005.

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This article aims to analyze the improvement of teacher competence in compiling an Online Learning Implementation Plan (RPP) by applying the In House Training (IHT) method to teachers. The research subjects were teachers who had low competence in compiling online lesson plans with five men and 15 women. This research is a School Action Research which was carried out in two cycles, and each cycle was carried out for two meetings. The data collection technique was carried out by direct observation and accompanied by the vice principal as an observer by using an observation sheet. Then the results of the observations will be analyzed by looking at the increase in each cycle. In the initial conditions, the competence of teachers in preparing online lesson plans was 35.48%. After taking action through In House Training, the competence of teachers in preparing online lesson plans in cycle 1 is 70.42%. An increase in cycle 2 to 87.92% (very good). The results of this study indicate that there is an increase in teacher competence in preparing online lesson plans from cycle 1 to cycle two with an average increase of 17.5%. Based on the results of this study, it can be concluded that the application of the In House Training method can improve the competence of teachers in preparing online lesson plans.

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Baker, Daniel J. « Outcomes of Behavior Support Training to an Agency Providing Residential and Vocational Support to Persons with Developmental Disabilities ». Journal of the Association for Persons with Severe Handicaps 23, n^o 2 (juin 1998) : 144–48. http://dx.doi.org/10.2511/rpsd.23.2.144.

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The development of behavior support strategies in the homes and workplaces of persons with disabilities remains a challenge. This report presents a study of behavior support training for a residential and vocational support agency. Three training sessions were provided to managerial and direct-care staff, during which trainees worked in teams to plan or complete functional assessments and behavior support plans for focus persons supported by the agency. Before training, there were no complete functional assessments for the focus persons but there were behavior support plans for two of the focus persons. Posttraining, functional assessments and behavior support plans were either developed or improved to meet the standards for best practice for all focus persons. One behavior support plan was not written until approximately one year after the completion of the training sessions. The frequency of problem behavior was reduced for all focus persons. The limitations and strengths of this approach are described herein for clinicians and researchers.

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Helmi, Helmi, Ahmad Rudini, M. Ihsan Ramadhani, Nadya Huda et Nurul Huda Fitriani. « Strategi Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru Pada SMP Negeri 1 Belawang ». Journal on Education 5, n^o 3 (4 mars 2023) : 7104–16. http://dx.doi.org/10.31004/joe.v5i3.1498.

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This study uses a descriptive method with a qualitative approach. Data collection techniques using observation, interviews, and documentation. The results of the study show that: Programs to improve the professional competence of SMP Negeri 1 Belawang teachers are: Curriculum development training such as preparing annual programs, semester programs, educational calendars, training in compiling syllabus, lesson plans (RPP). Improvement and enrichment program through MGMP. Improving the competence of educators (teachers) such as teacher certification training, computer training for teachers, holding internal teacher competency workshops. 2) The implementation of teacher professional competence improvement by the principal of SMP Negeri 1 Belawang, namely: Training in compiling a syllabus, and learning implementation plans (RPP). The improvement and enrichment program through the MGMP SMP Negeri 1 Belawang has attended trainings and upgrades, both internally and externally or outside of school. Improving the competence of educators (teachers) such as teacher certification training has been carried out, but the improvement as expected has not been achieved, computer training for teachers has been carried out but has not gone well, and held an internal teacher competency workshop, there has been an increase in understanding of the competencies that must be developed. have by the teacher. 3) The obstacles experienced by the principal in improving the professional competence of teachers at SMP Negeri 1 Belawang are the lack of support for facilities and infrastructure, the lack of awareness of teacher responsibilities, and the lack of support from the school committee and the community.

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Patel, Toral C., Jodie V. Malhotra et Joseph J. Saseen. « Advancing Pharm. D. Training in Egypt through a Structured Preceptor Development Program ». Pharmacy 8, n^o 3 (1 août 2020) : 135. http://dx.doi.org/10.3390/pharmacy8030135.

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The Children’s Cancer Hospital of Egypt (CCHE) and the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) collaborate to offer a Doctor of Pharmacy (Pharm.D.) degree to international pharmacists holding a bachelor’s degree in pharmacy. The experiential training is provided by CCHE’s clinical pharmacist preceptors at CCHE. Clinical pharmacists at CCHE had prior experience precepting baccalaureate pharmacy students, but not Pharm.D. students when this program commenced. Therefore, the SSPPS faculty provided a live preceptor development program for select CCHE clinical pharmacists in 2017. Primary deliverables of the program included the preparation of individual preceptor development plans and experiential syllabi for program participants. Preceptor development plans and experiential syllabi were evaluated by the SSPPS faculty. Program participants were also evaluated on their assessment of learner case scenarios using introductory pharmacy practice experience (IPPE) and advanced pharmacy practice experience (APPE) assessment tools created for the CCHE program. Participant performance on submitted preceptor development plans and experiential syllabi, and performance on the learner cases were all utilized for participant selection as Pharm.D. preceptors in the CCHE Pharm.D. program. This paper describes this preceptor development program, the process utilized to determine selection of Pharm.D. preceptors, and plans for providing continuing preceptor development for preceptors at CCHE.

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Mahajan, Abhimanyu, Carolyn Cahill, Eugene Scharf, Sahil Gupta, Stephanie Ahrens, Elizabeth Joe et Logan Schneider. « Neurology residency training in 2017 ». Neurology 92, n^o 2 (5 décembre 2018) : 76–83. http://dx.doi.org/10.1212/wnl.0000000000006739.

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ObjectiveTo survey graduating US neurology residents on the topics of debt, fellowship interview process, future plans, and their readiness for practice and business management tasks.MethodsAn electronic survey was sent to all US American Academy of Neurology member adult and child neurology residents graduating in June 2017.ResultsThe response rate was 23.4% (n = 159). Of the 143 residents who provided information about student loans, 57% reported having debt (median $180,000). Ninety percent of respondents reported plans to pursue a fellowship after residency; 57% intended to stay at their home institution for additional training. Among respondents from adult neurology programs, 87% preferred to begin the fellowship application process after the first 6 months of the third postgraduate year. Almost half (46%) of adult neurology program residents felt they did not have enough outpatient exposure prior to making fellowship decisions compared to 14% of child neurology trainees. Although reported readiness to perform specific tasks (coding and office management) increased since 2007 (p < 0.05), only 36% of all respondents reported receiving business management training during residency.ConclusionTrainees completing residency report considerable educational debt. A large majority of residents feel the fellowship application process occurs too early. Despite improvements over recent years, the majority of residents continue to feel ill-prepared for specific practice management tasks. These results suggest a need to better understand the effect of educational debt on career choices, an examination of the timing of the fellowship application process, and the incorporation of additional business management training during residency.

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Flood, Amar H., Sara E. Skrabalak et Yan Yu. « Individual development plans — experiences made in graduate student training ». Analytical and Bioanalytical Chemistry 413, n^o 23 (14 août 2021) : 5681–84. http://dx.doi.org/10.1007/s00216-021-03540-z.

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Yoo, Ju-Young, et Sang-Hun Lee. « Historical Trends and Development Plans of Inmate’s Vocational Training ». Correction Welfare Society of Korea 64 (29 février 2020) : 55–83. http://dx.doi.org/10.35422/cwsk.2020.64.55.

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Cochand-Priollet, Beatrix. « Plans for the future of cytopathology training in Europe ». Cytopathology 21, n^o 3 (15 mai 2009) : 145–46. http://dx.doi.org/10.1111/j.1365-2303.2010.00769.x.

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Thompson, Hilaire J., Sheila Judge Santacroce, Rita H. Pickler, Jerilyn K. Allen, Jane M. Armer, Suzanne Bakken, Kathryn H. Bowles et al. « Use of individual development plans for nurse scientist training ». Nursing Outlook 68, n^o 3 (mai 2020) : 284–92. http://dx.doi.org/10.1016/j.outlook.2020.01.001.

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Jo, Jaeshin, et Yosoon Song. « Curriculum model plans to extend the IP training base ». Journal of Digital Contents Society 17, n^o 5 (31 octobre 2016) : 329–38. http://dx.doi.org/10.9728/dcs.2016.17.5.329.

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Siriwardena, A. N. « The acceptability of personal learning plans in vocational training. » Postgraduate Medical Journal 73, n^o 859 (1 mai 1997) : 289–92. http://dx.doi.org/10.1136/pgmj.73.859.289.

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Marom, Ofir, et Benjamin Rosman. « Utilising Uncertainty for Efficient Learning of Likely-Admissible Heuristics ». Proceedings of the International Conference on Automated Planning and Scheduling 30 (1 juin 2020) : 560–68. http://dx.doi.org/10.1609/icaps.v30i1.6752.

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Likely-admissible heuristics have previously been introduced as heuristics that are admissible with some probability. While such heuristics only produce likely-optimal plans, they have the advantage that it is more feasible to learn such heuristics from training data using machine learning algorithms. Naturally, it is ideal if this training data consists of optimal plans, but such data is often prohibitive to produce. To overcome this, previous work introduced a bootstrap procedure that generates training data using random task generation that incrementally learns on more complex tasks. However, 1) using random task generation is inefficient and; 2) the procedure generates non-optimal plans for training and this causes errors to compound as learning progresses, resulting in high suboptimality. In this paper we introduce a framework that utilises uncertainty to overcome the shortcomings of previous approaches. In particular, we show that we can use uncertainty to efficiently explore task-space when generating training tasks, and then learn likely-admissible heuristics that produce low suboptimality. We illustrate the advantages of our approach on the 15-puzzle, 24-puzzle, 24-pancake and 15-blocksworld domains using Bayesian neural networks to model uncertainty.

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Hughes, Joseph T., et Scott Rudolph. « NIEHS Oil Spill Health and Safety Training : Learning from Deepwater Horizon to Improve Future Response Training ». International Oil Spill Conference Proceedings 2017, n^o 1 (1 mai 2017) : 2129–46. http://dx.doi.org/10.7901/2169-3358-2017.1.2129.

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ABSTRACT: When the Deepwater Horizon oil drilling rig exploded on April 20, 2010, in the Gulf of Mexico, the United States faced an enormous challenge. The massive oil release had significant consequences in the region for the environment and for human health. The U.S. government has plans in place for an emergency response to disasters, and these plans are based on experiences during previous disasters, including the Exxon Valdez oil spill, the World Trade Center (WTC) disaster, and Hurricanes Katrina and Rita. After each disaster, the emergency response was evaluated and analysis of lessons learned led to revised emergency response plans for oil spills and for other types of disasters. In the case of the Deepwater Horizon event, the National Contingency Plan (NCP) was activated. The disaster response was implemented rapidly on a huge scale. Numerous governmental agencies, non-governmental organizations, local groups, and BP employees and contractors were engaged. Over 47,000 cleanup workers were trained to deal with the oil release. (See Table One) Over time, concerns have been raised about the health of cleanup workers, and the monitoring of their health continues.Table One:DWH Workforce Metrics The National Institute of Environmental Health Sciences (NIEHS) Worker Education and Training Program (WETP) held a workshop in Mobile, AL on May 4–5, 2011 that included a broad range of participants who were involved in the Deepwater Horizon response. This paper summarizes findings from the workshop report of what worked and what did not work as the basis for improvements in preparedness for future disasters. Specifically, workshop findings and recommendations focused on two topics: community engagement in the response process and the development of safety training for non-professional cleanup workers. The dialogue revealed that local community resources were utilized during the Deepwater Horizon response. However, workshop attendees noted areas for improving community engagement. They expressed that communities possess unparalleled knowledge of their local environments and can provide a valuable workforce to support response efforts. Workshop participants also called attention to a need to consider local community health issues in the response plan, so that information, appropriate medical care, and other health needs are addressed rapidly. While worker training was implemented quickly, training quality needs improvement. Issues around appropriate pre-incident training need to be addressed by OSHA and others responsible for worker protection. The Deepwater Horizon oil release was a disaster that called upon the U.S. to assemble and deploy tremendous resources to address an evolving challenge. The response was rapid, resilient, and in many ways effective. Workshop participant experience documents areas for improvement. The government has taken experiences from previous disasters to revise national disaster response plans. Deepwater Horizon response, as summarized in this report, can be applied to further improve worker safety and health training so that emergency responses to future disasters can more effectively address the challenges and needs of those involved in the event.

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Rodrigues-Silva, Jefferson, et Ángel Alsina. « Effects of a practical teacher-training program on STEAM activity planning ». Revista Tempos e Espaços em Educação 15, n^o 34 (26 décembre 2022) : e17993. http://dx.doi.org/10.20952/revtee.v15i34.17993.

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We sought to analyse the effects of a practical teacher-training program on teachers’ abilities in planning STEAM activities. For that, a case study is presented in a mixed-method research approach. 14 Brazilian teachers took part in a course wherein they received mentoring, instruments, and feedback to develop STEAM plans. In this research, data were collected from two surveys, from previously validated open-ended questions, and from the STEAM plans as final products. Quantitative data was analysed through nonparametric statistical tests, and qualitative data underwent content analysis according to the Ground Theory commandments. As result, teachers reported a positive view of the STEAM impact and a high predisposition towards it. Although they considered merging STEAM areas challenging, especially Engineering and Technology, the training helped them surpass it. All plans had at least two areas, and half of them had all five STEAM areas. Around 70% of the teachers used an active learning teaching method which was new to them. There was a significant augment in teachers' self-efficacy in planning STEAM activities.

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Maas, Jennifer, Megan Hoffman, Janet Shanedling, Jason Kadrmas, Trung Ngo et Jacob Johnson. « 2345 An electronic roadmap to customized human research training plans ». Journal of Clinical and Translational Science 2, S1 (juin 2018) : 51–52. http://dx.doi.org/10.1017/cts.2018.196.

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OBJECTIVES/SPECIFIC AIMS: To respond to the need for a simple tool to answer individual researchers questions: Exactly what training do I need to complete for my study and my role? Where can we go to find a comprehensive record of my research training? METHODS/STUDY POPULATION: Identify the factors that determine what training is required for each role (i.e., PI, coordinator, biostatistician) at the University, their role on the research study, type of funding, population being studied and responsibilities/duties on the research team. Develop an inventory of training required according to federal and local regulations and guidelines. Identify other related factors that ensure ongoing compliance for research professionals (i.e., medical licenses, CVs, immunizations, and credentials). Collaborate with programming professionals to explore and confirm the feasibility of such a Web site. Incorporate formal usability and pilot testing as part of the programming design process. Develop User Guide and Marketing and Launch plan for users and supervisors. Implement phased launch of the site with Google analytics, and evaluate the experience of phase I users. RESULTS/ANTICIPATED RESULTS: Three months user data and evaluation results demonstrated: 149 users created Training Roadmaps on the site. Users were from 67 different department codes, with the Department of Psychiatry the primary user. 20 users responded to a survey three months after launch. Research coordinators were the primary focus for phase I and represented almost half of the users. Survey respondents rated the site ease of use and clarity of the site as its greatest benefit. DISCUSSION/SIGNIFICANCE OF IMPACT: In September 2017, CTSI launched a new web-based training tool exclusively for University of Minnesota clinical research professionals who work with human participants, and their supervisors. The Human Research Training Web site is a free, easy-to-use tool to help identify and maintain the appropriate training, certification, credentials, and immunizations needed to perform University of Minnesota research with human participants. The Web site offers the University’s first systematic way to identify which research training is necessary for each research professional, and a system to track and maintain training compliance. Training records and information from the University of Minnesota’s central databases are securely integrated into this tool. Our Web site tool enhances research compliance. Any given study team member’s training requirements vary based on several criteria such as: role at the University, role on the research study, type of funding, population being studied and responsibilities/duties on the research study. The research training Web site generates required and optional training based on individuals’ responses to these questions. This Web site also links to the training, which decreases error in taking the wrong training. Furthermore, it provides completion data for research training and is a repository for vital study information such as: medical licenses, CVs, and credentials. Supervisors are able to view training and credentials. They are alerted when one of their employee’s licenses or certificates are about to expire. Uses-to-date and evaluation feedback have informed the need for a second phase of Web site enhancements. This site will reside in both the CTSI Web site and the HRPP Web site. A link will be sent to all new University research employees upon hiring. The Human Research Training Web site will likely have applicability to other universities in addition to the University of Minnesota.

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Douglas, Sarah N., et Denise J. Uitto. « A Collaborative Approach to Paraeducator Training ». Beyond Behavior 30, n^o 1 (17 mars 2021) : 4–13. http://dx.doi.org/10.1177/1074295621997177.

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Many schools struggle to provide appropriate training for paraeducators to ensure the necessary knowledge and skills required to support students with challenging behaviors. This article provides a collaborative approach to paraeducator training. Included is a description of a four-step strategy to clarify paraeducator responsibilities and define training needs, create training plans that align with adult learning principles, implement training using coaching with performance feedback, and document paraeducator performance. Roles for team members and examples for training are provided.

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Wang, Wentao, Yang Sheng, Manisha Palta, Brian Czito, Christopher Willett, Fang-Fang Yin, Qiuwen Wu, Yaorong Ge et Q. Jackie Wu. « Transfer learning for fluence map prediction in adrenal stereotactic body radiation therapy ». Physics in Medicine & ; Biology 66, n^o 24 (6 décembre 2021) : 245002. http://dx.doi.org/10.1088/1361-6560/ac3c14.

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Abstract Objective: To design a deep transfer learning framework for modeling fluence map predictions for stereotactic body radiation therapy (SBRT) of adrenal cancer and similar sites that usually have a small number of cases. Approach: We developed a transfer learning framework for adrenal SBRT planning that leverages knowledge in a pancreas SBRT planning model. Treatment plans from the two sites had different dose prescriptions and beam settings but both prioritized gastrointestinal sparing. A base framework was first trained with 100 pancreas cases. This framework consists of two convolutional neural networks (CNN), which predict individual beam doses (BD-CNN) and fluence maps (FM-CNN) sequentially for 9-beam intensity-modulated radiation therapy (IMRT) plans. Forty-five adrenal plans were split into training/validation/test sets with the ratio of 20/10/15. The base BD-CNN was re-trained with transfer learning using 5/10/15/20 adrenal training cases to produce multiple candidate adrenal BD-CNN models. The base FM-CNN was directly used for adrenal cases. The deep learning (DL) plans were evaluated by several clinically relevant dosimetric endpoints, producing a percentage score relative to the clinical plans. Main results: Transfer learning significantly reduced the number of training cases and training time needed to train such a DL framework. The adrenal transfer learning model trained with 5/10/15/20 cases achieved validation plan scores of 85.4/91.2/90.7/89.4, suggesting that model performance saturated with 10 training cases. Meanwhile, a model using all 20 adrenal training cases without transfer learning only scored 80.5. For the final test set, the 5/10/15/20-case models achieved scores of 73.5/75.3/78.9/83.3. Significance: It is feasible to use deep transfer learning to train an IMRT fluence prediction framework. This technique could adapt to different dose prescriptions and beam configurations. This framework potentially enables DL modeling for clinical sites that have a limited dataset, either due to few cases or due to rapid technology evolution.

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Guery, Loris. « Why do firms adopt employee share ownership ? Bundling ESO and direct involvement for developing human capital investments ». Employee Relations 37, n^o 3 (7 avril 2015) : 296–313. http://dx.doi.org/10.1108/er-02-2014-0016.

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Purpose – The purpose of this paper is to examine the relationship between employee share ownership (ESO) and employer-provided training. To be more specific, as both ESO and involvement practices can contribute to developing human capital, the paper addresses the question of whether they are substitutes or complements in the relationship with training. Design/methodology/approach – The theoretical hypotheses are tested using the French nationally representative establishment-level survey, REPONSE, which is similar to the British WERS. The sample consists of 1,523 establishments. Findings – The results are consistent with studies conducted elsewhere (e.g. in the UK) and provide novel findings, thereby suggesting a complementarity between ESO and involvement practices with bundles of practices becoming increasingly more complex as training expenditures increase. Research limitations/implications – To provide further insights, future research that uses more precise information regarding ESO plans is needed. Practical implications – Results can provide HR managers with valuable information regarding the organisational characteristics necessary to ensure a fertile ground for their training expenses. Originality/value – The paper reflects a growing awareness that human capital development and share ownership plans may be related and that this relationship might be a more compelling explanation for share ownership plans than the standard agency theory. The contribution of ESO plans to the development of employee competencies may be at least as important as their possible effects on employee motivation and effort.

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Delgado, BA, FFMA, Cristina M. « Plans require participation : Disaster recovery plans are ineffective without people ». Journal of Emergency Management 5, n^o 5 (1 septembre 2007) : 25. http://dx.doi.org/10.5055/jem.2007.0021.

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Decision-making authorities throughout both the public and private sector invest substantial amounts of time and money into developing a recovery plan. Yet, some organizations fail to address who will execute the plan and how. Employee needs are not always being addressed and, as a result, many groups find themselves lacking support after a disaster. Operational restoration is jeopardized and this often affects the financial and psychological make up of a business. There are methods that help in identifying employee sensitivities. Once there is a solid understanding about recruiting the right recovery team, certain strategies promote adequate training and manpower. Essentially, people are behind every stage of emergency management. To produce desirable outcomes, material resources must combine with human resources.

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Qureshi, Mohammmed Owais, Abrar Ahmad Chughtai, M. Saiful Islam, Jane Tuckerman et Holly Seale. « Examining the discourse regarding the delivery of occupational infection prevention and control training to healthcare workers : a scoping review of pandemic plans of 23 countries ». BMJ Open 12, n^o 8 (août 2022) : e061850. http://dx.doi.org/10.1136/bmjopen-2022-061850.

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BackgroundOver the years, countries reformed their pandemic plans but still healthcare systems were unprepared to handle the COVID-19 pandemic. Throughout the COVID-19 pandemic, healthcare workers (HCWs) raised issues around shortage of personal protective equipment (PPE), inadequate occupational infection prevention and control (IPC) training, lack of guidance regarding reuse/extended use of PPE and absence of HCWs.ObjectiveThe objective of this scoping review was to compare national and transnational pandemic plans and COVID-19 guidelines for the inclusion of recommendations regarding pandemic-specific occupational IPC training for HCWs, as well as strategies for managing the surge in PPE needs and staffing.Inclusion criteriaFrom each of the six WHO defined world regions, four countries with the highest burden of COVID-19 cases (as of mid-2020) were selected and attempted to locate the relevant pandemic plans and COVID-19 guidelines.MethodsSearches were undertaken of 1: National Guidelines Clearinghouse, 2: websites of international public healthcare agencies such as WHO, the European Centre for Disease Prevention and Control (ECDC) and, 3: in-country health departments/Ministry of Health/Department of Public Health, between June 2020 and July 2021. The data were summarised under six themes drawn from publicly available pandemic plans and COVID-19 (IPC) guidelines of WHO, ECDC and 23 countries.ResultsThe WHO, ECDC and 14 countries reported pandemic-specific IPC training; however, only four discussed training HCWs on correct PPE use; six countries listed strategies to manage the surge in demand of HCWs, while only five discussed managing the shortage of PPE. None of the COVID-19 guidelines recommended training HCWs for correct reuse or extended use of PPE and only one country’s guideline outlined mandatory HCWs attendance and delivery of training in a regional language.ConclusionPandemic plans should be revised to include guiding principles regarding the delivery of pandemic specific IPC training. There is also a need to provide guidance on when countries should consider reuse and extended use of PPE. This discourse should also be reflected in disease-specific pandemic guidelines, like COVID-19 (IPC) guidelines. The aim of this review is to assist international health agencies in generating evidence-based guideline updates.

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Takahashi, S. Glover, D. Martin, S. Verma et S. Edwards. « 74. Remediation plans : Effectively matching trainee needs to remediation planss ». Clinical & ; Investigative Medicine 30, n^o 4 (1 août 2007) : 69. http://dx.doi.org/10.25011/cim.v30i4.2835.

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This paper is a retrospective study reporting on the development of remediation plans for residents who are having difficulty meeting the established program goals and objectives. Additionally, the paper describes the implementation of a consistent, competency focused approach to remediation using a standardized needs assessment and intervention planning tool has functioned to better manage difficulty. First, the paper provides a profile of the educational needs of 20 recent cases describing their specialty programs, training levels and the competency areas of difficulty. Next the paper outlines an educational inquiry tool used by residency program directors to develop, implement and evaluate the trainee’s remediation programs. The tool includes inquiry questions which the faculty answer in the development of a customized remedial educational plan in the such areas as: trainee background, trainee information, overall rationale for remediation plan, training profile, purpose of remediation, details of remediation plan, anticipated outcome of remediation plan, other factors impacting trainee success. The tool is designed to be reviewed with trainee input to ensure the desired outcomes and process for the remediation plan are transparent for both the trainee and program director. Finally three case studies are described in detail including of the types of problems that lead to remediation, examples of the remediation plans developed and the range of approaches employed to support the success of residents. The paper then summarizes the identified key issues and options in optimizing success for residents in difficulty. Christopher I, Doty CI, Lucchesi M. The Value of a Web-based Testing System to Identify Residents Who Need Early Remediation: What Were We Waiting For? Acad Emerg Med 11(3):324. Beeson MS, Jwayyed S. Development of a Specialty-wide Web-based Medical Knowledge Assessment Tool for Resident Education. Acad. Emerg. Med 2004 (Mar); 11(3):324. Boiselle PM. Remedy for Resident Evaluation and Remediation, Academic Radiology 2005(July); 12(7):894-900.

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Saputri, Dwi Fajar, Syarifah Fadillah, Nurhayati Nurhayati et Nurussaniah Nurussaniah. « Pelatihan Pembuatan Lesson Plan dan Media Pembelajaran bagi Guru di Sekolah Dasar Negeri 34 Pontianak Kota ». Abdihaz : Jurnal Ilmiah Pengabdian pada Masyarakat 1, n^o 1 (30 octobre 2019) : 22. http://dx.doi.org/10.32663/abdihaz.v1i1.747.

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Workshop on Creating Lesson Plans and Making Learning Media for Teachers at 34 Elementary Schools in Pontianak City Teachers still have difficulty in making learning tools with the conditions of students in the class, and teachers have limitations in making learning media. The purpose of this program was to increase teacher knowledge about creating lesson plans and learning media. The method was training and mentoring held for two months from planning to evaluation. Fourteen elementary school teachers attended the training as participants. Pre-test and post-test were done to evaluate teacher knowledge about lesson plans. This community service was useful, and it can be concluded that this activity increased teacher knowledge about making learning tools. The teacher's knowledge score during the pre-test, ie, before training, was 57,87 points. The score at the post-test increased to 73,61. The teacher was skilled at making learning media materials so that they were available to students at affordable prices and attractive designs.

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Holton, Elwood F., Reid A. Bates et Sharon S. Naquin. « Large-Scale Performance-Driven Training Needs Assessment ». Public Personnel Management 29, n^o 2 (juin 2000) : 249–68. http://dx.doi.org/10.1177/009102600002900207.

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This paper reports a case study of an unusual needs assessment project designed to identify the performance improvement training needs of Louisiana state government employees. The project required the development of a hybrid methodology, called large-scale performance-driven training needs assessment. This methodology was more performance-oriented than the “felt-needs” found in large scale applications. The project also highlights deficiencies in needs assessment methodologies and plans for future research.

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