Training

Introduction: Training at altitude or in a hypoxic environment has gained attention among athletes, coaches, and scientists to enhance sea-level performance. However, the efficacy of “Living-Low, Training-High, Training-Low” (LLTHTL) strategy to escalate the mechanisms associated with enhancing performance in the human athletes is still unknown. The present study aimed to investigate the effect of the LLTHTL on Hypoxia-Inducible Factor-1 alpha (HIF-1α) and peroxisome Proliferator-activated Receptor-Gamma Coactivator-1alpha (PGC-1α) levels in elite endurance runners.  Methods: The study has a crossover design in University laboratory. Eight elite male runners (Mean±SD age: 24.50±3.96 years; Mean±SD height: 179.75±4.62 cm; Mean±SD body mass: 67.37±3.42 kg; Mean±SD body mass index: 20.85±1.11 kg/m²) took part in the research. After 4 weeks of Living-Low (LL), the athletes performed 4 weeks Training-High (TH) and then, 3 weeks training-low (TL). Main Outcome Measures: Anthropometric parameters, time trial (1500 m), PGC-1α, and HIF-1α levels were measured in four different time points: pre-LL, post-LL, post-TH, and post-TL.  Results: There were no significant differences between the 4 time points for body mass and body mass index (P>0.05). The time trial was improved significantly (p <0.001) at post-TH as well as post-TL compared with the pre-LL and post-LL. TH decreased HIF-1α level but did not affect PGC-1α. Besides, TL increased both HIF-1α and PGC-1α.  Conclusion: Training at altitude reduces HIF-1α and training at sea-level increased PGC-1α and HIF-1α levels. Both types of training induced an improvement in the time trial. Athletes and coaches seek advice on the effective training strategy to enhance performance at different altitudes.

Purpose : This aim of present research was designing an effective professional ethics model in training from the perspective of heads and deputies of education of Tehran province. Methods : This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in both qualitative and quantitative sections was the heads and deputies of education in 2019-20 academic years. The research sample in the qualitative section according to the theoretical saturation principle was 40 people who were selected by purposive sampling method and in the quantitative section according to Cochran's formula were 230 people who were selected by multi-stage cluster sampling method. The research instruments were the semi-structured interview and a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed with using methods of open, axial and selective coding, exploratory factor analysis and structural equation modeling in SPSS and LISREL software. Finding : The results of both qualitative and quantitative sections showed that effective professional ethics in training had 40 indicators and 9 components including self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society. Also, the effective professional ethics model in training had a good fit and all 9 components had a significant effect on the mentioned model (P <0.05). Conclusion : According to the results, planning to improve the effective professions ethics in education is necessary by experts and planners. As a result, they can enhance the components of self-efficacy, scientific responsibility, individual ethics, managerial factors, organizational factors, job ethics, extra-organizational factors, social responsibility and belonging to scientific society

Purpose: The present quasi-experimental study aimed to investigate the effect of education of Sternberg’s components of love (passion, intimacy, commitment) on intimacy of couples. Methodology: Twenty teacher couples from Zarqan, Iran, who had been married for more than 4 years were recruited through convenience sampling and randomized to intervention and control groups (10 each). The Marital Intimacy Questionnaire (MIQ) was used for date collection, and analysis of covariance and independent t test were used for data analysis. Findings: Mean differences in scores for global intimacy, affection, intimacy, openness, and consensus between the two groups were significant. Also, the results show that the training of components of love significantly improved intimacy problems between the couples However, no significant effect of training program was observed for affection. Discussion: training of Sternberg’s components of love positively affects the couples’ intimacy. Self-expression skills have helped participants to better understand the sources of stress, needs, and desires, enabling them to effectively resolve their issues.

Purpose: In 2007, a responsible management education program began working on a global scale at the United Nations. This program is a framework for changing curriculum, research and orientation, and experimenting with new educational methods. The program seeks to create social responsibility among graduates of the educational system. The conditions for regulating affairs through social commitment, which is one of the important pillars of your social system, can create a discipline in society and provide predictive power. Social commitment is a factor for the satisfaction of the mutual needs of the community as well as social solidarity. The purpose of this paper is to identify the components of responsible management education and to examine educational practices and provide responsive instructional solutions to improve the status quo. Methodology: In this paper, the Atrid-Sterling (2001) method used to analyzing the subject in deductive approach. Findings: The research environment included 46 papers from 2007 to 2017, a book, and a thesis addressing directly the subject of management education. Findings of this study based on the six principles of responsible management education (purpose, values, method, research, participation, dialogue). Discussion: These findings include 16 themes organizer. they named (student initiatives, promotion of curriculum, the use of value concepts in the training course, institutional solutions, evaluation, infrastructure, training procedures, internal support, research results, participation with industries, participation with industrial universities, participation with the private sector, participation with learners, participation with other organizations, Communication tools and selection methods) as well as 48 basic themes.

This study aimed to determine the effect of educational packages based on executive functions on students' working memory. This was a quasi-experimental pretest-posttest study with a control group. In this study, the statistical population was all fifth-grade male students of Shahreza city located in Iran in the academic year 2020-2021. A boys' primary school and 40 students were selected using the available sampling method randomly. Experiments and controls were replaced in two groups of 20 people. The experimental group underwent 10 sessions of training based on executive functions; The control group did not receive any intervention. The data collection process was performed in the pre-test and post-test stages with Daniman and Carpenter's (1980) working memory scale for all participants in two groups. The collected data were analyzed by the ANCOVA method. ANCOVA results showed that performance-based education increased the working memory of students in the experimental group compared to the control group in the post-test (P<0.05). According to the results, the educational package based on executive functions can be used to increase the working memory of students in schools and educational centers.

Background: Low back pain is a common musculoskeletal condition that can impact a person's ability to walk and move comfortably. Pronated foot posture has been suggested as a potential contributor to low back pain, and this study examines its impact on muscle activity during gait in individuals with low back pain. Aim: This study aimed to investigate whether pronated foot alters the activity timing of trunk and lower limb muscles during gait in low back pain patients. Materials and Methods: The sample of this study included 32 men with low back pain and pronated foot. Participants were divided into control (n=15, with foot pronated only) and experimental (n=17, with both low back pain and foot pronated) groups. The experimental group did resistance training with Thera-band for 12 weeks, 3 sessions per week. A wireless electromyography system with 9 pairs of bipolar surface electrodes was used to record the electromyography activity timing of back and lower limb muscles (sample rate: 2000 Hz). Two-way ANOVA was used for statistical analysis. Results: Significant between-group differences were found at baseline onset of EMG activity timing for gastrocnemious medialis ( P <0.001), gluteus medius ( P <0.001) and erector spinae at 3rd lumbar vertebral level ( P =0.001) muscles. Results indicated significant main effects of “Time” for erector spinae at 3rd lumbar vertebral level offset ( P =0.023), significant main effects of “group” for tibialis anterior offset ( P = 0.039) and for erector spinae at 3rd lumbar vertebral level offset ( P = 0.010). Conclusion: The selected training program changed the timing of erector spinae at 3rd lumbar vertebral level in older adults with both low back pain and pronated feet during walking.

Purpose: The human resource studies seek to investigate the effective factors on education and its impact on the development of human learning in organizations. As a result, considering the importance of human resources training in all organizations, the present research was conducted with the aim of designing human resources training model with blended learning approach in government banking. Methodology: This study in terms of purpose was applied and in terms of implementation method was qualitative. The statistical populations were included documents related to the field of human resources training with the blended learning approach in the last 15 years, which 35 documents were selected as a sample with using the purposive sampling method. To collect the findings were usedfrom notes taking method from the documents, which whose validity was confirmed by the triangulation method and their reliability was obtained by the Cohen's kappa coefficient method 86.9 percent. The data were analyzed by thematic analysis and under three types of open, axial and selective coding. Findings: The findings showed that for the human resources training model with blended learning approach in government banking were identified 118 basic themes, 24 organizing themes and 9 comprehensive themes including educational leadership based on understanding and recognition, educational planning and targeting, optimization of educational processes, educational interactions, dynamic learning indicators, features of learning organization, explanation of educational goals, organizational agility and development of human resources training models. In the end, the human resources training model with blended learning approach in government banking was drawn. Conclusion: The results of this study can have practical implications for the officials and planners of the government banking, and they based on the themes of the present research can take an effective step towards improving human resources training according to the blended learning approach.

Background: Autism Spectrum Quotient (AQ) functions as an evaluative instrument designed to assess traits associated with autism. Variances exist within the brain of individuals on the autism spectrum. Moreover, certain exercises have the potential to impact specific regions of the brain. Aim: This study aims to investigate how the program training of this study impact Autism—Spectrum Quotient. Materials and Methods: Forty-two children aged 7-10 years with ASD were recruited to participate in this study. These children were randomly divided into two groups: the control group (N=10, 7.80±1.35 years) and the experimental group (N=32, age: 8.16±1.16 years). The experimental group underwent an 8-week training program. The Autism Spectrum Quotient (ASQ) questionnaire was used to assess the participants' scores in the pretest and posttest. This questionnaire consists of five subscales: social skills, attention switching, attention to details, communication, and imagination, as well as a total score. Results: Based on the results, the program training had an impact on attention to detail (P=0.017) and social skills (P=0.057). However, there was no significant difference between the pretest and posttest scores for attention switching (P=0.096), communication (P=0.07), and imagination (P=0.161). Conclusion: Based on the results, we can conclude that the program had a small but significant effect in terms of quantity. Due to the specific and unique structure of the brain, it takes time to achieve a substantial impact.

Information and Communication Technologies (ICTs) have significantly transformed the education system in recent decades, providing new opportunities for both teachers and students and improving the quality of education. The purpose of this study is to analyze the opinions of foreign language teachers regarding the impact of ICTs in the classroom, the training acquired and the challenges faced during the teaching-learning experience. A study with a quantitative, non-experimental, cross-sectional, and descriptive approach was carried out using a questionnaire as a data collection instrument. The final sample consisted of 117 foreign language teachers from bilingual schools of Primary and Secondary Education in Andalusia (Spain), both public and subsidized/semi-public. Specifically, 66.6% are female and 33.4% male. The results indicate that teachers believe in the positive impact that ICTs may have on the teaching-learning process, and feel highly motivated in carrying out their work through ICTs. However, teachers continue to express the need for further and continuous training and highlight the importance of technical support and how the lack of resources can undermine the quality of foreign language teaching.