A self-instructional training manual for conducting a multiple-stimulus without replacement (MSWO) preference assessment procedure was evaluated. The manual describes the MSWO procedure and how to summarize and interpret its results. Review questions that highlighted the key target behaviours were included at the end of each section of the manual, followed by an answer key. The manual was compared to a method description, adapted from the method sections of research articles published by DeLeon and Iwata (1996) and Roscoe, Fisher, Glover, and Volkert (2006). Eighteen undergraduate university students were assigned to two groups using a matched-pairs random assignment for the first 10 participants and random assignment for the next eight participants. Group 1 received the manual training first, followed by a crossover to the method description training if the pre-determined mastery criterion (85% correct or higher) was not met during simulated assessments. Group 2 received the training procedures in reverse order. The self-instructional manual was statistically significantly more effective than the method description in improving performance accuracy for conducting the MSWO procedure with an actor (a graduate student) simulating a person with an intellectual disability. Four out of nine participants in Group 1 met the mastery criterion after studying the manual only and one participant achieved mastery after the crossover. In contrast, none of the nine participants in Group 2 met the mastery criterion after studying the method description only and seven participants achieved mastery after the crossover. The remaining six participants all met the mastery criterion after observing a live demonstration of the procedure. Within each group, interventions were implemented in a modified multiple-baseline design across participants and the results showed that improvements occurred only after an intervention had been introduced. All participants who achieved mastery showed strong retention and generalization performances with novel actors and clients. On the social validity questionnaire, mean participant ratings showed that the manual was easier to follow and understand, and provided the necessary information for the assessment compared with the method description. The self-instructional manual has considerable potential as a low cost and effective tool to teach individuals to conduct the MSWO procedure.

No description available.

No description available.

This study evaluated instruction and feedback on completion of data collection by licensed specialized Foster Parents caring for children with developmental disabilities and mental health issues. Instructions were delivered at the beginning of the intervention for three licensed specialized Foster Parents by providing them with a Foster Parent Handbook (FPH), and feedback was provided weekly based on the data collected by the Foster Parents. A multiple baseline design across participants was used to demonstrate the effects of instruction with frequent feedback, and an intervention fading phase was conducted by withdrawing the feedback component of the intervention several weeks following the intervention. The results showed an increase for each of the participants from 0% data completion in the baseline phase to 100% data completion in the intervention phase, with mean compliance of 92% during the fading phase. This study provides support for a packaged intervention for increasing data collection by Foster Parents that is less intensive than the traditional behavioral approaches to caregiver training.

The emergence of static warfare on the Western Front in late 1914, encouraged the reinvention of devices associated with siege warfare and the invention of hitherto unknown munitions. These munitions included hand and rifle grenades and trench mortars and their ammunition. At the outbreak of war, the British effectively possessed none of these devices and lacked an infrastructure by which they could be quickly designed, manufactured and supplied to the BEF. The British met this challenge with considerable success and the subsequent proliferation of trench warfare munitions had profound consequences for the evolution of British tactics on the Western Front. This thesis examines the processes by which these devices were invented, developed into manufacturable devices and supplied to the BEF. It considers their novelty in respect to similar devices from the American Civil War and the Russo-Japanese War. It looks at how their technical evolution affected tactical developments. The thesis discusses the relationship between the technical characteristics of these devices and the evolution of their tactical employment on the Western Front. It also considers how the characteristics of certain munitions, such as the Stokes mortar and the Mills grenade, directly effected tactics. It argues that the tactical employment of these munitions was dependent upon their functionality, utility and reliability. The present thesis provides a different model of trench warfare conducted by the British during the First World War and thereby demonstrates the significance of the novel munitions under discussion and the role they played in changing infantry warfare. This thesis also provides a different view of the Ministry of Munitions from that usually offered and argues that certain aspects of the Ministry’s role in providing the BEF with munitions has been overstated by virtue of its having underplayed the work of the War Office, while overlooking that conducted by the Royal Engineers in France.

Denna uppsats är gjord på uppdrag av Tarbit Shipping som år 2011 konverterade sin tankbåt M/T Bit Viking från konventionell drift på tjockolja till LNG (Liquefied Natural Gas).Uppdraget som gavs var att upprätta en tränings manual till fartyget då det är ett krav från IMO (International Maritime Organization). Manualen skrevs i 3 st huvuddelar Kategori A, B och C. Kategori A är till för att manskap ombord ska få en kännedom om gasen och säkerhet runt den, Kategori B är skriven till däcksbefäl där det krävs en större kännedom om gasen och Kategori C är till för maskinbefäl. Manualen finns nu ombord på fartyget och på rederi kontoret för utbildning av nypåmönstrad personal och fortlöpande utbildning av ordinarie personal. Manualen är ett resultat på tolkning av IMO´s IGF kod (ANNEX11. RESOLUTION MSC.285(86)) där det står riktlinjer för säkerheten ombord på fartyg med maskiner som drivs på naturgas. / This paper has been produced as a result of an assignment set by Tarbit Shipping which 2011converted one of their product tanker ships from M/T Bit Viking its original heavy fuel oil toLNG (Liquefied Natural Gas). The assignment was to establish a training manual to the shipaccording to IMO´s (International Maritime Organization) IGF code. The manual is written inthree main parts Category A, Category B and Category C. Category A is directed at ratingsand cadets and focuses on gas and safety procedures, Category B is directed at deck officersand focuses on gas, whilst Category C is directed at engine officers and, similar to Category Baims at increasing knowledge levels for engineers. The manual is now located onboard theship and at the company’s office for education of new personnel and for continued educationfor personnel onboard. The manual is a result on an interpretation of IMO´s IGF code(ANNEX11. RESOLUTION MSC.285(86)), in which guidelines are laid out for vesselsfueled by natural gas.