Muscle Dysmorphia (MD) is characterized by preoccupation with muscularity. Although there is a growing body of research concerning MD, there is a lack of research concerning the potential role exercise training environment has on the clinical features of MD. The purpose of this study was to compare MD symptomology in traditional strength-trained (TRAD) individuals to individuals training in communal high intensity functional training environments (HIFT). Participants were recruited from both types of facilities. Participants (N=376) completed online (Qualtrics) demographics survey and Muscle Dysmorphia Inventory (MDI). One-way ANOVA compared the effect of training environment on MDI scores among HIFT, TRAD, both HIFT and TRAD (BOTH), home gym (HOME), and “OTHER.” Training environment significantly affected MDI for the 5 environments [F (4, 345) = 3.765, p = .005, d = 0.737]. Mean score for TRAD (M = 111.73, SD = 20. 39, [107.78, 115.68]) was significantly higher than HIFT (M = 102.20, SD = 19.59, [99.17, 105.23]). MDI for BOTH (M= 107.06, SD = 18.01, [100.77, 113.34]), HOME (M = 108.89, SD = 22.80, [99.86, 117.90]), and OTHER condition (M = 108.19, SD = 22.43, [97.97, 118.40]) did not significantly differ from HIFT or TRAD. Results suggest training environment is correlated with levels of MD symptomology. Specifically, males and females with higher levels of MD symptoms prefer to train in a traditional training environment, which is potentially more conducive to facilitating and perpetuating MD symptomology. The results of this study provide insight into the social physique anxiety associated with MD, as participants with higher levels of MD symptoms do not prefer to train in a HIFT environment where training occurs communally and other gym members provide extrinsic motivation. Additionally, the results of the present study further our understanding into the psychopathology of MD in that the motivating factors related to aesthetics (high level of body focus) associated with a TRAD environment take precedence over the motivating factors relating to selfimprovement and the desire to increase functional fitness that is associated with a HIFT environment. Results may provide knowledge for creating optimal treatment programs for individuals with clinical MD.

Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.

This paper presents the results of an e-mail study designed to determine what tax topics are important in terms of a trainee accountant entering the training environment in South Africa. These topics were then compared to the current tax syllabus being taught at universities and accredited institutions. The results indicated that the current syllabus is largely meeting the expectations of people in and out of public practice, though there are some topics that the syllabus setters and educators should consider including and excluding when next reviewing and updating the syllabus. Copyright / Dissertation (MCom)--University of Pretoria, 2009. / Taxation / unrestricted

This research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive – Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued evolution of Army training methodology is required to overcome limited resources and maintain force readiness in the anticipated “era of persistent conflict”. A LVC-IA delivered ITE promises to be the next step in the evolution of training. Interoperation of live, virtual, and constructive simulations in a persistent and consistent manner can collectively train brigade and below units on combined arms tasks in a resource constrained homestation environment. However, LVC-IA cannot act alone in establishing the ITE. Prior to the fielding of LVC-IA, local installations must already possess a training infrastructure that optimizes training resources as well as a framework for training that meets Operational Adaptability training requirements. To measure the perceived state and ability of homestation training infrastructure and framework for training to support a LVC-IA delivered ITE, a survey was conducted of homestation training community members at the 18 Army installations scheduled for LVC-IA fielding. Additionally, perceptions regarding the role of LVC-IA in establishing the ITE and emerging resources, useful in the development of local framework for training were sought. Findings, conclusions, limitations, lessons learned, and recommendations for future research are presented.

The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale --Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.

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Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-09-17T17:22:44Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_impressao.pdf: 2956113 bytes, checksum: e6a4b36626de2a1892da7e9ffd7ac14a (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-09-17T17:22:55Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_impressao.pdf: 2956113 bytes, checksum: e6a4b36626de2a1892da7e9ffd7ac14a (MD5) / Made available in DSpace on 2018-09-17T17:22:55Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_impressao.pdf: 2956113 bytes, checksum: e6a4b36626de2a1892da7e9ffd7ac14a (MD5) Previous issue date: 2018-08-10 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Currently, diverse existing training environments help new users of electric powered wheelchairs (EPW) learn how to drive, acquaint and improve their abilities with these assistive devices. Several authors are developing such environments, and most of them use virtually simulated wheelchairs. Despite the similarities between virtual and real wheelchairs, it is easier to drive the real device because representation of the wheelchair physical behavior is still a problem for virtual simulated environments. Concerning the driving methods, most of them are based on a joystick, which does not give the opportunity for users to test, practice and acquaint themselves with new technologies, such as driving through eye movements. This work implements and tests a more realistic approach for a training environment dedicated to new users of EPW. The proposed system is based on a real EPW controlled by teleoperation, and it is flexible enough to attend to multiple driving methods. An architecture that allows a user to send command messages to control a real EPW through the Internet was implemented to validate the system. The implemented driving methods were conventional joystick, eye-tracker and a generic human-machine interface. For the system’s evaluation, scenarios were created considering the implemented driving methods, and also scenarios considering a long distance teleoperation. The experimental results suggest that new users can practice safely using a real EPW through the Internet, even in a situation with a communication delay of 130.2 ms (average). Furthermore, the proposed system showed potential for attending new EPW users with different types of disabilities and to be a low-cost approach that could be applied in developing countries. / Atualmente, diversos ambientes de treinamento existentes ajudam novos usuários de cadeira de rodas motorizada (CRM) a aprender a comandar, se familiarizar e aprimorar suas habilidades. Vários autores estão desenvolvendo esses ambientes, e a maioria deles está usando CRM virtualmente simulada. Apesar das semelhanças entre a CRM virtual e a real, observouse que é mais fácil comandar o dispositivo real. Isso ocorre porque nesses ambientes virtuais, a representação do comportamento físico da CRM ainda é um problema. Outro aspecto observado, foi a respeito dos métodos de condução, onde a maioria dos trabalhos utiliza apenas o joystick. Porém, esse método não oferece a oportunidade a usuários com deficiência severa de aprender a comandar a partir de novas tecnologias, como por exemplo, o rastreamento ocular. Para superar essas dificuldades, este trabalho propõe, implementa e valida uma abordagem mais realista, a qual é baseada em treinamento por teleoperação e por múltiplos métodos de condução. Foi implementada uma arquitetura que permite ao usuário enviar comandos remotamente para comandar uma CRM real a longas distâncias. Os métodos de condução implementados foram por joystick, eye-tracker e por meio de uma interface humanomáquina genérica. Para a avaliação do sistema, foram criados cenários considerando diferentes configurações. Os resultados experimentais sugerem que novos usuários podem praticar com segurança utilizando uma CRM real através da Internet, mesmo em uma situação com delay de 130,2 ms (média). O sistema proposto mostrou potencial em atender novos usuários de CRM com diferentes tipos de deficiência, bem como de ser uma abordagem de baixo custo com possibilidade de ser aplicada em países em desenvolvimento.

Since the need for financial resources and competent leaders is high in the modern sports industry, the demands on these leaders are also growing. With few means it is expected that good results will be achieved. In order to compete at the international level, higher demands will be placed on coaches and leaders in all sports in Sweden. The purpose of this study was to develop an elite development plan for trainer in wrestling with the specific purpose of identifying the characteristics a successful trainer should possess and what efforts are needed to develop the Swedish wrestling movement. In the study, four national team coaches and four national team wrestlers participated, four of which were men and four were women. The answers received have largely been about the coach's ability to listen to his adept and to respond to their opinions. It also emerged that cohesion in the training group is a key factor for success. Furthermore, the lack of financial resources was considered a major obstacle to the development of sport. As a conclusion, it can be seen that the visibility of wrestling in Sweden is not great, which indirectly affects the conditions that both coaches and practitioners have to work in their sports.

[pt] Este estudo apresenta o SVETT (Simulador Virtual de Estudo Topotático do Terreno), um simulador criado com o intuito de auxiliar, no estudo do terreno, os Oficiais-Alunos dos Curso de Aperfeiçoamento Avançado de Oficiais do Corpo de Fuzileiros Navais (C-ApA-CFN), a bordo do Centro de Instrução Almirante Sylvio de Camargo (CIASC), Unidade onde são formados, especializados ou aperfeiçoados os Fuzileiros Navais da Marinha do Brasil, que futuramente serão responsáveis pelo planejamento e condução de Operações Militares. O SVETT permite recriar uma região qualquer no globo terrestre, onde é possível inserir o aluno nessa área e, com os recursos visuais disponibilizados ao instrutor, permite maior facilidade na transmissão de seus conhecimentos, permitindo aos alunos observar detalhes antes apenas imaginados no terreno real. Este recurso funciona como um intermédio entre a teoria e a prática, majorando o conhecimento do aluno antes da sua ida ao exercício no terreno. Avaliamos o simulador com 12 usuários, sendo 7 alunos e 5 instrutores, onde obtivemos resultados positivos no que diz respeito ao processo ensino e aprendizagem. Os resultados sugerem também melhorias para que o simulador seja adequado para todo tipo de usuário, independentemente das suas características, além de uma proposta de estudos futuros. / [en] This study introduces the SVETT (Simulador Virtual de Estudo Topotático do Terreno), a simulator designed to assist, on the terrain study, the Officers-Students of the Advanced Training Course for Marine Corps Officers (ATCMCO), aboard the Centro de Instrução Almirante Sylvio de Camargo (CIASC), Unit where the Marines of the Brazilian Navy are trained, specialized or improved, which in the future will be responsible for planning and conducting Military Operations. TTSS allows one to recreate a region of any part of the globe where it is possible to position the student in that area and, with the visual aids available to the instructor, make it easier to convey the instructor s knowledge, enabling students to view details that usuall were only imagined at the real terrain. This feature acts as an intermediary resource between theory and practice, enhancing student s knowledge prior to their terrain exercise. We evaluated the simulator with 12 users, 7 students and 5 instructors, where we obtained positive results with regard to the teachinglearning process. The results also suggest improvements so that the simulator is suitable for all types of users regardless of its characteristics, in addition to a proposal for future studies.

This paper examines the theory and design considerations of effective learning applications built with Augmented Reality (AR) to better prepare Basic Combat training candidates for the tasks and stressors associated with training. The research questions focused on the evaluation of learning outcomes, emotional experiences, and transfer results compared between traditional multimedia material and a multimodal AR application designed and developed for this study. A primary interest is to discover if informal learning can prime basic training candidates for the rigors of basic training and increase their successful completion. A mixed-methods, between-subject research design was executed as a pilot study (n = 10). Two groups were compared. The control group (n = 5) represented the standard educational practices that use-multimedia slides and the experimental group (n = 5) introduced a novel-AR App. A variety of instruments were used to measure declarative knowledge, conceptual knowledge, procedural task knowledge, and emotional states, followed by a time delayed transfer test on the same outcomes. Results that were evaluated using non-parametric statistics show there are no statistical differences in actual learning or transfer between the two groups but that there are strong trends in perceived learning, perceived stress, homesickness, rankings regarding the utility of AR, and subjective evaluation (immersion, engagement, and perceived learning). Interesting correlations were found to be different between the AR and the control conditions that may inform the use of technology in training applications and design. Qualitative data was gathered using interviews, think-aloud protocols, and field notes. This quantitative data combined iv with qualitative evidence supports further study with an increased sample size to better evaluate immersive learning application design.