Current Search: Training (x)
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Title
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THE LONGITUDINAL RELATIONSHIP BETWEEN REPETITIONS IN RESERVE AND AVERAGE CONCENTRIC VELOCITY IN THE BACK SQUAT AND BENCH PRESS.
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Creator
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Cerminaro, Rebecca M., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, Charles E. Schmidt College of Science
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Abstract/Description
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This study examined the longitudinal relationship between repetitions in reserve (RIR) and average concentric velocity (ACV) in the back squat and bench press exercises. Fourteen resistance-trained men were randomized into two groups (4-6RIR or 1-3RIR) and completed a six-week program. The RIR/ACV slope was significantly greater (p
Show moreThis study examined the longitudinal relationship between repetitions in reserve (RIR) and average concentric velocity (ACV) in the back squat and bench press exercises. Fourteen resistance-trained men were randomized into two groups (4-6RIR or 1-3RIR) and completed a six-week program. The RIR/ACV slope was significantly greater (p<0.001) in the bench press (0.027±}0.001m.s-1) than squat (0.020±}0.001m.s-1), and was steeper in 1-3RIR than 4-6RIR (p<0.001). The RIR/ACV relationship varied from set-to-set (p=0.001); however, the largest difference in ACV at the same RIR from set-to-set was only 0.044 m.s-1; likely not practically meaningful. The RIR/ACV relationship changed over time (p=0.004); however, since training was not to failure, it is unclear if this longitudinal change was due to improved RIR accuracy or a true change in the RIR/ACV relationship. Therefore, the RIR/ACV relationship is exercise-specific and practically stable from set-to-set; however, future research is needed to determine the long-term stability of this relationship.
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Date Issued
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2021
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PURL
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http://purl.flvc.org/fau/fd/FA00013752
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Subject Headings
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Resistance Training, Weight training, Velocity
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Format
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Document (PDF)
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Title
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RELATIONSHIP BETWEEN VELOCITY AND REPETITIONS IN RESERVE IN THE BACK SQUAT, BENCH PRESS, AND DEADLIFT.
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Creator
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Hickmott, Landyn M., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, Charles E. Schmidt College of Science
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Abstract/Description
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This study examined the relationship between average concentric velocity (ACV) and repetitions in reserve (RIR) in the back squat, bench press, and deadlift. Fourteen resistance-trained men performed three experimental sessions (one for each exercise), which was comprised of 4 sets to failure at 80% of one-repetition maximum. The ACV was recorded on every repetition of every set and cross-referenced with RIR. The main findings of this study were that RIR was a significant predictor of ACV for...
Show moreThis study examined the relationship between average concentric velocity (ACV) and repetitions in reserve (RIR) in the back squat, bench press, and deadlift. Fourteen resistance-trained men performed three experimental sessions (one for each exercise), which was comprised of 4 sets to failure at 80% of one-repetition maximum. The ACV was recorded on every repetition of every set and cross-referenced with RIR. The main findings of this study were that RIR was a significant predictor of ACV for all three exercises; the mean set ACV was significantly different between exercises (p<0.001); and the relationship between RIR and ACV was set-dependent (p<0.001). However, the within-exercise difference in ACV from set-to-set is unlikely to be practically significant as all of these ACV differences were below the threshold of 0.06 m.s-1, which is the smallest worthwhile change in ACV. Therefore, these results suggest that the RIR/ACV relationship is exercise-specific, and is stable from set-to-set.
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Date Issued
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2020
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PURL
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http://purl.flvc.org/fau/fd/FA00013522
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Subject Headings
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Resistance Training, Weight training, Resistance Training--methods, Velocity, Exertion
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Format
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Document (PDF)
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Title
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CHANGES IN INTRASET RIR ACCURACY DURING SIX WEEKS OF BENCH PRESS TRAINING IN TRAINED MEN.
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Creator
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Remmert, Jacob F., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, College of Education
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Abstract/Description
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This study examined whether accuracy of intraset RIR predictions changes over time. Nine resistance trained men completed three bench press training sessions per week for six weeks, with the last set of each session performed until muscular failure. During the set to failure, subjects verbally indicated when they perceived 4 repetitions in reserve (RIR) and 1 RIR during the set. For each RIR prediction, the difference between perceived RIR and actual RIR was calculated as RIRDIFF. We analyzed...
Show moreThis study examined whether accuracy of intraset RIR predictions changes over time. Nine resistance trained men completed three bench press training sessions per week for six weeks, with the last set of each session performed until muscular failure. During the set to failure, subjects verbally indicated when they perceived 4 repetitions in reserve (RIR) and 1 RIR during the set. For each RIR prediction, the difference between perceived RIR and actual RIR was calculated as RIRDIFF. We analyzed differences in RIRDIFF using both the raw RIRDIFF (including positive and negative values) and the absolute values of all RIRDIFF using a factorial MANOVA. Covariates included proximity to failure of the RIR prediction, total repetitions performed per set, percentage of one-repetition maximum lifted, the week of training, and the session (1, 2, or 3 within each seek). For the raw RIRDIFF all covariates, except for percentage of 1RM (p > 0.05) were significantly related to the outcome measure at both the predicted 4 and 1 RIR (p < 0.001 to p = 0.04). Specifically, RIRDIFF was significantly higher in weeks 1-4 versus weeks 5-6 (p < 0.001 to p = 0.005). However, the only covariate which significantly impacted the absolute value RIRDIFF at both the predicted 4 (p = 0.033) and 1 RIR (p = 0.022) was total repetitions per set. These results indicate that trained men tend to shift from overpredicting to underpredicting RIR over time and that more repetitions in a set is related to more inaccurate RIR predictions. However, the actual accuracy (i.e., absolute value RIRDIFF) did not significantly change over six weeks of training.
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Date Issued
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2022
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PURL
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http://purl.flvc.org/fau/fd/FA00014007
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Subject Headings
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Resistance Training, Resistance Training--methods, Weight training
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Format
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Document (PDF)
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Title
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THE INFLUENCE OF REPETITIONS PER SET ON BACK SQUAT AND BENCH PRESS REPETITIONS IN RESERVE RATING ACCURACY.
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Creator
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Pelland, Joshua C., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, College of Education
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Abstract/Description
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This study examined the effect of repetitions per set as a function of changing load (percentage of one-repetition maximum) on the accuracy of intraset repetitions in reserve (RIR) predictions in the back squat and bench press. Twelve resistance trained men completed three multi-set back squat and bench press training sessions that differed in the number of target repetitions (session 1: 10 repetitions; session 2: 8 repetitions; session 3: 6 repetitions). The last set of each session was...
Show moreThis study examined the effect of repetitions per set as a function of changing load (percentage of one-repetition maximum) on the accuracy of intraset repetitions in reserve (RIR) predictions in the back squat and bench press. Twelve resistance trained men completed three multi-set back squat and bench press training sessions that differed in the number of target repetitions (session 1: 10 repetitions; session 2: 8 repetitions; session 3: 6 repetitions). The last set of each session was performed until muscular failure in which subjects verbally indicated when they perceived 4 RIR and 1 RIR. For each RIR prediction, RIRDIFF [perceived RIR - actual RIR] was calculated. Differences in RIRDIFF were analyzed using both raw RIRDIFF (including positive and negative values) and absolute RIRDIFF (absolute values) via MANOVA and factorial ANOVA. The model controlled for the covariates session-type, percentage of 1RM, and total repetitions per set. Overall, RIR accuracy at the predicted 1 RIR was significantly greater (i.e., lower absolute RIRDIFF) than at the predicted 4 RIR in both the bench press (4 RIR: 1.00 ± 0.18 vs. 1 RIR: 0.69 ± 0.12; p = 0.028) and the squat (4 RIR: 1.43 ± 0.31 vs. 1 RIR: 0.79 ± 0.26; p = 0.007). No covariates significantly affected RIR accuracy (p = 0.085 – 0.518) at the predicted 1 RIR. However, at the predicted 4 RIR, the covariate repetitions per set affected raw RIRDIFF in both the squat (p = 0.007) and bench press (p < 0.001), indicating that subjects tended to overpredict RIR in lower repetition sets and underpredict RIR in higher repetition sets.
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Date Issued
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2022
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PURL
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http://purl.flvc.org/fau/fd/FA00014004
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Subject Headings
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Resistance Training, Weight training, Exercise--Research
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Format
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Document (PDF)
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Title
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Assessment of Accuracy of Intra-Set Rating of Perceived Exertion in the Squat, Bench Press, and Deadlift.
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Creator
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Sousa, Colbey A., Zourdos, Michael C., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
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Abstract/Description
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The purpose of this research was to investigate how accurate trained lifters were at gauging intra-set rating of Perceived Exertion (RPE) in the squat, bench press, and deadlift. Ten resistance-trained males completed four sets to failure with 80% of their one-repetition maximum (1RM) and verbally indicated when they believed they were at a “6” and “9” RPE. Across all sets and all lifts, the called 9 RPE was more accurate than the called 6 RPE. Additionally, RPE calls were more accurate...
Show moreThe purpose of this research was to investigate how accurate trained lifters were at gauging intra-set rating of Perceived Exertion (RPE) in the squat, bench press, and deadlift. Ten resistance-trained males completed four sets to failure with 80% of their one-repetition maximum (1RM) and verbally indicated when they believed they were at a “6” and “9” RPE. Across all sets and all lifts, the called 9 RPE was more accurate than the called 6 RPE. Additionally, RPE calls were more accurate during set four vs. set one on the squat and deadlift at both the called 6 and 9 RPEs. Further bench press RPE calls were more accurate than squat and deadlift RPE at the called 6, while both bench and deadlift RPE calls were more accurate than squat RPEs at the called 9. Importantly across all sets all RPE calls assessed repetitions in reserve within one repetition of precision.
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Date Issued
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2018
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PURL
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http://purl.flvc.org/fau/fd/FA00013099
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Subject Headings
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Weight training., Exertion.
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Format
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Document (PDF)
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Title
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EFFECT OF PROXIMITY TO FAILURE IN RESISTANCE TRAINING ON CIRCULATING LEVELS OF NEUROPROTECTIVE BIOMARKERS.
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Creator
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Benitez, Brian, Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, Charles E. Schmidt College of Science
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Abstract/Description
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This study examined the acute and chronic responses of brain-derived neurotrophic factor (BDNF), cathepsin B (CatB), insulin-like growth factor-1 (IGF-1), and interleukin-6 (IL-6) and if changes in these biomarkers were correlated during resistance training. Fourteen resistance trained men performed resistance training 3 days per week for 6 weeks in two groups. The only difference between groups was the proximity to failure of each set (4-6 repetitions in reserve or 1-3 repetitions in reserve...
Show moreThis study examined the acute and chronic responses of brain-derived neurotrophic factor (BDNF), cathepsin B (CatB), insulin-like growth factor-1 (IGF-1), and interleukin-6 (IL-6) and if changes in these biomarkers were correlated during resistance training. Fourteen resistance trained men performed resistance training 3 days per week for 6 weeks in two groups. The only difference between groups was the proximity to failure of each set (4-6 repetitions in reserve or 1-3 repetitions in reserve). Serum was collected immediately before and after training on day 1 of weeks 1 and 6. There were no significant group interactions for any of the biomarkers assessed, there were no main effects for time (p>0.05), and no significant correlations were observed between any of the biomarkers. However, a significant main effect for exercise for BDNF (p=0.03) and IL-6 (p=0.003) was observed. For CatB, a significant exercise × time (p=0.002) interaction was observed, indicating differences in the acute change of CatB in week 6 (+15.78%; g=0.25) vs. week 1 (-7.46%; g=0.13). In summary, these results suggest that multi-joint resistance exercise far from failure can confer a BDNF response. This investigation is the first to demonstrate the potential for acute resistance exercise to elicit a transient increase in CatB.
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Date Issued
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2021
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PURL
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http://purl.flvc.org/fau/fd/FA00013751
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Subject Headings
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Resistance Training, Neuroprotection, Biomarkers
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Format
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Document (PDF)
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Title
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EFFECT OF PROXIMITY TO FAILURE DURING RESISTANCE TRAINING ON MUSCLE PERFORMANCE AND FATIGUE.
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Creator
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Robinson, Zac P., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, Charles E. Schmidt College of Science
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Abstract/Description
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This study examined the effect of resistance training proximity to failure on strength, muscle hypertrophy, and fatigue. Fourteen men were randomized into two groups (4-6 rating of perceived exertion-RPE per set or 7-9 RPE per set) and completed an eight-week program. Squat and bench press strength, muscle thickness, subjective fatigue, muscle soreness, and biomarkers (creatine kinase-CK and lactate dehydrogenase-LDH) were assessed. There were no significant differences (p>0.05) in the rate...
Show moreThis study examined the effect of resistance training proximity to failure on strength, muscle hypertrophy, and fatigue. Fourteen men were randomized into two groups (4-6 rating of perceived exertion-RPE per set or 7-9 RPE per set) and completed an eight-week program. Squat and bench press strength, muscle thickness, subjective fatigue, muscle soreness, and biomarkers (creatine kinase-CK and lactate dehydrogenase-LDH) were assessed. There were no significant differences (p>0.05) in the rate of strength gains and equivalence testing revealed hypertrophy was not statistically similar nor different. All results for indirect markers of muscle damage and fatigue indicated similar recovery between groups within 48 hours; however, a small between group effect size (g=0.39) existed indicating higher session RPE in the 7-9 RPE group across the entire training program. These results suggest that strength and possibly hypertrophy outcomes are similar when training each set to 4-6 RPE or 7-9 RPE in trained men.
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Date Issued
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2021
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PURL
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http://purl.flvc.org/fau/fd/FA00013756
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Subject Headings
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Resistance Training, Muscles, Hypertrophy
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Format
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Document (PDF)
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Title
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Spring training in south Florida.
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Creator
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Laird, Scott David., Florida Atlantic University, Mohl, Raymond A.
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Abstract/Description
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As professional baseball came of age in the early 20th Century, teams sought any and every edge over their opponents. No sooner did spring training become the rule, than Florida emerged as the most popular site for the preseason ritual. In the early years, cities hoped to attract a spring training team for the novelty of having big league ballplayers in their midst. Since the 1920s, many south Florida cities have succeeded in attracting major league spring camps. While many of these...
Show moreAs professional baseball came of age in the early 20th Century, teams sought any and every edge over their opponents. No sooner did spring training become the rule, than Florida emerged as the most popular site for the preseason ritual. In the early years, cities hoped to attract a spring training team for the novelty of having big league ballplayers in their midst. Since the 1920s, many south Florida cities have succeeded in attracting major league spring camps. While many of these relationships have withered, several others have flourished. The successful and enduring relationship of the Los Angeles Dodgers with Vero Beach stands out as a model of spring training camps. South Florida cities compete with one another, often at great expense, to host major league spring training. Potential host cities are guided by the perception that spring training brings promotional benefits and tourist revenue. This perception grew as the modern media helped mold the game of baseball into a big business. The accuracy of this perception, however, is debatable.
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Date Issued
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1993
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PURL
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http://purl.flvc.org/fcla/dt/14978
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Subject Headings
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Baseball--Training, Baseball--Florida--Training--History
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Format
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Document (PDF)
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Title
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THE ACCURACY OF PREDICTING ONE-REPETITION MAXIMUM FROM SUBMAXIMAL VELOCITY IN THE BACK SQUAT AND BENCH PRESS.
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Creator
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Macarilla, Christian T., Zourdos, Michael C., Florida Atlantic University, Department of Exercise Science and Health Promotion, Charles E. Schmidt College of Science
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Abstract/Description
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This study examined the accuracy of predicting back squat and bench press one repetition maximum (1RM) from submaximal average concentric velocity (ACV).Seventeen resistance trained men performed a warm-up and 1RM test on the squat and bench press, in which ACV was assessed on all repetitions. The ACVs during the warmup closest to 1.0 and 0.5 m.s-1 were used in a 2-point linear regression forecast of 1RM and the ACVs established at the loads closest to 20, 50, 70, and 80% of 1RM were used in...
Show moreThis study examined the accuracy of predicting back squat and bench press one repetition maximum (1RM) from submaximal average concentric velocity (ACV).Seventeen resistance trained men performed a warm-up and 1RM test on the squat and bench press, in which ACV was assessed on all repetitions. The ACVs during the warmup closest to 1.0 and 0.5 m.s-1 were used in a 2-point linear regression forecast of 1RM and the ACVs established at the loads closest to 20, 50, 70, and 80% of 1RM were used in a 4-point 1RM prediction. An ANOVA indicated significant differences between predicted and actual 1RM for all predictions (p<0.001). Both Bland-Altman and Mountain plots confirmed the findings of the ANOVA as data were not tightly conformed to the respective zero difference lines. Therefore, these results suggest that a linear regression forecast using submaximal ACV does not accurately predict 1RM in the ¬back squat and bench press.
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Date Issued
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2020
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PURL
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http://purl.flvc.org/fau/fd/FA00013525
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Subject Headings
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Velocity, Resistance Training--methods
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Format
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Document (PDF)
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Title
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DESIGN OF A MODEL TO TRAIN SECONDARY AND POST SECONDARY INSTRUCTORS IN THE DISCUSSION METHOD OF TEACHING.
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Creator
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WINEBRENNER, LAWRENCE MURRAY, JR., Florida Atlantic University
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Abstract/Description
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A training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of...
Show moreA training model in the use of the discussion method by secondary school teachers and community college faculty was developed, evaluated, and tested to determine its effectiveness. The study was done at Florida Atlantic University in an Improvement in College Instruction class in the summer term of 1980. Sixteen of eighteen students enrolled in the course completed it. Prior to conducting the course a test was given to the students examining their knowledge about discussion and the use of discussion. The same test was given to the students after the module was used to improve their discussion skills. Video tapes were used as discussions were held and students viewed the tapes to evaluate themselves using three evaluation instruments. Students evaluated their discussion skills prior to the training experience and again after the training was completed. Five hypotheses were established. A t-test measured hypotheses one through five to determine whether significant differences existed between pretraining and posttraining scores on four evaluation instruments (Subject Matter, Flanders Interaction Analysis, Group Member, and Self). Three of the hypotheses were rejected using a.01 level of significance and a fourth hypothesis was rejected using a.05 level of significance. These four hypotheses examined change in the group and the individuals. A fifth hypothesis examined changes in students' perception of the quality of their first discussion and was not rejected. The five hypotheses were used to answer three research questions regarding an increase in subject matter scores, a change in group behavior, and a change in perception of group behavior. The results of the study indicate that subject matter scores increase and group behavior changes, but the group's perception of their behavior shows no significant change. It was recommended that the study be replicated using a larger population, subjects from a variety of backgrounds and measures of specific kinds of behavior in the groups.
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Date Issued
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1987
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PURL
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http://purl.flvc.org/fcla/dt/11898
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Subject Headings
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Teachers--Training of, Discussion
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Format
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Document (PDF)
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Title
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Aquaculture training and education: An applied approach for industry.
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Creator
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Davis, Megan
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Date Issued
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1999
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PURL
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http://purl.flvc.org/FCLA/DT/3352946
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Subject Headings
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Aquaculture industry, Education, Training, Aquaculture--Florida
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Format
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Document (PDF)
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Title
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Myokine Cathepsin B Expression with Exercise Training in the 3xTg-AD Murine Model of Alzheimer’s Disease.
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Creator
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Paez, Hector G., Khamoui, Andy V., Florida Atlantic University, College of Education, Department of Exercise Science and Health Promotion
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Abstract/Description
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This research investigated the relationship between exercise training and cathepsin B expression in the 3xTg-AD murine model of Alzheimer’s disease. 3xTg-AD mice were assigned to control (Tg, n=10), aerobic training (Tg+AT, n=10), or resistance training (Tg+RT, n=10). RotaRod peak latency and grip strength were assessed as preand post-measurements. Skeletal muscle was collected after training and analyzed for cathepsin B protein. Tg+RT showed greater grip strength than Tg and Tg+AT at...
Show moreThis research investigated the relationship between exercise training and cathepsin B expression in the 3xTg-AD murine model of Alzheimer’s disease. 3xTg-AD mice were assigned to control (Tg, n=10), aerobic training (Tg+AT, n=10), or resistance training (Tg+RT, n=10). RotaRod peak latency and grip strength were assessed as preand post-measurements. Skeletal muscle was collected after training and analyzed for cathepsin B protein. Tg+RT showed greater grip strength than Tg and Tg+AT at posttesting (p ≤ 0.05). Only Tg+AT showed an improvement in RotaRod peak latency (p ≤ 0.05). Gastrocnemius weight was greater in Tg+RT compared to Tg (p ≤ 0.05), and no differences were observed in cathepsin B or procathepsin B expression (p > 0.05). This data suggests that cathepsin B was not induced by either mode of exercise training, however, physical function and muscle mass were improved, therefore inclusion of both training modalities may address peripheral comorbidities in Alzheimer’s disease.
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Date Issued
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2018
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PURL
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http://purl.flvc.org/fau/fd/FA00013092
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Subject Headings
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Cathepsins., Alzheimer's disease., Aerobic exercises., Resistance Training.
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Format
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Document (PDF)
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Title
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The Classical Dilemma and Probation Officer Training in Florida: An Ethnographic Content Analysis of Rules, Routines, Roles, Rituals, and Relationships.
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Creator
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Irizarry, Jose Luis, Leip, Leslie A., Florida Atlantic University, School of Public Administration, Dorothy F. Schmidt College of Arts and Letters
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Abstract/Description
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American bureaucracies are often assigned inconsistent goals, expectations, roles, and functions (Goodsell, 2004; Lipsky, 2010), exemplified in probation by Klockars’ (1972) classical dilemma of corrections that describes a punitive-rehabilitative dichotomy. A failure to prepare bureaucrats in corrections to address the classical dilemma this results in probation officers (POs) making decisions between and among competing options that consequently generally emphasize only one of the primary...
Show moreAmerican bureaucracies are often assigned inconsistent goals, expectations, roles, and functions (Goodsell, 2004; Lipsky, 2010), exemplified in probation by Klockars’ (1972) classical dilemma of corrections that describes a punitive-rehabilitative dichotomy. A failure to prepare bureaucrats in corrections to address the classical dilemma this results in probation officers (POs) making decisions between and among competing options that consequently generally emphasize only one of the primary goals of probation (Ellsworth, 1990). This dissertation offers insight into and prompts rethinking of how corrections agencies prepare POs to address the classical dilemma. Few studies focus on how organizations educate POs to address the classical dilemma. This dissertation applies ethnographic content analysis to examine the messages communicated to correctional probation officers in the 95 lessons of the curriculum used by Florida Department of Corrections (FDC) to train new officers. To analyze the data and the meaning conveyed by the FDC I applied Saldana’s (2016) 5Rs framework of rules, routines, roles, rituals, and relationships.
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Date Issued
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2020
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PURL
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http://purl.flvc.org/fau/fd/FA00013577
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Subject Headings
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Probation officers--Training of, Content analysis
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Format
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Document (PDF)
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Title
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Effects of Non-reinforced Test Trials on Transposition.
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Creator
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Royal, Jackson W., Adamson, Robert E., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
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Abstract/Description
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Ten male albino rats were trained In a brightness discrimination problem where they were reQuired to choose a sttmulus value of 0.053 ft/cd over one of 0.012 ft/cd. Pairs were matched accordlng to the number of trials requtred to reach a criterion of 18/20 correct responses then randomly assigned to one of two grouos for testing In transposition. Both groups were tested on the orlgtnally positive stimulus and a brighter one: 1.25 ft/cd for Group 8-C and 5.38 ft/cd for Group 8-D. By testing...
Show moreTen male albino rats were trained In a brightness discrimination problem where they were reQuired to choose a sttmulus value of 0.053 ft/cd over one of 0.012 ft/cd. Pairs were matched accordlng to the number of trials requtred to reach a criterion of 18/20 correct responses then randomly assigned to one of two grouos for testing In transposition. Both groups were tested on the orlgtnally positive stimulus and a brighter one: 1.25 ft/cd for Group 8-C and 5.38 ft/cd for Group 8-D. By testing for transposttlon wtth non-reinforced trials, contrary to the usual method, a tendency toward converging measures of transposltton was achteved. Transposition for Group 8-D, In the situation most dissimilar to training, was greater than for 8-C. These results were discussed from relational or Gestalt, Spence model, and Adaptation Level positions and It was shown that the results are contrary to traditional Gestalt predictions. It was oredlcted that, according to underlying assumptions of the Spence model, with continued non-reinforced trials, per cent of transposition for both groups would decrease until a chance level of responding was reached. That this did not occur cannot be explained by the Spence model. Because the variability was too great with such a small N, these results did not reach the .05 level of probability.
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Date Issued
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1968
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PURL
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http://purl.flvc.org/fau/fd/FA00012596
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Subject Headings
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Transfer of training, Discrimination learning, Extinction (Psychology)
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Format
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Document (PDF)
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Title
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A FOLLOW-UP STUDY OF TWO-YEAR SECRETARIAL SCIENCE STUDENTS AT BROWARD COMMUNITY COLLEGE.
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Creator
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ROBINSON, FRANCES ELMIRA, Florida Atlantic University
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Abstract/Description
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The problem of this study was threefold: 1) Why does a majority of students who commence the two-year secretarial science program at Broward Community College withdraw before graduating? 2) Do graduates differ from discontinuers in the following areas: ( a ) socioeconomic-personal matrices, (b) number and kinds of secondary business courses taken, (c) initial employment and salary upon leaving the College, and (d) present employment and salary? 3) Do graduates or discontinuers who...
Show moreThe problem of this study was threefold: 1) Why does a majority of students who commence the two-year secretarial science program at Broward Community College withdraw before graduating? 2) Do graduates differ from discontinuers in the following areas: ( a ) socioeconomic-personal matrices, (b) number and kinds of secondary business courses taken, (c) initial employment and salary upon leaving the College, and (d) present employment and salary? 3) Do graduates or discontinuers who subsequently secure employment do so in the BCC ''community"? How is such employment secured? Recommendations were made for improvement in method and content of courses as well as curricular revision based on data gathered from the respondents and administrators at Broward Community College.
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Date Issued
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1972
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PURL
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http://purl.flvc.org/fcla/dt/11621
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Subject Headings
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Secretaries, Secretaries--Training of--Florida
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Format
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Document (PDF)
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Title
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GUIDELINES FOR A COMPETENCY-BASED MODEL TRAINING PROGRAM FOR TEACHERS OF ADULT BASIC EDUCATION STUDENTS.
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Creator
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KLINEDINST, MARY ALLEN REID., Florida Atlantic University
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Abstract/Description
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Teachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of...
Show moreTeachers of Adult Basic Education need certain competencies to teach undereducated adult learners. Presently, teachers have very little specialized training or preparation in how to teach these ABE students. There are few agencies or institutions from which people can obtain these competencies. After a search of the literature, Donald Mocker's prioritized list of ABE teacher competencies was chosen as the model to send to three groups of educators (higher education personnel, practitioners of ABE, and state department personnel). Through a survey of these adult educators and a prioritizing process, the list of 153 high priority teacher competencies was refined to a more manageable list of fifty-one competencies. The competencies were divided into the categories of Scope and Goal of Adult Education, Curriculum, ABE Learner, and Instructional Process. Since fifty-one competencies were ranked as important by adult educators, they are recommended for use as: an evaluation tool to discern whether ABE teachers possess them; a basis for in-service programs to train existing teachers; and/or a program of study to be offered by institutions of higher education for a college major, minor, or area of interest in Adult Basic Education. Seven courses are recommended, composed of or based on the fifty-one competencies. They are as follows: Principles of Adult Learning; Basic Reading, Writing, Oral Communication; Individualized Instruction; Creative Adult Learning; Characteristics of Adult Learners; Counseling Adults; and Psychology of Adult Learning. The competency-based teacher education program suggested in this study could be used by state departments of education as guidelines for a teacher certification program to insure that there would be well-prepared and well-qualified ABE teachers.
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Date Issued
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1983
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PURL
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http://purl.flvc.org/fcla/dt/11829
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Subject Headings
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Adult education teachers--Training of
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Format
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Document (PDF)
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Title
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THE DEVELOPMENT AND VALIDATION OF A TEACHER EDUCATION CENTER EVALUATION INSTRUMENT.
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Creator
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HUTCHINSON, CYNTHIA JANKO., Florida Atlantic University, Rothberg, Robert A., Wiegman, Robert R.
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Abstract/Description
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The purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument...
Show moreThe purpose of this study was the development of a teacher education center evaluation instrument. Items for the instrument were drawn from the literature related to effective inservice education. This item pool was refined and validated using two sequential juries of experts consisting of Florida teacher education center directors, university contact persons, Florida Department of Education personnel and members of the State Council for Teacher Education Centers. The evaluation instrument was designed using a four point Likert type rating scale. The instrument was distributed to 500 school personnel in three Florida county school districts by the On-Site Review of Master Inservice Plan Visiting Teams. The three counties were selected to provide a cross section of teacher education center counties in Florida. There were 335 respondents, or a 67 percent return. The following conclusions were based upon the analysis of data: 1. The teacher education center evaluation instrument proved to be reliable, the alpha coefficients for the field testing being acceptable 2. The teacher education center evaluation instrument proved to have construct validity, the components being easily interpreted using the principal components evaluation 3. The teacher education center evaluation instrument proved to have content validity, having a positive judgmental rating by the respondents 4. The four major components of teacher education center evaluation--decision-making, relationship to the program of the school, commitment to teacher education, resources--proved to be easily interpreted in each county of the field testing. In summary, this study provided statistical data which indicated that the teacher education center evaluation instrument developed was reliable, as noted within the limitations of the study, and that it had content and construct validity. Possibilities for future research were outlined.
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Date Issued
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1979
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PURL
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http://purl.flvc.org/fcla/dt/11732
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Subject Headings
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Teacher centers, Teachers--In-service training
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Format
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Document (PDF)
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Title
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Going global: Faculty development in intercultural communication.
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Creator
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Caldwell, Susan., Florida Atlantic University, Guinn, Dorothy
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Abstract/Description
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This thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in...
Show moreThis thesis asks "How can a community college most effectively prepare its faculty to teach students to communicate competently in a society that has gone global?" To answer this question, this thesis examines experiential learning theory and determines that experience is key to learning. It also determines that (1) intercultural communication competencies are acquired through experience with other cultures and (2) faculty who possess these competencies are more apt to participate in intercultural activities. An assessment of research and programs helps to determine components of faculty development, and results of a community college survey give an overview of their involvement in faculty development programs. This thesis concludes that successful faculty development programs in intercultural communication must include (1) institutional support, (2) experiential elements, (3) assessment, (4) continuous, in-depth training, (5) a rewards component, and (6) an adequate budget. To complete this research, a faculty development plan, including a timeline and budget, has been designed.
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Date Issued
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2001
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PURL
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http://purl.flvc.org/fcla/dt/12773
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Subject Headings
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College teachers--Training of, Intercultural communication
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Format
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Document (PDF)
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Title
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The scapula's role for optimizing recruitment of the pectoralis major during the supine dumbbell chest press.
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Creator
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Roberts, Jim., Florida Atlantic University, O'Kroy, Joseph A.
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Abstract/Description
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The purpose of this investigation was to quantify the electrical activity in the pectoralis major during a supine dumbbell chest press while maintaining a fixed and non-fixed scapula. Fifteen neophyte male subjects between the ages of 18--45 participated in the investigation. Each subject performed five repetitions with 85% of their estimated 1RM in both a fixed (FI) and non-fixed (FL) scapulae position. Measurement of EMG activity was recorded from the shoulder girdle and localized...
Show moreThe purpose of this investigation was to quantify the electrical activity in the pectoralis major during a supine dumbbell chest press while maintaining a fixed and non-fixed scapula. Fifteen neophyte male subjects between the ages of 18--45 participated in the investigation. Each subject performed five repetitions with 85% of their estimated 1RM in both a fixed (FI) and non-fixed (FL) scapulae position. Measurement of EMG activity was recorded from the shoulder girdle and localized musculature via pre-amplified bipolar skin surface electrodes for the duration of both testing bouts. Data analysis employed a repeated measures ANOVA (p < 0.05). No significant difference in measured electrical activity was noted for the pectoralis major between the two tested positions of the scapulae. Therefore, it appeared scapular positioning did not influence measured electrical activity in the pectoralis major.
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Date Issued
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2001
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PURL
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http://purl.flvc.org/fcla/dt/12871
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Subject Headings
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Weight training--Physiological aspects, Electromyography, Scapula
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Format
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Document (PDF)
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Title
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NO SUBSTITUTION FOR SUBSTITUTE TEACHING EXPERIENCES: A CASE STUDY EXPLORING PERSPECTIVES OF NEW SUBSTITUTE TEACHERS.
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Creator
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Barnes, Linda S., Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
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Abstract/Description
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Substitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they...
Show moreSubstitute teachers organize the classroom and instruct students in the absence of the regular teacher. An expectation placed on substitute teachers is to ensure learning experiences continue (Duggleby & Badali, 2007); however, this charge may exceed the preparation. Three central research questions and four sub-questions guided this case study. The questions focused on initial experiences of new substitute teachers in a Kindergarten through twelfth grade public school, the factors they believed influenced their confidence for instruction and perceived strengths and weaknesses of the required training in a large urban public school system. This case study explored perspectives of 32 new substitute teachers. An online survey, semi-structured interviews, and artifact reviews captured data. Online tools organized data for coding and analysis to discover themes and answer research questions. Findings indicated that the initial experiences substitute teachers had while working were varied, significant and often had a direct impact on their own performance and perceptions of school community members. Lesson plans, student activities and classroom management contributed to a new substitute teacher’s success in the classroom. Opportunities to interact with school community members strengthened a sense of belonging. These feelings were reflected in their own confidence as a substitute teacher. Additional factors impacting confidence included a personal knowledge of subject areas being taught, consistency with job assignments and building relationships with students in the classroom. The required training for the new substitute teachers highlighted more strengths than weaknesses along with a few recommendations for improvement. Implications from this study can uncover, design and implement a pipeline to full-time teaching - experience as a substitute teacher. There are no substitutes for an optimistic, well-prepared, engaged substitute teacher. By understanding the perceptions of new substitute teachers, a new direction improving the work of this instructional position as a valuable school community member is justified.
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Date Issued
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2022
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PURL
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http://purl.flvc.org/fau/fd/FA00013905
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Subject Headings
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Substitute teachers, Teachers—Training of
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Format
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Document (PDF)
Pages