M.Phil. (Training Management) / Training can only be cost-effective and goal-orientated when it is .directed at the needs of the individual. Goal-orientated training is, however, dependant upon the trainers ability to provide for a model aimed at not only the needs of the individual, but which also caters for the specific work situation and the demands of the organisation. The study is therefore directed at the provision of a scientific model to determine and evaluate training needs. The literature study also places the emphasis on especially needs assessment, needs assessment processes and models. The assessment of needs is discussed as part of the systematic approach for training and the chief objective is formulated to provide the correct training for each individual with due cognisance to the knowledge and skills already attained and which will meet the requirements of the post he occupies or will occupy.

The extent to which diversity has positive or negative effects on an organization can be attributed to the way in which diversity is managed (most commonly through diversity training). More often than not, organizations fail to validate training, therefore the current study adapted a training that successfully changed manager attitudes in a different context and implemented a perspective taking approach using language that was all-inclusive in order to determine if it was better at changing diversity relevant attitudes and behaviors than standard diversity training models. The results indicate that the training was effective in improving diversity relevant attitudes. Additionally, the results supported full mediation for the role of attitude change in inducing behavioral change. Results from the study provide both researchers and practitioners with practical implications for both research and practice in the fields of diversity and inclusion, as well as training design.

The purpose of this study was to explore what the supra-maximal speed interval training effect was on a 40m standing start sprint and timed 3000m running performance was for two separate study groups when using either the AlterG® anti-gravity treadmill, or downhill running as a training intervention, for moderately trained female runners. The level of delayed onset of muscle soreness (DOMS) after each supra-maximal speed interval session was also captured. Data from 20 women was collected during initial pre-intervention testing; involving the 40m standing start sprint and 3000m timed trial run. During a four week training intervention the level of DOMS experienced by participants at increments of 24 hours, 48 hours and 72 hours, in each respective training group was recorded. Post-intervention testing was performed to once again measure the participants 40m standing start sprint and 3000m timed trial run values, results were analysed and compared to pre-intervention data.

D.Ed. / A skills revolution was launched in the South African workplace by the Department of Labour in 1998. Various skills development legislation were introduced to meet international standards, redress skills imbalances, curb skills shortages and improve the general skills in the current workforce. Training providers were the drivers of workplace training, yet are now displaced by skills authorities, such as the SET As, the ETQAs and SAQA. While the custody of skills development is placed in the hands of employers and employees, training providers must become frontline soldiers in the skills battlefield. Rapid technological advancements, complex skills legislative requirements and ineffective internal management frameworks challenge workplace training providers. Training providers need to upgrade to OBE and NQF principles, provide and assess learnerships and skills programmes, and ensure that skills programmes allow employees to gain national qualifications and credits. Empirical research, undertaken in the midst of the skills battlefield, voices the opinions of managers, employees, training providers and skills authorities on the effectiveness and improvement of training providers to improve skills development. This research employed the multimethod approach using quantitative survey questionnaires and qualitative interviews to gather data on the management factors essential to providing training and improving workplace skills. Action field researchers, the skills legislative framework and current successful workplace management frameworks directed this socio-educational research. Empirical evidence reveals that training providers are challenged by workplace and skills legislation. The skills levy-grant system burdens workplace managers and training providers, yet creates incentives for annual skills grant recoveries. Training providers must provide job relevant training, continuous assessment and SAQA/NQF accreditation to be effective and improve skills development. The empirical research concludes that training providers must 'identify each training programme as a project and manage it well'. Basic management of workplace training entails managing skills development holistically, initiating and sustaining various skills projects and developing workplace skills plans in annual cycles. Implementation of skills projects include seeping, scheduling, cost, HR, quality and risk management. Research conclusions recommend an internal skills management framework for improving training providers to improve workplace skills development. The skills management framework integrates ten basic steps for SETA and SAQA compliance and nine operational elements of project management. The aim of this framework is to arm training providers, the skills soldiers, so that they can effectively revolutionise workplace skills development.

The purpose in writing the handbook of instruction is two-fold: 1. To provide physical training instructors with essential and functional information concerning the aim, objectives, activities, and procedures for the administration and conduct of the selected physical training program of the 308th College Training Detachment at Texas Agricultural and Mechanical College. 2. To obtain uniformity in the conduct of the physical training program by various instructors.

Over the last 30 years, colleges of education across the nation and around the world have examined and deliberated how best to prepare pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Implementing an ex post facto sequential explanatory mixed methods research methodology, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.

Professional development of early childhood teachers is a topic with tangible meaning for children birth through five and their families who are served through early care and education services. This study was conducted to assess the availability and accessibility of formal professional development programs that offer college credit and to identify strengths and weaknesses in faculty dynamics, the provision of curricula, and articulation of credit among institutions of higher education in Florida. The education of early childhood teachers has been identified in previous research as having positive effects on child outcomes, particularly for children who are from low-income families. Research on professional development was necessary to determine if quality educational opportunities are available and accessible for early childhood teachers seeking higher education. Research included examination of formal systems of early childhood education. Faculty representatives from 34 of 38 institutions of higher education in Florida that offer early childhood or child development degrees comprised the sample members for assessment. This was accomplished through replication of research, first conducted by Early and Winton (2001) with a national sample. The purpose of the current research was to provide accurate baseline data about the number of programs in Florida offering early childhood degrees, the characteristics of faculty in those programs and the kinds of coursework and practica experiences provided to students; and to describe the challenges faced by faculty members in meeting the professional development needs of the early childhood workforce. Findings included descriptive information on curricular content and coverage for early childhood or child development programs in Florida, comparisons of 2-year versus 4-year programs, and comparisons to findings in the national sample. Results are presented in terms of the early childhood student and implications for accessibility, availability, and comprehensibility of the early childhood or child development programs within Florida IHEs. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2004. / November 1, 2004. / Child Development, Early Childhood Education, Professional Development, Teacher Preparation / Includes bibliographical references. / Ann K. Mullis, Professor Directing Dissertation; Sande D. Milton, Outside Committee Member; Ronald L. Mullis, Committee Member; Christine A. Readdick, Committee Member.

Die arterielle Hypertonie stellt heute weltweit eine der häufigsten kardiovaskulären Risikofak-toren dar. Durch ungesunde Lebensweise vor allem in der westlichen Gesellschaft ist eine stetig wachsende Prävalenz zu verzeichnen. Die vorliegende Arbeit untersucht den Einfluss arterieller Hypertonie auf das Diaphragma und den Musculus Soleus. Dabei wurden insbesondere die Funktionalität sowie molekulare und histologische Veränderungen beider Skelettmuskeln betrachtet. In einem weiteren Schritt wurde der mögliche sekundärpräventive Effekt körperlichen Trainings auf diese analysiert. Der Bluthochdruck wurde anhand eines Mausmodells durch unilaterale Neph¬rektomie, über vier Wochen subkutane Doca-Pellet Implantation (0,7 mg/d) im Nackenbereich, sowie das Zuführen von natriumchloridhaltigem Trinkwasser (1,05 %) induziert. Anschließend folgte ein zweiwöchiges Hochintensiv-Intervall-Training für die Hypertonie- plus Trainingsgruppe (HIIT+ Doca). Diese wurden mit einer Kontrollgruppe (Sham) und einer reinen Hypertonie-Gruppe (Doca) verglichen. Unter Wirkung der arteriellen Hypertonie konnte für die Doca-Gruppe im Diaphragma eine signifikante Verschlechterung der Funktionalität beobachtet werden. Im Musculus Soleus waren keine Einschränkungen dieser zu finden. Durch das körperliche Training der Tiere kam es zu einer deutlichen Verbesserung der diaphragmalen Funktionalität, welche mit den erho-benen Ergebnissen auf molekularer Ebene korrelierte. Es zeigte sich in der Doca-Gruppe eine signifikante Abnahme der kontraktilen Proteine Myosin-Heavy-Chain sowie Aktin. Diese wiederum wiesen in der HIIT-Gruppe signifikante Zunahmen auf. Auch konnte eine verstärk-te NADPH-Oxidase-Aktivität, welche als ROS-Bildner fungiert, in der Doca-Gruppe eruiert werden. Eine deutliche Minderung dieser konnte unter körperlichem Training festgestellt werden. Das anti-oxidativ wirkende Enzym SOD zeigte eine signifikante Aktivitätszunahme in der HIIT-Gruppe. Auch konnte aufgrund der verstärkten Carbonylierung der Myosin-Heavy-Chain in der Doca- Gruppe auf deutlich negative Auswirkungen innerhalb des Dia-phragmas durch arterielle Hypertonie geschlossen werden. Zudem konnten durch die erhöhte MMP-2-Aktivität im Diaphragma extrazelluläre Umbauprozesse während des HII-Trainings angenommen werden. Im Musculs Soleus fanden keine molekularen Veränderungen statt. Ebenso wenig stellten sich in den drei Gruppen histologische Veränderungen im Sinne einer Atrophie oder Fasershifts für beide Muskeln dar. Aus den hier aufgeführten Ergebnissen kann deutlich ein sekundärpräventiver Effekt unter Hochintensiv-Intervall-Training im Hypertonie-Mausmodell erkannt werden. Dabei scheint Bluthochdruck eher auf die zentrale Skelettmuskulatur in Form des Diaphragmas zu wirken. Arterielle Hypertonie gilt als eine der häufigsten Ursachen für die Entwicklung der Herzinsuf-fizienz. Oft erfahren Patienten dabei Symptome wie Dyspnoe und Belastungsintoleranz. Die vorliegende Arbeit untersucht als erste auf Ebene der arteriellen Hypertonie mögliche frühe pathophysiologische Mechanismen und deren Wirken auf die Skelettmuskulatur. Somit trägt sie erheblich zum besseren klinischen Verständnis bei.

Complex training (CT; alternating between heavy and lighter load resistance exercises with similar movement patterns within an exercise session) is a form of training that may potentially bring about a state of postactivation potentiation, resulting in increased dynamic power (P max) and rate of force development during the lighter load exercise. Such a method may be more effective than either modality, independently for developing strength. The purpose of this research was to compare the effects of resistance training (RT), plyometric training (PT), and CT on lower body strength and anthropometrics. Thirty recreationally trained college-aged men were trained using 1 of 3 methods: resistance, plyometric, or complex twice weekly for 6 weeks. The participants were tested pre, mid, and post to assess back squat strength, Romanian dead lift (RDL) strength, standing calf raise (SCR) strength, quadriceps girth, triceps surae girth, body mass, and body fat percentage. Diet was not controlled during this study. Statistical measures revealed a significant increase for squat strength (p = 0.000), RDL strength (p = 0.000), and SCR strength (p = 0.000) for all groups pre to post, with no differences between groups. There was also a main effect for time for girth measures of the quadricepsmuscle group (p = 0.001), the triceps surae muscle group (p = 0.001), and body mass (p = 0.001; post hoc revealed no significant difference). There were main effects for time and group × time interactions for fat-free mass % (RT: p = 0.031; PT: p = 0.000). The results suggest that CT mirrors benefits seen with traditional RT or PT. Moreover, CT revealed no decrement in strength and anthropometric values and appears to be a viable training modality.

INTRODUCTION: Retrospective video analysis (RVA) has been a popular method of analysis in many research fields, evidenced by autism behavioral research, child play behavior, and caregiver-resident interactions (Baranek, 1999; Gilchrist et al., 2018; Gilmore-Bykovskyi, 2015). Given the widespread use of RVA, the number of studies using it to augment their study designs provide sparse details about the training methods for this level of analysis, making it difficult to maintain a standard level of rigor across different institutions (Haidet, Tate, Divirgilio-Thomas, Kolanowski, & Happ, 2009). METHODS: A structured training program was developed for naïve coders (n=5). The structured training program was composed of five stages with careful introduction of behaviors and regular checkpoints. Statistical Analysis: The output generated by the naïve trainees was analyzed with paired t-tests, Fisher’s Exact Test, ANOVA, percent agreement, and Cohen’s kappa. RESULTS: No difference was found between the different trainees, demonstrating the trainees were trained to a similar level of expertise. The overall recognition of behaviors increased by 2.1% from the first to last training video analysis. Discrete behaviors had a higher level of agreement. CONCLUSIONS: The structured training program demonstrated a small increase in the recognition of behaviors, with a higher recognition in the derived MDS-UPDRS behaviors.