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You searched for subject:(Work related skills). Showing records 1 – 3 of 3 total matches.

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University of Georgia

1. Smail, Karen Mary. The relationship of muscular strength and balance on work performance measures in high school students with mental retardation.

Degree: PhD, Physical Education and Sport Studies, 2003, University of Georgia

The purpose of this study was to investigate the effectiveness of a balance and strength training program on physical functioning and work performance of individuals with mental retardation. Ten students with mental retardation were matched according to gender, age, height, and weight then randomly assigned to the treatment or control group. The treatment group participated in a 12 week balance and strength training program while the control group participated in low intensity recreational games. Isometric strength and work performance measures were collected at three intervals throughout training 6 weeks apart, with a retention measure collected 6 weeks past training. Balance measures were collected at pre and post intervals. Work performance measures included: box stacking (timed repetitions), pail carry (timed distance), dolly cart push (timed distance), and sack carry (speed). Peak isometric muscular strength was assessed bilaterally using a hand held dynamometer at the following sites: elbow flexion and extension, knee flexion and extension, and shoulder abduction. Balance tasks were performed using the Balance Master, with the following tasks being measured: sensory organization test, weight bearing squat, step up and over, and weight bearing squat over 15 repetitions. Based on a randomized complete block design with repeated measures, a significant difference between the post to pre test was calculated on all vocational tasks; box stacking F(1,4) = 20.39, p<.005; pail carry F(1,4) = 13.06, p< .01; dolly cart push F(1,4) = 112.64, p< .002; and sack carry F(1,4) = 4.02, p< .05 with the treatment group displaying higher percent gains (32.05%) over the 12 weeks then the control group (13.36%). In addition, all isometric strength measures indicated a significant difference between groups with the treatment group increasing on average 50.42% while the control group increased 9.82%. Retention measures indicated decreases on work performance and isometric strength for both groups. Each group improved balance scores along with producing more symmetrical weight distribution throughout movement activities. Based on the data analysis it was concluded that participation in a balance and strength training program was effective in increasing physical functioning and work related skills which can facilitate the school to work transition process. Advisors/Committee Members: Michael Horvat.

Subjects/Keywords: Mental retardation; Strength; Work related skills; Transition; Balance; Strength training program; Balance program

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APA (6th Edition):

Smail, K. M. (2003). The relationship of muscular strength and balance on work performance measures in high school students with mental retardation. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smail_karen_m_200305_phd

Chicago Manual of Style (16th Edition):

Smail, Karen Mary. “The relationship of muscular strength and balance on work performance measures in high school students with mental retardation.” 2003. Doctoral Dissertation, University of Georgia. Accessed June 19, 2019. http://purl.galileo.usg.edu/uga_etd/smail_karen_m_200305_phd.

MLA Handbook (7th Edition):

Smail, Karen Mary. “The relationship of muscular strength and balance on work performance measures in high school students with mental retardation.” 2003. Web. 19 Jun 2019.

Vancouver:

Smail KM. The relationship of muscular strength and balance on work performance measures in high school students with mental retardation. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Jun 19]. Available from: http://purl.galileo.usg.edu/uga_etd/smail_karen_m_200305_phd.

Council of Science Editors:

Smail KM. The relationship of muscular strength and balance on work performance measures in high school students with mental retardation. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/smail_karen_m_200305_phd


Universidade do Minho

2. Silva, Jorge Manuel Vilas Boas da. Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos .

Degree: 2017, Universidade do Minho

O estudo apresentado neste relatório de estágio inscreve-se no âmbito do Mestrado em Educação - Especialização em Formação, Trabalho e Recursos Humanos e foi desenvolvido no Departamento de Recursos Humanos, Formação e Qualidade de uma Santa Casa da Misericórdia do norte de Portugal. O trabalho desenvolvido procura problematizar o contributo da formação promovida pela instituição, bem como o contexto de trabalho no desenvolvimento de conhecimentos e de competências das ajudantes de lar. A investigação foi orientada por duas questões de partida: A formação desenvolvida pela Instituição orienta-se para o desenvolvimento de conhecimentos e de competências para o exercício profissional? e que outros processos/modalidades de formação concorrem para o desenvolvimento de conhecimentos e de competências para o exercício profissional? Procurámos compreender como os responsáveis pela gestão da formação e pela gestão de recursos humanos de uma IPSS organizam, desenvolvem e avaliam a formação que levam a cabo, e que sentidos lhes atribui e identificar as perceções que as ajudantes de lar têm da formação promovida na instituição. O método de investigação adotado foi o Estudo de Caso. A investigação assume uma base de cariz qualitativo, na medida em que se optou por selecionar, como técnicas de recolha de dados, a análise documental, a observação não participante, a entrevista semiestruturada e o focus group. Todavia recorremos, igualmente, a uma técnica que se inscreve ao paradigma quantitativo, através da criação e aplicação de um inquérito por questionário, e da respetiva análise estatística. Os resultados obtidos apontam que os conteúdos das ações de formação frequentadas pelas ajudantes de lar são orientados para as suas funções, e que, de uma forma global, estas se mostram satisfeitas por as frequentarem e identificam conteúdos e competências adquiridas que integram nas suas práticas profissionais. Os dados revelam ainda que aquelas trabalhadoras valorizam aprendizagens desenvolvidas no exercício das suas funções. Advisors/Committee Members: Zão, Maria Emília Pinto Vilarinho Rodrigues de Barros (advisor).

Subjects/Keywords: Formação; Formação em contexto de trabalho; Competências; Competências transversais; Ajudantes de lar de idosos; Training; Work-related training; Skills; Transversal competencies; Nursing home helpers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Silva, J. M. V. B. d. (2017). Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/45988

Chicago Manual of Style (16th Edition):

Silva, Jorge Manuel Vilas Boas da. “Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos .” 2017. Masters Thesis, Universidade do Minho. Accessed June 19, 2019. http://hdl.handle.net/1822/45988.

MLA Handbook (7th Edition):

Silva, Jorge Manuel Vilas Boas da. “Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos .” 2017. Web. 19 Jun 2019.

Vancouver:

Silva JMVBd. Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1822/45988.

Council of Science Editors:

Silva JMVBd. Formação e desenvolvimento de competências profissionais para o trabalho em lar de idosos . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/45988


University of Canterbury

3. Bradshaw, H. The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration.

Degree: Geological Sciences; University of Canterbury. AVC Research Office, 2012, University of Canterbury

Interviews with geothermal professionals have identified geothermal concepts (i.e. knowledge) and skill sets that entry-level geologists commonly lack when beginning a career in the geothermal energy sector. To help address these issues, an authentic and immersive 3D free-roaming videogame called ‘The GeoThermal World’ was designed and piloted in 2012 at the University of Canterbury to teach undergraduate students about geothermal fieldwork and resource exploration. An experiment was carried out to compare students’ learning experiences in a real fieldwork activity at Orakei Korako to learning experiences in the virtual setting of the videogame. Both settings were designed with the same outcomes in mind: to provide the students with a level of background knowledge and operating procedures to do basic geothermal fieldwork. Several datasets were collected to characterize the students learning and to allow us to compare their overall experiences and perceptions of the tasks in different settings. In both activities, we aimed to teach the students how to observe, characterize and record geologic information at a hot spring. Preliminary results indicate that both settings are successful at teaching geothermal concepts with some strengths and weaknesses identified in both. However, the settings seem to be complementary to one another. Hence, ideally, field teaching experiences as a part of the undergraduate geology curriculum could be supplemented by digital or virtual experiences. This may cut down on the time required to ‘skill-up’ new entry-level geologists who may be lacking geothermal-specific field knowledge and skills. Further development of ‘The GeoThermal World’ will allow us to refine the authenticity and create more complex virtual geothermal settings and challenges.

Subjects/Keywords: education; learning; geothermal geology; videogame; field work; observation skills; learning gains; Field of Research::04 - Earth Sciences::0403 - Geology::040399 - Geology not elsewhere classified; Field of Research::08 - Information and Computing Sciences::0801 - Artificial Intelligence and Image Processing::080111 - Virtual Reality and Related Simulation; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy; Field of Research::04 - Earth Sciences::0404 - Geophysics::040404 - Geothermics and Radiometrics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bradshaw, H. (2012). The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bradshaw, H. “The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration.” 2012. Thesis, University of Canterbury. Accessed June 19, 2019. http://hdl.handle.net/10092/9082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bradshaw, H. “The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration.” 2012. Web. 19 Jun 2019.

Vancouver:

Bradshaw H. The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10092/9082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bradshaw H. The geothermal world videogame: An authentic, immersive videogame used to teach observation skills needed for exploration. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/9082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.