50,512 research outputs found
Embedding knowledge & promoting meaningful change: evaluating the H.O.P.E 2022-3 Cross-Cultural Training webinars
No full textThis briefing summarises findings from the 2022-3 cross-cultural training (CCT) webinar series coordinated by H.O.P.E Training & Consultancy, building on the robust foundations established during the initial evaluation (Adisa et al, 2022
H.O.P.E Cross-Cultural Training Evaluation
Get PDFThis report presents the findings of a study conducted to evaluate the efficacy and utility of CCT offered by H.O.P.E through a webinar to a range of researchers, professionals, practitioners and front-line workers from a range of statutory, non-governmental and third sector organisations. The report presents a number of existing problems which arise from a lack of cross-cultural competency, and how training could mitigate against these problems and ameliorate a lack of cultural awareness/sensitivity and ability to empathize with those from specific backgrounds and understand the cultural circumstances specific to their personal situations. Both qualitative and quantitative data are presented to show participants’ opinions on CCT, and how their knowledge and understanding base is affected by such training. The report concludes with the reported and perceived benefits of CCT and how further such training can be implemented in future
Hope-Oriented Parents Education (H.O.P.E.) for families in Hong Kong
No full textChildren's resilience in facing adversities is perhaps one of the vital strengths that need to be fostered before they enter the stage of adolescence, a period with increasing exposure to the outside world. We have developed a four-session Hope Oriented Parents Education (H.O.P.E.) program for families in Hong Kong. 94 parents and one of their children aged between 8 to10 years old were randomly assigned to either an intervention or waitlist control group. Parents in the intervention group received the H.O.P.E. training program for four weeks. They were then asked to do hope story telling intervention with their children for another four weeks. Both parents and their children received pre- and post-training assessments on hope, happiness, and harmony. Our results showed that parents had an increase in hope level before and after the H.O.P.E. program and this increase in hope level was maintained after 4 weeks. Children in the intervention group, but not children in the waitlist control group, tended to show an increase in both happiness and harmony levels after hope story telling by their parents. In the presentation, we shall describe our training program.link_to_OA_fulltextThe Coping, Resilience and Hope Building Asia Pacific Regional Conference, Brisbane, Australia, 9-11 July 2010
Police training - missing and murdered indigenous persons, 2023 legislative report
No full textauthor - Staci Yutzie, Ed.D..Title from PDF cover (viewed on November 7, 2022)."During the 2022 Legislative Session, the Department of Public Safety Standards and Training (DPSST) was directed to submit a proposal to the appropriate interim committees on public safety outlining an operational plan for the provision of training for police officers concerning the investigation and reporting of cases involving missing or murdered Indigenous persons in this state. The plan needed to identify the method and cost of delivery, and the anticipated number of training hours of the training. [HB 4102A and HB 5202 Budget Notes]"--Page 2.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Maintenance training for police certification, equity, 2023
No full textHB 2162 Section 10 called for the Department of Public Safety Standards and Training (DPSST) to develop, and establish by rule, a statewide equity training program for police officers. This shall include the minimum training required to obtain and maintain basic certification as a police officer under ORS 181A.490. This report defines equity training for the purposes of police training in Oregon, identifies the required hours, and provides examples of training topics that would be considered equity training under this new rule.Introduction -- What is equity training? -- Why equity training? -- Required hours -- Suggested training topics.author: Staci Yutzie, Ed.D.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Women's participation in education and training in New Zealand: is the 'learn while you earn' option accessible to all?
No full textStrong education and training systems are viewed as a route to increased labour market participation for groups that have traditionally been excluded from, or marginalised in, the labour market. Engagement in the labour force for such groups has both individual and societal benefits. However, while this emphasis on an increased role for the state in education and training is encouraging, commentators have questioned the ability of 'Third Way' discourse to meet the unique needs of women, given the absence of explicit feminist dialogue in wider discussions on associated policy and practice. Informed by this critique, this article aims to evaluate changes in education and training policy and practice in New Zealand since 1999, in terms of the extent to which it enhances opportunities for women's participation in education and training
The Effectiveness of Hobby Oriented Physics Experiences (h.o.p.e.) in The Teaching of High School Physics
No full text191 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980.In the last century, scientific technology has played a major part in altering the way of life for persons in the United States. The need for more persons with a knowledge of this technology is growing rapidly. The job of training these persons rests mainly with the colleges and universities across the country.In many areas of science and mathematics, the number of college students electing to major in their chosen branch of science has been increasing. But such is not the case with physics. Physics is considered the foundation of all of the physical sciences, yet the percent of students majoring in physics has been declining.The first exposure to organized physics for most students comes in their senior year of high school. The quality of this exposure, and whether it even occurs, has a great effect on the number of students that go on to major in physics. This presents an increasingly important problem to a technologically oriented society.This thesis wishes to examine this problem and to trace historically what has been done to improve high school physics and thereby increase the numbers of students who choose to enroll in physics courses. PSSC,HPP,ISPP and other nationally funded programs will be examined, along with many that were successful on a local level. From these programs, the author has gleaned the ideas and techniques that seem to produce more and better physics students. These ideas are then put together in a new format to form H.O.P.E., which stands for Hobby Oriented Physics Experiences.The results of H.O.P.E. when used by a pilot group of physics teachers will be presented through interviews with the teachers and their students. Evaluations of those teachers by their students will also be included.The concept of H.O.P.E. involves coupling the high motivation present with hobbies to the concepts of physics that the teacher wishes to present. Recommendations for introducing this concept into an existing class are included, along with suggestions for creating Physics Individualized Experiences (P.I.E.), which aid in the transition from teacher oriented to student oriented learning.Examples of students created P.I.E. are included in the appendix along with a reference list for each of four popular hobbies: astronomy, photography, model railroading and model rocketry.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
The Effectiveness of Hobby Oriented Physics Experiences (h.o.p.e.) in The Teaching of High School Physics
No full textIn the last century, scientific technology has played a major part in altering the way of life for persons in the United States. The need for more persons with a knowledge of this technology is growing rapidly. The job of training these persons rests mainly with the colleges and universities across the country.In many areas of science and mathematics, the number of college students electing to major in their chosen branch of science has been increasing. But such is not the case with physics. Physics is considered the foundation of all of the physical sciences, yet the percent of students majoring in physics has been declining.The first exposure to organized physics for most students comes in their senior year of high school. The quality of this exposure, and whether it even occurs, has a great effect on the number of students that go on to major in physics. This presents an increasingly important problem to a technologically oriented society.This thesis wishes to examine this problem and to trace historically what has been done to improve high school physics and thereby increase the numbers of students who choose to enroll in physics courses. PSSC,HPP,ISPP and other nationally funded programs will be examined, along with many that were successful on a local level. From these programs, the author has gleaned the ideas and techniques that seem to produce more and better physics students. These ideas are then put together in a new format to form H.O.P.E., which stands for Hobby Oriented Physics Experiences.The results of H.O.P.E. when used by a pilot group of physics teachers will be presented through interviews with the teachers and their students. Evaluations of those teachers by their students will also be included.The concept of H.O.P.E. involves coupling the high motivation present with hobbies to the concepts of physics that the teacher wishes to present. Recommendations for introducing this concept into an existing class are included, along with suggestions for creating Physics Individualized Experiences (P.I.E.), which aid in the transition from teacher oriented to student oriented learning.Examples of students created P.I.E. are included in the appendix along with a reference list for each of four popular hobbies: astronomy, photography, model railroading and model rocketry.Made available in DSpace on 2014-12-12T19:57:16Z (GMT). No. of bitstreams: 1
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Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only191 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1980
Is exercise training safe and effective for ALL heart failure patients: A retrospective service evaluation of a hospital based cardiac rehabilitation programme
Get PDFThe main purpose of this study was to investigate whether exercise training is safe and effective for all classifications of heart failure, female and elderly (70 years and above) heart failure patients and also those heart failure patients with significant co-morbidity. Much of the research into exercise training and heart failure has been carried out on middle aged men in NYHA II-III classification of heart failure who have no other significant co-existing conditions. This is not reflective of the population of heart failure patients in general. The cardiac rehabilitation records (n=1000) of heart failure patients who had attended an exercise programme at a hospital based NHS service over a period of ten years were retrospectively evaluated to investigate the safety and efficacy of exercise training. Analysis of baseline statistics and repeated outcome measures were used to investigate the significance of the service and to ascertain where similarities and differences lay with the research. 74% were male, the age range was 17-90 years and 52% of patients had one or more significant co-morbidity. The acute event incidence was recorded at four per 1000 patients. NYHA I patients, female, elderly heart failure patients and those with significant co-morbidity showed significant improvements in functional capacity and quality of life measures with exercise training (p< 0.05). However no conclusion on the effectiveness of exercise could be drawn for NYHA IV heart failure patients due to insufficient recorded data and reduced adherence to exercise sessions for this group. A hospital based exercise programme, therefore may not be the most appropriate setting for the NYHA IV patient. This study supports previous research of the benefit of exercise training in heart failure but broadens it further to show that exercise is safe for all heart failure patients and is also effective for all heart failure patients with the exception of NYHA IV patients where further investigation is needed
Bilateral and unilateral arm training improve motor function through differing neuroplastic mechanisms: a single-blinded randomized controlled trial
Get PDFBACKGROUND AND PURPOSE:
This randomized controlled trial tests the efficacy of bilateral arm training with rhythmic auditory cueing (BATRAC) versus dose-matched therapeutic exercises (DMTEs) on upper-extremity (UE) function in stroke survivors and uses functional magnetic resonance imaging (fMRI) to examine effects on cortical reorganization.
METHODS:
A total of 111 adults with chronic UE paresis were randomized to 6 weeks (3×/week) of BATRAC or DMTE. Primary end points of UE assessments of Fugl-Meyer UE Test (FM) and modified Wolf Motor Function Test Time (WT) were performed 6 weeks prior to and at baseline, after training, and 4 months later. Pretraining and posttraining, fMRI for UE movement was evaluated in 17 BATRAC and 21 DMTE participants.
RESULTS:
The improvements in UE function (BATRAC: FM Δ = 1.1 + 0.5, P = .03; WT Δ = -2.6 + 0.8, P < .00; DMTE: FM Δ = 1.9 + 0.4, P < .00; WT Δ = -1.6 + 0.7; P = .04) were comparable between groups and retained after 4 months. Satisfaction was higher after BATRAC than DMTE (P = .003). BATRAC led to significantly higher increase in activation in ipsilesional precentral, anterior cingulate and postcentral gyri, and supplementary motor area and contralesional superior frontal gyrus (P < .05). Activation change in the latter was correlated with improvement in the WMFT (P = .01).
CONCLUSIONS:
BATRAC is not superior to DMTE, but both rehabilitation programs durably improve motor function for individuals with chronic UE hemiparesis and with varied deficit severity. Adaptations in brain activation are greater after BATRAC than DMTE, suggesting that given similar benefits to motor function, these therapies operate through different mechanisms
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