Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (Ph.D.)--York University, 2004. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 191-204). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ99166

The purpose of this research was to examine the safety expectations of new recruits and their managers in the workplace. For most informational exchanges, researchers have begun to look at the psychological contract for guidance, although very few studies have actually looked at whether this concept could be applied to safety research. Entering a working environment with unrealistic safety expectations poses danger, not only for the individual, but it can also affect everyone around them. Previous research in the safety field has provided little information as to what new recruits expect, and has failed to identify who these individuals are trusting with the responsibility of their safety. The current research looks to establish the existence of three different hypotheses looking at new recruits’ safety expectations, their trust and also their degree of perceived risk. Eighty participants were obtained via a Government funded program named the Gateway, half the participants were new recruits from high school (with a mean age of 17) who were beginning a new job, and the other half were their managers (with a mean age of 42). For the new recruits’, there was an even split in gender, although for the managers, there were 24 females and 16 males. All participants were asked to complete a safety questionnaire. Results were supportive for two of the three hypotheses and provided information that showed unrealistic safety expectations from the new recruits. The data also demonstrated that new recruits with high expectations were more likely to trust their co-workers and management with their safety. Finally, when looking at perceived job risk for new recruits, no significant results were found, which suggests that risk, has very little influence upon new recruits’ safety expectations. Future research could examine how information could be exchanged during the recruitment phase in order to provide more realistic safety expectations.

Initially, this research programme investigated training methods to improve strengthrelated material handling performance in the British Army. A widely used training programme was evaluated for its effectiveness in improving material handling, and found to provide some significant but small improvements. Modifications to the training programme, including the use of a large strength-training element, were devised based on prior research evidence. The modified training programme was evaluated and compared with the original programme, and shown to be significantly more effective at improving material handling. Any means to improve the effectiveness of strength training per se would further improve the effectiveness of the modified training programme. Consequently, a potential means to improve the effectiveness of strength training via postexercise nutritional supplementation was investigated. The encouraging but not statistically significant results suggested further research to evaluate the potential of the supplementation regimen and also to better illuminate the possible mechanisms. An evaluation of the hormonal and metabolic responses to varying combinations of resistance exercise and supplementation provided little additional evidence to support the effectiveness of the supplementation regimen. However, the likely mechanism of the effect that may exist was better identified as a direct effect of insulin or amino acid availability on muscle cell growth, rather than a reduction in circulating cortisol concentration.

A sample of recruits attending the East Tennessee Regional Law Enforcement Academy were surveyed about attitudes relating to a variety of topics, including their perceived role as police officers, domestic violence, its victims, perpetrators, and police interactions with domestic violence. The recruits completed the survey during their first week at the academy. The recruits completed the identical survey on the last week of academy training. No significant change in attitudes were found following the completion of the Regional Law Enforcement Academy training program. Conclusively, the results of this study show that the training provided at the East Tennessee Regional Law Enforcement Academy does not significantly change the attitudes and perceptions of the recruits toward domestic violence.

This thesis aims to analyse how well recruits of the Swedish Armed Forces (SAF) have embraced soldier ideals put forward by the SAF following a shift in means of recruiting, changing from a system of compulsive conscription to an All-volunteer force (AVF). This has been done using a Governmentality-analysis of an extensive survey conducted at Ärna Air Base in November of 2019. The concept of Governmentality has to do with the way states and other forms of authorities govern. Launched in the 1970s by French philosopher Michel Foucault, it is based on an understanding that states no longer governing mainly by force, but rather by appealing to its citizens’ free will governing through “the conduct of conduct”, through the creation of self-governing subjects. The recruits were asked to rank different reasons for enlisting, and to assess various ideal qualities of a soldier, as well as pictures used by the SAF with the intention to recruit soldiers. The results were widespread and showed a big dissonance both among the recruits internally but also between the SAF’s military identities promoted by the SAF and the recruits. In some instances, the recruits seem to embrace the SAF’s ideals and in others they seem to be hostile of them. A few reasons for this are suggested in the final chapter of the thesis for example the societal collective understanding of the SAF or the role of the instructing officers.

No description available.

It is widely acknowledged that there is a shortage of software developers with the right skills and knowledge. In respect of their university education, students want to take courses and carry out projects that clearly relate to their lives and their goals. The software development industry on the other hand, expects students to be educated in courses and projects, which are relevant for their professional career and equip them to be well-prepared for the workplace. In the middle, between the students and the industry, is the university that is expected to meet the needs of the students on the one side and the software industry on the other side. The unique contribution of this research is the development of a framework for relevant software development education by addressing the question: How can universities ensure that software development education provides knowledge and skill sets that are relevant to both the software development industry and software development students? The literature study investigates the software development class, focusing on the students and the educators. Furthermore, a review of the software development workplace is done with attention to the software developers and their employers. The problems and challenges facing three role players in software development education, namely the students, the university and the industry are investigated. Lastly, the role of the university in relevant software development education is considered with a specific focus on curricula. In the empirical study a questionnaire was developed to investigate the relevance of software development education from the perspective of the students. The questionnaire enquired about students’ interests in each of a list of software development topics and further questions relating to students’ views and needs for a relevant education are presented. The questionnaire was completed by 297 software development students and it was found that although a gap exists between students' needs and software development education, students’ education does have a predominantly social relevance and also a moderate personal and professional relevance. A second questionnaire was developed to investigate the relevance of software development education as it pertains to the software industry. The questionnaire enquired about the perceptions of professional software developers regarding what topics they learned from their formal education and the importance of these topics to their actual work. The questionnaire was completed by 214 software development professionals and again it was found that there is a gap between the industry’s needs and software development education. Questions related to the industry’s needs, as well as an open-ended question at the end of the questionnaire offered rich insights into the industry’s view of its new graduates and the problems and challenges surrounding software development education. The quantitative data, as well as the qualitative data offered solutions to these problems and challenges. The students’ views are compared with the professional software developers’ views to investigate the compatibility between the relevance of software development education for students and the relevance for the software industry. The analysis reveals matching and differing views. A framework for relevant software development education was developed to address the gap between software development education and the students’ needs, as well as the gap between software development education and the industry’s needs. The problems and challenges that might cause SD education to be less relevant are presented and recommendations to industry and university for relevant software development education are made. / PhD (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

It is widely acknowledged that there is a shortage of software developers with the right skills and knowledge. In respect of their university education, students want to take courses and carry out projects that clearly relate to their lives and their goals. The software development industry on the other hand, expects students to be educated in courses and projects, which are relevant for their professional career and equip them to be well-prepared for the workplace. In the middle, between the students and the industry, is the university that is expected to meet the needs of the students on the one side and the software industry on the other side. The unique contribution of this research is the development of a framework for relevant software development education by addressing the question: How can universities ensure that software development education provides knowledge and skill sets that are relevant to both the software development industry and software development students? The literature study investigates the software development class, focusing on the students and the educators. Furthermore, a review of the software development workplace is done with attention to the software developers and their employers. The problems and challenges facing three role players in software development education, namely the students, the university and the industry are investigated. Lastly, the role of the university in relevant software development education is considered with a specific focus on curricula. In the empirical study a questionnaire was developed to investigate the relevance of software development education from the perspective of the students. The questionnaire enquired about students’ interests in each of a list of software development topics and further questions relating to students’ views and needs for a relevant education are presented. The questionnaire was completed by 297 software development students and it was found that although a gap exists between students' needs and software development education, students’ education does have a predominantly social relevance and also a moderate personal and professional relevance. A second questionnaire was developed to investigate the relevance of software development education as it pertains to the software industry. The questionnaire enquired about the perceptions of professional software developers regarding what topics they learned from their formal education and the importance of these topics to their actual work. The questionnaire was completed by 214 software development professionals and again it was found that there is a gap between the industry’s needs and software development education. Questions related to the industry’s needs, as well as an open-ended question at the end of the questionnaire offered rich insights into the industry’s view of its new graduates and the problems and challenges surrounding software development education. The quantitative data, as well as the qualitative data offered solutions to these problems and challenges. The students’ views are compared with the professional software developers’ views to investigate the compatibility between the relevance of software development education for students and the relevance for the software industry. The analysis reveals matching and differing views. A framework for relevant software development education was developed to address the gap between software development education and the students’ needs, as well as the gap between software development education and the industry’s needs. The problems and challenges that might cause SD education to be less relevant are presented and recommendations to industry and university for relevant software development education are made. / PhD (Natural Sciences Education), North-West University, Potchefstroom Campus, 2015

This thesis is the culmination of a series of studies designed to improve the management of musculoskeletal (MSK) injury in an infantry training centre (ITC Catterick, UK). The overall aim of this thesis is to develop and evaluate a management strategy for MSK injury during Combat Infantryman’s Courses (CIC) training. Included is an epidemiological study of MSK injuries in the British Army (Study1), a risk factor model for MTSS (Study 2) and two randomised controlled trials (RCTs) in which the effects of prevention (Study 3) and rehabilitation interventions (Study 4) were examined. The aim of Study 1 was to quantify incidence, type and impact of the MSK injuries during military CIC training (26 weeks). Over a two year period (April 2006 -March 2008), 6608 British infantry CIC trainees completed an informed consent form to take part in this study. A prospective epidemiological study was conducted. Data for the injuries were reported according to: onset, anatomical location, diagnosis and regiment-specific incidence, week and months, impact and occupational outcome. It was clearly demonstrated that MSK injuries are a substantial burden to the British Army. Injury rate was 48.65% and overuse injury was significantly higher than acute and recurrence. Most overuse injuries occurred in the lower limb (82.34%) and were more frequent (p <0.01) in the first phase of training (Weeks 0-13). One third of the recruits (33%) were discharged prior to completion of training. A further 15% (n=991) were removed from training for further rehabilitation. Rehabilitation time ranged from 21 to 168 days and 12% of total training time was lost due to injury (equivalent to 155,403 days of training). Owing to its high severity index, medial tibial stress syndrome (MTSS) is argued to be the most impactful of these injuries despite only being second most frequent. Implications for practice and research (Study 1): MSK injuries are a significant burden to the British Army and strategies to improve prevention and treatment need to be explored. An initial focus on MTSS is warranted. In order to develop interventions for Studies 3 and 4 it is necessary to identify those risk factors for developing MTSS. The aim of Study 2 was to determine prospectively whether gait biomechanics and/or lifestyle factors can identify those at risk of developing MTSS. Again, British Infantry male recruits (n = 468) were selected for the study. Based on a review of the literature of known risk factors for MSK injury, plantar pressure variables, lifestyle factors comprising smoking habits and aerobic fitness as measured by a 1.5 mile timed-run were collected on the first day of training. A logistic regression model for membership of the MTSS and non-MTSS groups showed that an imbalance in foot pressure (heel rotation = pressure on the medial heel minus pressure on the lateral heel) was the primary risk factor for MTSS. Low aerobic fitness and smoking habit were also important, but were additive risk factors for MTSS. The logistic regression model combining all three risk factors was capable of predicting 96.9% of the non-injured group and 67.5% of the MTSS group with an overall accuracy of 87.7%. Implications for practice and research (Study 2): Foot pronation, as measure by heel rotation, is a primary risk factor for MTSS. Previous studies have shown that gait retraining can change risk factors for injury. The aim of Study 3 was to examine the effectiveness of gait retraining on reducing risk factors associated with MTSS and on reducing the incidence of MTSS during the subsequent 26 week training period. British Infantry recruits (n = 450) volunteered for the study and baseline plantar pressure variables were recorded on the first day of training. Based on the findings of Study 2, those with abnormal foot pronation at baseline (n = 134, age 20.1 ± 2.03 years; height 167 ±1.4 cm; body mass 67 ± 2.4 kg) were randomly allocated to an intervention (n = 83) or control group (n = 83). The intervention group undertook a gait retraining program which included targeted exercises three times a week and biofeedback on risk factors once per week. Both groups continued with the CIC training concurrently. Injury diagnoses over the 26 week training regimen were made by physicians who were blinded to the study. Post-measures of plantar pressure were recorded at 26 weeks. There was a significant reduction in the pronation (p <0.001) and overall difference survival function between MTSS and non-MTSS (Log rank test X2 = 6.12, p = 0.013). The absolute risk reduction was 60% in the intervention group. Implications for practice and research (Study 3): Gait retraining can reduce risk factors and incidence of MTSS injury. Based on such positive findings for the prevention of MTSS in Study 3, it was hypothesised that gait retraining may also have potential for the rehabilitation of MTSS. The aim of Study 4 was to examine the effectiveness of a gait retraining on plantar pressure variables, pain intensity and time spent in rehabilitation due to MTSS. Recruits diagnosed with MTSS but not responding to current treatment were eligible for this study (n = 66, age 20.85 ± 2.03 years; height 167 ±1.4 cm; body mass 67 ± 2.4 kg). The participants were randomly allocated to an intervention (n = 32) or control group (n = 34). In order to overcome the debilitating pain suffered by MTSS patients during exercise, the intervention group received a corticosteroid injection prior to the gait retraining programme. The control group continued with the current rehabilitation programme. There were significant improvements in terms of time to reach peak heel rotation (p<0.001), pain intensity (p<0.001) and positive occupational outcome in the intervention group (p<0.019). Implications for practice and research (Study 4): A combined corticosteroid-exercise intervention is beneficial in normalising plantar pressure, reducing rehabilitation times, pain intensity and occupational outcome of MTSS.