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1
Torpe, Harald. Aldrig løses mand af lære: Bidrag til Danmarks lærerhøjskoles historie med hovedvægt på tiden 1959-1977. [Copenhagen]: Danmarks lærerhøjskole, 1988.
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5
Magnelli, Jorge. La educación militar para un mando descentralizado. Buenos Aires: Círculo Militar, 1993.
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10
Copyright Paperback Collection (Library of Congress), ed. Mommy in training. Toronto: Harlequin, 2009.
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13
Soeder, Sonja. Ganz Mann!: Ganz fit - das Beckenboden-Training für mehr Potenz und Kontinenz. Stuttgart: TRIAS, 2010.
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14
McGivney, Veronica. Excluded men: Men who are missing from education and training. Leicester: NIACE, 1999.
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15
Anderson, Mary Newhall. Melanie's double jinx. New York: HarperEntertainment, 2005.
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19
Gutierrez, Anibal. Manipulating establishing operations to test for stimulus control during mand training. 2004.
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24
Mahon, Anthony D. Aerobic training. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199232482.003.0039.
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Aerobic training is defined as exercise training that involves whole body endurance activity that is sustained for a sufficient length of time and at a sufficient intensity in order to improve cardiorespiratory fitness.1 The effect of aerobic training on physiological function in children has been investigated for nearly four decades. Some of this research has focused on the health-related benefits of this type of training on children and adolescents and for good reason. With increasing rates of obesity, type 2 diabetes, metabolic syndrome, and many other physical inactivity-related disorders, there is ample reason to discern the health-related effects of aerobic training during the paediatric years.2,3 However, there also has been a concerted effort to study the effect of aerobic training on the physiological adaptations, particularly maximal oxygen uptake ( V · O 2 max), that are associated with endurance performance.4 This chapter will focus on the latter consideration and will examine the effect of aerobic training in apparently healthy children and adolescents.
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Oliver, Jon L., and Rhodri S. Lloyd. Speed and agility training. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0037.
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Speed and agility are fundamental locomotive skills that form the basis of many physical activities, and contribute to success in youth sport. Speed and agility represent unique qualities; speed is the ability to move quickly in a straight line, whereas agility is the ability to rapidly change direction in response to a stimulus. Agility can be further sub-divided into the physical component of change-of-direction-speed and a perceptual component related to the ability to respond to external stimuli. The natural development and trainability of speed has become relatively well understood in children and adolescents, whereas our understanding of agility is predominantly limited to a smaller body of research examining change-of-direction-speed. This chapter focuses on describing the natural development of maximal speed and agility throughout childhood and adolescence, as well as examining interactions between training and maturity in both the short- and long-term across a range of different modes of training.
28
Ferrarella, Marie. Mother In Training (Larger Print Special Edition). Silhouette, 2006.
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29
Shippey, Ben, and Graham Nimmo. Simulation training for critical care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0014.
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Simulation in various guises can be an extremely useful educational methodology. Its use should be planned carefully to maximize educational efficiency and minimize disruption to patient care. It requires the facilitator to enable the participants to behave as they would in the real clinical environment. Fidelity is one aspect of the simulated clinical environment that helps participants engage with the clinical material. The participants should be debriefed after the simulated experience. Video-assisted debriefing facilitates reflection on elements of behaviour that affect patient safety. Many styles of debriefing exist, but there are common elements. Debriefing should be carefully facilitated by faculty with the necessary skills. Simulation is increasingly being used as an assessment tool, but the validity of summative assessments using simulation is unclear.
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DeWitt, Mark F. Training in Local Oral Traditions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0004.
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This chapter is a study of programs that offer performance training in oral-tradition musics at accredited two- and four-year postsecondary institutions in the United States, Canada, and Mexico, especially but not exclusively those that focus on traditions that developed in the region where the institution is located. The trajectory of oral-tradition musics in North American higher education is found to be one of gradual acceptance through many disconnected local efforts, resulting in a variety of solutions to problems inherent in reforming a curriculum not designed for the needs of learning in oral traditions. The chief intended audience of this chapter are faculty and administrators of schools and departments of music, especially those who are contemplating the addition of local oral-tradition music to their curriculum or are at least open to the idea of doing so.
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Merckaert, Isabelle, Yves Libert, and Darius Razavi. The Belgian experience in communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0059.
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Communication is recognized as one of healthcare professionals’ core clinical skills. Even though many endeavours have been undertaken to help professionals acquire these skills, many questions remain unanswered in terms of the transfer of learned skills to clinical practice, and in terms of the impact of this transfer on patients’ care and well-being. In the last two decades, communication skills training programmes, designed for healthcare professionals working in cancer care, have been the focus of several research endeavours of a research group based in Belgium. The efficacy of designed programmes has been tested in studies using a controlled design. Studies varied in the type of teaching method, the length of training, and the outcome measures considered. Four programmes will be detailed in this chapter in terms of rationale and results. The conclusion will build upon these experiences to develop recommendations and discuss where we may go from there.
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Ferguson, Robert, and Karen Gillock. Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521526.001.0001.
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Memory and Attention Adaptation Training (MAAT) is a cognitive-behavioral therapy (CBT) designed to help cancer survivors self-manage and mitigate the late and long-term effects of cancer and cancer therapy on memory function. Cancer-related cognitive impairment (CRCI) is a set of mild to moderate memory and attention impairments that can have an adverse influence on quality of life. CRCI symptoms tend to present during active treatment, but for some individuals cognitive changes can persist for years. While the exact prevalence of CRCI is unknown, review of the literature estimates that nearly half of all survivors may experience some form of CRCI. Causes of CRCI are multiple and are the subject of continued research. Chemotherapy, genetic vulnerability, neurovascular damage, inflammation, and hormonal/endocrine disruption have all been identified as candidate mechanisms of persistent cognitive change. Given the multiple causal mechanisms, finding a biomedical treatment for CRCI remains elusive. MAAT was developed as a CBT to help cancer survivors make adaptive behavioral and cognitive changes to improve performance in the valued activities that CRCI hinders. MAAT consists of eight visits and has been designed for administration through telehealth technology, improving access to the survivorship care that so many cancer survivors may lack after the time and expense of cancer treatment. Survivors can use this workbook to reinforce their in-session learning and continue to build adaptive coping.
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Norris, Meghan E. The Canadian Handbook for Careers in Psychological Science. Queen's University Library, 2019. http://dx.doi.org/10.24908/008f0328a598.
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Despite psychology being one of the most popular undergraduate programs, students often report not knowing how training in psychology relates to careers. In this book, experts within many sub-disciplines across Canada provide insights and advice on just some of the many ways that training in psychological science can build expertise that can be applied in many careers across sectors.
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Ferguson, Robert, and Karen Gillock. Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.001.0001.
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Memory and Attention Adaptation Training (MAAT) is a cognitive-behavioral therapy (CBT) designed to help cancer survivors self-manage and mitigate the late and long-term effects of cancer and cancer therapy on memory function. Cancer-related cognitive impairment (CRCI) is a set of mild to moderate memory and attention impairments that can have an adverse influence on quality of life. CRCI symptoms tend to present during active treatment, but for some individuals cognitive changes can persist for years. While the exact prevalence of CRCI is unknown, review of the literature estimates that nearly half of all survivors may experience some form of CRCI. Causes of CRCI are multiple and are the subject of continued research. Chemotherapy, genetic vulnerability, neurovascular damage, inflammation, and hormonal/endocrine disruption have all been identified as candidate mechanisms of persistent cognitive change. Given the multiple causal mechanisms, finding a biomedical treatment for CRCI remains elusive. MAAT was developed as a CBT to help cancer survivors make adaptive behavioral and cognitive changes to improve performance in the valued activities that CRCI hinders. MAAT consists of eight visits and has been designed for administration through telehealth technology, improving access to survivorship care that so many cancer survivors may lack after the time and expense of cancer treatment. Survivors are provided a workbook they can use to work with their clinician and to reinforce learning and adaptive coping. This clinician manual guides the clinician step by step on MAAT administration and provides background on the theoretical underpinnings of CRCI and MAAT.
35
Nason-Clark, Nancy, Barbara Fisher-Townsend, Catherine Holtmann, and Stephen McMullin. Training Religious Leaders and Faith-Based Resources. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190607210.003.0005.
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Few religious leaders feel well equipped to respond to the needs of families impacted by abuse, and neither do recent seminary graduates. There is a chasm between the needs of pastors for preparation to respond to this critical social issue and current levels of training and preparation. This chapter explores the process and content of training religious leaders to respond compassionately and with best practices to abuse in their congregations and the communities in which they serve, with reference to both empirical data and experience in offering such seminars and workshops. The chapter also examines the factors associated with the reluctance of many seminaries to equip their students for this area of ministry.
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Loretto, Wendy, Chris Phillipson, and Sarah Vickerstaff. Skills and Training for the Older Population. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.29.
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Despite rises in employment rates across many countries, older workers (those aged 50+) are less likely than younger employees to receive workplace training and skills development. Using the UK as its starting focus, this chapter analyses the theoretical and empirical reasons for these gaps. The analysis covers in-work training and development, as well as considering the position of those older people who are unemployed but looking for work. The discussion also embraces the roles of training and education for older workers who may want to delay retirement or retire flexibly, and examines the relationships between training, development and active ageing. Concluding discussions highlight national and international policy initiatives to encourage investment in educating and training for this new work generation.
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D’Agostino, Thomas A., Carma L. Bylund, and Betty Chewning. Training patients to reach their communication goals. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0008.
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Although effective physician–patient communication relies on both parties, an overwhelming majority of literature within the field of healthcare communication has focused on the physician or healthcare provider. This chapter presents research aimed at improving patient communication skills and physician–patient interactions through patient training. Published interventions can be categorized as those that entail the presentation of written materials only, materials plus some form of individualized coaching, or a group-based training format. Many patient communication interventions focus exclusively on patient question asking. Interventions reviewed in this chapter incorporate a broader range of skills towards a more comprehensive training. Available literature has demonstrated the impact of patient communication skills training on patient self-efficacy, behavioural intention, observed skill usage, treatment adherence, and more. A notable limitation of current research is the lack of a unifying theoretical model. The chapter proposes concordance, or shared physician–patient agreement, as a useful conceptual framework.
38
Snyder, Jean E. Burleigh’s Music Experience and Training in Erie. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039942.003.0003.
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This chapter focuses on Harry T. Burleigh's music experience and training in Erie. Burleigh demonstrated his love for music and his gifts as a singer long before he left Erie to study at the National Conservatory of Music in New York City. Music education at home and in studios opened doors for Burleigh to a variety of performance venues that prepared him for his successful audition at the National Conservatory and the rigorous course of study he would pursue there. Along the way he earned the support of many of Erie's prominent citizens, who would contribute to a fund supporting the early months of his training in New York City. This chapter examines when and where Burleigh heard and sang spirituals and what exposure he had to black musicians who toured the country, including the Fisk Jubilee Singers, the Hampton Juiblee Singers, James Monroe Trotter, and the Hyers Sisters.
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Paul, Anju Mary. Postdoctoral Destination Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815273.003.0013.
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Postdoctoral training is now essential for an academic career in the life sciences. As Asian research universities invest in improving their infrastructure and funding, Asian-born aspiring bioscientists now have a destination choice to make between the West and Asia for their postdoctoral training. This chapter highlights the role played by Asia-based scientists (many of whom are returned migrants from the West) in mediating their students’ understanding of the relative merits of these different destination options. Interviews with eighty-two Asian-born, Western-trained bioscientists who have since returned to Asia to work in Singapore, India, China, or Taiwan, reveal that these scientists still recommend postdoctoral training in the West, though they increasingly recommend doctoral training in Asia, leading to hybrid training pathways. These findings demonstrate the ongoing (though narrowing) gap between Western and Asian scientific research structures, particularly in terms of status, networking opportunities, and research cultures.
40
Gucci, Riccardo, and Claudio Cantini. Pruning and Training Systems for Modern Olive Growing. CSIRO Publishing, 2000. http://dx.doi.org/10.1071/9780643101302.
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Olive growing is expanding rapidly in many countries around the world in which olives have not previously been widely cultivated. Pruning olive trees is quite different from pruning other fruit trees of the temperate zone, because of their biological peculiarities. Errors in pruning may result in yield losses or higher cultivation costs. Pruning also determines the training system which, in turn, is one of the major factors for successful tree performance and orchard profitability.
Pruning and Training Systems for Modern Olive Growing summarises the information available on current pruning techniques and training systems. It specifically addresses the problems faced by growers, professionals and students who are new to olive growing and provides information previously not available in English.
The fundamental aim of this book is to explain the basic concepts at a practical level. It will allow the reader, whether experienced horticulturalist or beginner, to develop his or her own skills and pruning strategy.
41
Shelley, Mary Wollstonecraft. Frankenstein - Reading and Training 2 Casset. Vicens Vives, 1999.
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42
Strain, James J. Models of Mental Health Training for Non-Psychiatric Physicians. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190603342.003.0012.
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Teaching models for mental health training for non-psychiatric physicians have been extant for many years. Several are unstructured and have no intent for the trainee to receive a standard curriculum, or gain experience with a set of competencies in regard to knowledge, skills, or attitudes. Two recent models are currently employed that may enhance the learning of the non-psychiatric physician: The collaborative care model and the medical model. These are examined in detail with explanations of how they can be introduced into the medical setting. The diagnosis and management of depression in the medical setting is examined.
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Scott, Charles L., and Brian J. Holoyda. Role of clinical trainees. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0068.
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Correctional settings are important and worthy training sites for medical students, general psychiatry residents, child and adolescent psychiatry residents, and forensic psychiatry fellows. Logically, educating future clinicians on how to best treat individuals with mental illness should occur in settings that most commonly treat them. In the United States, there are now more than three times as many persons with serious mental illness in jails and prisons than hospitals, making America’s jails and prisons the new and largest mental hospitals. Despite a resulting increased need for correctional psychiatrists, most general psychiatry residency programs do not provide training in a correctional site. In an online survey of U.S. general psychiatry residency program training directors, less than one third of responding programs reported that a correctional training site was mandatory for trainees. Correctional settings can provide appropriate and meaningful training opportunities for both medical school students and psychiatry residents. Despite a need for psychiatrists trained in correctional psychiatry, such training is not currently available in the majority of programs. Future educators interested in developing academic teaching affiliations should anticipate concerns by trainees and be prepared to address those concerns. The opportunity for matching current psychiatric training requirements with correctional settings abound. Providing care to individuals with mental illness where they live increasingly means providing care to those persons who are in incarcerated in jails and prisons.
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Frise, Charlotte J., and Sally Collins. Obstetric Medicine. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198821540.001.0001.
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Pregnant women regularly present with medical problems to many different medical specialties, and as their physiology is changed by the pregnancy, so too is the way in which many chronic illnesses behave. This new specialist handbook, Obstetric Medicine, provides a comprehensive overview of medical conditions in the pregnant woman, and covers the syllabus for both the RCOG Advanced Training Skills Module (ATSM) and sub-specialty training in maternal medicine. This is an essential new addition to the literature for all physicians who work with pregnant women in their practice. It contains links to national and international guidelines, and provides evidence-based management strategies for both chronic and acute illnesses.
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McLean, Kelly, and SreyRam Kuy. Proving the Value of Simulation in Laparoscopic Surgery. Edited by SreyRam Kuy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199384075.003.0017.
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This landmark study examined the value of simulation training in laparoscopic surgery. This study examining the MISTELS training program showed that inanimate laparoscopic simulators can be used to teach, practice, and assess basic laparoscopic skills prior to entering the operating room and performing surgery on live patients. The MISTELS simulation training program is the basis for the Fundamentals of Laparoscopic Surgery (FLS) program administered by Society of American Gastrointestinal and Endoscopic Surgeons. This chapter describes the basics of the study, including funding, year study began, year study was published, study location, who was studied, who was excluded, how many patients, study design, study intervention, follow-up, endpoints, results, and criticism and limitations. The chapter briefly reviews other relevant studies and information, gives a summary and discusses implications, and concludes with a relevant clinical case.
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Kissane, David W., Barry D. Bultz, Phyllis N. Butow, Carma L. Bylund, Simon Noble, and Susie Wilkinson, eds. Oxford Textbook of Communication in Oncology and Palliative Care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.001.0001.
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This textbook integrates clinical wisdom with empirical findings, drawing upon the history of communication science, providing a comprehensive curriculum for applied communication skills training for specialist oncologists, surgeons, nurses, psychosocial care providers and other members of the multidisciplinary team. This new edition presents a curriculum for nurses, which discusses needs of pre-registration to advanced trainees, including the ‘SAGE & THYME’ training programme, chronic disease, responding to depressed patients, the last hours and days of life, family care, facilitation training, and e-learning. The core curriculum ranges from breaking bad news, discussing risk and prognosis, achieving shared treatment decisions, responding to difficult emotions, dealing with denial, communicating with relatives and conducting a family meeting, helping patients cope with survivorship, deal with recurrence, transition to palliative care, and talk openly about death and dying. Modules offer guidelines about key skills, essential tasks, effective strategies, and scenarios for training sessions with simulated patients. The communication science section covers the history and models of communication skills training, the art of facilitating skill development, ethics, gender, power, the internet, audio-recording significant consultations, decision aides, and shared treatment decisions, medical student training, and enhancing patient participation in consultations. Specialty issues are explored, including enrolling in clinical trials, working in teams, discussing genetic risk, reconstructive and salvage surgery, among many other important issues. Variations in clinical disciplines are also discussed, including chapters for social workers, radiologists, surgical oncologists, medical and radiation oncologists, palliative medicine, pastoral care, pharmacy, paediatrics, and the elderly.
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Ruehlman, Linda, and Marian Wilson. Enhancing Pain Self-Management via Internet-Based Technology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0015.
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This chapter focuses on internet-based pain self-management (IPSM) training for adults with chronic pain. Due to space limitations, it does not address programs directed toward children or adolescents or the burgeoning research on mobile technologies. The chapter discusses various definitions of self-management (SM) and proposes an organizing framework for the concept of SM. It examines barriers to traditional face-to-face pain SM training and the role of Internet-based training as a partial solution to the lack of care options for many. It does not reiterate the numerous excellent reviews of the efficacy of online pain SM programs. Those reviews provide support for the continued development and testing of such programs. The chapter’s focus is on the identification of strengths and weaknesses of extant technologies with an eye toward future improvements. The review of 27 IPSM programs reveals a number of important substantive and methodological issues.
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Martin, Jeffrey J. Coaching. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0012.
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The purpose of this chapter is to examine research on disability sport coaching. Many athletes with disabilities receive no or very minimal coaching, although elite athletes (e.g., Paralympians) from wealthy countries usually have the benefit of good coaching during the Paralympics and at national training camps. The chapter first documents the history of coaching in disability sport and notes some negative outcomes of self-coaching. Coaches’ attitudes toward disability sport are addressed, which are mostly positive but colored by inexperience, a lack of knowledge about disability conditions, and how various impairments influence sport performance. Coaches face various challenges, such as trying to understand when impairments hamper training or when inadequate training might be the result of fatigue, lack of skill or knowledge, or lack of effort. Positive athlete outcomes stemming from effective coaching are discussed. such as reduced anxiety and enhanced confidence. Finally, effective disability sport coaching practices are reviewed.
49
McLean, Alex, and Roger T. Dean. Algorithmic Trajectories. Edited by Roger T. Dean and Alex McLean. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190226992.013.37.
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This chapter discusses the contrasting creative experiences of the two editors of this volume on algorithmic music, two complementary people from very different generations and musical backgrounds. One is an experienced instrumentalist with conventional musical training, who has run an international intermedia creative ensemble for several decades. He came to algorithms so as to extend his musical practice, in part by listening. The other is primarily a computer musician, with more training in computation than instrumental performance, and who conversely came to music to extend his algorithmic practice, in part by listening. The contrast, described historically, embraces many aspects of algorithmic music, from live algorithms to live coding.
50
Miletski, Hani. Training Health Care Providers to Deal with Sexual Health and Intimacy Issues. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190461508.003.0005.
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This chapter outlines and describes the training for health care providers so that they can be more helpful to our wounded warriors who are dealing with sexual health and intimacy issues. Unfortunately, few medical and mental health care providers are trained in intimacy and sexuality matters, and many are not comfortable discussing these intimate issues at all. Therefore, the first step is to complete a Sexual Attitude Reassessment (SAR) seminar, if possible. In addition, training suggestions for knowledge building and skill development are described. These include the inviting the patient to talk, the PLISSIT model (Permission, Limited Information, Specific Suggestions, Intensive Therapy), taking a sexual history, and sex therapy.