Relevant bibliographies by topics / Adult training administration

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adult training administration'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Adult training administration.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Adult training administration"

1

Demir, Namık Kemal. "The Need of Adult Education and Training Administration in Lifelong Learning." Mediterranean Journal of Social & Behavioral Research 4, no. 3 (December 1, 2020): 41–45. http://dx.doi.org/10.30935/mjosbr/9600.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mujiati, Mujiati, Tri Joko Raharjo, and Achmad Rifai RC. "The Analysis of Learning Model in Office Administration Training at Semarang Job Training Development Center." Journal of Nonformal Education 5, no. 1 (February 28, 2019): 25–34. http://dx.doi.org/10.15294/jne.v5i1.18339.

Full text
Abstract:
One reason for the high level of secondary and vocational school participation in quality that does not meet the competency standards required by the labor market. The need for new breakthroughs in order to improve the quality of human resources as an effort to prepare students in the world of work. The purpose of this research is to describe and analyze: (1) The learning model that is implemented in the office administration training that refers to the principle of adult training, (2) the readiness of the participants after completing the training. This research uses qualitative approach method. The subject is the section of training, training instructors, FMD team and trainees. Engineering data collection done by observation, interviews, and documentation. Data analysis techniques include the collection of data, data presentation, data reduction and withdrawal of the conclusion. An examination of the validity of the data using triangulation of sources and method. The research results showed that: (1) the model of learning which is implemented in office administration training refers to information processing model, personal model and behavior modification model. Implementation of the three models includes: learning syntax, social systems, reaction principles, support systems, instructional impacts and impact accompaniment. In the implementation of learning model in office administration, the training is based on adult learning principle, (2) participants' readiness is nurtured through job training activities that include 14 competency units, softskills activities, and character building.
APA, Harvard, Vancouver, ISO, and other styles
3

Rees, Gareth, Iain Tweedale, Teresa L. Rees, and Martin Read. "Adult Training Policy and Local Labour Markets: Preliminary Comments on the Training Access Points Initiative." British Journal of Education & Work 2, no. 1 (January 1988): 1–15. http://dx.doi.org/10.1080/0269000880020101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schipperus, Martin, Georgia D. Kaiafa, Louise Taylor, Sally Wetten, James Bennett, Georg Kreuzbauer, Andy Boshier, and Anouchka Seesaghur. "Assessment of Self-Administration of Romiplostim after Receipt of Home Administration Training Materials: A Cross-Sectional Study of Patients with Immune Thrombocytopenic Purpura and Caregivers." Blood 128, no. 22 (December 2, 2016): 4918. http://dx.doi.org/10.1182/blood.v128.22.4918.4918.

Full text
Abstract:
Abstract Background: Romiplostim is a subcutaneously administered thrombopoietin-receptor agonist approved for use in the EU for adult patients with chronic immune thrombocytopenia (ITP) refractory to other treatments. Initially approved for administration by healthcare providers (HCP), romiplostim was further approved by the European Medicines Agency in December 2012 for self-administration by select patients/caregivers. Romiplostim-treated chronic ITP patients with stable platelet count ≥ 50 x 109/L for ≥ 4 weeks without dose adjustment eligible for self-administration should be trained in self-administration procedures, and be supervised again after the first 4 weeks of self-administration while reconstituting and injecting romiplostim. To mitigate medication error risk due to self-administration, an additional risk minimisation activity in the form of a Home Administration Training (HAT) pack was designed to support HCPs in selecting patients and training of patients/caregivers. For subcutaneous self-administration of romiplostim, each patient (or caregiver) is supplied with self-administration kit (250/500 mcg romiplostim vial, plunger rod, prefilled sterile water syringe, disposable syringe with Luer-lok, safety needle, vial adapter) and a HAT pack, including placemat to lay out the administration components, checklist, instructions for use, self-administration diary, and instructional video. Aims: To estimate the proportion of adult patients and caregivers who administered romiplostim correctly after being trained with HAT pack. Methods: This multicentre, non-interventional, cross-sectional study was conducted at 12 study centres across 8 countries (Austria, Belgium, France, Germany, Greece, The Netherlands, Spain, and The United Kingdom) from 07 July 2014 to 20 November 2015. Adult (≥ 18 years of age) chronic ITP patients prescribed romiplostim self-administration or caregivers new to administering romiplostim, who provided informed consent at beginning of HAT pack training, received HAT pack training, and were available at first standard-of-care 4-week visit after training, were consecutively enrolled in the study. HCPs directly observed the patient/caregiver in the act of administering romiplostim at the first standard-of-care 4-week visit after HAT pack training, and completed a standardized data collection form. Variables collected included patient demographics, prescribed and administered injection volume per syringe, appropriate alcohol wipe use at injection site, clinically appropriate handling of syringe to avoid contamination, and clinically appropriate subcutaneous injection technique. The primary endpoint, correct administration of romiplostim, was defined as romiplostim dose accuracy within 10% margin of error between prescribed and administered romiplostim dose, and correct romiplostim reconstitution, and successful romiplostim injection, and no HCP intervention during administration to correct patient/caregiver error. All analyses were descriptive and no formal hypothesis was tested. Results: A total of 40 patients/caregivers were enrolled in the study (Table 1). At the first standard-of-care visit, 4 weeks (range: 2 - 8 weeks) after HAT pack training, 35 patients/caregivers (87.5%) administered romiplostim correctly. Romiplostim dose accuracy was within 10% margin of error for all patients. HCP intervention was required in 5 instances (3 patients, 2 caregivers): 1 patient did not ensure all romiplostim was dissolved, 1 patient and 1 caregiver needed verbal encouragement, 1 patient needed nursing intervention to read the correct dose from the vial due to poor eyesight, and 1 caregiver needed guidance with syringe and vial connection. Further follow-up data was available for 2 of these 5 patients/caregivers; they both administered romiplostim correctly at a subsequent visit. Conclusion: Given that this study was conducted on a convenience instead of random sample of patients, generalizability of the results may be limited. Direct observation can be susceptible to observation bias and to the Hawthorne effect with the patients/caregivers acting differently when observed. Nonetheless, the success of most patients and caregivers in correctly administering romiplostim after HAT pack training suggests that self-administration of romiplostim is a feasible option for suitable romiplostim-treated ITP patients. Disclosures Schipperus: Novartis: Membership on an entity's Board of Directors or advisory committees, Other: Partial sponsorship(50% of costs)ASH 2015. Taylor:Amgen: Consultancy. Wetten:Amgen: Employment, Equity Ownership. Bennett:Amgen: Employment. Kreuzbauer:Amgen: Employment, Equity Ownership. Boshier:Amgen: Employment, Equity Ownership. Seesaghur:Amgen: Employment, Equity Ownership.
APA, Harvard, Vancouver, ISO, and other styles
5

Hamilton, Mary, and Paul Davies. "Literacy and long‐term unemployment: options for adult guidance, support and training." British Journal of Education & Work 6, no. 2 (January 1993): 5–19. http://dx.doi.org/10.1080/0269000930060201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Helsby, Gill. "Quality Assurance in Youth and Adult Training: Improving Practice or Refining Systems?" British Journal of Education & Work 9, no. 2 (January 1996): 5–16. http://dx.doi.org/10.1080/0269000960090201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zarrindast, M. R., H. Niasari, S. Ahmadi, and B. Shafaghi. "N-methyl-D-aspartate Receptors are Involved in the Effect of Lithium on Passive Avoidance Memory in Mice." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71083-1.

Full text
Abstract:
In the present study, the effects of intracerebroventricular (i.c.v.) injections of N-methyl-D-aspartate (NMDA) receptor agonist and antagonist on the lithium state-dependent memory have been investigated. For memory assessment, one-trial step-down passive avoidance task was used in adult male NMRI mice. Post-training intraperitoneal (i.p.) administration of lithium (10 mg/kg) impaired the memory of passive avoidance task. Pre-test administration of the same dose of the drug (10 mg/kg) restored impairment of memory by lithium given after training. This is known as state-dependent memory. In addition, pre-test administration of both NMDA receptor agonist (NMDA; 0.01 and 0.1 ng/mouse, i.c.v.) and the non-competitive NMDA receptor antagonist, MK-801 (0.1 and 0.5 mg/mouse, i.c.v) also restored impairment of memory induced by post-training lithium. On the other hand, pre-test co-administration of ineffective dose of NMDA (0.001 ng/mouse, i.c.v.) or MK-801 (0.001 mg/mouse, i.c.v) with lower doses of lithium (1.25, 2.5 and 5 mg/kg, i.p.) increased the restoration of memory by lithium. The results suggest that NMDA receptors are involved, at least partly, in the lithium state-dependent memory of passive avoidance task.
APA, Harvard, Vancouver, ISO, and other styles
8

Scaglione, Karen, and Vanessa Loyd. "A Game Changer: Adult-Geriatric Acute Care Nurse Practitioner Fellowship for the Veterans Health Administration." Journal of Doctoral Nursing Practice 14, no. 1 (January 19, 2021): 3–9. http://dx.doi.org/10.1891/jdnp-d-20-00031.

Full text
Abstract:
BackgroundNurse practitioner (NP) fellowship programs assist the novice NP in transitioning to advanced practice while emphasizing building confidence and competence. The Veteran's Health Administration (VHA) offers an NP primary care fellowship program. The purpose of this project was to develop an acute care transition to practice fellowship program at a Midwestern VHA hospital.ObjectiveTo provide an acute care fellowship to facilitate with transition into advanced practice while increasing confidence and competence in the novice NP.MethodsA prospective, descriptive design utilizing a convenience sample of senior adult-geriatric nurse practitioner (AGNP) students during a pilot study of an acute care fellowship program. Outcome measures included evaluation of skills interpreting electrocardiograms (ECG), chest x-rays (CXR), and self-reported confidence in performing these skills over the initial 6-week period of the 12-month program.ResultsThere were three participants (N = 3, 100%). There was a 33% increase in self-reported confidence of readiness to practice at completion of the pilot. However, ECG scores decreased 66% and CXR interpretation scores decreased 33%.ConclusionThe novice NP may benefit from an NP fellowship program.Implications for NursingDespite training and targeted clinical experiences in ECG and CXR interpretations during an acute care fellowship, competence in these skills decreased while self-reported confidence increased at the end of 6 weeks. Continued education and training throughout the 12-month program is recommended to increase the novice NP's competence in these skills while transitioning to their new role.
APA, Harvard, Vancouver, ISO, and other styles
9

Massaro, E. J., and T. F. Massaro. "Low Level Lead Exposure During Neonatal Development Perturbs Cognitive Function." Journal of the American College of Toxicology 6, no. 4 (July 1987): 441–49. http://dx.doi.org/10.3109/10915818709075689.

Full text
Abstract:
Complex maze learning was investigated in male neonatal and adult rats using a latent learning task. The neonates received (intragastric administration) either lead acetate (50 mg Pb/kg) or equimolar sodium acetate on days 6, 9, 12, and 18 postpartum. The adult subjects were exposed to 100 ppm Pb acetate or equimolar sodium acetate in drinking water for 112 days beginning at weaning (day 21 postpartum). Training for the latent learning task began on day 31 postpartum for the neonates and on day 143 for the young adults. The training sequence included free exploration (under conditions of satiation) of a symmetrical latent learning maze or an open field of the same shape and area by the Pb-treated and control subjects (randomly distributed). Subsequently, all subjects were food deprived and appetitively tested in the latent learning maze. Neonatal lead exposure perturbed latent learning: the Pb-treated subjects showed no evidence of latent learning. However, pretest exploratory activity was similar for Pb-exposed and control neonates. Pb exposure had no effect on exploratory activity under normal (nonappetitive) conditions or latent learning performance of young adult subjects despite the increased body burden of Pb. The results suggest that latent learning may be a particularly sensitive measure of Pb exposure in the neonatal rat model.
APA, Harvard, Vancouver, ISO, and other styles
10

Burgdorf, Julia, Alicia Arbaje, and Jennifer L. Wolff. "Older Adult Factors Associated With Identified Need for Family Caregiver Assistance During Home Health Care." Home Health Care Management & Practice 32, no. 2 (September 17, 2019): 67–75. http://dx.doi.org/10.1177/1084822319876608.

Full text
Abstract:
Family caregivers make important contributions to home health care for older adults, but knowledge of the specific roles they assume is lacking. We analyzed data from 1,758 community-dwelling Medicare beneficiaries aged 65+ receiving Medicare-funded home health care between 2011 and 2016, using linked National Health and Aging Trends Study and Outcomes and Assessment Information Set data. Most (86.7%) beneficiaries receiving home health care had an identified need for family caregiver assistance, and nearly 6 in 10 (57.9%) had identified need for caregiver assistance with five or more tasks. After examining significant associations between older adult characteristics and identified needs for caregiver assistance with specific tasks, we identified three profiles of older adults who demonstrate similar patterns of identified need for family caregiver assistance during home health. These profiles include: (1) older adults with greater functional impairment who more often had identified need for assistance with Instrumental Activities of Daily Living, advocacy, or Activities of Daily Living; (2) older adults with cognitive impairment who more often had identified need for assistance with medication administration or supervision; and (3) older adults with greater clinical severity who more often had identified need for assistance with medical procedures and equipment. Findings support calls to develop training interventions and strengthen the partnership between home health providers and family caregivers. These three profiles present a potential framework for the development of family caregiver training programs.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Adult training administration"

1

Harlan, Steven Howard. "Anxiety and Focus in Work-Related Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1585.

Full text
Abstract:
Currently, nonemployee students who take General Electric's (GE's) pollution control classes do not demonstrate consistent knowledge gains following training. The purpose of this project was to investigate whether the independent variables of level of education and choice in attending the class made a significant difference in the means of the dependent variables of anxiety and ability to focus. The project was influenced by the theory of andragogy, which explores the motivations and principles specific to the teaching of adults. The research questions for this study probed relationships between level of formal education among participants and their choice in whether to attend or not and potential anxiety towards training and their ability to focus on training. Data were collected from 756 adults who took a voluntary self-designed survey while registering for this class. A quantitative approach that included t tests and ANOVA tests revealed significant differences when comparing the adult behaviors of anxiety and ability to focus with the variables of choice in attendance of training and level of completed formal education. The results were used to inform a train-the-trainer program with the goal of mitigating discrepancies in knowledge transfer. As the impacts of pollution are understood, it is critical that those who are responsible for controlling pollution have the best training. Organizations that issue professional certifications need to be assured that those completing continuing education units deserve the awarded credits. Thus, any improvement to the consistency of knowledge transferred for GE's pollution control classes will support social change by enhancing the ability of students of the class to protect the earth's communities and climate and fulfill education obligations.
APA, Harvard, Vancouver, ISO, and other styles
2

Pete, Elizabeth. "Online Training Impact on Adjunct Faculty Compliance and Satisfaction With Professional Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2041.

Full text
Abstract:
The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.
APA, Harvard, Vancouver, ISO, and other styles
3

Bush, Mary Ann. "Applying adult education principles in an interpersonal management skills training program for hospital operations managers." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/704.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Satterfield, Stephen Lindsay. "Employee Perceptions of Effective Training Strategies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5122.

Full text
Abstract:
The following study was undertaken because there was a need to establish whether training information at a local guarantor was relevant to employees and clients. Utilizing transformative learning theory, the purpose of this case study was to explore what the guarantor's employees and management require for new account advisors by conducting open-ended interviews with the guarantor's employees. The guarantor's director secured collections contracts and a long-term enrollment advising contract with a new online university. For the guarantor to have trained account advisors, managers must know what kind of training is necessary. Secondly, the university enrollment is growing, and that could necessitate more advisors to address the increase in student population. During the data collection phase, 9 guarantor employees participated in interviews. The guarantor's managers and employees were asked what training the guarantor requires of new account advisors, what training new hires need, and what training methods should be employed. Thematic coding, content analysis, and triangulation were used to analyze the data. Themes from the results included participatory training, experience required, and customer service. Based on the data analysis, a position paper was created to recommend role-playing, shadowing, and other training methods. The recommendations were made to ensure training and learning are ongoing, relevant to the assigned tasks, and that the guarantor's managers ask clients to play an active role in account advisor training. Social change can be achieved with a more engaged management, a staff armed with relevant knowledge and support, improved skillsets, and a guarantor that can better respond to client needs.
APA, Harvard, Vancouver, ISO, and other styles
5

Davenport, JoanneAndi. "A Modified Program Evaluation of Training for Employer Compliance With Health Insurance Requirements." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3343.

Full text
Abstract:
A training program was established in the Midwestern United States to help employers understand compliance requirements of the health insurance industry. The purpose of this study was to conduct a modified program evaluation of the effectiveness of Pay or Play, a portion of a larger Benefit Compliance Program. The reason for the evaluation was the high percentage of remediation needed for administrators of employee health insurance following Pay or Play seminar sessions, which posed the question of program effectiveness in education of participants. This study is important because administrators of employee health insurance are responsible for understanding compliance regulations and face penalties for noncompliance. The theoretical frameworks of constructivism, andragogy, and critical thinking and the conceptual framework of responsive program evaluation were used to guide the study. Document analysis of seminar materials and interviews were conducted with a sample of 12 volunteer seminar participants needing remediation from the school administration and business. Interviews and documents were manually coded and analyzed to identify themes. Findings included lack of variety of teaching methods and training materials appropriate for adult learners, a lack of engagement in critical thinking, and a lack of active construction within their own learning. Recommendations were made for changes in the facilitation methods and presentation of materials to support more effective training for adult participants. The implications of this study for positive social change include more effective training of employers on compliance regulations, which could result in greater understanding of government regulations of the health insurance industry, fewer cancellations of insurance coverage, and more effective implementation of benefits policy.
APA, Harvard, Vancouver, ISO, and other styles
6

Payne, John D. "Mandated School Board Member Training for Local Boards of Education in Tennessee As Perceived by Local Boards of Education Members and Superintendents of Schools." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2956.

Full text
Abstract:
The purpose of this study was to evaluate the long-term effectiveness of the mandatory in-service training in Tennessee for all local board of education members. The primary focus of this study was to determine if the board members' or superintendents' responses about the training agencies, content, or applicability of any Academy indicated any continuing (long-term) impact on the actions of board members when they returned to their local boards of education. The secondary concern of this study was to determine if the responses were significantly differentiated between the positions of board member and superintendent or among the demographic characteristics defined in the study. All 959 board of education members and 136 superintendents of schools were mailed a questionnaire to return anonymously to evaluate the legislatively mandated School Board Training Academies conducted over the past 4 years. Six research questions were answered and 23 null hypotheses were tested at the.05 level of significance. The Kolmogorov-Smirnov Two-Sample Test or the Chi-Square Comparison was used to analyze the comparison between board members' and superintendents' scores or among the demographic strata. All nine Academies were compared according to each of the nine demographic characteristics. The average demographic characteristics of Tennessee board members are very similar to the average demographic characteristics of board members in the nation as a whole. There are significant differences among board members' evaluation scores stratified by six of the demographic characteristics. There were only two demographic characteristics for which there were any significant rating differences among superintendents. The Academies were rated positively for their effectiveness and their continuance was recommended. Specific improvements, expansion, and enhancement of the process were suggested.
APA, Harvard, Vancouver, ISO, and other styles
7

Van, Dijk Hilligje Gerritdina. "Critical issues impacting on skills development in the Department of Public Service and Administration trends and options /." Thesis, Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-02242004-110247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Brumfield, Shermanda. "Improving Depression Screenings for Adults Living With HIV/AIDS Through Education and Training." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4353.

Full text
Abstract:
People living with HIV/AIDS (PLWHA) are 4 times more likely to have a diagnosis of depression than persons without HIV. The specific problem at a rural clinic in a southern region of the United States, was a lack of continuity in the Patient Health Questionnaire 9 (PHQ-9) screening procedures that made sure that PLWHA were screened, identified, and referred. Early identification and treatment can help patients cope with barriers that affect health outcomes. The purpose and goal of this project was to develop and implement an evidence-based depression screening protocol to improve clinical staff practices and adherence to the PHQ-9 guidelines thereby increasing the number of PLWHA who were diagnosed and treated for depression. The Iowa model of evidenced-based practice served as a guide for this project. An interdisciplinary team was assembled to develop protocols and staff training. This project compared clinic staff knowledge on depression through pre and posttests. Upon completion of staff training, the pretest had a M = 78.33 and SD = 11.146 and the posttest a M = 99.17 and a SD = 2.887. Results of a paired t test confirmed a statistically significant increase in knowledge with p < .000. Over a 4-week period, depression screenings at the study site went from 10% to 100%. Data showed that positive social change was realized when PLWHA began to get depression treatment because of proper screening, early interventions, and depression management. Although the project is designed for the PLWHA in the rural clinic, other primary care providers may find that an evidenced-based practice protocol can be useful to improve PHQ-9 depression-screening practices for patients in other clinical areas.
APA, Harvard, Vancouver, ISO, and other styles
9

Podlinski, Lori Ann. "The Effect of Simulation Training on Nursing Students' Content Exam Scores." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2171.

Full text
Abstract:
Simulation training has been implemented at a small nursing school in the eastern United States to improve the currently low content exam scores in nursing courses. With the guidance of Kolb's experiential learning theory, differences in 8 course content exam scores were investigated for students who received simulation training in the content area before the exam and students who received simulation training after the exam, using a quasi-experimental, comparative design. Archival exam scores from 424 content exams, 212 completed by students who received simulation training before the exam and 212 completed by students who received simulation training after the exam, were used in a multivariate analysis of variance. The difference of the group means was not statistically significant (p = .69) for the pediatric assessment, meningitis, respiratory deviations, and gastrointestinal nursing content exams. However, there was a significant difference, F (4, 47) = 5.192, p = .00; λ = .694; η2 = .316, for the postpartum and neonatal assessment, preeclampsia, and cardiovascular nursing content exams. The results are split, which may be due to inconsistency in the conduct of simulation training across the 8 content areas. The varied outcomes led to the development of a white paper with policy and implementation recommendations for simulation training. Positive social change may occur in the planning of simulation training to promote consistency and best practices, enhancing students' ability to perform safely and competently at the patient's bedside and thus supporting improved patient outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Burress, Earl W. Jr. "A Comparative Study Analyzing the Value of Air-Carrier Pilot Surface-to-Air Fire Risk- Reduction Training." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624939.

Full text
Abstract:

The terrorist-controlled surface-to-air fire (SAFIRE) threat places U.S. air-carrier pilots and passengers at significant risk. The problem addressed in this study is that air-carriers do not provide pilots with risk-reduction training designed to prepare them to deny, detect, defeat, and report SAFIRE attacks, and there is limited scholarly research to address this topic. The purpose of this quantitative, comparative study was to analyze U.S. air-carrier pilot SAFIRE risk-reduction training as related to the principles of adult learning theory that state adult learners will be more successful when they perceive training as valuable and applicable to their daily tasks and responsibilities. The analysis included descriptive statistics to determine the majority (70.5%) of 112 U.S. air-carrier pilots contained in the self-selected purposive sample perceived SAFIRE risk-reduction training as valuable. The analysis conducted using comparative statistics indicated there was not a statistically significant difference in the perception of the value of SAFIRE risk-reduction training between the four sample groups. The findings indicated the majority (85.7%) of air-carrier pilots believed an effective SAFIRE risk-reduction training program must consist of a combination of computer-based training, classroom training, and simulator training methods. Recommendations for future research are to determine if the results of this study apply to non-U.S. air-carrier pilots, identify parameters for specific countertactics, and generate specific objectives for potential training programs.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Adult training administration"

1

West African Sub-regional Management Development Training Workshop (1988 University of Ibadan). West African Sub-regional Management Development Training Workshop, Conference Centre, University of Ibadan, Nigeria, 14-24 February, 1988: [report]. [Nairobi?]: AALAE, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mississippi. Legislature. PEER Committee. A review of the Mississippi Department of Human Services' administration of Project LEAP, a JOBS educational component. [Jackson, Miss.]: The Committee, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

C, Daresh John, ed. The school administrator internship handbook: Leading, mentoring and participating in the internship program. Thousand Oaks, Calif: Corwin Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA program review: While State Board of Administration investments perform relatively well, the SBA should reassess planned expansion of alternative investments. Tallahassee, Fla: The Office, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA program review: Recommended Florida Retirement System contribution rates remain reasonable; asset growth has slowed. Tallahassee, Fla: Florida Office of Program Policy Analysis and Government Accountability, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Apprenticeship program is beneficial, but its ability to meet state demands is limited. Tallahassee, Fla: The Office, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA program review: The Florida Retirement System continues to be fully funded; unfunded liability eliminated. [Tallahassee, Fla.]: The Office, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Charter schools need improved academic accountability and financial management. Tallahassee, FL (111 W. Madison St., Tallahassee 32399-1475): The Office, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA program review: Recommended Florida Retirement System contribution rates are reasonable. Tallahassee, FL: The Office, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA program review: Consolidation of Medical Quality Assurance governance structure only a partial solution. Tallahassee, Fla: The Office, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Adult training administration"

1

Durnali, Mehmet. "Managing the Utilization of Technologies in Adult Education, Training, and Administration." In Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership, 1–19. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1408-5.ch001.

Full text
Abstract:
This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.
APA, Harvard, Vancouver, ISO, and other styles
2

Durnali, Mehmet. "Managing the Utilization of Technologies in Adult Education, Training, and Administration." In Research Anthology on Adult Education and the Development of Lifelong Learners, 778–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch039.

Full text
Abstract:
This study aimed to investigate and discuss the technologies in Turkey's adult education system in a holistic, systematic way and within a framework with a theoretical basis for the use of the computer, the internet, and web-based technologies in adult education, training, and administration. The web-based applications such as EBA and A-Okul can be very useful for enabling adult learners to acquire a diploma or some certificate. Being able to use technological applications considering all functions and subdivisions can mean learning many tasks, activities, processes, and requirements in adult education. Therefore, it is important to acquire the skills necessary to use these technologies since the algorithms contained in these technological applications are a reflection of the steps of necessary and inclusive tasks, activities, processes in the administration of adult education. The development of the technological capacity of the organization may mean increasing the productivity of the organization.
APA, Harvard, Vancouver, ISO, and other styles
3

Gruich, Madelon Reed. "Defining Professional Development for Technology." In Adult and Continuing Education, 376–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch022.

Full text
Abstract:
Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
4

Sacco, Kathleen L. "Providing Professional Development Opportunities to Staff in Tough Economic Times." In Adult and Continuing Education, 1496–511. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch085.

Full text
Abstract:
Libraries today have been feeling budget crunches due to decreases in funds and increases in materials costs and salaries of their employees. There are also pressures on libraries of all types to respond to new technologies and modes of knowledge acquisition. Because of these constant changes, library staff and administrators must work together to develop comprehensive, sustainable training programs that benefit both employees and the library as a whole. Administrators can foster this by developing their libraries into learning organizations. This chapter will outline how library administration can keep costs in check while providing a vibrant professional development program for their employees.
APA, Harvard, Vancouver, ISO, and other styles
5

Vallera, Farah L., and Bashir Sadat. "Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs." In Advances in Educational Marketing, Administration, and Leadership, 78–92. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1461-0.ch004.

Full text
Abstract:
Instructors are encouraged to train their students to be creative, critical thinkers, and innovative future leaders; unfortunately, most have not been trained in the same way as they are expected to teach. Instructors need to learn how to inspire innovation and 21st century skills by practicing and teaching those skills themselves. One way to do that is by learning the design thinking process, incorporating it into instruction, and using it to develop students' knowledge, skills, and attitudes/beliefs (KSABs) in similar ways. Understanding and employing the design thinking process and combining those tools with relevant and authentic instructional technologies can prepare instructors to develop the skills of tomorrow's workforce, innovators, and future leaders. This chapter discusses the importance of training teachers to use the design thinking process while using the design thinking process to instruct them. Best practices and examples of such professional development are offered.
APA, Harvard, Vancouver, ISO, and other styles
6

Gboku, Matthew L. S., Oitshepile M. Modise, and Jenneh F. Bebeley. "A Case Study of Innovation Platforms for Agricultural Research, Extension, and Development." In Advances in Educational Marketing, Administration, and Leadership, 173–97. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch009.

Full text
Abstract:
Stakeholder organizations clearly need to have more than a symbolic role in IAR4D decision making. They are currently hindered by their lack of knowledge of leadership roles and capacity to implement the IAR4D. In this chapter, the authors have presented the use of the IAR4D in Sierra Leone with clear justification of how it fits into contemporary approaches and interventions at the national, regional and global levels. The chapter focuses on the “Dissemination of New Agricultural Technologies in Africa (DONATA)” project in Sierra Leone as a shining example of leadership development and adult learning in both formal and non-formal settings. The authors highlight current challenges of the use of innovation platforms through IARD and articulate implications of the case study for adult education, agricultural extension and non-formal training in agricultural research institutions. The chapter ends with recommendations for surmounting the current challenges of the case described.
APA, Harvard, Vancouver, ISO, and other styles
7

Evans, Jeff. "Adult skills surveys and transnational organisations: globalising educational policy." In Data in Society, 65–78. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348214.003.0006.

Full text
Abstract:
Organisations like OECD, IEA (International Association for the Evaluation of Educational Achievement) and the EU are increasingly involved in the production of transnational data. They function as key agencies for changing education and lifelong learning policy, promoting human capital approaches, and ‘governing by data’. I consider their growing role in assessing the efficiency of education and training systems. Particularly important in their organisational strategies are large-scale international performance surveys for school-age pupils, such as OECD’s PISA and IEA’s TIMSS. PISA for Development is addressing the problem that, in low income countries, not all 15 year olds can be surveyed at school. PIAAC, the Project for the International Assessment of Adult Competencies, has so far reported results in 33 countries, in 2013 and 2016. It focuses on three domains considered basic for adults in industrial and ‘knowledge’ economies: namely, literacy, numeracy, and problem solving in technology-rich environments, and on attitudes to and reported use of such skills. It uses electronic administration as a default, complex sampling designs, and statistical modelling to estimate the adult’s skill levels. I raise methodological issues relevant to the valid interpretation of such surveys and locate them in general policy developments, including globalisation.
APA, Harvard, Vancouver, ISO, and other styles
8

Remtulla, Karim A. "Infallibility of Innovative Artefacts." In Socio-Cultural Impacts of Workplace E-Learning, 86–106. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-835-7.ch005.

Full text
Abstract:
This chapter discusses the cultural paradigm of ‘innovative artefacts’ in the workplace. This cultural paradigm is one of two proposed paradigms that shape socio-culturally insensitive, technological artefactual approaches to workplace e-learning research and study. Subsequently, this paradigm also socially reshapes workplace e-leaning historicity for workplace adult education and training, resulting in socio-cultural impacts on the workforce. Technological innovation and business process change dominate workplace transformations. At the same time, any discussion on the socio-cultural impacts of workplace e-learning must also take into account that workplace e-learning is arguably both a technological innovation and as well as a business administration process, all of which affect adult learning in the workplace. Critical theory problematizes these relations between technology and technological progress as well as workplace e-learning. The ‘presumption of neutrality’ is highlighted as it influences the shaping of workplace e-learning and its dubious, shifting, and reversible impacts on the workforce. A focused discourse analysis of the connotations and assumptions that have further shaped e-learning for the workplace over the past decade illustrate workplace e-learning’s changing emphases over the years, from administrational to associational to artefactual, today. The technological artefacts of workplace elearning now deserve closer scrutiny. The similarities and differences between ‘online learning and simulations’, ‘learning objects’, and ‘learning management systems’ are highlighted as each of these technological artefacts, more often than not, is taken as equivalent to and a substitute for learning. The ‘presumption of neutrality’ now also comes to fruition in the ‘infallibility paradox’ for workplace e-learning. For workplace e-learning, adherence to the belief in the infallibility of innovative artefacts leads to two workplace e-learning scenarios: (a) instrumental instruction (see Chapter 7); and, (b) rational training (see Chapter 8).
APA, Harvard, Vancouver, ISO, and other styles
9

Askeland, Gurid Aga, and Malcolm Payne. "María del Carmen Mendoza Rangel (Mariacarmen Mendoza), 1998." In Internationalizing Social Work Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447328704.003.0008.

Full text
Abstract:
This chapter contains a brief biography and transcript of an interview with Mariacarmen Mendoza, a leader in Mexican social work education, who was awarded the Katherine Kendall Award of the International Association of Schools of Social Work in 1998, for her contribution to international social work education. In addition to her professorship at the National Autonomous University of Mexico, Mendoza has contributed to adult education, community work, civil society organisations, the development of public administration in Mexico and throughout Latin America. She has also undertaken disaster relief work and been concerned with the impact of environmental issues on poor communities. International work extended her opportunities for contributing on many of these important social issues. In social work education, she helped to develop collective education where subject and practice educators work together to develop curricula that include skills training and sought opportunities for indigenous publications.
APA, Harvard, Vancouver, ISO, and other styles
10

Holland, Grant, and Lesley Shuttleworth. "Social Work, Op-Shops, and Job Training." In Practical and Political Approaches to Recontextualizing Social Work, 131–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6784-5.ch007.

Full text
Abstract:
Many disadvantaged young people and adults, long and short-term unemployed, overseas arrivals/refugees, people with mental health issues, mothers returning to the workforce, and those disconnected from their communities have lost hope of ever getting employment. Numerous employment-training programs are narrowly-focused classroom-based simulations provided on a sessional basis, while real-world job training opportunities with flexible entry/exit points and on-site professional social work support for those disconnected from employment opportunities are uncommon. The STEP program, an innovative and engaging real-world training program in an opportunity shop (op-shop), gives hope and job success to disaffected people, offering life-changing training in every aspect of running a business in the retail and office administration sector as well as teaching valuable life skills, including job interviews, accounts and administration, and customer service.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Adult training administration"

1

Muñoz, David. "New strategies in proprioception’s analysis for newer theories about sensorimotor control." In Systems & Design 2017. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/sd2017.2017.6903.

Full text
Abstract:
Abstract Human’s motion and its mechanisms had become interesting in the last years, where the medecine’s field search for rehabilitation methods for handicapped persons. Other fields, like sport sciences, professional or military world, search to distinguish profiles and ways to train them with specific purposes. Besides, recent findings in neuroscience try to describe these mechanisms from an organic point of view. Until now, different researchs had given a model about control motor that describes how the union between the senses’s information allows adaptable movements. One of this sense is the proprioception, the sense which has a quite big factor in the orientation and position of the body, its members and joints. For this reason, research for new strategies to explore proprioception and improve the theories of human motion could be done by three different vias. At first, the sense is analysed in a case-study where three groups of persons are compared in a controlled enviroment with three experimental tasks. The subjects belong to each group by the kind of sport they do: sedentary, normal sportsmen (e.g. athletics, swimming) and martial sportmen (e.g. karate, judo). They are compared thinking about the following hypothesis: “Martial Sportmen have a better proprioception than of the other groups’s subjects: It could be due to the type of exercises they do in their sports as empirically, a contact sportsman shows significantly superior motor skills to the members of the other two groups. The second via are records from encephalogram (EEG) while the experimental tasks are doing. These records are analised a posteriori with a set of processing algorithms to extract characteristics about brain’s activity of the proprioception and motion control. Finally , the study tries to integrate graphic tools to make easy to understand final scientific results which allow us to explore the brain activity of the subjects through easy interfaces (e.g. space-time events, activity intensity, connectivity, specific neural netwoks or anormal activity). In the future, this application could be a complement to assist doctors, researchers, sports center specialists and anyone who must improve the health and movements of handicapped persons. Keywords: proprioception, EEG, assesment, rehabilitation.References: Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 1: Basic science and principles of assessment and clinical interventions. ManualTher.10.1016/j.math.2015.01.008. Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 2: Clinical assessment and intervention. Manual Ther.10.1016/j.math.2015.01.009. Roren, A., Mayoux-Benhamou, M.A., Fayad, F., Poiraudeau, S., Lantz, D., Revel, M. (2008). Comparison of visual and ultrasound based techniques to measure head repositioning in healthy and neck-pain subjects. Manual Ther. 10.1016/j.math.2008.03.002. Hillier, S., Immink, M., Thewlis, D. (2015). Assessing Proprioception: A Systematic Review of Possibilities. Neurorehab. Neural Repair. 29(10) 933–949. Hooper, T.L., James, C.R., Brismée, J.M., Rogers, T.J., Gilbert, K.K., Browne, K.L, Sizer, P.S. (2016). Dynamic Balance as Measured by the Y-Balance Test Is Reduced in Individuals with low Back Pain: A Cross-Sectional Comparative Study. Phys. Ther. Sport,10.1016/j.ptsp.2016.04.006. Zemková, G., Stefániková, G., Muyor, J.M. (2016). Load release balance test under unstable conditions effectivelydiscriminates between physically active and sedentary young adults. Glave, A.P., Didier, J.J., Weatherwax, J., Browning, S.J., Fiaud, Vanessa. (2014). Testing Postural Stability: Are the Star Excursion Balance Test and Biodex Balance System Limits of Stability Tests Consistent? Gait Posture. 43(2016) 225-227. Han, Jian., Waddington, G., Adams, R., Anson, J., Liu, Y. (2014). Assessing proprioception: A critical review of methods. J. Sport Health Sci.10.1016/j.jshs.2014.10.004. Hosp, S., Bottoni, G., Heinrich, D., Kofler, P., Hasler, M., Nachbauer, W. (2014). A pilot study of the effect of Kinesiology tape on knee proprioception after physical activity in healthy women. J. Sci. Med. Sport. 18 (2015) 709-713. Mima, T., Terada, K., Ikeda, A., Fukuyama, H., Takigawa, T., Kimura, J., Shibasaki, H. (1996). Afferent mechanism of cortical myoclonus studied by proprioception-related SEPs. Clin. Neurophysiol. 104 (1997) 51-59. Myers, J.B., Lephart, S.M. (2000). The Role of the Sensorimotor System in the Athletic Shoulder. J. Athl.Training.35 (3) 351-363. Rossi, S., della Volpe, R., Ginannesch, F., Ulivelli, M., Bartalini, S., Spidalieri, R., Rossi, A. (2003). Early somatosensory processing during tonic muscle pain in humans: relation to loss of proprioception and motor 'defensive' strategies. Clin. Neurophysiol. 10.1016/S1388-2457(03)00073-7. Chaudhary, U., Birbaumer, N., Curado, M.R. (2014). Brain-Machine Interface (BMI) in paralysis. Ann. Phys. Rehabil. Med.10.1016/j.rehab.2014.11.002. Delorme, A., Makeig, S. (2003). EEGLAB: an open source toolbox for analysis of single-trial EEG dynamics including independent component analysis. J. Neurosci. Meth.10.1016/j.jneumeth.2003.10.009. Morup, M., Hansen, L.K., Arnfred, S.M. (2006). ERPWAVELAB: A toolbox for multi-channel analysis of time-frequency transformed event related potentials. J. Neurosci. Meth.10.1016/j.jneumeth.2003.11.008. Kaminski, M., Blinowska, K., Szelenberger, W. (1996). Topographic analysis of coherence and propagation of EEG activity during sleep and wakefulness. Clin. Neurophysiol. 102 (1997) 216-227. Korzeniewska, A., Manczak, M., Kaminski, M., Blinowska, K.J., Kasicki, S. (2003). Determination of information flow direction among brain structures by a modified directed transfer function (dDTF) method. J. Neurosci. Meth.10.1016/S0165-0270(03)00052-9. Morup, M., Hansen, L.K., Parnas, J., Arnfred, S.M. (2005). Parallel Factor Analysis as an exploratory tool for wavelet transformed event-related EEG. Neuroimage. 10.1016/j.neuroimage.2005.08.005. Barwick, F., Arnett, P., Slobounov, S. (2011). EEG correlates of fatigue during administration of a neuropsychological test battery. Clin. Neurophysiol. 10.1016/j.clinph.2011.06.027. Osuagwu, B.A., Vuckovic, A. (2014). Similarities between explicit and implicit motor imagery in mental rotation of hands: An EEG study. Neuropsycholgia. Buzsáki, G. (2006). Rhythms of the brain. Ed. Oxford. USA. Trappenberg, T.P. (2010). Fundamentals of Computational Neuroscience. Ed. Oxford. UK. Koessler, L., Maillard, L., Benhadid, A., Vignal, J.P., Felblinger, J., Vespignani, H., Braun, M. (2009). Automated cortical projection of EEG: Anatomical correlation via the international 10-10 system. Neuroimage. 10.1016/j.neuroimage.2009.02.006. Jurcak, V., Tsuzuki, Daisuke., Dan, I. (2007). 10/20, 10/10, and 10/5 systems revisited: Their validity as relativehead-surface-based positioning systems. Neuroimage. 10.1016/j.neuroimage.2006.09.024. Chuang, L.Y., Huang, C.J., Hung, T.M. (2013). The differences in frontal midline theta power between successful and unsuccessful basketball free throws of elite basketball players. Int. J. Psychophysiology.10.1016/j.ijpsycho.2013.10.002. Wang, C.H., Tsai, C.L., Tu, K.C., Muggleton, N.G., Juan, C.H., Liang, W.K. (2014). Modulation of brain oscillations during fundamental visuo-spatialprocessing: A comparison between female collegiate badmintonplayers and sedentary controls. Psychol. Sport Exerc. 10.1016/j.psychsport.2014.10.003. Proverbio, A.L., Crotti, N., Manfredi, Mirella., Adomi, R., Zani, A. (2012). Who needs a referee? How incorrect basketball actions are automatically detected by basketball players’ brain. Sci Rep-UK. 10.1038/srep00883. Cheng, M.Y., Hung, C.L., Huang, C.J., Chang, Y.K., Lo, L.C., Shen, C., Hung, T.M. (2015). Expert-novice differences in SMR activity during dart throwing. Biol. Psychol.10.1016/j.biopsycho.2015.08.003. Ring, C., Cooke, A., Kavussanu, M., McIntyre, D., Masters, R. (2014). Investigating the efficacy of neurofeedback training for expeditingexpertise and excellence in sport. Psychol. SportExerc. 10.1016/j.psychsport.2014.08.005. Park, J.L., Fairweather, M.M., Donaldson, D.I. (2015). Making the case for mobile cognition: EEG and sports performance. Neurosci. Biobehav. R. 10.1016/j.neubiorev.2015.02.014. Babiloni, C., Marzano, N., Infarinato, F., Iacoboni, M., Rizza, G. (2009). Neural efficency of experts’ brain during judgement of actions: A high -resolution EEG study in elite and amateur karate athletes. Behav. Brain. Res. 10.1016/j.bbr.2009.10.034. Jain, S., Gourab, K., Schindler-Ivens, S., Schmit, B.D. (2012). EEG during peddling: Evidence for cortical control of locomotor tasks. Clin. Neurophysiol.10.1016/j.clinph.2012.08.021. Behmer Jr., L.P., Fournier, L.R. (2013). Working memory modulates neural efficiency over motor components during a novel action planning task: An EEG study. Behav. Brain. Res. 10.1016/j.bbr.2013.11.031.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Adult training administration"

1

DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, Melanie Hymes, Shawn Karns, Donna Rhodes, and Alanna Moshfegh. Field Interviewer– Administered Dietary Recalls in Participants’ Homes: A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.

Full text
Abstract:
Objective: The purpose of this study was to assess the feasibility of administering the Automated Multiple-Pass Method (AMPM), a widely used tool for collecting 24-hour dietary recalls, in participants’ homes by field interviewers. Design: The design included computer-assisted personal interviews led by either a nutritionist (standard) or field interviewer. Portion estimators tested were a set of three-dimensional food models (standard), a two-dimensional food model booklet, or a tablet with digital images rendered via augmented reality. Setting: Residences in central North Carolina. Participants: English-speaking adults. Pregnant women and individuals who were fasting were excluded. Results: Among 133 interviews, most took place in living rooms (52%) or kitchens (22%). Mean interview time was 40 minutes (range 13–90), with no difference by interviewer type or portion estimator, although timing for nutritionist-led interviews declined significantly over the study period. Forty-five percent of participants referenced items from their homes to facilitate recall and portion estimation. Data entry and post-interview coding was evaluated and determined to be consistent with requirements for the National Health and Nutrition Examination Survey. Values for the number of food items consumed, food groups, energy intake (average of 3,011 kcal for men and 2,105 kcal for women), and key nutrients were determined to be plausible and within reasonably expected ranges regardless of interviewer type or portion estimator used. Conclusions: AMPM dietary recall interviews conducted in the home are feasible and may be preferable to clinical administration because of comfort and the opportunity for participants to access home items for recall. AMPMs administered by field interviewers using the food model booklet produced credible nutrition data that was comparable to AMPMs administered by nutritionists. Training field interviewers in dietary recall and conducting home interviews may be sensible choices for nutrition studies when response rates and cost are concerns.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Adult training administration' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography