Browsing by Subject "training"
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Item A World of Difference' Teacher Survey: Winter, 1992-93.(1993) Sinclair, MarkItem Addressing Institutional Racism in Healthcare: A Case Study(2020-10) Banks, BarbraThe extent of health inequities plaguing our nation is well-documented, with Black Americans continuing to experience the largest gaps (U.S. Department of Health and Human Services, 2014). Healthcare organizations cannot achieve racial health equity until they are willing to address institutional racism. With the magnitude of health inequities, particularly racial inequities, healthcare organizations addressing institutional racism as a part of their health equity efforts becomes even more critical. This case study offers an in-depth description of a Midwestern urban hospital birth center’s year-long equity education program, posing the question, “How does a large, urban hospital address institutional racism as a part of their health equity strategy?” Results show three outcomes of the department’s intervention to address racial health inequity and institutional racism: 1) the central features of the intervention’s framework and approach proved instrumental in individual development and change, 2) through double- and triple-loop learning, the department effectively addressed and began to dismantle institutional racism, and 3) the convergence of events leading to the intervention offered a “ripe” time for the creation, planning, and execution of the equity education program. Implications from this study contribute to healthcare, workplace diversity and inclusion, and human resource development scholarship and practice.Item AMD Home-based training experiment - Vertical reading(2016-07-05) Calabrese, Aurelie J; Legge, Gordon E; Liu, Tingting; acalabre@umn.edu; Calabrese, Aurelie JParticipants with age related (AMD) or juvenile macular degeneration (JMD) took part in a remotely conducted, home-based rapid serial visual presentation (RSVP) reading training. Participants were randomly assigned to three training groups, for which the training differed by the text orientation. In Group ‘V’, participants were trained with vertical text display. In Group ‘VH’, participants were first trained with vertical text display; a few months later, they also completed training with horizontal text. In Group ‘H’, participants were trained with horizontal text display only. Whether vertical or horizontal, participants were all trained with RSVP reading, and tested on reading speed for horizontal or vertical texts. The datasets contain measures of RSVP reading speed after each training session (training.csv), and RSVP and flashcard reading speed, as well as visual span, for tests conducted pre and post training (pre-post.csv).Item Cluster Evaluation of the Community-Based Public Health Initiative: 1994 Annual Report.(1994) Schmitz, Connie C.Item Cluster Evaluation of the Community-Based Public Health Initiative: 1995 Annual Report.(1995) Schmitz, Connie C.Item Comparing Interface Affordances for Controlling a Push Broom in VR(2018-07) Miller, NoahThis thesis explores how VR controller interfaces affect how participants hold a virtual push broom in VR. We aim to understand how the affordances provided by current VR controllers and a custom broom VR controller impact user hand grip in a visual VR broom task. We compare hand grip in two VR conditions against hand placement of a real push broom without VR. The goal is to understand the roles that interaction interfaces have on recreating physically accurate actions in VR training scenarios. The results from this study show an effect of the broom controller condition but also that the presentation order and subject demographics may have affected the way subjects held the VR and real push brooms.Item Comparing the impact of the moderate and heavy exercise domains on autonomic control, circulating cortisol, and next-day endurance performance in trained runners(2022-05) Foreman, NicholasThis thesis examines the impact of exercise in the moderate and heavy domainson aspects of the hypothalamic-pituitary-adrenocortical axis, cardiac autonomic control, and subsequent high-intensity and maximal endurance performance. To better understand post-exercise autonomic control, we measured heart rate and heart rate variability (HRV) during recovery from exercise in the moderate and heavy domains in ten well-trained endurance athletes. Blood was drawn during recovery for measurement of circulating cortisol. The following day, participants completed three high-intensity intervals before running a 3,000m time trial. Exercise in the heavy domain led to a delay in the recovery of HRV after exercise for the first 20 minutes after exercise with no differences at subsequent timepoints. Exercise in the heavy domain did not increase circulating cortisol or alter whole body metabolism during high intensity exercise the following day; similarly, time trial performance was not impaired following exercise in the heavy domain. These findings suggest that exercise in the heavy domain is well-tolerated by endurance athletes. Further research is needed to better understand these findings in the context of chronic training.Item Development of an Integrated Multi-Level Food Safety Training Program for Spanish-Speaking Food Service Workers(University of Minnesota Extension, 2014-10) Peterson-Vangsness, Glenyce; Diez-Gonzalez, Francisco; Buzo de Diez, ClaudiaSpanish speaking workers are the largest population group employed by the food service industry in the U. S., but there are very few educational programs that address their unique needs for effective learning of food safety best practices. Less than 10% of Spanish speaking restaurant workers have received formal food safety training. A $600,000 National Integrated Food Safety Initiative Grant was awarded for September 2009 – August 2014 in Minnesota. The ultimate goal of this collaborative research and Extension outreach grant was to significantly enhance food safety best practices by Spanish speaking food service workers using comprehensive educational approaches. These efforts involved design and delivery of hands-on, food safety training in Spanish, at multiple levels in food service establishments and classrooms. The project reached over 1,350 food workers through 62 on-site restaurant trainings, 25 community meetings and 18 ServSafe® certified food manager and food worker 4-part course series. Overall, 85% of participants made positive gains from pre-program to post-program. Participants made statistically significant improvement in hand washing; gloves, tongs or deli sheet use, to minimize bare-hand contact of ready-to-eat foods; cleaning and sanitizing of food contact surfaces. The grant project involved University of Minnesota Food Science and Nutrition research, Extension food safety outreach and program evaluation, in collaboration with local Health Departments.Item EOA national best practices directory 2017 (3rd ed.)(Educational Opportunity Association, 2017) Arendale, David R.The EOA National Best Practice Center identifies, validates, and disseminates practical activities and approaches to improve success of students who are low-income, first-generation, and historically underrepresented in education. Rather than looking to others for solutions, the federally funded TRIO and GEAR-UP grant programs have the expertise needed. The key is sharing it more widely and comprehensively with each other. The co-sponsors for the Center are EOA and the University of Minnesota. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education. More information about the rigorous standards and the external expert panel is contained in Appendix B of this publication. The practices approved thus far by the EOA Center represent each of the five major TRIO grant programs: Educational Talent Search, Upward Bound, Educational Opportunity Centers, Student Support Services, and the Ronald E. McNair Postbaccalaureate Achievement Programs. One practice is from a GEAR UP program. For readers unfamiliar with TRIO programs, a short history is provided on the following pages. While the education practices come from TRIO programs, they could be adapted for use with nearly any student academic support and student development program. TRIO and GEAR UP programs are incubators of best practices to serve the needs of historically underrepresented students and the general student population. Readers can use this publication as a guide for implementing the education practices contained within it. Detailed information about the education practices purposes, educational theories that guide the practice, curriculum outlines, resources needed for implementation, evaluation process, and contact information are provided by the submitters of the practice who have practical experience implementing the practices. You are encouraged to contact them for additional information.Item ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback(2017-04) Cao, PeihongABSTRACT Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students’ writing and to help students further improve their writing. As one of the main feedback sources, teachers’ cognition (e.g., teachers’ thoughts, knowledge, and beliefs) needs to be probed to properly understand teachers and their teaching (Borg, 2006). Currently, there is little research regarding teachers’ cognition and their practice of offering WCF in mainland China. The purpose of this study was to explore ESL teachers’ knowledge of, experience with and practice of WCF, and to investigate the connection among these aspects. The participants were teachers of English from a major normal university. The phenomenological methodology was used to explore teachers’ cognition and practice of WCF when teaching writing to undergraduate and graduate students. The study employed a triangulated approach that included a questionnaire administered to 55 teachers, interviews with two teachers and a study of the two teachers’ feedback responses to 68 students’ papers/journal entries, which were collected to further explore the interviewees’ practice of WCF. Questionnaire data was statistically aggregated and tabulated. The interview data was analyzed using Hycner’s 15 steps. The teachers’ responses on students’ papers were analyzed according to WCF types (direct CF, indirect CF, metalinguistic, focus of feedback, electronic CF, and reformulation) and error types (organizational errors, stylistic errors, and linguistic errors) and the results were tabulated. Findings indicated that ESL teachers possessed different levels of knowledge concerning WCF and used a varying number of WCF types to target error types. Most teachers were not well trained or provided with opportunities to be equipped with the necessary skills, to further improve their cognition and practice of providing feedback. Differences existed between teachers’ perceptions of the employment of WCF and their actual practice of it. The findings are an indication that administrators should consider employing multiple strategies to better equip teachers of writing to teach and provide feedback more effectively and efficiently. The future of providing WCF on writing in mainland China is dependent upon a workforce that excels in feedback cognition and practice.Item Family Day Care: A Self-Portrait.(Center for Urban and Regional Affairs, University of Minnesota., 1975) CURAItem Final Report of the Ramsey County Family Day Care Training Project.(Center for Urban and Regional Affairs, University of Minnesota., 1975) Wattenberg, Esther; McNellis, KathleenItem Food Allergen Training For Food Service Employees Evaluation Study(2013-11) Brandt, Kathy; Driessen, SuzanneItem A Game-Based Solution to the Lack of Training and Assessment Opportunities for Spatial Reasoning(2023-01) VanMeerten, NicolaasSpatial reasoning is an important skill that people use on a daily basis. There is also strong evidence that people with enhanced spatial reasoning skills are more likely to pursue successful careers related to Science, Technology, Engineering, and Mathematics (STEM). Spatial reasoning skills are also malleable, which suggests that spatial reasoning training and assessment could be used to enhance academic outcomes in STEM. However, there are relatively few readily accessible training or assessment opportunities for spatial reasoning. Commercial video games should be adapted to create more spatial reasoning training environments. Video games provide unique affordances that support training and learning, including: (1) delivering the appropriate level of challenge and (2) the ease of assessment integration. I found evidence that there is a relationship between performance in Optica, a mobile-puzzle game, and spatial reasoning skills among middle-school students. Specifically, I discovered a relationship between the number of levels completed in Optica and score on the PSVT: R by comparing multiple linear regression models with Akaike Information Criteria. Thus, Optica has shown potential as a suitable virtual environment for training and assessing spatial reasoning skills. Although there were limitations to this study, they can be remedied by updates to the design of the game, telemetry collection, and enhanced experimental design. I believe that Optica should be iterated upon to develop it into a fully-fledged game environment for training and assessing spatial reasoning skills, which will benefit many areas of STEM simultaneously.Item Green Institute Deconstruction and Used Building Materials Health and Safety Research Project.(1998) Johnson, Anne MarieItem Guide for Peer Assisted Learning (PAL) group facilitators.(Department of Postsecondary Teaching and Learning, University of Minnesota-Twin Cities, 2014) Arendale, David R.; Lilly, MaryPAL programs focus on serving historically difficult college courses. These courses have a high rate of D or F final course grades or withdrawals. PAL does not focus on high-risk students, but rather on very difficult and challenging courses. These same courses are commonly listed across the U.S. by other PAL programs. To meet this need of students to achieve higher final course grades in these courses, the PAL program offers a regular schedule of out-of-class sessions that are facilitated by a fellow student. This student - called a facilitator - has often previously taken the same class by the instructor and earned a high final course grade and IS competent in the subject matter. The PAL sessions are offered throughout the academic term, beginning with the first or second week of class. The sessions occur in classrooms in the same area as where students attend the class. These sessions are free. While an attendance roster is gathered of those who participate, the course instructor does not necessarily know who attends and who does not.Item Health and Safety at Deconstruction Services.(1999) Thompson, Faye and Diana WolfItem The Impacts of a Civic Engagement Cohort Program for Water Quality Professionals(Journal of Contemporary Water Research & Education, 2018-08) Kallestad, Elizabeth; Chazdon, Scott; Bohn, HannahIn this article, researchers report the impact study results of University of Minnesota Extension’s civic engagement for water quality cohort program. The cohort curriculum highlights Extension’s researchinformed, five-stage civic engagement model emphasizing process design and process management. Using a non-random comparison group design, a survey was conducted with participants of three civic engagement cohorts for water quality professionals, as well as a comparison group of water quality professionals not part of a cohort. Survey results were aggregated into the five stages of Extension’s civic engagement process: prepare, inquire, analyze, synthesize, and act together. Findings indicated cohort participants experienced significantly better results than members of the comparison group in four of the five stages. A strength of Extension’s civic engagement model and curriculum is its emphasis on the collective nature and processual aspects of civic engagement work. Cohort participants received training on civic engagement skills, which are not often emphasized in education for water quality professionals. While both groups reported a high frequency of increased civic engagement skills, cohort participants did not report more frequent collaboration or public engagement behaviors than comparison group members. A challenge for those training water quality professionals is instilling the value of civic engagement skills in addition to the more traditional technical skill sets associated with water quality work. Additionally, ongoing training and organizational support is needed for practitioners to effectively implement new skills and leverage new networks.Item Introduction to Community Interviewing(1980) Brown, Leslie H.Item Minnesota Family Day Care Training Project: Final Report.(Center for Urban and Regional Affairs and School of Social Work, University of Minnesota., 1975) Wattenberg, Esther; Flax, Sally