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A study on relativity between staff training and operation performance for banksHuang, Tun-Fu 20 June 2003 (has links)
A study on relativity between staff training and operation performance for banks
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Naval expeditionary logistics support group, training and evaluation unit an analysis of current operations while searching for training efficiencies /Eckols, Christopher W. Tomaszewski, Jeffrey A. January 2009 (has links) (PDF)
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009." / Advisor(s): Apte, Uday. Second Reader: Franck, Raymond. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on January 28, 2010. Author(s) subject terms: Expeditionary logistics, training, scheduling, Unit Level Training Assessment, NAVELSG, Feeder Rates, Shipboard Cargo, Air Cargo, Cargo Handling, Cargo Handling Battalion, NCHB, Reserve Component, Cheatham Annex, Williamsburg, FATS, Arena Simulation, Capacity, Demand, Aggregate Planning, Level, Chase. Includes bibliographical references (p. 43). Also available in print.
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Job Specific Training (JST)-keeping it simpleFreed, Michael E. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Effectiveness of Career Enhancement Opportunities (CEO) programTauber, Melody M. January 2001 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.
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Measurement of immediate gain in knowledge and long term change of behavior after attending an enhanced case management workshopHayford, Paula J. January 2002 (has links) (PDF)
Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Field problem. Includes bibliographical references.
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Teacher learning in communities of practice: improving teaching through analysis of classroom videosLo, Fei-yin., 盧飛燕. January 2012 (has links)
Due to the new demands placed upon schools in our current learning society, teachers are expected to learn continuously. However, not much is known about how teachers learn. Three major problems are identified in the emerging literature. First, little is known about what constitutes meaningful learning from the teachers’ own perspectives. Second, there is a lack of a common framework for analysing and comparing findings across different studies on the process of teacher learning. This is a major obstacle in advancing the field. Third, factors affecting teacher learning are often studied in an isolated manner without acknowledging the interaction among these factors. As a result, this fails to provide a holistic picture of how teacher learning can be enhanced or impeded.
In view of the above, this study adopted a teacher perspective to investigate teacher learning and the factors affecting it in a holistic manner, using an interpretive framework that can be applied across different studies. The study was situated in the context of a year-long school-based teacher professional development (TPD) programme. Seven teachers of two different schools participated in the study. Teachers in each school formed a community of practice that made use of classroom videos to improve their practice.
A case study approach was used to document the content and process of teacher learning, as well as to illuminate how various factors interact to affect teacher learning within the two communities. Data was collected from individual teacher interviews, teacher reflection tasks, discussion in the TPD meetings and non-participant observation. The Interconnected Model of Teacher Professional Growth (IMTPG) and Community of Practice (CoP) were adopted as the interpretative frameworks for data analysis.
Besides gaining knowledge and skills, the teachers also exhibited affective and social learning. More than half of the teachers considered affective learning (e.g., confidence in their own identity as a good teacher)and social learning (e.g., building a trusting relationship with colleagues) as the most important learning to them. The idiosyncratic and recursive nature of teacher learning is consistent with existing literature. Three types of factors that have a bearing on teacher learning were identified. First, the individual factors, which include the teacher’s will to learn, level of reflectivity and time available for professional development. Second, the communal factors, which include: (i) the ways in which members in a CoP engage with each other (i.e., engagement), (ii) the ways in which members construct an image of themselves (i.e., imagination), and (iii) the ways in which members coordinate perspectives, interpretations, and actions so that the CoP can realise higher goals (i.e., alignment). Third, the features of the TPD programme that were reported by teachers as helpful in facilitating their learning, including the multiple strategies adopted, videos, and facilitation from a university educator.
Implications for video-based TPD and for research on teacher learning were identified, in particular, a need for more research on teacher learning from the teachers’ own perspective in order to better understand teachers’ authentic learning experiences and to build a more holistic model of teacher learning. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Comparison of aerobic and combined aerobic and resistance training on low-density lipoprotein cholesterol concentrations in menShaw, I, Shaw, BS, Krasilshchikov, O 02 November 2009 (has links)
Summary
While aerobic training and, to a lesser degree, resistance
training are known to reduce blood concentrations of lowdensity
lipoprotein cholesterol (LDL-C), little is known about
the effects of a combination of aerobic and resistance training
on LDL-C concentrations. The aim of the investigation
was to examine the effects of 16 weeks of no exercise, aerobic
training or a combination of aerobic and resistance training
on lowering blood concentrations of LDL-C.
Thirty-eight healthy, previously untrained men (mean
age: 25 years and six months) with borderline high blood
LDL-C concentrations volunteered to participate in this
investigation. Each subject’s blood LDL-C concentrations
were measured following a nine- to 12-hour fasting period
and prior to any exercise. Aerobic training consisted of exercise
using a combination of treadmills, rowers, steppers and
cycle ergometers. Combined aerobic and resistance training
consisted of a combination of aerobic training at 60%
of heart rate maximum, and resistance training using eight
prescribed exercises performed for two sets of 15 repetitions
at 60% of the estimated one-repetition maximum (1-RM).
The no-exercise group was found to have had no significant
(p ≤ 0.05) change in blood LDL-C concentrations (from
4.12 ± 0.27 to 4.21 ± 0.42 mmol.l-1), whereas the aerobic
training and combined training groups showed significant
and similar (p = 0.123) decreases in blood LDL-C concentrations
(from 3.64 ± 2.87 to 2.87 ± 0.64 mmol.l-1 and from
4.39 ± 1.04 to 3.23 ± 0.71 mmol.l-1, respectively). This investigation
indicates that a larger dose of aerobic exercise does
not necessarily equate to a greater improvement in LDL-C
concentrations if the lost aerobic exercise time is replaced with resistance exercise.
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THE EFFECTS OF A TRAINING PROGRAM ON ADAPTABILITY OF PROSPECTIVE ELEMENTARY TEACHERSHill, Shirley Louise, 1930- January 1971 (has links)
No description available.
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Two and four choice object discrimination by gerbilsGoodman, Roy R., 1943- January 1969 (has links)
No description available.
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Transfer effects from interpolated tasks requiring similar or dissimilar operationsCull, Eoline Christine, 1900- January 1956 (has links)
No description available.
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