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1
Peeni, Manu Hoani. "The Effects of the Front Squat and Back Squat on Vertical Jump and Lower Body Power Index of Division 1 Male Volleyball Players." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/930.
Повний текст джерелаАнотація:
The purpose of this study was to compare effects of the front squat and back squat on vertical jump and lower body power index of division 1 male volleyball players. Eighteen NCAA Division 1 male volleyball players volunteered for this study and were assigned either to a back squat or a front squat training program group. Subjects followed the training program for 8 weeks. Counter-movement vertical jump (CMVJ) height and lower body power index were measured at 0, 4 and 8 weeks of the study. A 2x3 factorial ANOVA revealed no significant difference in CMVJ height and power index between the training groups (p = 0.921). In addition, changes in power index over 8 weeks were not significant (p = 0.931). There was significant improvement for both groups in CMVJ height from 0 to 4 weeks (p = .001) and from 0 to 8 weeks (p = .000), but not from 4 to 8 weeks (p =.080). Both front squat and back squat strength training programs were both equally effective at enhancing CMVJ performance.
2
Rankin, Jenny Grant. "Over-the-Counter Data's Impact on Educators' Data Analysis Accuracy." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575082.
Повний текст джерелаАнотація:
<p>There is extensive research on the benefits of making data-informed decisions, but research also contains evidence many educators incorrectly interpret student data. Meanwhile, the types of detailed labeling on over-the-counter medication have been shown to improve use of <i>non</i>-medication products, as well. However, data systems most educators use to analyze student data usually display data without supporting guidance concerning the data's proper analysis. In this dissertation, the data-equivalent to over-the-counter medicine is termed <i>over-the-counter data:</i> essentially, enlisting medical label conventions to pair data reports with straightforward verbiage on the proper interpretation of report contents. The researcher in this experimental, quantitative study explored the inclusion of such supports in data systems and their reports. The cross-sectional sampling of 211 educators of varied backgrounds and roles at nine elementary and secondary schools throughout California answered survey questions regarding student data reports with varied forms of analysis guidance. Respondents' data analyses were found to be 307% more accurate when a report footer was present, 205% more accurate when an abstract was present, and 273% more accurate when an interpretation guide was present. These findings and others were significant and fill a void in field literature by containing evidence that can be used to identify how data systems can increase data analysis accuracy by offering analysis support through labeling and supplemental documentation. Recommendations for future research include measuring the impact over-the-counter data has on data analysis accuracy when all supports are offered to educators in concert. <i>Keywords:</i> abstract, analysis, data, data-driven decision-making, DDDM, data-informed decision-making, data system, data warehouse, footer, ICT, interpretation guide, report. </p>
3
Clevidence, Michael W. "The Acute Effects of Differing Conditioning Loads on Counter-Movement Jump Performance in the Recreational Athlete." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1205515602.
Повний текст джерела
4
Collins, Susan Beckford. "Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055.
Повний текст джерелаАнотація:
The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the primary phase, during the last century. The findings of a two year investigation are presented and discussed. The study followed a sample of pupils through their final year of the primary phase and first year of the secondary phase shortly after the implementation of the National Curriculum. The report focuses on the initiatives, processes, procedures and practices introduced by one Local Education Authority (LEA) and by three primary phase schools and four secondary phase schools within the same LEA, to promote a shared view of the science curriculum among teachers in the primary and secondary phase and thus facilitate continuity and progression in pupils' learning. Later work from other researchers is considered to show that the findings of this investigation are still relevant and useful. The research used a qualitative approach to investigate the following issues as they related directly to continuity and progression in science education during the transitional phase: • In-service education and training initiatives to enhance the subject knowledge of teachers in the primary phase. • The procedures adopted for the formulation or modification of schemes of work for science in the primary and secondary phase. • Assessment procedures and practices implemented. • Liaison arrangements between primary and secondary phase teachers. • Strategies utilised by teachers in the management and organisation of pupils' learning in science at the macroscopic and microscopic levels in year 6 and year 7. The findings extend those of previous research. They show that within a sample of schools in one LEA, in all the issues studied in the research, the implementation of the National Curriculum for science education was ineffective in addressing the issues which contributed to disjunction in pupils' learning during transition. It also failed to institute a shared view of the science curriculum among teachers in the primary and secondary phase. The introduction of the National Curriculum was not in itself sufficient to overcome difficulties such as the lack of confidence in teachers (particularly in the primary phase) to teach aspects of science in which they lacked qualifications or previous experience. It was also found that other policies, particularly Local Management of Schools and the decline of the ability of Local Education Authorities to develop policies in all schools within the Authority, meant that there was no local coordination available for implementation of the National Curriculum. One major conclusion drawn from the findings of this research is that the decision to perpetuate a break in pupils' education at the point of transition through the introduction of discrete Key Stages for the primary and secondary phases of education not only impeded, but exacerbated the resolution of issues which contributed to a lack of continuity and progression in pupils' learning in science during the transitional phase.
5
Silva, Gilvaneide Viana Caldas da. "A REFORMA DO ENSINO MÉDIO NA REDE ESTADUAL DO MARANHÃO: o enfoque das competências na formação do trabalhador." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/98.
Повний текст джерелаАнотація:
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Previous issue date: 2015-07-10<br>The study on "high school contrarreforma the State Network of Maranhão: the focus of skills in worker training." Analyzes through a literature review and document the decisions in the training model proposed in the Curriculum Guidelines of the State of Maranhão, relating them to the propositions governing the curricular proposals at the national level, such as: National Curriculum Guidelines for Secondary Education (DCNEM ) seem 15/98 and its updated look 5/2011, which are elements of the educational contrarreforma from the nineties of the last century, and its inclusion with the neoliberal policy. As methodological procedure was structured research as follows: gave emphasis to literature through theoretical and methodological sources that allow apprehend the knowledge developed by various authors studying the subject and developed analysis that makes it possible to situate the problem studied in within the whole. Among the authors are: Mészáros (2002); Harvey (1993); Castells (1999); Braz and Netto (2006); Antunes (2009); Taiule (2001); Milk (2008); Cardozo (2009); Frigotto (2012); Dalbério (2009); Silva (2008); Kuenzer, (2001); Ramos (2012). The documentary research was carried out through the study of national and state curriculum guidelines. It concludes that the Curriculum Benchmarks of high school in Maranhao incorporates the same pedagogical and methodological principles of national education project that undergoes education at the local level to the hegemonic and ideological determinism of the new production model, with emphasis on training for skills, in order to strengthen the ideology of employability for workers.<br>estudo realizado sobre "A contrarreforma do ensino médio na Rede Estadual do Maranhão: o enfoque das competências na formação do trabalhador". Analisa por meio de uma pesquisa bibliográfica e documental as determinações no modelo de formação proposto nas Diretrizes Curriculares do Estado do Maranhão, relacionando-as com as proposições que regem as propostas curriculares em âmbito nacional, como: Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), parecer 15/98, e sua atualização parecer 5/2011, sendo estes elementos da contrarreforma educacional a partir da década de noventa do século passado, bem como as suas inclusões com a política neoliberal. Como procedimento metodológico estruturou-se a pesquisa da seguinte maneira: deu-se ênfase à pesquisa bibliográfica por meio de fontes teóricas e metodológicas que permitem apreender o conhecimento elaborado por vários autores que estudam a temática e que desenvolveram análises que possibilita situar a problemática estudada no âmbito da totalidade. Dentre os autores, destacam-se: Mészáros (2002); Harvey (1993); Castells (1999); Braz e Netto (2006); Antunes (2009); Taiule (2001); Leite (2008); Cardozo (2009); Frigotto (2012); Dalbério (2009); Silva (2008); Kuenzer, (2001); Ramos (2012). A pesquisa documental foi realizada mediante o estudo das diretrizes curriculares nacionais e estaduais. Conclui-se que os Referenciais Curriculares do Ensino Médio no Maranhão contemplam os mesmos princípios pedagógicos e metodológicos do projeto nacional de educação que, submete a educação em âmbito local ao determinismo hegemônico e ideológico do novo modelo de produção, com ênfase na formação por competências, com vistas fortalecer a ideologia da empregabilidade para os trabalhadores.
6
Hedman, Victor. "ÄR EXCENTRISK TRÄNING EN EFFEKTIV METOD FÖR ATT UTVECKLA HOPPHÖJD, MUSKELSTYRKA ELLER EFFEKTUTVECKLING FÖR TRÄNADE OCH SKADEFRIA INDIVIDER? : En översiktsartikel." Thesis, Umeå universitet, Idrottsmedicin, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149464.
Повний текст джерелаАнотація:
I denna översiktsartikel granskades 17 randomiserade kontroll studier som undersökt hur excentrisk träning har påverkat hopphöjd, muskelstyrka och effektutveckling hos tränade och skadefria individer, med mål att svara på följande två frågeställningar; 1) ”Är excentrisk träning ett effektivt sätt att träna för att utveckla hopphöjd, muskelstyrka och effektutveckling för tränade och skadefria individer?” 2) ”Om det är det, hur bör denna träning i så fall se ut?”. Majoriteten av insamlade studier kunde inte urskilja några signifikanta förändringar till följd av excentrisk träning. Endast sex av 17 studier kunde påvisa akuta såväl som kortsiktiga signifikanta förbättringar av hopphöjd, muskelstyrka och effektutveckling. Dock ifrågasätts relevansen av dessa fynd då effektstorleken inte rapporterats i alla studier samt att utformningen av studierna varierat från en studie till en annan. Sammantaget lyckades inte de granskade studierna bevisa att excentrisk träning är en effektiv metod för att utveckla hopphöjd, muskelstyrka och effektutveckling hos tränade och skadefria individer.<br>In this review 17 randomized control studies were reviewed that had examined the effects of eccentric training regarding jump height, strength and power for trained and non-injured individuals. The purpose of the review was to answer the following two questions at issue; 1) “Is eccentric training an efficient method to enhance jump height, strength or power for trained and non-injured individuals?” 2) “If so, how should that training regime be designed?”. Most of the included studies could not distinguish any significant changes because of eccentric training. Only six out of 17 studies could show acute as well as short term significant improvements in jump height, strength and power. The relevance of these findings is questioned since effect size has not been reported in all the included studies. The variety between the different interventions in each study also makes it difficult to compare the results between one study and another. In conclusion, the reviewed studies failed to show that eccentric training is an effective method to enhance jump height, strength and power for trained and non-injured individuals.
7
Mason, Sally Ann. "Web-based virtual reality for surgical training /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/mason-s.doc.
Повний текст джерела
8
Паржин, Юрій Володимирович. "Моделі і методи побудови архітектури і компонентів детекторних нейроморфних комп'ютерних систем". Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/34755.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня доктора технічних наук за спеціальністю 05.13.05 – комп'ютерні системи та компоненти. – Національний технічний університет "Харківський політехнічний інститут", Міністерство освіти і науки України, Харків, 2018.
Дисертація присвячена вирішенню проблеми підвищення ефективності побудови та використання нейроморфних комп'ютерних систем (НКС) в результаті розробки моделей побудови їх компонентів та загальної архітектури, а також методів їх навчання на основі формалізованого детекторного принципу. В результаті аналізу і класифікації архітектури та компонентів НКС встановлено, що в основі всіх їх нейромережевих реалізацій лежить конекціоністська парадигма побудови штучних нейронних мереж. Було обґрунтовано та формалізовано альтернативний до конекціоністської парадигми детекторний принцип побудови архітектури НКС та її компонентів, в основі якого лежить встановлена властивість зв’язності елементів вхідного вектору сигналів та відповідних вагових коефіцієнтів нейроелемента НКС. На основі детекторного принципу були розроблені багатосегментні порогові інформаційні моделі компонентів детекторної НКС (ДНКС): блоків-детекторів, блоків-аналізаторів та блоку новизни, в яких в результаті розробленого методу зустрічного навчання формуються концепти, що визначають необхідні і достатні умови формування їх реакцій. Метод зустрічного навчання ДНКС дозволяє скоротити час її навчання при вирішенні практичних задач розпізнавання зображень до однієї епохи та скоротити розмірність навчальної вибірки. Крім того, цей метод дозволяє вирішити проблему стабільності-пластичності пам'яті ДНКС та проблему її перенавчання на основі самоорганізації карти блоків-детекторів вторинного рівня обробки інформації під управлінням блоку новизни. В результаті досліджень була розроблена модель мережевої архітектури ДНКС, що складається з двох шарів нейроморфних компонентів первинного та вторинного рівнів обробки інформації, та яка дозволяє скоротити кількість необхідних компонентів системи. Для обґрунтування підвищення ефективності побудови та використання НКС на основі детекторного принципу, були розроблені програмні моделі ДНКС автоматизованого моніторингу та аналізу зовнішньої електромагнітної обстановки, а також розпізнавання рукописних цифр бази даних MNIST. Результати дослідження цих систем підтвердили правильність теоретичних положень дисертації та високу ефективність розроблених моделей і методів.<br>Dissertation for the degree of Doctor of Technical Sciences in the specialty 05.13.05 – Computer systems and components. – National Technical University "Kharkiv Polytechnic Institute", Ministry of Education and Science of Ukraine, Kharkiv, 2018. The thesis is devoted to solving the problem of increasing the efficiency of building and using neuromorphic computer systems (NCS) as a result of developing models for constructing their components and a general architecture, as well as methods for their training based on the formalized detection principle.
As a result of the analysis and classification of the architecture and components of the NCS, it is established that the connectionist paradigm for constructing artificial neural networks underlies all neural network implementations. The detector principle of constructing the architecture of the NCS and its components was substantiated and formalized, which is an alternative to the connectionist paradigm. This principle is based on the property of the binding of the elements of the input signal vector and the corresponding weighting coefficients of the NCS. On the basis of the detector principle, multi-segment threshold information models for the components of the detector NCS (DNCS): block-detectors, block-analyzers and a novelty block were developed. As a result of the developed method of counter training, these components form concepts that determine the necessary and sufficient conditions for the formation of reactions. The method of counter training of DNCS allows reducing the time of its training in solving practical problems of image recognition up to one epoch and reducing the dimension of the training sample. In addition, this method allows to solve the problem of stability-plasticity of DNCS memory and the problem of its overfitting based on self-organization of a map of block-detectors of a secondary level of information processing under the control of a novelty block. As a result of the research, a model of the network architecture of DNCS was developed, which consists of two layers of neuromorphic components of the primary and secondary levels of information processing, and which reduces the number of necessary components of the system. To substantiate the increase in the efficiency of constructing and using the NCS on the basis of the detector principle, software models were developed for automated monitoring and analysis of the external electromagnetic environment, as well as recognition of the manuscript figures of the MNIST database. The results of the study of these systems confirmed the correctness of the theoretical provisions of the dissertation and the high efficiency of the developed models and methods.
9
Паржин, Юрій Володимирович. "Моделі і методи побудови архітектури і компонентів детекторних нейроморфних комп'ютерних систем". Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/34756.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня доктора технічних наук за спеціальністю 05.13.05 – комп'ютерні системи та компоненти. – Національний технічний університет "Харківський політехнічний інститут", Міністерство освіти і науки України, Харків, 2018.
Дисертація присвячена вирішенню проблеми підвищення ефективності побудови та використання нейроморфних комп'ютерних систем (НКС) в результаті розробки моделей побудови їх компонентів та загальної архітектури, а також методів їх навчання на основі формалізованого детекторного принципу. В результаті аналізу і класифікації архітектури та компонентів НКС встановлено, що в основі всіх їх нейромережевих реалізацій лежить конекціоністська парадигма побудови штучних нейронних мереж. Було обґрунтовано та формалізовано альтернативний до конекціоністської парадигми детекторний принцип побудови архітектури НКС та її компонентів, в основі якого лежить встановлена властивість зв’язності елементів вхідного вектору сигналів та відповідних вагових коефіцієнтів нейроелемента НКС. На основі детекторного принципу були розроблені багатосегментні порогові інформаційні моделі компонентів детекторної НКС (ДНКС): блоків-детекторів, блоків-аналізаторів та блоку новизни, в яких в результаті розробленого методу зустрічного навчання формуються концепти, що визначають необхідні і достатні умови формування їх реакцій. Метод зустрічного навчання ДНКС дозволяє скоротити час її навчання при вирішенні практичних задач розпізнавання зображень до однієї епохи та скоротити розмірність навчальної вибірки. Крім того, цей метод дозволяє вирішити проблему стабільності-пластичності пам'яті ДНКС та проблему її перенавчання на основі самоорганізації карти блоків-детекторів вторинного рівня обробки інформації під управлінням блоку новизни. В результаті досліджень була розроблена модель мережевої архітектури ДНКС, що складається з двох шарів нейроморфних компонентів первинного та вторинного рівнів обробки інформації, та яка дозволяє скоротити кількість необхідних компонентів системи. Для обґрунтування підвищення ефективності побудови та використання НКС на основі детекторного принципу, були розроблені програмні моделі ДНКС автоматизованого моніторингу та аналізу зовнішньої електромагнітної обстановки, а також розпізнавання рукописних цифр бази даних MNIST. Результати дослідження цих систем підтвердили правильність теоретичних положень дисертації та високу ефективність розроблених моделей і методів.<br>Dissertation for the degree of Doctor of Technical Sciences in the specialty 05.13.05 – Computer systems and components. – National Technical University "Kharkiv Polytechnic Institute", Ministry of Education and Science of Ukraine, Kharkiv, 2018. The thesis is devoted to solving the problem of increasing the efficiency of building and using neuromorphic computer systems (NCS) as a result of developing models for constructing their components and a general architecture, as well as methods for their training based on the formalized detection principle.
As a result of the analysis and classification of the architecture and components of the NCS, it is established that the connectionist paradigm for constructing artificial neural networks underlies all neural network implementations. The detector principle of constructing the architecture of the NCS and its components was substantiated and formalized, which is an alternative to the connectionist paradigm. This principle is based on the property of the binding of the elements of the input signal vector and the corresponding weighting coefficients of the NCS. On the basis of the detector principle, multi-segment threshold information models for the components of the detector NCS (DNCS): block-detectors, block-analyzers and a novelty block were developed. As a result of the developed method of counter training, these components form concepts that determine the necessary and sufficient conditions for the formation of reactions. The method of counter training of DNCS allows reducing the time of its training in solving practical problems of image recognition up to one epoch and reducing the dimension of the training sample. In addition, this method allows to solve the problem of stability-plasticity of DNCS memory and the problem of its overfitting based on self-organization of a map of block-detectors of a secondary level of information processing under the control of a novelty block. As a result of the research, a model of the network architecture of DNCS was developed, which consists of two layers of neuromorphic components of the primary and secondary levels of information processing, and which reduces the number of necessary components of the system. To substantiate the increase in the efficiency of constructing and using the NCS on the basis of the detector principle, software models were developed for automated monitoring and analysis of the external electromagnetic environment, as well as recognition of the manuscript figures of the MNIST database. The results of the study of these systems confirmed the correctness of the theoretical provisions of the dissertation and the high efficiency of the developed models and methods.
10
Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.
Повний текст джерелаАнотація:
Cette thèse porte sur la fonction de chef d’établissement. Le travail s’inscrit dans le cadre d’une approche clinique d’orientation psychanalytique et s’appuie sur la mise en œuvre de six entretiens cliniques auprès de chefs d’établissement ayant expérimenté des dispositifs d’analyse de pratiques professionnelles. Dans la première partie, l’expérience de la chercheuse elle-même comme chef d’établissement est relatée dans la perspective d’affiner le questionnement à la base de l’étude. Puis, la méthodologie de l’entretien clinique utilisée pour ce travail ainsi que l’approche théorique choisie sont présentées. L’analyse des textes officiels ainsi que celle de plusieurs recherches et témoignages concernant cette fonction de chef d’établissement, sous l’angle de son évolution récente, en fait ressortir les spécificités actuelles. La deuxième partie est consacrée à l’analyse des six entretiens et à leur mise en perspective. Ces analyses montrent qu’occuper un tel poste influe profondément sur l’identité professionnelle du titulaire, ce dernier se trouvant très mobilisé par l’attention à apporter aux relations humaines dans cette fonction de direction. La question de la formation à mettre en œuvre pour préparer les chefs d’établissement à cette nouvelle situation professionnelle se trouve posée. Enfin, les témoignages des praticiens sur les dispositifs d’analyse de pratiques auxquels ils ont participé permettent d’envisager que ce type de formation puisse leur procurer un accompagnement utile pour négocier au mieux les aspects relationnels de cette profession. Ce dispositif d’analyses de pratiques pourrait ainsi occuper une place plus large au sein de leur formation<br>The following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
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Maciel, Fabricia Cristina de Castro. "A formação profissional em Serviço Social por meio do Ensino a Distância : uma análise histórico-crítica a partir da realidade Mineira. /." Franca, 2020. http://hdl.handle.net/11449/192852.
Повний текст джерелаАнотація:
Orientador: Eliana Bolorino Canteiro Martins<br>Resumo: A realização desta tese de doutoramento teve como objetivo analisar formação profissional em Serviço Social realizada por meio da estratégia de Ensino a Distância (EaD), considerando a dinâmica do sistema do capital e as construções coletivas da categoria profissional - referência as Diretrizes Gerais Curriculares (DGC) para os cursos de Serviço Social (ABEPPS) -, através das Instituições de Ensino Superior (IES) que ofertam esta modalidade de ensino no Estado de Minas Gerais (MG). Nossa hipótese foi a de que, no contexto neoliberal e sob a atual reestruturação produtiva, o EaD fragiliza, desqualifica e despolitiza a formação em Serviço Social, ancorada na lógica da mercadorização e 'massificação' do ensino superior. Por um lado, o cenário mais geral do imperialismo contemporâneo, da reestruturação do sistema produtivo, da financeirização do capital e das contrarreformas estabelecidas pelo Estado neoliberal exige o desenvolvimento de reflexão sobre o significado que a formação superior assume na divisão internacional do trabalho e na sociabilidade burguesa, a partir da Teoria Marxista da Dependência (TMD). Por outro lado, compreendendo que a(o) assistente social opera nas contradições da produção e reprodução da vida da classe trabalhadora, procurou-se os argumentos que corroboraram para legitimar a relevância do trabalho intelectual e educativo desta categoria profissional, requerendo uma formação altamente qualificada. No sistema do capital, e mais especificamente do capita... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The completion of this doctoral research aimed to analyze the professional training in Social Work carried out through the distance learning strategy (DE), reference to the General Curricular Guidelines (GCG) for Social Work courses (ABEPPS), through Higher Education Institutions (HEIs) that offer this type of teaching in the State of Minas Gerais (MG). Our hypothesis was that, in neoliberal context and under the current productive restructuring, DE weakens, disqualifies and depoliticizes training in Social Work, anchored in the logic of the commodification and 'massification' of higher education. On the one hand, the more general scenario of contemporary imperialism, the restructuring of productive system, the financialization of capital and counter-reforms established by the neoliberal state, requires the development of reflection on the meaning that higher education takes on international division of labor and in bourgeois sociability, based on the Marxist Theory of Dependence (MTD). On the other hand, understanding that the social worker operates in the contradictions of the production and reproduction of working class life, we sought the arguments that could legitimize the relevance of intellectual and educational work in this professional category, requiring highly qualified training. In the capital system, and more specifically dependent capitalism, in which the Social Being is conditioned to insertion into an alienating and individualistic order, in which social relat... (Complete abstract click electronic access below)<br>Resumen: La finalización de esta tesis doctoral tuvo como objetivo analizar la formación profesional en Trabajo Social realizada a través de la estrategia de Educación a Distancia (EaD), considerando la dinámica del sistema del capital y las construcciones colectivas de la categoría profesional - hace referencia a las Directrices Curriculares Generales (DGC) para los cursos de Trabajo Social (ABEPPS), a través de Instituciones de Educación Superior (IES) que ofrecen este tipo de enseñanza en el Estado de Minas Gerais (MG). Nuestra hipótesis es, que en el contexto neoliberal y bajo la actual reestructuración productiva, EaD debilita, descalifica y despolitiza la capacitación en Trabajo Social, anclada en la lógica de la mercantilización y 'masificación' de la educación superior. Por un lado, el escenario más general del imperialismo contemporáneo, la reestructuración del sistema productivo, la financiarización del capital y las contrarreformas establecidas por el Estado neoliberal, requiere el desarrollo de una reflexión sobre el significado que asume la educación superior en la división internacional del trabajo y en sociabilidad burguesa, basada en la teoría marxista de la dependencia (TMD). Por otro lado, entendiendo que el trabajador social opera en las contradicciones de la producción y reproducción de la vida de la clase trabajadora, buscamos los argumentos que podrían legitimar la relevancia del trabajo intelectual y educativo de esta categoría profesional, que requiere una capa... (Resumen completo clicar acceso eletrônico abajo)<br>Doutor
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Nguyen, Triet M. ""Little Consideration... to Preparing Vietnamese Forces for Counterinsurgency Warfare"? History, Organization, Training, and Combat Capability of the RVNAF, 1955-1963." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23126.
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This dissertation is a focused analysis of the origins, organization, training, politics, and combat capability of the Army of the Republic of Viet Nam (ARVN) from 1954 to 1963, the leading military instrument in the national counterinsurgency plan of the government of the Republic of Viet Nam (RVN). Other military and paramilitary forces that complemented the army in the ground war included the Viet Nam Marine Corps (VNMC), the Civil Guard (CG), the Self-Defense Corps (SDC) and the Civil Irregular Defense Groups (CIDG) which was composed mainly of the indigenous populations in the Central Highlands of South Vietnam. At sea and in the air, the Viet Nam Air Force (VNAF) and the Viet Nam Navy (VNN) provided additional layers of tactical, strategic and logistical support to the military and paramilitary forces. Together, these forces formed the Republic of Viet Nam Armed Forces (RVNAF) designed to counter the communist insurgency plaguing the RVN. This thesis argues the following. First, the origin of the ARVN was rooted in the French Indochina War (1946-1954). Second, the ARVN was an amalgamation of political and military forces born from a revolution that encompassed three overlapping wars: a war of independence between the Vietnamese and the French; a civil war between the Vietnamese of diverse social and political backgrounds; and a proxy war as global superpowers and regional powers backed their own Vietnamese allies who, in turn, exploited their foreign supporters for their own purposes. Lastly, the ARVN failed not because it was organized, equipped, and trained for conventional instead of counterinsurgency warfare. Rather, it failed to assess, adjust, and adapt its strategy and tactics quickly enough to meet the war’s changing circumstances. The ARVN’s slowness to react resulted from its own institutional weaknesses, military and political problems that were beyond its control, and the powerful and dangerous enemies it faced. The People’s Army of Viet Nam (PAVN) and the People’s Liberation Armed Forces (PLAF) were formidable adversaries. Not duplicated in any other post-colonial Third World country and led by an experienced and politically tested leadership, the Democratic Republic of Viet Nam (DRVN) and the National Front for the Liberation of Southern Viet Nam (NFLSVN) exploited RVN failures effectively. Hypothetically, there was no guarantee that had the US dispatched land forces into Cambodia and Laos or invaded North Vietnam that the DRVN and NFLSVN would have quit attacking the RVN. The French Far East Expeditionary Corps (FFEEC)’ occupation of the Red River Delta did not bring peace to Cochinchina, only a military stalemate between it and the Vietnamese Liberation Army (VLA). Worse yet, a US invasion potentially would have unnerved the People’s Republic of China (PRC) which might have sent the PLAF to fight the US in Vietnam as it had in Korea. Inevitably, such unilateral military action would certainly provoke fierce criticism and opposition amongst the American public at home and allies abroad. At best, the war’s expansion might have bought a little more time for the RVN but it could never guarantee South Vietnam’s survival. Ultimately, RVN’s seemingly endless political, military, and social problems had to be resolved by South Vietnam’s political leaders, military commanders, and people but only in the absence of constant PAVN and PLAF attempts to destroy whatever minimal progress RVN made politically, militarily, and socially. The RVN was plagued by many problems and the DRVN and NFLSVN, unquestionably, were amongst those problems.
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Markinhuhta, Annelie. "Förbättrar intensiv träning prestationen hos motionärer?" Thesis, Halmstad University, School of Business and Engineering (SET), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1298.
Повний текст джерелаАнотація:
<p>Syftet med den här studien är att undersöka huruvida en stor andel av intensiva grenspecifika pass utvecklade den aeroba kapaciteten hos motionärer som tränar inför Vasaloppet. Två testmetoder användes; ett maximalt laktattest på rullskidor utomhus och ett maximalt cykeltest på en cykelergometer inomhus. En utav fp genomförde ett tidstest på rullskidor på en given sträcka istället för laktattestet. Båda testerna genomfördes före och efter en 11-veckors träningsperiod som bestod av 41 procent medel- och högintensiva pass som genomfördes grenspecifikt. Det betyder intervaller på rullskidor eller i skidgång samt snabbdistanspass på rullskidor. Övriga 59 procent av träningspassen genomfördes på en lågintensiv nivå, vilket är mindre än de 70-80 procent som normalt förespråkas för en uthållighetsidrottare. 4 försökspersoner (fp) på motionsnivå deltog (4 män och 1 kvinna). Fp 3 förbättrade prestationen markant med 20 procent genom en minskning av blodlaktatkoncentrationer vid givna hjärtfrekvenser (HR), sålunda en förbättring av dels den aeroba laktattröskeln (LT) som den anaeroba laktattröskeln (AT). Fp 4 förbättrade prestationen med 15 procent genom att åka den givna sträckan under tidstestet på en snabbare tid vid andra tillfället. Fp 2 avverkade en 500m längre sträcka under andra rullskidtestet och förbättrade på så sätt sin prestation med 10 procent, fp fick dock en försämring av AT och hade högre blodlaktatkoncentrationer vid andra testtillfället. Fp 1 förbättrade LT men försämrade AT. Sammanfattningsvis, visar studien att ett 11-veckors träningsprogram bestående av mycket grenspecifik träning på högre intensiteter ledde till en klar prestationsförbättring hos två av fp, gällande alla parametrar som testades. De övriga två fp uppvisade vissa förbättringar men högre laktatkoncentrationer vid några mättillfällen.</p>
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Woodruff, Megan E. "Endurance training adaptations in adolescent female cross-country runners." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1315178.
Повний текст джерелаАнотація:
This study evaluated the training adaptations in female adolescent cross-country runners over two training seasons. Although the effects of endurance training in this population are understood, the specific adaptations resulting from pre-season and in-season training are not clear. The physiological changes occurring over these two training seasons in 10 female runners (15.7 ± 0.8 yrs, 165.6 ± 5.6 cm, 53.8 ± 6.1 kg) were assessed. Maximal exercise responses were measured during a continuous graded exercise test and submaximal exercise responses were quantified at 7 and 8 mph. Isokinetic muscle strength was assessed at four movement speeds (60-240°/sec) and muscle power was calculated using vertical jump height. Body composition also was assessed. HR at maximal and submaximal exercise declined during pre-season training and then increased during in-season training. Blood lactate [BLa] measurements at 7 and 8 mph decreased following summer training. Whole body bone mineral content (BMC) and bone mineral density, and femoral head BMC increased. In conclusion, it appears that high volume, low intensity training lowers [BLa] with no corresponding change in oxygen utilization in highly trained female adolescents. Running also appears to have a positive impact on bone mass in female adolescents.<br>School of Physical Education, Sport, and Exercise Science
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Cole, Andrew S. "Endurance training adaptations in high school runners." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294242.
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This study examined the effects of two distinct phases of endurance training (summer and in-season training) in previously well-trained male and female high school cross-country runners. Eleven males and 11 females from the same high school training program were recruited for the three testing sessions: post-track season (June), postsummer training (mid-August), and post-cross-country season (early-November). However, due to injury and other circumstances, only 10 males and 4 females completed all testing sessions. Thus, baseline characteristics were analyzed for both genders; however, longitudinal analysis was only conducted using the males. Submaximal measurements included running economy (RE), blood lactate concentration ([BLa]), and heart rate (HR) at three running speeds in females (6, 7, and 8 mph), and males (7, 8, and 9 mph). Maximal measurements of oxygen uptake (VO2max) and HR, neuromuscular characteristics of isokinetic knee extension strength and vertical jump height, and body composition were also measured. Baseline results showed that the males possessed a higher VO2max, greater neuromuscular characteristics, and lower submaximal [BLa] and HR values than the females. Longitudinal analysis of the males showed that there was an increased VO2max, decreased maximal HR, and decreased neuromuscular strength following summer training. In-season training precipitated further increases in VO2max, an increase in maximal and submaximal HR, and increased neuromuscular characteristics. RE and [BLa] did not significantly change (p<_ 0.05) throughout the course of the study. Likely, it is the subtle changes in these variables in previously welltrained runners which account for the slower performance times at the beginning of the cross-country season and the improvements thereafter.<br>School of Physical Education
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Robinson, Waide Lee. "The Sarasota County, Florida School District Leadership Training Program - a Descriptive Case Study." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29911.
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Each year, thousands of educators make the difficult transition from classroom to administrative office. A large body of research supports the view that many of them are inadequately prepared to meet the demands of their new role. Researchers have found that university training programs need to be supplemented and reinforced with field-administered programs that emphasize practical knowledge and skills. Their research shows that leadership training programs can significantly facilitate a first-year administrator's successful transition and raise the performance of experienced principals.
This descriptive case study, describes how the Sarasota County, Florida, School District conceived, planned, and designed a four-tier administrator-training program using the Leadership Academy Model. The tiers were designed to serve, respectively, aspiring administrators, assistant principals, new principals, and experienced principals. During the period studied, only the first two tiers were implemented. The case study narrative covers the design concepts and details of all four tiers and the implementation experiences of the first two tiers.
Program participants completed a written survey at the close of their academy year. The program directors used the surveys to help gauge how the program was received and to identify areas for improvement. The survey results indicated that the program was being well received. The case narrative includes a summary of these results.
I served as the director of the Sarasota program over the timeframe covered by the study, but prior to undertaking the study, I had moved to another staff position within the district.
In this work, I trace in some detail how leadership training in public education has been research driven, and how it evolved from early Effective Schools Research. I also briefly review a number of notable implementations of such programs across the United States, both at the state and local district level.
I am hopeful that this documentation will prove helpful to other school districts that are considering the implementation of leadership training programs. Toward this end I have included a final chapter documenting the insights I have gained over the course of my career in educational leadership and from my research and experiences while conducting this study. The chapter includes specific recommendations for future program designers and implementers, and suggests several areas for possible future research.<br>Ed. D.
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Welke, Timothy Lowell. "Training for conflict resolution and negotiating skills." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/493.
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Silletta, Thomas. "The effects of pole length variation on the skiing performance of elite cross-country skiers using V-skating techniques /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66130.
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Pulkkinen, Wayland J. "The monitoring of training and recovery in elite cross-country skiers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33434.pdf.
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Allan, Stuart William. "Commando country : special training centres in the Scottish highlands, 1940-45." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/6319.
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Commando Country assesses the nature of more than 30 special training centres that operated in the Scottish highlands between 1940 and 1945, in order to explore the origins, evolution and culture of British special service training during the Second World War. These locations were chosen by virtue of the utility of the physical environment of the highland estate, strongly influenced by associated ideas about the challenge of that environment, individual character and the nature of irregular warfare. By virtue of its Scottish geographical perspective, Commando Country diverges from the existing literature by looking across the training establishments used by different organisations, principally Military Intelligence, the Commandos, and Special Operations Executive (SOE), whose histories tend to be considered in isolation. The book investigates the development and function of each category of training centre, the relationships between them, and their place in the broader framework of British and Allied special operations. Based on research in official documentary sources, unpublished and published memoirs and on fieldwork and interviews with surviving participants conducted by the author, Commando Country also presents rare unpublished photographs from public and private sources and artefacts assembled for the exhibition of the same name held at the National War Museum, Edinburgh in 2007. The resulting thesis is that the philosophy and practice improvised at the original school of irregular warfare at Inverailort House in the summer of 1940 permeated the culture of the training centres that developed thereafter. Close attention is accordingly given to the circumstances, organisation and instructing personnel that created the Inverailort syllabus, and the backgrounds and skills brought to bear, some drawn from civilian professions. The application of similar methods to the newly formed Commando forces is then traced. In this context the original operational purposes of individual aspects of the training became standardised into a general test of fitness and character designed to control admission of volunteers into the Commandos, the raiding and assault units that regarded themselves as a new military elite. Simultaneously, the approach pioneered at Inverailort was adapted to form the paramilitary training element of SOE, the organisation that coordinated and supported Resistance organisations in enemy-occupied countries. Particular attention is paid to the dedicated training establishments for Polish and Norwegian SOE units based in Scotland. The book concludes by considering how techniques and philosophy were applied more widely as conventional military training itself evolved, extending influence even into postwar civilian outdoor recreation.
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Plank, David M. "The effects of cross-country training on male high school runners." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1138058.
Повний текст джерелаАнотація:
The purpose of this study is to determine physiological adaptations in trained male high-school runners before and after high-intensity training associated with a crosscountry season. Testing occurred on five separate occasions at the Human Performance Laboratory. After the first familiarization session, the subjects performed a treadmill graded exercise test in which maximal oxygen consumption and ventilatory threshold was measured. Submaximal oxygen consumption and blood lactate concentration at three running speeds (10, 12, and 14 km'hf 1 at 0% grade) was determined in a second testing session. After the cross-country season (13 weeks) the subjects returned to the laboratory and performed the same graded exercise and submaximal exercise tests. VO2max significantly increased, VT tended to increased, however, not significant. There were no changes in submaximal economy or lactate except for significant decline in blood lactate at 14 km hf' . Although these variables are associated with endurance performance in adults, there is very little information available regarding the effects of endurance training on these variables in the adolescent age group. Knowing the extent of the adaptations will help to optimize the training programs for age group.<br>School of Physical Education
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Fransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.
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Miller, William D. "An analysis of perceived training needs of rural county sheriff's departments /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1994.
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Walsh, Larry James. "Premarital training curriculum a profile and analysis of one Florida county /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000140.
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Custer-Walker, Anne M. "Learning styles of extension agents responsible for pesticide re-certification training programs in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3340.
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Thesis (M.S.)--West Virginia University, 2004.<br>Title from document title page. Document formatted into pages; contains ix, 65 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 54-57).
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McClelland, Susan D. "A training needs assessment for the United Way of Dunn County Wisconsin." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002mcclellands.pdf.
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Keller, Philip A. "TRAINING CHARACTERISTICS OF MALES AT THE 2008 NCAA DIVISION I CROSS COUNTRY CHAMPIONSHIPS." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05262009-154309/.
Повний текст джерелаАнотація:
The focus of previous running research has been on physiological determinates of performance utilizing small sample sizes and short time frames with little regard to previous training methods. PURPOSE: The goal of this research was to describe, compare, and evaluate the relationships between anthropometric, run training, and ancillary training variables during the 2008 season and performance of male finishers at the NCAA Division I cross country championship 10k race. METHODOLOGY: An online survey was created based on previous research and all coaches who had male runners finish the 2008 NCAA championship race were asked to include their athletes in the online survey. 42 out of 252 runners (17%) completed the survey. RESULTS: Runners with better pre-college 1600 meter (r = 0.37) and 3200 meter (r = 0.32) track times ran faster at the championship race. A composite of these pre-college times was the best significant (p < 0.05) predictor of performance (adj. r2 = 0.12). Stepwise multiple regression analysis showed an increased number of core training sessions during the peak period and form/drill sessions during the transition period also were significant (p < 0.05) predictors of slower 10k finish time. Threshold training during the peak period was a significant (p <0.05) predictor of 10k finish time (adj r2 = 0.07) when compared only to run-training variables. Evidence of the training principles of progressive overload, periodization, specialization, and tapering were evident in the data. CONCLUSION: Recruiting faster runners is important for college coaches to have successful teams. Due to a low number of significant (p < 0.05) findings, there is no single best training method when training for the 10k race although excessive ancillary training can hinder rest and hurt run-training and race performance while threshold training during the peak period can lead to overtraining and slower performance times at the NCAA championship 10k race. Optimal performance in the NCAA cross country championship 10k race is dependent on coaches who can recruit faster runners and best integrate all training methods into each period and the entire season specific for his/her athletes.
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Lee, Simon Yiu-Chuen. "Equipped to counsel a training manual for Christian counseling in the Chinese church /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Bland, Anthony Lynn. "Training Korean ministers' wives and Korean female ministers to counsel other women effectively." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Khunji, Farida Mohammad Saleh. "Teachers participation in curriculum development : a study of educational change in a small country." Thesis, University of Reading, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259336.
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Murphy, Bernadette Ann. "Adult and community education in the wear valley district of county Durham." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/6093/.
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Throughout the 1980's traditional liberal adult education * in Britain has been in crisis. Changes in the ways it is funded and organised, coupled with the breakdown of the liberal progressive ideologies which have informed its theory and practice since the turn of the century, cast doubt upon the extent to which adult education still exists as an identifiable part of the British educational system and idea. The public image of adult education is ambiguous and informed by very little public debate about the role or purpose of adult education in modern societies. its practitioner image is still, predominantly, one of public service. in this thesis i describe what happened when I set out to examine the extent to which there was still a viable adult education service (particularly for unemployed people) in a small area of the north east of England characterised by long term social and economic decline. There is very little sociology of adult education. There is no theoretical knowledge base upon which to ground this study and no methodological framework within which to situate it. The research has been, primarily, a search for methods of research which would allow that adult education is both a social construction and a cultural phenomenon. I have drawn heavily upon the methods of both cultural studies and cultural anthropology while eschewing their more descriptive moments, believing, in the end, that sociology has a definite de-mystifying purpose: that it is, or should be, 'the critic of the absurd and not its high priest'.
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Revel, Tyler. "Perceptions of the Hays County Sheriff's Office pertaining to the Texas Commission on Law Enforcement Officers Standards and Education's stress management curriculum /." View online, 2006. http://ecommons.txstate.edu/arp/202/.
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Suh, Min. "Peer specialist trainings for Orange County, California| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099853.
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<p> The purpose of this thesis project was to write a grant proposal to make peer specialist trainings available in Orange County, California. The trainings will be funded by Mental Health Services Act’s Workforce Education and Training funds and take place at the Recovery Education Institute, in the City of Orange. The trainings will be coordinated by Orange County Health Care Agency’s Behavioral Health Services branch, using the Peer Employment Training program developed by Recovery Innovations, Inc. The trainings will help contribute to the development of the growing peer workforce in Orange County and increase the quality and efficacy of the peer support services provided. The implementation and/or submission of this grant proposal was not a requirement for the successful completion of this thesis project.</p>
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Knecht, Laura Lyn. "Pyramidal Parent Training for Children with Autism Spectrum Disorder in Southeast Europe." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6987.
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Families of children with autism spectrum disorder (ASD) in developing countries may not have as much access to needed behavioral services as families living in developed countries. Caregivers of children with ASD in developing countries would benefit from an affordable, efficient parent training to teach them behavior techniques to use with their children. Pyramidal training is a cost-efficient method of training individuals through peers and would be a supportive intervention for families in developing countries. This study used a repeated acquisition design across three variables to examine whether a caregiver could train another caregiver on three behavioral interventions. These interventions were appropriately redirecting repetitive behaviors, using praise, and requesting eye contact. The study also examined if the caregivers could acquire the three skills and the extent caregivers were receptive to this training model based on their comments about the training. The participants were six ethnic Macedonians or Albanians between the ages of 38 and 43 who were caregivers of a child with ASD. The results indicate the caregivers were able to train another caregiver on three skills for working with their child with autism, all the caregivers were able to acquire the three skills, and the training model's goals were socially appropriate based on participants' comments. This implicates professionals such as doctors, social workers, behavioral therapists, or school psychologists could use this form of parent training to share information throughout a family in order to benefit children with disabilities and their families.
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Davis, James Gregory. "Developing a program for training Sunday school teachers at Valley Grove Baptist Church." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Outlaw, Minnie Ruth. "A History of The Louisa Training School in Louisa County, Virginia, 1926-1953." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19304.
Повний текст джерелаАнотація:
The purpose of this historical case study was to document the history of the Louisa Training School. The study focused on the period from 1926, when the Louisa County School Board established the Louisa Training School as a county-owned and operated school, through 1953, when the division\'s school consolidation plan was implemented (Despot, 1963). Subsequently, the building was used as an elementary school from 1953 to 1970.<br /><br />The history of Louisa Training School was documented primarily through an analytical inquiry into the experiences and perceptions of former students, teachers, and others familiar with establishment, operation, and closure of the school. The study participants were initially identified through gatekeepers who were associated with the school during its operation. The participants were interviewed as primary sources. Their personal experiences and perceptions formed the basis of oral histories upon which this study was framed. Their recollections not only provided basic information, but also added rich meaning and depth to the study. <br /><br />Other primary sources were used to triangulate, verify, and augment the participants\' accounts. Primary sources included minutes from the Louisa County School Board and the Louisa County Board of Supervisors, the Virginia Board of Education, newspapers, artifacts, and personal possessions. Secondary sources included general histories, commentaries, and documents used to situate the study in historical context. <br /><br />The major findings of this historical study present the challenges that Louisa County faced trying to provide an education for its Negro citizenry in a dual segregated school system. These challenges included but were not limited to any transportation, textbooks, and facilities. <br /><br>Ph. D.
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Winkler, Ellis H. "An Administrative Perspective of the Job Training Partnership Act in Selected Counties in Tennessee." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2831.
Повний текст джерелаАнотація:
The problem of this study was to determine if, in selected counties in Tennessee, differences in the noncompletion rate, the positive termination rate, and the job retention rate existed in categories of participants in the Job Training Partnership Act (JTPA). This study followed the ex-post-facto design. A personal data form was developed for the purpose of gathering data relative to the personal characteristics of participants enrolled in the JTPA on-the-job training program between July 1, 1984 and June 30, 1985. The findings reflect data gathered on all 1,005 participants in the program. The chi-square test was applied to all 27 of the hypotheses. The statistical analysis was intended to determine significant differences in the participants categorized by sex, age, education, public assistance, unemployment compensation, hours trained, and type of training, in Service Delivery Area 2 in Tennessee. The differences showing significance in the study warranted the following conclusions: (1) The age of the participants significantly affected the positive termination rate of participants in selected age categories, and it was determined that the 18-21 age category had more positive termination participants than expected. (2) A comparison of the positive termination rate and the job retention rate by age indicated a difference existed in that there were significantly more job retention rate participants than positive termination rate participants in all four age categories. (3) A significant difference was found in the job retention rate of participants enrolled in the JTPA on-the-job training program. There were significantly more job retention participants who received unemployment compensation than expected and significantly fewer participants who did not receive unemployment compensation than expected. (4) The type of training received does significantly affect the positive termination rate of participants in selected training categories. The manufacturing/factory assembly line category had significantly fewer participants than were expected. However, the sales/service category had significantly more participants observed than were expected.
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Biggs, Michael Ivor. "The United Arab Emirates and its education: selected themes and issues with reference to the 'small country' context." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:3705.
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Cavin, Meredith Lee. "Teacher training workshop in the small Associate Reformed Presbyterian Church." Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p064-0010.
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Calitz, Maria-Lina Lusitano. "A social work training programme for caregivers of infants in San Bernardino County, California." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09222005-152848.
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Szumlewski, Carina Janina. "Differences and similarities in expatriate training of german multinational enterpries : does the destination country matter?" Universidade de Fortaleza, 2012. http://dspace.unifor.br/handle/tede/91084.
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Made available in DSpace on 2019-03-29T23:45:45Z (GMT). No. of bitstreams: 0
Previous issue date: 2012-12-10<br>Adequate expatriate training is a crucial factor for the success of an international
assignment. To provide adequate training, cultural distance and cultural differences have to
be considered. The literature is suggesting that depending on the cultural difference of the
home ] and host ]country the training of expatriates should be more or less intensive. The
purpose of this master thesis is to identify differences and similarities in expatriate training
of German Multinational Enterprises that are sending employees on international
assignments in Brazil, the People fs Republic of China and the USA. Based on data received
from online questionnaires which were sent to 189 German companies, a survey containing
responses from 35organizations was conducted. The analysis of the questionnaire responses
indicated that training among expatriates sent to Brazil, China and the USA differs in
content, duration, types as well as importance and intensity of training. Furthermore was
exposed by the research that countries with a similar culture to the German, receive less
intensive training as cultures with a greater cultural distance. These findings advert to the
influence of cultural differences and distance on expatriate training and might initiate to
consider cultural differences and distance for the development of a new model of expatriate
training.<br>O adequado treinamento expatriado e um fator crucial para o sucesso de uma missao
internacional. Para prover um treinamento adequado, distancia e diferencas culturais tem
de ser levadas em consideracao. A literatura sugere que dependendo da diferenca cultural
entre o pais casa e o pais anfitriao o treinamento dos estrangeiros devera ser mais ou menos
intenso. O proposito dessa dissertacao e identificar as diferencas e similaridades no
treinamento de estrangeiros de Empresas Multinacionais Alemas, que estao enviando
empregados para tarefas internacionais no Brazil, Republica da China e Estados Unidos
(EUA). Baseando ]se nas informacoes colhidas de questionarios online, os quais foram
enviados para 189 companias Alemas, uma pesquisa contendo respostas de 35 organizacoes
foi conduzida. A analise das respostas do questionario indica que o treinamento entre
expatriados enviados ao Brasil, China e EUA, diferem em conteudo, duracao e outros fatores,
tais quais a intensidade do treinamento. Alem disso a pesquisa expos que paises com cultura
similar a cultura Alema receberam treinamento menos intenso que o treinamento
ministrado em paises com uma distancia cultural maior. Esses resultados apontam para a
influencia da diferenca cultural e da distancia no treinamento expatriado e podem indicar
que devemos considerar a distancia e as diferencas culturais para o desenvolvimento de um
novo modelo de treinamento expatriado.
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Kavanaugh, Ashley A., Mark A. South, K. Painter, et al. "Relationship of Training Volume to Bone Mineral Density In NCAA Division I Cross‐Country Runners." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5098.
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Kavanaugh, Ashley A., Michael W. Ramsey, Mark South, et al. "Relationship of Training Volume to Bone Mineral Density in NCAA Division in Cross-Country Runners." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4519.
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Tegeder, Andrew Robert. "The Effects of Wearing a Cooling Vest During the Warm-Up on Long Distance Interval Training." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1543.pdf.
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Aturupane, Dilhan Harsha Chittraranjan. "Is education beneficial? : a microeconomic analysis of the impact of education on the economic welfare of a developing country, Sri Lanka." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307909.
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Lucas, Joanne Harris. "The History of Princess Anne County Training School and Union Kempsville High School Princess Anne County/Virginia Beach, Virginia 1925-1969." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19367.
Повний текст джерелаАнотація:
The primary purpose of this study was to investigate the history of Princess Anne County Training School and Union Kempsville High School in Princess Anne County/Virginia Beach, Virginia. The method of inquiry was qualitative, historical research that relied on oral histories to provide a cultural understanding of the school from the perspectives of its students, administrators, teachers, and staff. The school\'s history was reconstructed through direct engagement with individuals whose interviews recounted the establishment, growth, operation, and demise of Princess Anne County Training School/Union Kempsville High School. In order to minimize the nostalgic influence and bring greater validity to the oral histories, data were also collected from historical accounts, school board and community organization minutes, local periodicals, and school artifacts. <br />Segregation cultivated legally separate-but-equal schools for Blacks and Whites, with little or no attention given to actual equality. In 1925, the Black community in Princess Anne County, Virginia, mobilized to build a high school for their children who were denied an education beyond seventh grade. Princess Anne County Training School opened for Black students in 1938 and initially utilized a curriculum based on industrial education. It was the first and only Black high school in Princess Anne County/Virginia Beach, Virginia. As Princess Anne County Training School progressed, the Black community eventually repudiated the term, training school. The school\'s name was changed to Union Kempsville High School in the fall of 1961. Gradual desegregation inaugurated by the Brown v. Board of Education decisions led to a decline in student enrollment, and Union Kempsville High School closed in 1969. <br /><br>Ph. D.
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Medway, P. G. "What counts as English : Selections from language and reality in a school subject at the twelve year old level." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375532.
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Pacifico, Ellen K. "The Berks County Intermediate Unit's videotaped technology training series for educators of special needs students." Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only. Instructions for remote access, 1985. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1985.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2809. Typescript. Abstract precedes thesis as preliminary leaves 1-4. Includes bibliographical references (leaves 119-125).
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Zanto, Dawn M. "Training needs and their effects on practioners [sic] applied to domestic violence in Chippewa County." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998zantod.pdf.
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Lyles, Ivory W. "The administrative role of the Mississippi County extension coordinators : importance, expectations, behaviors and training needs /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847118234.
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