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Park, Sung-Ji, Ji-Seon Hong, and Yun-Young Baek. "A Phenomenological Study on Meaningful Relationship Experience and Personal Growth of Intermediate Counselors." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 699–722. http://dx.doi.org/10.22251/jlcci.2022.22.11.699.
Анотація:
Objectives This study was conducted to reveal the essence of meaningful relationship experiences experienced in real life and the personal growth experiences of intermediate counselors.
Methods By applying Giorgi's phenomenological research method as a research method, in-depth interviews and data analysis were conducted on eight intermediate counselors with more than 4 years of counseling experience.
Results As a result, 114 semantic units, 30 sub-themes, and 10 upper-level topics were found. The top 10 topics are as follows: “Struggling in a shallow and superficial relationship,” “Family relationships are the most lively, rawest relationship learning laboratory,” “Training yourself in a sense of stability from being understood and accepted,” “Bringing yourself together with various relationships you've met at the counseling site,” “Building a life of self-esteem,” and “Restructuring your perspective of yourself and others,” “Treating yourself and others with a warm heart,” “Establishing proper attitude of a counselor,” “Building sincere relationships with clients,” “Learning the internal circuit for building relationships that save lives”.
Conclusions This study is significant in that it specifically presented the meaningful relationship experiences experienced by intermediate counselors in real life with an in-depth examination method and explored in detail how it is expressed in the counselor's personal growth. In addition, not only improving professional qualities through counseling practice and theoretical education, this study can be used as a material to educate counselors the significance of counselors’ personal qualities as an instrument for counseling practice and encourage them to work on real-life relationship experiences for personal growth.
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Gamaiunova, Liudmila, Pierre-Yves Brandt, and Matthias Kliegel. "Contemplative Training and Psychological Stress: an Analysis of First-person Accounts." Mindfulness 12, no. 8 (June 5, 2021): 2034–49. http://dx.doi.org/10.1007/s12671-021-01661-1.
Анотація:
Abstract Objectives Several studies have investigated the relationship between contemplative approaches and psychobiological stress response; however, this area of research is still new, the mechanisms of the relationship between the stress response attenuation and contemplative training have not been fully delineated, and little is known about the effects of contemplative practice on the ways psychological stress is experienced. This study aimed to explore the first-person experience of psychological stress in meditation practitioners. Methods We conducted short semi-structured interviews with twenty-five meditation practitioners and twenty meditation-naïve controls immediately after they had undergone a laboratory task (the Trier Social Stress Test). A mixed-method approach was used to analyze the interviews. Thematic analysis was combined with descriptive statistics of the qualitative information that had been converted to quantitative data. Results Experiences instantiating main themes were identified as follows: (1) primary experiences encountered, describing the most salient experiences associated with the task; (2) reasons for stress, delineating the analyses of why the task was stressful; (3) affect, dealing with emotional experiences during the task; (4) emotion regulation; and (5) attention allocation describing regulatory strategies employed by the participants. Responses to subjective stress experience in meditation practitioners included use of humor, presence of positive affect, combinations of different types of emotion regulation strategies, and adaptive attention allocation. Conclusions This study elucidates particularities of meditators’ subjective experience of psychological stress, provides new insights on the mechanisms of meditation effect on the stress response, and proposes new directions for research.
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Kragt, Darja, and Hannes Guenter. "Why and when leadership training predicts effectiveness." Leadership & Organization Development Journal 39, no. 3 (May 8, 2018): 406–18. http://dx.doi.org/10.1108/lodj-11-2016-0298.
Анотація:
Purpose The purpose of this paper is to build and test an integrative model of leader identity as an important mechanism explaining why reactions to leadership training associate with leader effectiveness. It is proposed that this mediation relationship is conditional on leadership experience (i.e. time in a formal managerial role), such that it will be weaker for more experienced leaders because they already possess complex leadership-related knowledge and skills. Design/methodology/approach Hypotheses were tested using a sample of German managers (n=196) in formal leadership positions (i.e. with direct subordinates) across a range of industries. Data were collected using online questionnaires. The proposed first-stage mediation model was tested using the structural equation approach. Findings Leader identity was found to mediate the relationship between reactions to leadership training and leader effectiveness. This mediation was conditional upon leadership experience, such that the indirect effect only held for less, but not for more, experienced leaders. Research limitations/implications The findings should be interpreted with caution because all data are self-report and cross-sectional. Practical implications Leadership training for senior leaders should qualitatively differ (in terms of content and length) from that for novice leaders. Originality/value Leadership training can substantially improve managers’ ability to lead effectively. The present study is the first to establish leader identity as a motivational mechanism that explains this relationship. This is also the first study to test for the role of leadership experience in leader development.
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ЛЕМЕШКО, Ольга, and Валентина ГАПОНОВА. "TRANSLATORS’ TRAINING: UKRAINIAN EXPERIENCE." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 112–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.786.
Анотація:
The main task of the higher educational establishment is to prepare graduates for modern dynamic national and international labour markets that demands to find the way into teaching practices, which can respond to the created expectations. Nowadays reality of the translation market reveals problems in translator training. Ukrainian teachers and scientists will have to re-think existing translator training programmes in terms of present-day market demands to professionals and to work out comprehensive educational professional programs. They should look for ways how to manage limitations caused by changes in the global situation taking into account that the profession of translator requires profound knowledge in various spheres of life. The successful implementation of future translators depends on their professional training that includes forming of communicative competence and also allows them to perform all the functional responsibilities provided for their profession. The main idea for this article is the relationship between the training process and the profession. The characteristics of today’s translation market have been examined and the issues that are addressed in modern translator training have been analysed. The definition of the term translation has been presented. Characteristics of translator’s professional activity have been distinguished and components of comprehensive educational professional programs were investigated. The requirements for a professional translator should be an integral part of the standard, as they are the subject of further elaboration. In international practice among the most important are the requirements of maintaining a high level of their own professional skills and knowledge, the ability to solve translation problems of a new type, the ability to translate and summarize texts in one language from another, regularly improve their skills. The content of the requirement, the characteristics of professional activity, the necessary knowledge and skills have been determined in the articles.
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Mazerolle, Stephanie M., Christianne M. Eason, Sara Nottingham, and Jessica L. Barrett. "Athletic Training Students' Perceptions of Mentorship in Clinical Education." Athletic Training Education Journal 11, no. 2 (April 1, 2016): 72–81. http://dx.doi.org/10.4085/110272.
Анотація:
Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.
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Adisah, Adisah, Evawani Martalena Silitonga, Jasmen Manurung, and Wisnu Hidayat. "KESIAPSIAGAAN PETUGAS KESEHATAN PUSKESMAS DALAM MANAJEMEN BENCANA DI WILAYAH KERJAPUSKESMAS SILIH NARA KABUPATEN ACEH TENGAH." PREPOTIF : Jurnal Kesehatan Masyarakat 6, no. 1 (December 25, 2021): 188–203. http://dx.doi.org/10.31004/prepotif.v6i1.2937.
Анотація:
  Disaster management is a very important factor to reduce the impact of disaster events. This study aims to determine the preparedness of health workers in disaster management based on the characteristics, knowledge, attitudes and practices/previous experiences of health workers in disaster management. This type of research is a quantitative research with a cross sectional approach. The study was conducted in the Working Area of the Silih Nara Health Center, Central Aceh Regency in August 2021 with a population of 85 health workers and all of them were used as samples (total sampling). Data analysis used univariate, bivariate and multivariate analysis. The results of data analysis show that there is a relationship between age and knowledge and attitudes, while based on previous practice/experience there is no relationship; there is no relationship between gender and previous knowledge, attitude and practice/experience; there is a relationship between education and previous knowledge, attitudes and practices/experience; there is a long-standing relationship with knowledge but no long-standing relationship with previous attitudes and practices/experiences; there is a relationship between involvement in disaster response with previous knowledge, attitudes and practices/experiences; there is a relationship between disaster management training and previous attitudes and practices/experience, while disaster management training has no relationship with knowledge; There is a relationship between being included in the Rapid Action Team (TGC) with previous knowledge, attitudes and practices/experiences based on the preparedness of health workers in disaster management in the Work Area of the Silih Nara Health Center, Central Aceh Regency. The variable of disaster management training is the most dominant variable in the preparedness of health workers in disaster management in the Work Area of the Silih Nara Health Center, Central Aceh Regency.
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Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka, and J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families." Advances in Social Work 13, no. 1 (March 30, 2012): 51–66. http://dx.doi.org/10.18060/1881.
Анотація:
Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.
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Haley, Connie K. "Online Workplace Training in Libraries." Information Technology and Libraries 27, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.
Анотація:
This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.
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Lesiakowski, Piotr, Wojciech Lubiński, and Teresa Zwierko. "Analysis of the Relationship Between Training Experience and Visual Sensory Functions in Athletes from Different Sports." Polish Journal of Sport and Tourism 24, no. 2 (June 27, 2017): 110–14. http://dx.doi.org/10.1515/pjst-2017-0012.
Анотація:
Abstract Introduction. Gaining insight into the mechanisms and scope of possible adaptations of visual functions to the conditions determined by the demands imposed by sports training seems to be very interesting not only from a cognitive point of view, but also with respect to the practical applications of the findings of such investigations in the training process. The aim of the study was to assess the function of early visual processing in athletes representing different sports disciplines with varying training experience. Material and methods. The study involved 95 athletes practising football (n = 24), volleyball (n = 22), boxing (n = 26), and rowing (n = 23). The bioelectric function of the visual pathway was assessed based on recordings of visual evoked potentials (VEPs). The regions which were stimulated were the peripheral and central areas of the retina. During the test, we recorded the amplitude (μV) and latency (ms) of the P100 component of the VEP waveform for both monocular stimulation (for the dominant and non-dominant eye) and binocular stimulation. Results. Lower VEP P100 amplitude values were found for the peripheral and central locations for monocular and binocular viewing in more experienced volleyball players and rowers (p < 0.05). In the case of boxers with greater training experience, a significantly lower (p < 0.05) amplitude of the VEP P100 wave was observed in the central location in the dominant eye. However, we did not find significant differences (p > 0.05) in intragroup variability in VEP P100 latency in relation to training experience in any of the sports disciplines examined. Conclusions. Training experience has an influence on the early stage of sensory processing with respect to neural activity. Training experience has been found to differentiate athletes in terms of the temporal parameters of the visual evoked potentials recorded in the current study only to a limited extent.
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Shim, Jae-Yeon. "Early childhood teachers’ experiences regarding teacher-parent relationships examined through qualitative meta-analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 793–814. http://dx.doi.org/10.22251/jlcci.2024.24.10.793.
Анотація:
Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.
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Gasiūnienė, Laima, and Brigita Miežienė. "The Relationship Between Students’ Physical Activity and Academic Stress." Baltic Journal of Sport and Health Sciences 4, no. 123 (February 9, 2022): 4–12. http://dx.doi.org/10.33607/bjshs.v4i123.1142.
Анотація:
Background. Stress and physical inactivity are one of the most common risk factors among students. Problems of stress, experienced by students, and physical activity and impact on health are extremely important in order to improve students’ quality of life and prevent health problems.
Methods. Academic stress was measured using the Konduri academic life stress questionnaire. Physical activity was evaluated by the Godin leisure time physical activity questionnaire. Distress was evaluated by the Reeder stress inventory. Study participants were 448 Lithuanian full-time first and third year bachelor’s students, with ages ranging from 18 to 39 years; average age 20.06 ± 18.04. 38 percent (173) of people under investigation were women, and 62 percent (275) were men. 60 percent (268) of people under investigation were first-year students, 40 percent (180) were third-year students.
Results. Physically more active students experience less academic stress than less physically active students. Intense physical activity has the greatest impact on academic stress. Students who engage in intensive physical activity more often, experience less academic stress related to social support, motivation to achieve, training program and training mode, and self-confidence, compared with students who engage in intensive physical activity less often. It was found that women experience more academic stress, related to training program, academic aspirations, and career, compared with men. First-year students experience more academic stress, related to support, motivation to achieve, academic aspirations, self-confidence, and exam anxiety, compared with third-year students.
Conclusions. Half of all students go in for sports three or more times a week, a third of students go in for sports less than three times a week, almost one-fifth of students never go in for sports. Increased physical activity is among men, first-year students, compared with women and third-year students. A fifth of students experience stress, almost half of students experience nervous tension; one-third of students do not experience tension and stress. Higher stress, both general and related to academic activities, is felt by women and first-year students, compared with men and third-year students.
Keywords: students, physical activity, academic stress, stress.
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Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4(V) (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4(v).1506.
Анотація:
Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
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Bakirtzoglou, Panteleimon, and Panagiotis Ioannou. "Job’s Satisfaction among Trainers of Public Vocational Training Institutes in Greece." Journal of Education and Vocational Research 7, no. 4 (January 26, 2017): 21–30. http://dx.doi.org/10.22610/jevr.v7i4.1506.
Анотація:
Abstract: The purpose of the present study was to investigate the effect of the personnel, interpersonal and organizational factors in job satisfaction among trainers of public Vocational Training Institutes in the city of Thessaloniki. Sample consisted of 300 adults’ trainers with a mean age of 40.3 years. Job’s satisfaction was used as an independent variable while as dependent variables personnel(age, sex, educational level, marital status, number of children, educational level, profession and teaching experience), interpersonal (relationships with trainees, relationships with co-educators, relationship with the administration, personal development and professionalism) and organizational factors (salary, building structure and working conditions) were used. Statistical analysis included the use of correlation and regression analysis. Results showed that from the dependent variables only age (r=.342), years of working experience in Vocational Training Institutes (r=.296), relationship with the administration (r=.699) and working conditions (r=.690) had a significant relationship with adults’ trainers’ job satisfaction (p<0.01). Furthermore regression analysis showed that relationship with the manager had the biggest prediction of trainers’ total job satisfaction at a percentage of 48.6% (r=.699, p<0.01), working conditions can predict trainers’ job satisfaction at a percentage of 47.7% (r=.690) and age and teaching experience can predict trainers’ total job satisfaction at a percentage of 20% (r=.014, p<0.05). In conclusion adults’ trainers’ total job satisfaction in Vocational Training Institutes in Greece, is influenced mostly by interpersonal (relationship with the administration) and organizational factors (working conditions).Keywords: Administration, working conditions, teaching experience, vocational education, adults
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Dixit, Ramnath Raghunath. "Enhancing Service Experience through Excellence in Patient relationship (EPR) Training Programs." Indian Journal of Public Health Research & Development 10, no. 5 (2019): 771. http://dx.doi.org/10.5958/0976-5506.2019.01105.7.
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Hoel, Linda. "‘Police students’ experience of participation and relationship during in-field training’." Police Practice and Research 21, no. 6 (September 11, 2019): 576–90. http://dx.doi.org/10.1080/15614263.2019.1664302.
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Pelling, Nadine. "The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development." International Journal for the Advancement of Counselling 30, no. 4 (September 17, 2008): 235–48. http://dx.doi.org/10.1007/s10447-008-9060-2.
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Jang, Eun-jung, and Yeon-sil Park. "Factors Affecting Subjective Health Satisfaction of Disabled People’s Economic Activity Experience -Focusing on the mediating effect of social relationships-." Korea Academy of Case Management 15, no. 1 (April 30, 2024): 283–306. http://dx.doi.org/10.38019/kacm.15.1.283.
Анотація:
The purpose of this study was to identify various direct and indirect factors that can improve the subjective health satisfaction of people with disabilities by examining the causal relationship between satisfaction with social relationships, family relationships and acquaintance relationships, in the effect of job search experience on subjective health satisfaction of people with disabilities. The main results of the analysis are as follows. It was found that people with disabilities who have more job search experience have higher social relationships (family/acquaintances), and people with disabilities who have higher social relationships (family/acquaintances) have higher subjective health satisfaction. Based on our analysis, we make the following policy recommendations. First, a vocational training system should be established to strengthen the professionalism of people with disabilities so that they can increase the satisfaction of social relationships (family/acquaintances) through various job search experiences. Second, as family relationship satisfaction among social relationships has a significant effect on the subjective health satisfaction of people with disabilities through mediating job search experience, it is necessary to expand the provision of family-friendly programs in the community to improve family relationship satisfaction.
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Hikmah, Faiqatul, Hari Basuki Notobroto, Shrimarti Rukmini Devy, and Erwin Astha Triyono. "Characteristics and communication skills of health professionals in implementing provider-initiated HIV testing and counselling (PITC) for Indonesian pregnant women." Pharmacy Education 23, no. 4 (October 10, 2023): 22–26. http://dx.doi.org/10.46542/pe.2023.234.2226.
Анотація:
Background: HIV testing for pregnant women is an important test during pregnancy. HIV testing for pregnant women is a way to prevent mother-to-child HIV transmission. Objectives: To investigate the relationship between the characteristics and communication skills of health professionals while conducting provider-initiated HIV testing and counselling (PITC) for pregnant women. Methods: This was an observational study with a cross-sectional approach. The study was conducted at 23 public health centres with 80 health professionals who conduct PITC. The data was analysed using the Chi-Square test. Results: There was a correlation between the characteristics and communication skills of respondents. Relationships were observed between respondents trained on PITC and communication with patients during PITC sessions (p=0.002); work experience and non-verbal communication skills (p=0.047), and type of profession of respondents and non-verbal communication skills (p=0.029). Conclusions: Communication skills had a relationship with experienced training on PITC, work experience, and type of profession. Increasing the communication skill of health professionals through work experience and training or education to improve the ability of health professionals in PITC services.
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Chesnut, Steven, Kamau Oginga Siwatu, Haeni Young, and Yi Tong. "Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students’ Research Self-Efficacy Beliefs." International Journal of Doctoral Studies 10 (2015): 399–418. http://dx.doi.org/10.28945/2310.
Анотація:
This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161) general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.
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Yugo Styawan, Titik Purwati, and Ahmad Lani. "BAD EXPERIENCES, DRAG LEVELS AND SPORTS PARTICIPATION: DEMOGRAPHIC EVALUATION STUDIES AND CORROSIVE JUNIOR HIGHSCHOOL IN INDONESIA." STAND : Journal Sports Teaching and Development 4, no. 1 (July 11, 2023): 48–62. http://dx.doi.org/10.36456/j-stand.v4i1.7717.
Анотація:
The purpose of this study was to obtain information on negative experiences, levels of inhibition, and participation in sports based on the demographics of Indonesian junior high schools and the functional relationship between the three. The research method used is descriptive quantitative and correlational design with the design of the test using the discrepancy model. The sample consists of 1690 junior high schools in Indonesia. Data were analyzed using three techniques: one route re-route, two-reroute check and correlation analysis. Research shows that: 1) bad experiences exceed the established low tolerance threshold; 2) the drag level does not exceed the specified low tolerance limit; 3) training participation does not meet well defined criteria; and 4) correlation analysis concluded that there is a fairly strong positive correlation between experience and barriers to exercising. When bad experiences are high, sports problems are high. While the relationship between bad experiences with physical activity and the relationship between sports barriers and physical activity also correlates, the relationship is negative. These results indicate that the three variables influence each other. When the level of bad experience is low, the training barriers will also be low, so that it will affect the level of training participation.
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Moon, Hye Rin, and A. Ri Lim. "A Qualitative Study on the First Face-to-Face Field Practicum Experience of College Student Majoring in Social Work after COVID-19." Korean Academy Welfare Counseling 12, no. 2 (October 31, 2023): 121–48. http://dx.doi.org/10.20497/jwce.2023.12.2.121.
Анотація:
This study aimed to explore the field practicum experiences of college students majoring in social work who experienced their first face-to-face field practicum after COVID-19. For the purpose of this study, the researchers conducted Focus Group Interview(FGI) by dividing 12 college students majoring in social welfare who conducted their first face-to-face field training after COVID-19 into 3 groups. Data collected through FGI were analyzed using qualitative analysis methods. The analysis results were as follows. First, during the practicum preparation process, the participants experienced a roller coaster-like application process and expectations and concerns prior to practicum. Second, during the practicum process, participants experienced ambivalence about task accomplishment, benefits gained through relationships, doubt about unsystematic practicum, and practicum life coexisting with COVID-19. Third, in the process of completing the training, the participants experienced personal growth, confidence in their career path, pride as a professional, and remaining regret. The study confirms that the experiences of social work college students during field training encompass a mix of positive and negative aspects, with positive relationship experiences being particularly significant. Recommendations are provided for practice and education to enhance the quality of social work field training.
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Maryamkhan, Ibragimova, and Mirzakhmedova Khojirakhan. "TECHNOLOGY SCIENCE TRAINING INTEGRATION." International Journal of Artificial Intelligence for Digital Marketing 1, no. 1 (March 14, 2024): 47–51. http://dx.doi.org/10.61796/ijaifd.v1i1.52.
Анотація:
To improve students' learning experience and increase their ability to solve complex problems, this service aims to integrate technology training with science. Service methods include teacher training in the use of technology in science teaching, creating an integrated curriculum, interdisciplinary workshops and seminars, and collaborative projects between students from various scientific disciplines. Expected outcomes include increasing students' understanding of the relationship between science and technology, developing integrated learning materials, and increasing students' ability to apply technology in a science context. One of the results of this service is improving the quality of education through the use of a comprehensive learning approach, developing students' skills in line with the demands of the future job market, and increasing students' interest in science and technology through interesting learning experiences
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Heo, ChangGoo, BokSun Jeon, and KangHyun Shin. "The relationship between reaction and learning in leadership training." Korean Journal of Industrial and Organizational Psychology 25, no. 2 (May 31, 2012): 497–519. http://dx.doi.org/10.24230/kjiop.v25i2.497-519.
Анотація:
This study examined the relationship between ‘reaction’ and ‘learning’ based on the Kirkpatrick's training evaluation model, with an emphasis on the moderating effect of trainee's difference variable(goal-orientation, openness to experience, extraversion). The survey data from a job training class of 212 employees were analyzed. The results of the study are summarized as follows; First, the three dimensions of reaction(enjoyment, usefulness, difficulty) predicted subjective learning significantly. In other words, when trainees felt enjoyment or usefulness about their training program, effect of learning increased. However, learning was decreased as they felt difficulties in training program. Second, the result showed that among trainee's individual difference variables, mastery goal-orientation, performance goal-orientation, and extraversion had positive effect on learning while openness to experience had not any effect. Third, this result proved to have a moderating effect of some trainee's individual difference variables in the relationship between reaction and learning. Specifically, extraversion moderated the relationship between enjoyment and learning positively. Goal-orientation did not moderat the relationship between difficulty and learning. Extraversion had neigher main effect nor moderating effect on learning. Finally, limitation of the study and the direction for future research were discussed.
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Hirschmann, Krista, Greta Rosler, and Auguste H. Fortin VI. "“For Me, This Has Been Transforming”: A Qualitative Analysis of Interprofessional Relationship-Centered Communication Skills Training." Journal of Patient Experience 7, no. 6 (October 16, 2020): 1007–14. http://dx.doi.org/10.1177/2374373520962921.
Анотація:
In 2018, Yale Medicine (YM)—an academic multispecialty practice—and Yale New Haven Health System (YNHH), partnered with the Academy of Communication in Healthcare to develop a one-day interprofessional workshop to introduce relationship-centered communication skills to all of their nurses and physicians. Relationship-centered communication skills include showing positive regard, listening actively and expressing empathy and have been demonstrated to improve patient outcomes. A professionally diverse group of 12 nurses and physicians, committed to improving patient experiences, were purposefully selected for training to teach the workshop. Individual interviews with trainers 3 months post training revealed themes reflecting the intrapersonal, interpersonal, and organizational impact of participation in the Train-the-Trainer program. At the intrapersonal level, training contributed to personal growth, skillfulness, and confidence. At the interpersonal level, it expanded and strengthened professional networks. As an organizational catalyst, training transformed the work experience among nurse and physician trainers, thereby supporting YM/YNHH’s vision to provide interprofessional relationship-centered care. Results suggest that trainer training had additional benefits beyond learning to deliver the workshop, including improving the quality of trainers’ personal and professional relationships, and enhancing organizational efficiency and interprofessionalism.
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McParland, James, and Paul M. Camic. "How do lesbian and gay people experience dementia?" Dementia 17, no. 4 (May 9, 2016): 452–77. http://dx.doi.org/10.1177/1471301216648471.
Анотація:
Introduction The subjective experience of dementia for lesbian and gay individuals is largely absent from the extant literature. This study aimed to explore what it means to experience dementia in this context given the documented psychosocial influences facing this population. A second aim was to develop understanding of these experiences within dyadic relationships. Method Ten semi-structured interviews were conducted with lesbian and gay individuals with dementia and people with whom they had a significant relationship and analysed using interpretative phenomenological analysis. Results Three superordinate themes, reflecting characteristics of participants’ experience, were identified: duality in managing dementia, giving yourself away vs. holding onto yourself and relationships as sheltered harbours. Ten subthemes indicated the processes that were adopted to adjust and make sense of the experience of dementia. These included decisions around concealment, ensuring safety and the promotion of personhood and couplehood. In line with findings for heterosexual couples, partners had an important role in maintaining the identity of the person with dementia. Conclusions Results suggest additional and distinct challenges, including experienced and perceived discrimination and heterosexism. In response to these conditions, interviewees worked to resist a ‘double stigma’ of dementia and sexuality. Findings indicated areas of improvement for dementia services, including training in inclusive practice.
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Lund, Jessie I., Peggy J. Kleinplatz, Maxime Charest, and Jonathan D. Huber. "The Relationship Between the Sexual Self and the Experience of Pregnancy." Journal of Perinatal Education 28, no. 1 (January 1, 2019): 43–50. http://dx.doi.org/10.1891/1058-1243.28.1.43.
Анотація:
Studies reveal that prenatal health-care providers and educators often refrain from discussing sexuality with their patients. The present study explored the relationship between sexuality and pregnancy by considering whether the way in which women view themselves sexually is associated with their experience of pregnancy. Findings revealed that a positive sexual self was significantly related to a positive experience of pregnancy and that particular experiences of pregnancy were more significantly related to how women viewed themselves sexually than others. The findings encourage further discussion regarding the role that comprehensive sex education and training of prenatal health-care providers might play in ultimately establishing open, honest, and nonjudgmental discussions about sexuality between providers and their pregnant patients and partners.
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Pelling, Nadine. "Singaporean supervisory identity development and its relationship to supervisory experience, counselling experience, and training in supervision." Asia Pacific Journal of Counselling and Psychotherapy 12, no. 2 (July 3, 2021): 186–204. http://dx.doi.org/10.1080/21507686.2021.1960400.
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Wood, Matthew J., Hannah MN Wilson, and Sarah L. Parry. "Exploring the development and maintenance of therapeutic relationships through e-Health support: A narrative analysis of therapist experiences." Medicine Access @ Point of Care 5 (January 2021): 239920262110180. http://dx.doi.org/10.1177/23992026211018087.
Анотація:
Objective: Amid COVID-19 disruptions, e-therapy has become even more essential and has rapidly expanded across statutory, private and third sectors to meet growing demands for digital mental health support. A challenge in digital therapeutic care is how to develop and maintain a supportive, collaborative therapeutic relationship, built upon mutual trust and respect; intrinsic values of relationships that are often implied through complex non-verbal cues. Online practitioners are eager to learn how to adapt to online delivery, although platform-specific training is limited. The aim of the current study was to focus upon the therapist experience of online therapeutic relationships with young people, exploring a range of factors through their perspectives, including the impact of anonymity. Methods: Eight e-therapy practitioners were recruited from Kooth, an online mental health service. Narrative interviews undertaken via Skype facilitated reflective conversational one-to-one discussions, based upon the practitioners’ individual experiences, led by the interviewee. Following transcription and anonymisation, a narrative analysis was undertaken to explore participants’ experiences, perspectives and reflections. Results: Four analytic layers arose from the narratives, which explored the challenging learning experience of translating existing therapeutic skills to online working, rapidly building therapeutic relationships, managing risk in the online therapeutic relationship, and techniques for maintaining a digital therapeutic relationship. Conclusion: The study provides novel insights into the flexibility and adjustments therapists can make to improve online interventions and delivery through the development and maintenance of positive therapeutic relationships. Recommendations are also made in relation to platform-specific training, communicative adaptations, risk management and practitioner support.
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AYDIN, Birol. "STARTING THE VIOLIN TRAINING." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 34 (November 15, 2022): 87–99. http://dx.doi.org/10.31567/ssd.772.
Анотація:
The purpose of this study is to make a training guide book by emphasizing the importance of the basic technical hardware of the violin and the importance of the start-up phase. The reason why the focus is especially on the start-up phase is that certain obstacles and mistakes occurring in the advanced stages are the ones which have been ignored, learned and/or taught during this phase. In this study, playing techniques in parallel with the physical changes of the violin from the past to today are mentioned and the study has been corroborated with the images in order to be comprehensive about the development process of being the violin performer. Since violin training is a type of master-apprentice relationship, by making use of the experiences of important violinists and violin masters, a lot of elements have been included in this study to raise awareness of both the teacher and the student. Holding and posture experiences in the study have been exemplified so as to provide the most physically-comfortable way of playing based on modern violin playing techniques. The important steps in violin training such as the adaptation of the student to the instrument, the relationship of the teacher and the student, first sessions, holding, posture and the experience of the first concert have been explained in detail. The data, obtained by the literatüre review, has been evaluated qualitatively and synthesized with the personal experiences of the auther, who is also a vioin educator. The study is considered important in terms of its usage in the violin training curriculum.
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Khojamli, Mansour, Mansoureh Habibi, Maziar Hossein, and Mehraneh Kazemiyan. "The Relationship between Work Experience , Motivation , Training and Stress with Labor Productivity." Kuwait Chapter of Arabian Journal of Business and Management Review 3, no. 11.a (July 2014): 31–35. http://dx.doi.org/10.12816/0018778.
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Araújo, Juciany Medeiros, Karla Adriana Oliveira da Costa, Fátima Cristina Cunha Maia Silva, and Ana Maria Dubeux Gervais. "Relationship between territory and health residence: a possible decolonial experience?" Saúde em Debate 46, spe6 (2022): 196–206. http://dx.doi.org/10.1590/0103-11042022e617i.
Анотація:
ABSTRACT Can the presence of health residency in the territory be a way to decolonize the academy? This article addresses the possibility of decolonizing the academy through a multiprofessional family health residency program focused on rural health in the region. This is an experiential report whose epistemological basis is postcolonial and decolonial theories, especially the pedagogy of the territory, and includes elements of interdisciplinary and multidisciplinary training, the territory and health, the relationship between the territory and the health of the rural population in the Quilombola community of Estivas, in the rural region of Garanhuns, Pernambuco. The conclusion is that the multiprofessional residency, as an institute of collective spaces, allows a new look at the territory, the community and health professionals to develop their actions based on interdisciplinarity, popular education and continuous training as a practice to understand other ways of producing health and stimulate change not only in the community and health professionals, but especially in society, making an important contribution to the decolonization of the academy.
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Grimes, Anna M., Elizabeth R. Neil, Cameron M. Eldred, Stacy E. Walker, Zachary J. Dougal, and Lindsey E. Eberman. "Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development." Athletic Training Education Journal 16, no. 1 (January 1, 2021): 32–41. http://dx.doi.org/10.4085/1947-380x-20-31.
Анотація:
Context Immersive clinical experiences are critical clinical education components in athletic training. Program directors have indicated potential isolation from peers and faculty, a financial burden, and less engagement in quality learning during immersive clinical experiences. Objective To explore athletic training students' perceptions of the immersive clinical experience as it pertains to their development. Design Qualitative study. Setting Individual virtual interviews. Patients or Other Participants A total of 15 athletic training students who participated in the immersive clinical experience in the last 9 months took part in our study (males = 4, females = 11; age = 25 ± 5 years, range = 21–36 years). Data Collection and Analysis We conducted interviews and recorded and transcribed them verbatim. We developed a codebook using the consensual qualitative research tradition to identify domains and categories. Trustworthiness was established using member-checking, multiple researchers, and an auditor. Results Athletic training student perceptions of the immersive clinical experience revealed 2 domains: exposure and improved preparation for clinical practice. From increased exposure, participants gained additional experience with administrative duties, communication and relationships, interprofessional and collaborative practice, an increased quantity and quality of patient encounters, and preceptor influence on learning opportunities. From improved preparation, participants experienced socialization in which they were more integrated in facility activities, gained a greater appreciation for the value of the profession, had greater autonomy and inclusion, and perceived more value in the immersive clinical experience than in nonimmersive experiences. Conclusions Athletic training students who participate in immersive clinical experiences feel that they have increased exposure to athletic training practice and improved preparation for transition to practice.
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Kozlowska, Kasia, Kenneth Nunn, and Pennelope Cousens. "Adverse Experiences in Psychiatric Training. Part 2." Australian & New Zealand Journal of Psychiatry 31, no. 5 (October 1997): 641–52. http://dx.doi.org/10.3109/00048679709062676.
Анотація:
Objective: To examine the perceptions of New South Wales (NSW) psychiatric trainees in relation to their training, the adverse events they experienced and the role and quality of the consultant registrar relationship. Method: A self-report questionnaire was developed to probe trainee perceptions of the consultant-trainee relationship and adverse events during training in all those who had completed at least 1 year of training in psychiatry (n = 138) in NSW, as well as all consultants who had completed their training in the last 5 years (n = 95). All subjects were asked to rate the frequency and relative impact of 20 adverse experiences with the opportunity to proffer adversities not listed. They were also asked to rate their experience of their consultants in relation to the adversity. Results: The results from The Training Impact Study exploring adverse events experienced by NSW trainees are presented. Assault by a patient and suicide of a patient are identified as the most stressfull adversities of training in psychiatry. However, more general concerns such as educational and emotional neglect by upervisors, observing consultant maltreatment of patients, exam failure and conflict between consultants were also identified and discussed. Conclusions: The high response rate of both trainees and consultants gives these results a level of representative validity. Recommendations in relation to future training and research are put forward. Specific training in the management of potentially assaultive patients and facilitating trainee recovery from assault or threat of assault should be a priority of the Royal Australian and New Zealand College of Psychiatrists. Support and education in relation to patient suicide is also important. Training and recognition of teachers within the College should be encouraged.
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Rodríguez Otero, Victoriano, and Catalina Fonseca. "Aprender a pensar a la luz de la neurociencia y mi competencia docente." Salud, Ciencia y Tecnología - Serie de Conferencias 2 (October 23, 2022): 571. http://dx.doi.org/10.56294/sctconf2023571.
Анотація:
Neuroscience constitutes a new epistemological paradigm that makes it possible to analyze and explain intelligent human behavior. Modern neuroscientific theories seem to demonstrate that it is in the brain where the acting body is ordered. It controls the body, orders its results, stores information, influences emotionally, experiences and constructs itself with the exterior. All these functions have as reference the motor system and the control of the movement. Neuroscience knowledge must be considered in education. The activity carried out through the body is key in the neuronal configuration. Through the experiences that make up the experience, the brain is configured. After analyzing the competencies that teachers must have, we propose a work plan for their training, which has been tested for years. Throughout our experience, both with school-age students and in teacher training, we have been able to verify how small, sometimes accidental, experienced situations have taken on an important relevance, even generating substantial changes in the person. You learn what you live. The experience we present here has been carried out in the format of numerous courses for teacher training. We intend to develop teaching competences in such a way that, when the teacher is practicing his educational action, he has a relationship with his own way of thinking, with what he wants and with his own style of interacting.
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Conceição Gomes Lima, Andréa, Vanessa Lima Barros, and Vivien Ramos da Silva de Oliveira. "EXPERIENCE REPORT." Health and Society 3, no. 05 (October 5, 2023): 136–52. http://dx.doi.org/10.51249/hs.v3i05.1619.
Анотація:
During the postgraduate course in Trauma-Orthopedic Physiotherapy with an emphasis on Manual Therapy at the State University of Piauí, there was an awakening of interest focused on the residents’ quality of life, aiming to diagnose how they feel about the workload , considering the effects of work overload on the quality of their lives. Therefore, this study aims to report the quality of life of residents in Family Health at the Faculty of Medical Sciences (FACIME) of the Health Sciences Center (CCS) at UESPI. Therefore, the present study is an experience report, being carried out between April and May 2023 with a group of 11 health residents from the following areas of training: Physiotherapy, Nursing, Physical Education, Dentistry, Nutrition, Service Social and Psychology. Conversation circles were held, which focused on aspects such as health status; Presence of chronic illness; Relationship between age and weight; Practice of physical exercise; The reasons considered by them related to physical inactivity; The average time spent on physical activity performed; Level of physical activity; Place for daily meals; The occurrence of absence from work in the last 12 months; Relationship between food and weight; Stress level; and the reasons for the occurrence of stress. Therefore, through the observations carried out, it was possible to conclude that despite being health professionals, residents are very tired and have several complaints related to physical and mental health, due to the extensive working hours. This information goes back to the need to plan greater attention to these professionals and their training process, demanding the implementation of actions aimed at well-being and reducing stressful situations.
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Priore, Alessandra. "The emotional component of teaching. A reflective training experience with teachers." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 254–67. http://dx.doi.org/10.3280/ess2-2020oa9458.
Анотація:
The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use
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Townsend, Peter, Padraic Regan, and Liang Liang Li. "Developing international managers: the contribution of cultural experience to learning." International Journal of Educational Management 29, no. 2 (March 9, 2015): 234–51. http://dx.doi.org/10.1108/ijem-03-2014-0042.
Анотація:
Purpose – The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach – Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine the relationship between cultural experience and intercultural capability (IC), an original theoretical construct representing the critical factors of international managers. Study 2, employing a more culturally experienced postgraduate sample from Ireland, sought to confirm the findings from study 1 and further test the relationship of cultural experience with the factor of cultural adaptation. Findings – Results identify a U-curve relationship of cultural experience and cultural adaptation for inexperienced students (study 1). A more linear, but less significant relationship between the above two with a maximum level of adaptation for more experienced students was found in study 2. This implies that there is a relationship between cultural experience and IC, within the limitations of the sample. However, whilst cultural experience is a major variable in developing IC, findings are that universities and industry training managers need to use a blended learning approach when developing international managers, hence, combining cultural experience (experiential learning) with didactic methods. Originality/value – This is an original theoretical construct representing the critical factors of international managers.
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Rubin, Rachel O., Matthew Hagler, Samantha A. Burton, and Jean E. Rhodes. "Striking A Balance: An Exploration of Staff-Camper Relationship Formation." Journal of Youth Development 13, no. 1-2 (April 20, 2018): 44–61. http://dx.doi.org/10.5195/jyd.2018.537.
Анотація:
Previous research highlights a range of positive developmental outcomes associated with attending summer camp. Close staff-camper relationships likely contribute to positive development, but little is known about how these bonds are formed. The current study utilized constructivist thematic analysis of interviews with campers (n = 8) and staff members (n = 7) at an overnight summer camp to examine the factors and processes that promote or inhibit close staff-camper relationship formation. The main themes identified were striking a balance, level of experience, and relationship-promoting behaviors. Staff members experience apparent paradoxes in their roles (e.g., relating to campers while also exerting authority), but navigate these tensions by using relationship-promoting behaviors and through increased experience. These findings suggest that staff training and supervision should emphasize relationship-promoting behaviors, continue throughout the summer, and be informed by campers’ perspectives. Additionally, camp administrators should capitalize on accrued experience by prioritizing staff retention.
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Hong, Eun Jin, and Yong Soo Kim. "A Phenomenological Study on the Interpersonal Relationship Experience of People with Intellectual Disabilities in the Workplace." Korean Society of vocational Rehabilitation 33, no. 1 (April 30, 2023): 55–81. http://dx.doi.org/10.24226/jvr.2023.4.33.1.55.
Анотація:
The purpose of this study is to reveal the content and structure of interpersonal experiences in the workplace of people with intellectual disabilities. To achieve this purpose, 10 workers with intellectual disabilities in their 20s and 30s were selected as research participants by applying a phenomenological research method, and data collected through in-depth interviews were analyzed based on Giorgi's five-step procedure. First, 7 components and 22 sub-components were derived from the interpersonal experience of intellectually disabled people, and 7 components were 'interpersonal relationship with non-disabled people', 'interpersonal relationship formation at work', 'resolution of interpersonal conflicts at work', and 'wish for the future'. Second, the interpersonal experience structure of people with intellectual disabilities in the workplace was identified as the structure of the experience according to the relationship object and the temporal and situational context, focusing on seven components. Accordingly, this study is meaningful in that it revealed the interpersonal experience of people with intellectual disabilities at work and derived the desire for interpersonal relationships of people with intellectual disabilities. Based on these results, it is possible to build a work structure that considers the psychological characteristics of people with intellectual disabilities in the work place in the field of vocational rehabilitation. In addition, it is expected to contribute to overall interpersonal relationships in the vocational rehabilitation training process for people with intellectual disabilities, such as using them as basic data for developing interpersonal relationship programs at counseling sites.
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Daplyn, Claire. "Interpretative Phenomenological Analysis of Therapists’ Experience of Working Through the COVID-19 Global Emergency using Transactional Analysis." International Journal of Transactional Analysis Research & Practice 13, no. 1 (June 29, 2022): 11–27. http://dx.doi.org/10.29044/v13i1p11.
Анотація:
This is a qualitative research study using Interpretative Phenomenological Analysis (IPA) (Smith, 1995) into the experiences of UK-based Transactional Analysis therapists working with clients prior to and during the COVID-19 global pandemic. Aimed at identifying what it is like to transition from working therapeutically in established, predeominantly in-person, relationships with clients to abruptly having to manage major adjustments both personally and professionally in parallel with clients navigating analogous challenges in their own lives, findings suggest that the participants experienced traumatic stress reactions. Participants initially felt unprepared to manage the multiple challenges of moving from in-person to online therapy with clients. In addition to technological and ethical issues, they experienced changes to the quality and nature of the therapeutic relationship. However, they also found positive aspects of online working as time progressed and experienced a sense of professional empowerment. They perceived the role of professional bodies and training establishments as significant. The diversity of online training available across countries and communities was appreciated although the quality of the learning experiences varied.
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Washam, M. C., L. E. Thomas, B. J. Talton, J. Pujol, and D. G. Burkett. "RELATIONSHIP OF RESISTANCE TRAINING EXPERIENCE TO LEFT VENTRICULAR DIMENSIONS IN FEMALE WEIGHTLIFTERS 1027." Medicine & Science in Sports & Exercise 29, Supplement (May 1997): 179. http://dx.doi.org/10.1097/00005768-199705001-01026.
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Narayan, Anupama, and Debra Steele-Johnson. "Relationships between prior experience of training, gender, goal orientation and training attitudes." International Journal of Training and Development 11, no. 3 (September 2007): 166–80. http://dx.doi.org/10.1111/j.1468-2419.2007.00279.x.
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Baltzell, Amy, Nicole Caraballo, Kristen Chipman, and Laura Hayden. "A Qualitative Study of the Mindfulness Meditation Training for Sport: Division I Female Soccer Players’ Experience." Journal of Clinical Sport Psychology 8, no. 3 (September 2014): 221–44. http://dx.doi.org/10.1123/jcsp.2014-0030.
Анотація:
This study explored how members of a Division I varsity women’s soccer team experienced a 6-week, 12 session mindfulness meditation training for sport (MMTS) program. The coaching staff and entire team participated in the MMTS program. Seven of the team members volunteered to be interviewed after their participation in the MMTS program. Thematic analysis was implemented. Most participants reported difficulty understanding the process of meditation at the start of the MMTS program. Post-MMTS, they reported an enhanced ability to accept and experience a different relationship with their emotions, both on and off the field. They also noted the importance of creating a phrase of care for self and team for cohesion purposes. Enhanced mindfulness, awareness, and acceptance of emotional experiences were attributed directly to the mindfulness training. Participants provided specific recommendations for future sport-focused mindfulness meditation programs.
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Dobrovolska, Rufina. "Foreign experience of implementing music therapy: training, education and professional aspects." Social work and education 9, no. 4 (January 11, 2023): 508–15. http://dx.doi.org/10.25128/2520-6230.22.4.6.
Анотація:
Answer the question "what is music therapy?" being concise and comprehensive can be difficult, especially for new students entering their studies. Most experienced practitioners can only provide a few short sentences and answers to summarize and describe their work. But when portraying their own experience and impressions of professional activity in music therapy, experienced practitioners face the problem that it is quite difficult to explain to others the relevance of the profession of music therapist. Reflecting this, many practitioners learn how to explain music therapy to others by describing their own experiences and individual cases in their own practice where the use of music has made a difference, and learn how to support and help the person. Music therapy is constantly growing in recognition internationally. Its evidence base is expanding and consolidating, so theoretical maturity is beginning to emerge. This is a good opportunity to learn and master the profession of music therapist. Choosing a career as a music therapist can be challenging and exciting. Working with music every day, facilitating positive change in people's lives and having regular opportunities to share and collaborate with other practitioners, through teamwork and participation in national and international conferences are some of the aspects that make music therapy a fantastic job. The article discusses the definition of music therapy, as well as several components that define music therapy internationally: content and relationship to music therapy throughout the life span, models and approaches to music therapy, methods of music therapy, music therapy research, music education and professional issues.
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Liang, Angela, and Marcus Taft. "The Relationship Between L2 Phonological Processing and Early Musical Training in Adult Bilinguals." Music & Science 3 (January 1, 2020): 205920432091928. http://dx.doi.org/10.1177/2059204320919285.
Анотація:
Bilinguals who speak English as their second-learnt (L2), yet dominant language from a young age, have been previously shown to experience difficulties in adulthood when dealing with spoken English (i.e., phonological processing) compared to native monolinguals. The present study investigated whether the processing disadvantage in this group of bilinguals could be modulated by engagement in early musical training, a practice that, like phonological processing, requires the complex manipulation of sounds. To this end, performance on three English auditory processing tasks (phoneme deletion, spelling-to-dictation, and auditory comprehension) was measured in early L2-dominant bilingual and native English monolingual adults who had or had never received early musical training. The processing difficulties that were detected in bilingual adults without musical training were completely absent in those who had received formal musical training as children, such that performance was matched with their monolingual counterparts. The results indicate that early musical training has the potential to be an effective long-term intervention for individuals who experience weakness in phonological processing.
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Yoon, Meehyun, Koun Choi, Seonghye Yoon, and Il-Hyun Jo. "The Role of Prior Field Experience in the Relationship Between Presenceand Training Satisfaction in Tank Troop VR Training." Korean Education Inquiry 41, no. 4 (December 31, 2023): 29–51. http://dx.doi.org/10.22327/kei.2023.41.4.029.
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Iskandar, Iskandar. "Analisis Produktivitas Kerja Karyawan Bagian Cetak Surat Kabar di Propinsi Riau." Jurnal Daya Saing 1, no. 2 (June 15, 2015): 146–53. http://dx.doi.org/10.35446/dayasaing.v1i2.25.
Анотація:
Abstrak: From the calculation results obtained indicate that the F-count is greater than F-table. Thus the hypothesis that incentives, training, work experience, facilities and infrastructure are factors that affect labor productivity in the print media company in the city of Pekanbaru accepted. So based on the results of testing on variable incentives can be seen that the t-test bigger than t-table. It can be concluded that the incentive variables have positive and significant influence. Based on the results of testing on training variables can be seen that t count> t-table. It can be concluded that the partial training variables have a strong relationship affect productivity in the workplace. Based on the test results in a variable work experience can be seen that t count> t-table. It can be concluded that the partial work experience variables have a strong relationship affect productivity in the workplace. Based on test results on the variable infrastructure can be seen that t count> t-table. It can be concluded that the variable infrastructure partially have strong relationships in influencing labor productivity at print media company in the city of Pekanbaru.
Keywords: Employee Productivity
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Jekiel, Mateusz, and Kamil Malarski. "Musical Hearing and Musical Experience in Second Language English Vowel Acquisition." Journal of Speech, Language, and Hearing Research 64, no. 5 (May 11, 2021): 1666–82. http://dx.doi.org/10.1044/2021_jslhr-19-00253.
Анотація:
Purpose Former studies suggested that music perception can help produce certain accentual features in the first and second language (L2), such as intonational contours. What was missing in many of these studies was the identification of the exact relationship between specific music perception skills and the production of different accentual features in a foreign language. Our aim was to verify whether empirically tested musical hearing skills can be related to the acquisition of English vowels by learners of English as an L2 before and after a formal accent training course. Method Fifty adult Polish speakers of L2 English were tested before and after a two-semester accent training in order to observe the effect of musical hearing on the acquisition of English vowels. Their L2 English vowel formant contours produced in consonant–vowel–consonant context were compared with the target General British vowels produced by their pronunciation teachers. We juxtaposed these results with their musical hearing test scores and self-reported musical experience to observe a possible relationship between successful L2 vowel acquisition and musical aptitude. Results Preexisting rhythmic memory was reported as a significant predictor before training, while musical experience was reported as a significant factor in the production of more native-like L2 vowels after training. We also observed that not all vowels were equally acquired or affected by musical hearing or musical experience. The strongest estimate we observed was the closeness to model before training, suggesting that learners who already managed to acquire some features of a native-like accent were also more successful after training. Conclusions Our results are revealing in two aspects. First, the learners' former proficiency in L2 pronunciation is the most robust predictor in acquiring a native-like accent. Second, there is a potential relationship between rhythmic memory and L2 vowel acquisition before training, as well as years of musical experience after training, suggesting that specific musical skills and music practice can be an asset in learning a foreign language accent.
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Walter, Jessica M., Bonnie L. Van Lunen, Stacy E. Walker, Zahra C. Ismaeli, and James A. Oñate. "An Assessment of Burnout in Undergraduate Athletic Training Education Program Directors." Journal of Athletic Training 44, no. 2 (March 1, 2009): 190–96. http://dx.doi.org/10.4085/1062-6050-44.2.190.
Анотація:
Abstract Context: Athletic training education program directors (ATEPDs) often manage their time among students, program administration, and patient care. Objective: To assess the level of burnout in ATEPDs and to determine the relationship between burnout and various demographics of ATEPDs. Design: Cross-sectional study. Setting: Public and private colleges and universities nationwide. Patients or Other Participants: Two hundred forty-nine ATEPDs of undergraduate athletic training education programs accredited by the Commission on Accreditation of Athletic Training Education. Intervention(s): We administered the Maslach Burnout Inventory (MBI) to all participants. Main Outcome Measure(s): The MBI consisted of 21 items assessing 3 characteristics of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Another component of the survey requested demographic information about the ATEPDs. We used univariate, multivariate, and factorial analyses of variance with the α level set a priori at .05. We also calculated Pearson product moment correlation coefficients. Results: Women had greater emotional exhaustion than men (20.67 ± 9.43 and 16.47 ± 9.64, respectively) (P = .001). The difference between tenure-status groups for emotional exhaustion was significant (P = .014), with tenure-track ATEPDs scoring higher on emotional exhaustion than tenured ATEPDs. Pearson product moment correlation coefficients revealed a weak negative relationship among emotional exhaustion and age (r = −0.263, P < .001), years of program director experience (r = −0.157, P = .013), and years at current job (r = −0.162, P = .010), indicating that as ATEPDs aged, gained more experience, and stayed in their current jobs, their emotional exhaustion scores decreased. There was also a weak negative relationship between age and depersonalization (r = −0.171, P = .007). There was a weak positive relationship between years at current job and personal accomplishment (r = 0.197, P = .002). Conclusions: We found that ATEPDs experienced a moderate form of emotional exhaustion burnout and low depersonalization and personal accomplishment burnout, with women experiencing greater emotional exhaustion than males. Additionally, ATEPDs in tenure-track positions experienced greater emotional exhaustion than tenured ATEPDs. The ATEPDs need to obtain healthy coping strategies early within their directorships to manage components related to burnout.
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Kimble, Carlotta, and Gregory Turner. "University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists." Perspectives on Administration and Supervision 22, no. 1 (March 2012): 12–27. http://dx.doi.org/10.1044/aas22.1.12.
Анотація:
This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using Moustakas’ (1994) modified van Kaam method of analysis of phenomenological data. The findings revealed personal and reciprocal peer mentor–FT clinician relationships that impacted clinical instructor supervision. The results suggested a dichotomy between acceptance of peer mentor guidance and support and FT clinician self-confidence in clinical skills. The findings demonstrated the potential impact of relationship dynamics between peer mentor and clinical instructor on the overall clinical experience of FT clinicians. The results yielded implications for peer mentor model development.