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    Video see-through augmented reality fire safety training: A comparison with virtual reality and video training
    (Elsevier B.V., 2024-12-10) Domgue K LI; Paes D; Feng Z; Mander S; Datoussaid S; Descamps T; Rahouti A; Lovreglio R
    Safety training is crucial to mitigate the risk of damage when a disaster occurs and can play a vital role in enhancing community response. Augmented Reality (AR) is an emerging technology for safety training that holds great pedagogical potential. This study aims to explore the effectiveness of AR training in terms of knowledge acquisition and retention, as well as self-efficacy enhancement. We developed a new video see-through AR training tool on a tablet to teach users about operating a fire extinguisher to put out a fire following the PASS procedure: Pull, Aim, Squeeze, and Sweep (PASS). The AR training tool was tested with 60 participants. Test results were systematically compared with findings from the literature investigating Virtual Reality (VR) and video-based safety training. The findings indicate that, directly after the training, AR outperformed traditional video training in terms of knowledge retention, long-term self-efficacy, and quality of instructions. However, the AR experience was not as effective as the VR experience in all these areas, but the AR group had a smaller decrease in knowledge over time. These findings suggest that the AR-based training approach offers benefits in long-term memory recall.
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    Advanced theory of mind and children's prosocial lie-telling in middle childhood: A training study
    (Elsevier Inc., 2024-10-01) Gao Q; Chen P; Huang Q; Wang Z
    Children's advanced theory of mind (AToM) is concurrently associated with their prosocial lie-telling. However, the causal link between AToM and prosocial lie-telling has not yet been demonstrated. To address this gap, the current study adopted a training paradigm and investigated the role of AToM in children's prosocial lie-telling in middle childhood. A total of 66 9- and 10-year-old children who did not demonstrate any prosocial lie-telling in a disappointment gift paradigm at the baseline were recruited and randomly assigned to either the experimental group (n = 32) or an active control group (n = 34). The experimental group underwent a conversation-based training program of four sessions. The results showed significantly greater gains in AToM at the posttest for the experimental group children compared with the control group children, controlling for family socioeconomic status, children's literacy score, working memory, and inhibition. More important, the experimental group children were more likely to tell prosocial lies than the control group, even after controlling for the pretest AToM and other covariates. However, the training effects faded at the 6-month follow-up test after the training's completion. These findings provide the first evidence for the causal role of AToM in the development of prosocial lie-telling in middle childhood. The fade-out effect is discussed in the context of educational interventions.
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    Prototyping and testing a virtual reality counterterrorism serious game for active shooting
    (Elsevier B.V., 2022-09-28) Lovreglio R; Daphney-Chloe N; Rahouti A; Paes D; Feng Z; Shipman A
    An active shooting emergency requires an effective strategy to increase the chances of survival of the attacked population. Educational environments are one of the most common locations of such events. To reduce the impact of these disasters, several emergency plans have been developed and put in place. Traditionally, these emergency plans are taught to occupants using non-interactive videos, drills, etc. However, these conventional methods present many limitations regarding trainees' knowledge acquisition, engagement and self-efficacy. To overcome them, this paper presents the prototype of an immersive Virtual Reality (VR) Serious Game (SG) for counterterrorism training. A user-centred evaluation of the proposed training SG was conducted with 32 participants. The experiment aimed to investigate the impact of the proposed tool on participants' knowledge regarding the safest actions to take in case of an active shooter attack. Participants' intrinsic motivation and self-efficacy levels were also assessed before and after the VR-based training. Findings indicate that participants’ knowledge, intrinsic motivation, and self-efficacy significantly increased immediately after the training.
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    Improving Performance of Autoencoder-Based Network Anomaly Detection on NSL-KDD Dataset
    (IEEE, 2021-09-29) Xu W; Jang-Jaccard J; Singh A; Wei Y; Sabrina F; Ji Z
    Network anomaly detection plays a crucial role as it provides an effective mechanism to block or stop cyberattacks. With the recent advancement of Artificial Intelligence (AI), there has been a number of Autoencoder (AE) based deep learning approaches for network anomaly detection to improve our posture towards network security. The performance of existing state-of-the-art AE models used for network anomaly detection varies without offering a holistic approach to understand the critical impacts of the core set of important performance indicators of AE models and the detection accuracy. In this study, we propose a novel 5-layer autoencoder (AE)-based model better suited for network anomaly detection tasks. Our proposal is based on the results we obtained through an extensive and rigorous investigation of several performance indicators involved in an AE model. In our proposed model, we use a new data pre-processing methodology that transforms and removes the most affected outliers from the input samples to reduce model bias caused by data imbalance across different data types in the feature set. Our proposed model utilizes the most effective reconstruction error function which plays an essential role for the model to decide whether a network traffic sample is normal or anomalous. These sets of innovative approaches and the optimal model architecture allow our model to be better equipped for feature learning and dimension reduction thus producing better detection accuracy as well as f1-score. We evaluated our proposed model on the NSL-KDD dataset which outperformed other similar methods by achieving the highest accuracy and f1-score at 90.61% and 92.26% respectively in detection.
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    ANZAED eating disorder treatment principles and general clinical practice and training standards
    (BioMed Central Ltd, 2020-11-10) Heruc G; Hurst K; Casey A; Fleming K; Freeman J; Fursland A; Hart S; Jeffrey S; Knight R; Roberton M; Roberts M; Shelton B; Stiles G; Sutherland F; Thornton C; Wallis A; Wade T
    Introduction Eating disorders are complex to manage, and there is limited guidance around the depth and breadth of knowledge, skills and experience required by treatment providers. The Australia & New Zealand Academy for Eating Disorders (ANZAED) convened an expert group of eating disorder researchers and clinicians to define the clinical practice and training standards recommended for mental health professionals and dietitians providing treatment for individuals with an eating disorder. General principles and clinical practice standards were first developed, after which separate mental health professional and dietitian standards were drafted and collated by the appropriate members of the expert group. The subsequent review process included four stages of consultation and document revision: (1) expert reviewers; (2) a face-to-face consultation workshop attended by approximately 100 health professionals working within the sector; (3) an extensive open access online consultation process; and (4) consultation with key professional and consumer/carer stakeholder organisations. Recommendations The resulting paper outlines and describes the following eight eating disorder treatment principles: (1) early intervention is essential; (2) co-ordination of services is fundamental to all service models; (3) services must be evidence-based; (4) involvement of significant others in service provision is highly desirable; (5) a personalised treatment approach is required for all patients; (6) education and/or psychoeducation is included in all interventions; (7) multidisciplinary care is required and (8) a skilled workforce is necessary. Seven general clinical practice standards are also discussed, including: (1) diagnosis and assessment; (2) the multidisciplinary care team; (3) a positive therapeutic alliance; (4) knowledge of evidence-based treatment; (5) knowledge of levels of care; (6) relapse prevention; and (7) professional responsibility. Conclusions These principles and standards provide guidance to professional training programs and service providers on the development of knowledge required as a foundation on which to build competent practice in the eating disorder field. Implementing these standards aims to bring treatment closer to best practice, and consequently improve treatment outcomes, reduce financial cost to patients and services and improve patient quality of life.
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    Strength and Strength-Related Anthropometric Parameters of the International Level Canoe Slalom Male Paddlers
    (Sociedad Chilena de Anatomía, 2022-06-06) Busta J; Coufalová K; Cochrane DJ
    The aim of the study was to determine the differences in hand-grip strength and strength-related anthropometric parameters between the highest-performance international paddlers (HILP) and other international paddlers (ILP) in canoe slalom. In male competitors (n=48; 23 canoeists and 25 kayakers) who took part in the 2018 European championship event in canoe slalom in Prague, Czech Republic representing 15 European countries were measured hand-grip strength and strength-related anthropometric parameters two days prior the event. Differences between the group of HILP (medallists from Olympic Games, world championship and European championship in the previous three years and European championship finalists at the same time) and ILP were found. HILP have significantly higher forearm, arm and chest girths than ILP. Moderate or high practical differences and margin statistic differences were found also for hand-grip strength, body weight, body mass index and age. The consistently high-performing paddlers are heavier, have more muscular upper body and are stronger than the other group, while keeping their lower body lean. Therefore, regular upper-body strength training to all canoe slalom paddlers is important but caution is required because body weight over 80 kg may be a limiting factor. El objetivo del estudio fue determinar las diferencias en la fuerza de prensión manual y los parámetros antropométricos relacionados con la fuerza entre los remeros internacionales de alto rendimiento (RIAR) y otros remeros internacionales de canotaje en slalom. En hombres competidores (n=48; 23 piragüistas y 25 kayakistas) que participaron en el campeonato europeo de slalom en canoa de 2018, en Praga, República Checa, que representa a 15 países europeos, se midió la fuerza de agarre manual y los parámetros antropométricos relacionados con la fuerza dos días antes del evento. Se encontraron diferencias entre el grupo de RIAR (medallistas de Juegos Olímpicos, campeonatos del mundo y campeonatos de Europa en los tres años anteriores y finalistas del campeonato de Europa al mismo tiempo) y remeros internacionales. Los RIAR presentaban circunferencias de antebrazo, brazo y pecho significativamente más altas que los remeros internacionales. Además, se encontraron diferencias prácticas moderadas o altas y diferencias estadísticas en el límite para la fuerza de prensión manual, el peso corporal, el índice de masa corporal y la edad. Los remeros de alto rendimiento son más pesados, tienen la parte superior del cuerpo más musculosa y son más fuertes que el otro grupo, mientras mantienen la parte inferior del cuerpo esbelta. Por lo tanto, es importante el entrenamiento regular de fuerza de la parte superior del cuerpo para todos los remeros de piragüismo, sin embargo se requiere precaución debido a que el peso corporal superior a 80 kg puede ser un factor limitante.
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    Position specific differences in activity in club level sevens rugby players : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Sport & Exercise Science at Massey University, Wellington, New Zealand
    (Massey University, 2005) Sutorius, Aimee
    The increase in popularity of seven-a-side rugby through the World Sevens Series has increased the need for training programmes to be developed specifically for the seven-a-side game. The aim of this thesis was to use time motion analysis to gather and compare data on match play variables in club sevens rugby, and interpret the results to construct effective guidelines for game-specific sevens rugby training. The first step in programme development was to identify the specific demands of sevens rugby, and then determine the best way for these demands to be replicated through training. Time motion analysis was used to identify the specific physiological demands of club-level game play. These demands included distances travelled, average speeds, the percentage of game time spent in different gaits and exercise intensities, and the number of activities and events performed per game half. The data were used to make comparisons between positional groups (forwards, backs, halfback), between game halves, and between pool and final games. There were no significant differences found between positional groups, game halves or game type, which implies that all players in sevens should train in the same way. The average distance covered per half was 0.77km, with 9% of the game spent in passive rest, 81% spent in active recovery and 10% spent in high-intensity running, equating to an average work to rest ratio of 1:9. Each player performed an average of 12 activities per half. Only half of the passes received resulted in a continuation of passing, the other half of balls received were either taken into a tackle or fumbled. The execution of activities at training should focus on maintaining possession of the ball at set plays and breakdowns, and using movement of the ball and players to create space to break through the defensive line and score a try. This can be achieved by working on game-specific skills, and may include executing these skills in a fatigued state to simulate the requirements of game play. Game-based fitness training should focus on the development of both aerobic power and anaerobic capacity, with special emphasis on the development of the lactate energy system through repeated-speed training. Work to rest ratios of 1:9 reflect club level game play, and are suggested as the standard for training at club level. To create overload and increase training response, smaller work to rest ratios (eg 1:3) may be used. Training which specifically focuses on the development of acceleration, top-end speed, agility, and strength should also be implemented as these attributes have been identified as critical components for successful sevens players. These results suggest that sevens rugby players require game-specific, rather than position-specific, training to promote maximal transfer to game performance.
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    The influence of an open method of mathematics instruction upon the attitude and comprehension of first year students in a primary teachers college : presented in partial fulfilment of the degree of Master of Education in the Department of Education, Massey University
    (Massey University, 1977) Ruhen, Douglas Eric
    This investigation reports an experimental study of the influence of two methods of intruction (open and conventional) upon the mathematics attitude and mathematics comprehension of one hundred and twenty-four first year primary teachers college students. Approximately equal numbers of first year students were randomly assigned to four groups in two experimental conditions. Sex, testing, method of instruction, and type of studentship were the major independent factors of this study. The concepts and principles of one domain of primary mathematics content (number and numeration) were taught to the four groups of students for approximately two hours each week over a ten week period. The specially trained staff were paired for instruction. Each pair was randomly assigned to two sections of students, one in the open group and one in the conventional group. The same staff participated in both methods of instruction. Two independent measures were used to assess the mathematics comprehension and mathematics attitude of the students. An attitude scale based on the Rasch (1960) model was especially constructed for the purposes of this study. The measures of student attitude to mathematics were obtained immediately after instruction from one half of the students in each of the experimental conditions and from all students immediately after the period of instruction. The major hypotheses postulated higher mean comprehension and attitude scores for students who experienced the open method of mathematics instruction. These hypotheses were not supported by the data. Analyses of variance and covariance found no difference between the mean attitude scores of male and female students, direct entry and mature age students, and between pretested students and those who were not pretested. Similar results were found with the comprehension scores except for those obtained from the direct entry and mature age students. After instruction the mean comprehension score of direct entry students was significantly higher than the mean comprehension score of mature age students. A similar difference was observed between these two groups before the period of instruction. Also after instruction, irrespective of method, the students comprehension and attitude scores were significantly higher (p < 0.001) than those scores obtained before the period of instruction. Further examination of the data for each of the dependent measures by means of three-way analyses of variance and covariance was carried out. Although these procedures provided further evidence, certain limitations in the study and in the instruments qualified the findings.
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    The effect of complex training on horizontal power production in rugby union players : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University
    (Massey University, 2004) Graham, David Fraser
    The use of strength and power training regimes is common place among elite and recreational athletes. However, the application of such methods as direct determinants of improvement in sporting performance is a controversial and much debated topic because the degree of transfer from the training exercise to the sporting application is unknown. In recent years combining strength and sport specific training methods into one training session (complex training) has been promoted as a method to enhance training transfer. The purpose of this project was to examine the effect of complex training on horizontal power production in rugby players. 9 participants completed two four week phases of training (complex and standard) in a randomized order. Participant performance in 5RM squat, horizontal force and horizontal power was tested prior to and at the end of each training phase. A number of significant improvements were observed following complex training: maximum slope of the horizontal force curve increased by 12.29 ±33.59%, maximum power increased by 15.13 ±7.49%, width of the power curve increased by 28.30 ±18.16%, and maximum velocity during the horizontal power test improved by 20.63 ±14.21%. The improvements were significantly different from the respective standard training measures (p ≤.05). It is concluded that power gains were a product of an enhanced ability to produce force at higher velocities. No significant weight gain or significant improvement in 5RM force production was associated with the improvement in maximum power. Therefore it is inferred that neural mechanisms accounted for the difference following complex training. The results presented here suggest that complex training not only improves horizontal power production but also transfers performance improvements to an untrained task by improving the rate of force development in the horizontal force condition. It appears that the complex training regime has in some way created a persistent change in the control mechanisms regulating the performance of both the horizontal strength and power conditions.
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    Developing decision-making in rugby : a 152.786 (50 point) research report presented in partial fulfillment of the requirements for the degree of Master of Management at Massey University
    (Massey University, 2006) Parrant, Darryl James
    The purpose of the study was to examine how fifteen-year-old rugby players' perceive their ability to make decisions in game situations, after participating in a seven-week decision-based training intervention. Data was collected from six players, pre, during, and post the intervention using semi-structured interviews. Two further training sessions were provided six weeks post intervention to review content and skills and determine player retention of learning; a final interview was then also conducted. Content analysis of the descriptive data involved identifying the main concepts and then categorising them into common themes using NVivo (N6), a qualitative software programme. Video analysis of the player's games (early, mid and end of season matches) as well as analysis of a post intervention interview with the facilitator allowed methodological triangulation. Comparison of the main themes from the findings enhanced the data's trustworthiness, reliability (dependability) and validity (credibility and transferability). The findings showed that all six players who participated in the study developed some perception and motor skills (such as: peripheral vision; attention strategies; spatial and tactical awareness; and motor skills), and tactical sport specific knowledge (such as: functional roles as ball carrier, support player, and defender; understanding ofdefence patterns and positional play) similar to that of an expert player. The findings also showed that better intra-communications among the players were critical in their ability to make informed decisions. These findings, as a result of the intervention, suggest that deliberate and purposeful decision-based training may add-value to player decision-making on the rugby field as the players' knowledge representation and game understanding have improved. However, the ability of players to execute and demonstrate transfer of skills from intervention to games, varied among the players. Further research is needed in tracking and monitoring individual players and their ability to make effective decisions from intervention to games and from season to season.