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Twenty years ago the word training had a very restricted meaning, but since then the view of what constitutes training has expanded considerably so that it now includes a wide variety of activities, whose existence, previously, was not even recognised. The purpose of this article is to identify these new areas and to try to arrange them in some sort of useful pattern. This pattern I call the concentric view of training, for reasons which will become apparent. We are publishing this concentric view of training because an appreciation of it is essential to an understanding of several ideas we shall be developing over the course of the next few months.
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1978
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