Thematische Bibliographien / Conception of training

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Auswahl der wissenschaftlichen Literatur zum Thema „Conception of training“

Autor: Grafiati

Veröffentlicht am 12. April 2025

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Zeitschriftenartikel zum Thema "Conception of training"

De Almeida, Marta Mateus, Joana Viana und Mariana Gaio Alves. „Exploring Teaching Conceptions and Practices: A Qualitative Study with Higher Education Teachers in Portugal“. Studia paedagogica 27, Nr. 2 (18.11.2022): 35–53. http://dx.doi.org/10.5817/sp2022-2-2.

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In recent decades, several international political guidelines have encouraged the reconfiguration of teachers’ ways of being and acting, specifically arguing for the rejection of the conception of a teacher who holds and transmits knowledge, with inevitable implications for pedagogical practices. Therefore, it is particularly relevant to gain an understanding of teachers’ conceptions and practices, exploring the extent to which they are reconfigured throughout training and professional development processes. With this general objective, a qualitative study is presented, drawing on the content analysis of written testimonies and individual portfolios produced by a group of 24 academics involved in a post-graduate degree course in higher education pedagogy at the University of Lisbon in the academic years 2019/20 and 2020/21. The results suggest a dominant professional conception, embedded in the artisanal paradigm and in line with a teaching conception based on the transmission of knowledge. However, there are signs that teachers challenge this vision of professionalism, revealing diverse conceptions about the profession as well as conceptions about teaching and learning aligned with different types of pedagogical orientation. The study also shows how formal pedagogical training might support changes in teachers’ conceptions about their profession and about the meaning of teaching and learning, with effects on teaching practices and on the quality of student learning.

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Latyshev, S. V., O. V. Minenko, A. O. Tvelina, I. O. Chaban und O. V. Petrenko. „Development of Individualization Conception of Wrestlers’ Training“. Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 2, Nr. 1 (12.05.2017): 226–30. http://dx.doi.org/10.26693/jmbs02.01.226.

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Raji, Monsurat Omobola, Dorcas S. Daramola und Jumoke I. Oladele. „Teachers’ conceptions and choices of assessment tasks in a Nigerian postgraduate teacher training“. Asian Journal Of Assessment In Teaching And Learning 10, Nr. 2 (26.11.2020): 82–93. http://dx.doi.org/10.37134/ajatel.vol10.2.9.2020.

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Student assessment is a process that entails the collection of evidence of learning in diverse and systematic ways to make judgments on students’ learning. What then is the perception of this vital tool in the hands of the users (teachers)? This study investigates teachers’ conceptions of assessment and their choices of assessment tasks in postgraduate teacher training. Action research with one group pretest-posttest design was adopted for the study. The survey used to collect data for this study has three sections (A, B, & C). Section A elicits participants’ personal information; Section B contains 20 different assessment tasks. Section C includes 26 items that examined participants’ conceptions of assessment from four different sub-scales (school accountability, student accountability, improvement of teaching and learning, and irrelevance factors). The researchers further validated the survey, and the Alpha reliability coefficient of the whole scale was 0.85. Data collected from twenty-eight randomly selected teachers out of forty-five were analyzed using descriptive measures and paired sample t-test. Findings revealed that teachers enact both summative and formative assessment tasks but with preferences for summative tasks. A significant difference in teachers’ conception of assessment was recorded, but there was no significant difference in teachers’ assessment conception based on gender. Recommendations are presented to improve the research knowledgebase on assessment in the Nigerian education context.

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Granado, Cristina. „Understanding the trainers´ view of the effectiveness of continuing professional training: the case of public servants training“. Revista Complutense de Educación 30, Nr. 4 (04.06.2019): 997–1012. http://dx.doi.org/10.5209/rced.59883.

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There is empirical evidence that the research findings on training effectiveness are hardly applied in organizations; one possible reason is that these findings do not reach trainers in a way that could help them make decisions about the design and implementation of training programs. This gap could be explained by the fact that most of those studies have primary been focused on the trainees´ perception of what factors affect the outcomes of training, while the trainers´ perspective on it has barely been studied. The goal of this study was to explore the trainers´ view on the efficacy of training, in terms of transfer outcomes; for this purpose, 300 trainers participating in the implementation of the training schemes addressed to Public Administration employees in Andalusia (Spain) were surveyed. The results showed that the trainers´ perception of training effectiveness was influenced by the characteristics of the current culture of continuing professional training in this organizational sector: an individualistic and centralized conception of training and the absence of the sense of responsibility for training outcomes. Furthermore, five conceptions of effective training were detected: one focused on ensuring that the design of the training event satisfies the trainees, other based on the use of workplace as a learning space, the third concept is concerned about accountability for training results, a fourth focused on addressing the organizational demands and the last reflecting an ecological conception of training effectiveness. It is concluded that research on training effectiveness should be more aligned with the trainers´ concerns if research findings are to be used by practitioners and, thus, they can help transform the culture and practices of employees training.

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Galloway, Greta, Pat Wilkinson und Gavin Bissell. „Empty space or sacred place? Place and belief in social work training“. Journal of Practice Teaching and Learning 8, Nr. 3 (20.12.2012): 28–47. http://dx.doi.org/10.1921/jpts.v8i3.380.

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This paper highlights common errors in social work students’ approaches to faith/spirituality and place whilst on field education placement. It briefly investigates the Christian conception of sacredness and space which often underpins such errors.The issue is exemplified by contrasts between Aboriginal Australian conceptions of place and spirituality and the mutually exclusive conceptions of these spaces, held by many non-Aboriginal welfare practitioners in Australia. This paper suggests some ways in which social workers, including social work students, could engage with spirituality, inclusive of geo-socio-political materiality, in their work, where appropriate, with Indigenous, migrant, refugee or colonial settler populations.The paper engages critically with literature on cultural competence in relation to issues of land, and the identity one gains from connection to land, and spirituality. This paper concludes by identifying key questions for placement students and educators seeking to respond appropriately when interfacing sacred spaces of the ‘other’.

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Goncalves, Oscar F., Allen E. Ivey und Sarah Langdell. „The Multilevel Conception of Intentionality: Implications for counselor training“. Counselling Psychology Quarterly 1, Nr. 4 (Oktober 1988): 377–86. http://dx.doi.org/10.1080/09515078808254223.

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Solovieva, Yulia. „Training of Teachers: Difficulties and Proposals in Mexico“. Journal of Studies in Education 7, Nr. 4 (29.10.2017): 78. http://dx.doi.org/10.5296/jse.v7i4.11805.

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According to Vigotskian conception, teaching might be considered as a collective and joint dialectical process. Preschool and school psychological development of children occurs not in spontaneous way, but is directed by adults’ attitudes and actions. Among such actions, concrete actions of children at school occupy the central place. Actions of teachers are based on their conception of psychological development and children’s possibilities. Children never learn alone, but according to orientation and participation of adults. The presence or absence of the knowledge zone of proximate or actual development is crucial for the actions of teachers. From this perspective, it is important to learn about the methods of pedagogical preparation and training of teachers. The situation with such preparation in many countries in general and in Mexico particularly might be described as critical. Cultural and historical conception of human development and the concept of the zone of proximate development, proposed by L.S. Vigotsky is rarely taught and used in practice in traditional pedagogical institutions. Traditional methods of teaching, at all levels, are full of memorization, repetition and reproductive operations. Real and concrete cultural actions are absent both in Pedagogical Institutions and in Schools. The article describes original practice of attempts of organization of non-traditional type of preparation of teachers and to show how they can teach children. Experience in a small private school in the city of Puebla (Mexico) is included. The authors discuss qualitative achievements in teaching and learning based on activity theory and historic-cultural conception of development.

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Yung, Hilary Ha-ping. „The Relationship Between Role Conception and Ethical Behaviour of Student Nurses in Hong Kong“. Nursing Ethics 4, Nr. 2 (März 1997): 99–113. http://dx.doi.org/10.1177/096973309700400202.

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This paper was designed to explore the relationships of three role conception types (the professional, bureaucratic and service role conceptions) to the ethical behaviour of student nurses from the apprenticeship and degree nursing programmes in Hong Kong. The effect of role discrepancy on ethical behaviour will also be explored. A nonprobability convenience sampling of 140 certificate students from a hospital-based training course and 81 degree nursing students from a tertiary programme were selected. Role conception and role discrepancy were measured by the modified Nursing Role Conception scale originally developed by Corwin. For ethical behaviour, the Judgement About Nursing Decisions scale developed by Ketefian was used. Multiple regression analyses showed that the ideal professional role conception was a significant predictor, accounting for 17% of the variance in the ideal ethical score of the degree students. Actual service role conception was a better predictor of the actual ethical score, explaining 10% and 14% of its variance for the certificate and degree students respectively. Professional and bureaucratic role discrepancies together were found to have a negative effect on the actual ethical behaviour of the degree students. These results suggest that professional values that have been developed through socialization in nurse education programmes could benefit patients only when degree students, in particular, could adapt successfully to the demands of bureaucratic organization.

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Leão, Marcelo Franco, Nilma Silvania Izarias, Eniz Conceição Oliveira und José Claudio Del Pino. „CONCEPTIONS OF INDIGENOUS STUDENTS IN EARLY TRAINING ABOUT CHEMISTRY AND ITS EDUCATION“. Revista de Ensino de Ciências e Matemática 10, Nr. 5 (07.10.2019): 70–84. http://dx.doi.org/10.26843/rencima.v10i5.1900.

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This text describes the conceptions that some indigenous students in early training from Mato Grosso hold about chemistry and chemistry education. The research investigated eleven students from ten different ethnicities from a specific course for indigenous people, named Graduation in Mathematical and Natural Sciences at UNEMAT, Barra do Bugre-MT campus. This survey, descriptive and exploratory, is of a qualitative approach and took place in the first semester of 2014 during the Chemistry Education course. The choice of images to illustrate the chemistry before the training activities and a questionnaire consisting of three open questions and completed at the end of the course were the instruments used to collect data. The interpretation of these reports occurred through the technique titled Content Analysis. The images chosen and their justifications revealed the limited conception that the students held before the subject. From the data gathered four categories emerged: previous conceptions about chemistry and its performance; aspects of the student‟s trajectory; definition of ideal classes and contributions of chemistry to life. The study revealed the conceptions these indigenous students and future teachers hold about chemistry and teaching this discipline.

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Antonovych, Ye A. „THE CONCEPT OF NATIONAL DEVELOPMENT DESIGN UNTIL 2010: PROBLEMS TRAINING AND TRAINING OF SPECIALISTS“. Educational Dimension 10 (27.05.2022): 15–22. http://dx.doi.org/10.31812/educdim.5397.

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Conception o f development o f national design to 2010 year: problems of preparation and retraining of specialists. Bases of development of designer activity in Ukraine related to theoretical are formulated in the article and grounded, proektnymy and methodical directions of works. An orientation and maintenance of teaching at preparation of specialist is determined.

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Dissertationen zum Thema "Conception of training"

Kabore-Ouedraogo, Juliette. „Pratiqués et conception de professionnalisation chez les enseignants du secondaire public du Burkina Faso: Le cas de Ouagadougou“. Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29021.

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Cette recherche s'inscrit dans le cadre du mouvement de professionnalisation qui a débuté aux Etats-unis depuis les années vingt. Cette professionnalisation, rationaliste a donné en éducation, un phénomène institutionnel qui considère très peu les spécificités de la profession enseignante. La présente recherche s'intéresse d'une part, a la professionnalisation réelle et pragmatique, issue des pratiques des enseignants sur le terrain des établissements et des classes. Elle concerne la construction concrète de la professionnalité enseignante dans les conditions réelles de l'enseignement au quotidien. Elle est abordée d'autre part, dans une perspective théorique, en tant que phénomène idéal visé par les praticiens et produit de leurs valeurs épistémologiques et professionnelles. Cette multidimensionnalité de l'objet de recherche a rendu nécessaire l'élaboration d'un cadre conceptuel qui redefinisse les concepts essentiels, à partir des spécificités contextuelles, des objectifs et des perspectives de recherche. Ainsi, plusieurs concepts fondamentaux a l'analyse du processus, dont l'enseignement, la professionnalisation et l'enseignant professionnel ont ete précises en fonction des situations empiriques. Au plan méthodologique, la complexité de l'objet d'étude a nécessité le recours à la méthode qualitative interpretative pour son étude et son analyse. La théorie enracinée a été utilisée dans une approche phénomenologique, pour élucider les mécanismes qui sous-tendent la dynamique et la vision du processus des acteurs. Cette perspective a privilégié le cheminement vers l'émergence d'une théorie substantive de professionnalisation. Les résultats montrent que si les difficiles conditions du travail des enseignants au Burkina démotivent certains d'entre eux, elles stimulent l'engagement de beaucoup d'autres dans un processus de professionnalisation de type personnaliste. C'est un processus de survie professionnel et social, fondé sur la construction de savoirs, de compétences et de pratiques socio-professionnelles. Son but est d'améliorer l'efficacité et les conditions d'enseignement/apprentissage, de soutenir la réflexion et l'action au sein du groupe enseignant a l'intérieur des établissements et du système. La professionnalisation souhaitée par les enseignants est un modèle de l'acteur social à construire avec le soutien d'une politique éducative négociée et intégrée, l'engagement fermé de tous les enseignants et de tous les acteurs éducatifs. Elle vise les attentes sociales de scolarisation, l'avenir socio-professionnel des enseignants que le devenir scolaire et citoyen des élèves. La recherche a réalisé de nombreuses contributions théoriques et conceptuelles. Au plan théorique, le modèle de professionnalisation vécue et le modèle de professionnalisation souhaitée ont été construits. La théorie substantive de professionnalisation a été élaborée. Les contributions conceptuelles sont de trois ordres: la synthèse des critères de professionnalisation en éducation, la professionnalisation de survie et la limbo professionnalisation. Afin de mieux cerner la situation empirique des enseignants, de permettre l'élaboration d'une théorie formelle de professionnalisation qui pourrait soutenir favorablement la politique éducative et de professionnalisation au Burkina Faso, des études similaires sont nécessaires a l'échelle nationale. Cinq principales pistes de recherches ont été dégagées, dont l'analyse et l'exploration apporteront un éclairage supplémentaire sur l'objet de la recherche. Ce sont: la culture et de l'identité enseignantes à explorer au coeur des pratiques; l'environnement éducatif et l'organisation scolaire pour créer des alternatives de partenariat agissant; la relation formation initiale/formation continue pour reconsiderer la place et le rôle des praticiens; la limbo-professionnalisation pour l'explorer en profondeur afin de le contrôler; le courant africain de professionnalisation pour le spécifier et le comparer aux courants existants.

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Lynas, John Robert. „From conception to fruition : a study of the creation of a second level grant maintained integrated school in Northern Ireland“. Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273657.

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Ho, Ai-Cheng. „Application du Taiji quan au jeu de l’acteur : conception et mise en pratique d’un training créatif“. Electronic Thesis or Diss., Bourgogne Franche-Comté, 2022. http://www.theses.fr/2022UBFCC033.

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Ma recherche théorico-pratique consiste en une étude portant sur l’application de la pratique et de la philosophie du Taiji quan dans la préparation de l’acteur et de la performance théâtrale.Ma thèse entend, d’abord, analyser comment la recherche d’une conscience supérieure par la pratique du Taiji quan répond au travail des metteurs en scène européens du XXe siècle jusqu’à aujourd’hui qui vise à stimuler la conscience créative de l’acteur. Puis je réfléchirai à la façon dont l’acteur parvient à substituer à sa conscience ordinaire une tout autre conscience durant le processus de son jeu, et j’essaierai de voir comment l’entraînement physique de l’acteur facilite cette transformation psychique. C’est pourquoi j’examinerai les méthodes les plus efficaces, et en particulier la technique psycho-physique du Taiji quan. Cette technique peut être envisagée et appliquée au jeu de l’acteur afin d’activer sa créativité et d’accroitre sa présence scénique, de manière à creuser l’écart entre lui-même et son personnage, et à développer sa vigilance réactive et sa perception spatio-temporelle.Mon étude s’appuie sur une enquête de terrain à Taiwan, en Chine et en France (pratique et entretiens avec des artistes et des experts du Taiji quan, du taoïsme et de la médecine chinoise), ainsi que sur ma propre pratique du théâtre et du Taiji quan. Mes expérimentations avec des acteurs français et dans différents ateliers m’ont amenée à explorer diverses techniques du Taiji quan pour élever la conscience de l’acteur à partir d’une articulation entre tradition et modernité, théorie et pratique. Mon but est d’élaborer un nouvel entraînement de l’acteur en fusionnant des méthodologies orientales et occidentales pour obtenir une haute performance de l’acteur sur scène
My PhD research explores how Taiji quan can be applied as a valued tool to enhance the actor’s “creative self-awareness” and integrate it into the actor’s training. Taiji quan, a prominent practice in Chinese culture that fuses external exercise and internal technique, aims to coordinate and unify body and mind. Specially, I examine how the psychophysical technique of Taiji quan allows the actor to transfer his body-and-mind status to a higher level to increase his “scenic presence”, to maintain a “gap” between himself and his role to create universal emotions, and develop his perception with the outer world. In this way, I present how the actor elevates his consciousness to superior levels during the acting process and how the corporeal training of Taiji quan facilitates this transformation.The study aims to explore the diverse technique of Taiji quan in cultivating the actor’s consciousness through in-depth interviews, analysis of performances, the researcher’s practical experiences in theatre and Taiji quan, and experimental research with actors and theatre students. The study also endeavors to introduce this traditional practice into the domain of modern psychophysical acting, to develop a method that fuses Eastern and Western performance methodologies and enables actors to apply the technique to improve acting

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Nadjafizadeh, Marjan. „Rapport à l’apprendre et développement d’une culture de recherche en formation médicale professionnalisante : l’effet du contexte pédagogique en médecine et en maïeutique“. Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0003/document.

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L’approche du monde étudiant ne peut être envisageable sans évoquer l’aptitude à apprendre. Les manières d’étudier, les modes d’appropriation du savoir et les variables qui peuvent influencer la qualité d’apprentissage constituent désormais un champ de recherche largement investi. La conception des étudiants de leur apprentissage ainsi que les pratiques d’étude propres à chaque filière peuvent expliquer le type d’approche développée par l’apprenant. Étant donné que la validation d’un cursus universitaire passe aussi par la réalisation d’un travail de recherche, nous nous sommes intéressés à deux types de formations médicales professionnalisantes. À travers une démarche compréhensive, le sens donné à l’apprentissage de la recherche par des étudiants en médecine et en maïeutique a été saisi. Compte tenu du sens accordé par l’apprenant à son apprentissage en général, à celui de la recherche et au regard de l’environnement pédagogique perçu, une typologie d’approches a permis de différencier le profil d’apprentissage des étudiants. La formation à et par la recherche a contribué à faire évoluer la conception des étudiants attachés malgré tout à l’utilité du savoir. Le saut qualitatif attendu à l’issue du travail de recherche ne se produit pas avec la même intensité chez tous les apprenants. Il s’avère qu’une approche en profondeur, une perception positive de l’environnement d’études et une prise de conscience de la valeur du savoir en tant que telle sont en interaction avec une forme élaborée du rapport à l’apprendre. Cependant, un accompagnement pédagogique pertinent permettrait à l’apprenant de mieux saisir le sens de son apprentissage et de gagner en réflexivité
Apprehending the students' world cannot be undertaken without thinking about their ability to learn. How to be a student, the way to study and approaches as well as the variables that can affect the quality of learning have been studied for a considerable time. The way students conceptualise their learning, together with the study approaches specific to each profession could explain the learning style of individual students. It would be useful to investigate how students conceptualise their learning for university diplomas that lead to a degree as well as a professional qualification and normally require the undertaking of some research. We have explored the example of two health professions - medicine and midwifery. An interpretative comprehensive paradigm was used to understand the meaning given to the learning of research theory and practice by medical and midwifery students. Bearing in mind the meaning given by learners to their overall learning, to the more specific learning of research methodology as well as their perception of their learning environment, a typology of approaches has enabled the identification of various learning profiles for these students. The education to and by research does not occur at the same level in all learners. This study has found that the combination of an deep approach to learning, a positive perception of the study environment and an awareness of the usefulness of knowledge for its own sake all come into play and exercise an influence of their relation to learning. However, an appropriate teaching support also helps the learner better apprehend the meaning of learning and encourages reflection

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Taupiac, Jean-Daniel. „Etude et conception d'environnements de formation pertinents en Réalité Virtuelle“. Thesis, Montpellier, 2020. http://www.theses.fr/2020MONTS040.

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Dans un contexte de démocratisation de la Réalité Virtuelle, la conception d'environnements de formation pertinents est un enjeu identifié tant au niveau académique qu'industriel.Dans cette thèse, préparée dans le cadre d'un contrat CIFRE entre le LIRMM et Capgemini, une étude approfondie de la littérature ainsi que des besoins industriels a été réalisée, nous permettant d'identifier les précautions, les concepts et les limites à prendre en compte afin d'y répondre.En exploitant notamment des outils issus du domaine statistique, nous proposons et appliquons des méthodologies expérimentales afin d'évaluer la pertinence d'environnements de formation pour deux cas d'usage : la formation aux savoir-faire procéduraux et la formation aux compétences sociales.Enfin, nous explorons également l'utilisation de la Réalité Virtuelle en tant qu'outil de conception, permettant de dessiner des expressions faciales émotionnelles représentatives à partir de la perception de sujets
In the context of Virtual Reality's democratization, the design of relevant training environments is an issue identified both at the academic and industrial level.In this thesis, prepared in throught a CIFRE contract between the LIRMM and Capgemini, an in-depth study of the literature and the industrial needs was carried out, allowing us to identify the precautions, the concepts and limitations to be considered in order to design relevant training environments.In particular, by using tools from the statistical field, we propose and apply experimental methodologies to assess the relevance of training environments for two use cases: procedural and social skills training.Finally, we also explore the use of Virtual Reality as a design tool, allowing to draw representative emotional facial expressions based on the perception of subjects

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Pernin, Jean-Philippe. „Mars : un modèle opérationnel de conception de simulations pédagogiques“. Grenoble 1, 1996. https://theses.hal.science/tel-00005011.

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Notre recherche se situe dans le domaine des "Environnements Interactifs d'Apprentissage par Ordinateur", et concerne plus spécialement la conception et la production de simulations pédagogiques. Cette thèse se propose d'aborder la définition de nouveaux environnements de production d'un point de vue pragmatique en partant de cas concrets rencontrés dans la formation professionnelle technique en milieu industriel. Le résultat essentiel de ce travail est la définition du modèle MARS (Modèle-Associations-Représentation-Scénario), cadre conceptuel permettant de structurer l'approche de conception. MARS propose trois espaces de travail dédiés à la spécification du modèle de simulation, du scénario pédagogique, de la représentation et un quatrième espace permettant l'intégration des différents résultats obtenus. La volonté de fournir des solutions opérationnelles nous a amené à définir un processus de développement basé sur le déroulement en parallèle des activités de conception organisées chacune selon un cycle de prototypage automatisé. Nous abordons également la définition des environnements de production en insistant, dans chaque espace de travail, sur l'importance des interfaces et des concepts manipulés par les concepteurs. Nous définissons l'architecture d'un environnement intégré adaptatif qui permet de proposer différents niveaux d'accès adaptés aux compétences des auteurs, au domaine technique étudié, au contexte de production, etc. . . Nous décrivons enfin un exemple d'environnement que nous avons développé pour TPEC, centre de formation de Hewlett-Packard. L'environnement MELISA proposé aux responsables de formation technique un ensemble de méthodes et outils pour créer, modifier ou adapter, rapidement et à moindre coût, leurs propres applications de simulation, et résoudre ainsi des problèmes non couverts par les techniques traditionnelles de formation

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Motiejūnaitė, Inga. „Mokinių požiūris į teisinį ugdymą bendrojo lavinimo mokykloje“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080625_104451-89575.

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Darbo tema – mokinių požiūris į teisinį ugdymą bendrojo lavinimo mokykloje. Sistemingas ir nuoseklus teisinių žinių suteikimas mokiniams stiprina jų teisinę sąmonę. Teisės egzistavimas visuomenėje priverčia žmones daryti tai, ko kitaip jie nedarytų. Taigi teisinis ugdymas labai aktualus formuojant visuomenės sąmoningumą. Teigtina, kad teisinis ugdymas mokykloje vienas iš būdų paruošti žmogų gyvenimui visuomenėje. Mokykloje teisinis ugdymas padeda mokiniams įgyti žinias ir gebėjimus, reikiamus naudojantis savo teisėmis ir laisvėmis teisinėje sistemoje, ginant savo teises ir vykdant pareigas. Darbo tikslas - atskleisti mokinių požiūrį į teisinį ugdymą. Šiam tikslui pasiekti iškelti uždaviniai: išanalizuoti teisinio ugdymo bendrojo lavinimo mokykloje teorinius aspektus; apibūdinti mokinių požiūrio į teisinį ugdymą bendrojo lavinimo mokykloje tyrimo metodikos parinkimą; ištirti mokinių požiūrį į teisinį ugdymą. Teorinėje dalyje analizuojama teisės sąvoka, jos socialinė paskirtis bei aptarti du svarbiausi jos elementai – teisės ir pareigos. Taip pat, aptariami ugdymo teoriniai aspektai, apibrėžiamas ugdymo tikslas ir uždaviniai, be to, susietas ugdymas ir teisė kaip visuomenės formavimąsi sąlygojantys procesai. Remiantis mokymo/si programomis ir išsilavinimo standartais bei visuomenės teisinio švietimo programa aptariamos teisinio ugdymo prielaidos bendrojo lavinimo mokykloje. Iškelta hipotezė, kad teisinis ugdymas yra aktualus bendrojo lavinimo mokykloje, pasitvirtino... [toliau žr. visą tekstą]
Theme of the work: The attitude of schoolchildren towards law training in secondary schools. Systematic and consistent bestowal of juridical knowledge to schoolchildren strengthens their juridical consciousness. The existence of law in the society makes people do things which they would not do otherwise. Thus law training is very relevant in forming the consciousness of the society. It must be said that law training at school is one of the ways to prepare a person for life in the society. At school law training helps schoolchildren to gain knowledge and competence needed for using one’s rights and liberty in law system while defending one’s rights and meet one’s duties. The aim of the work is to reveal the attitude of schoolchildren towards law training. In order to achieve this aim such goals are raised: to analyze theoretical aspects of law training in secondary schools; to describe the selection of the methodology for studying of the attitude of schoolchildren towards law training in secondary schools; to research the attitude of schoolchildren towards law training. In the theoretical part of the work the concept of law and its social purpose is analyzed. The main elements of law – rights and duties – are also discussed. In addition to that theoretical aspects of education are discussed. The aim and goals of education are defined. Besides that education is linked to law as processes that determine the formation of the society. With reference to Education syllabus and... [to full text]

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Gac, Pierre. „Conception et évaluation d’environnements virtuels pédagogiques : application à la formation professionnelle“. Thesis, Angers, 2020. http://www.theses.fr/2020ANGE0016.

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Le système éducatif français revendique une transition vers le numérique dans le cadre des apprentissages. L’utilisation du numérique est un bon moyen pour les acteurs de la formation professionnelle de promouvoir et de proposer de nouvelles méthodes pédagogiques. En effet, ces filières souffrent d’un manque de moyens pour proposer des situations d’apprentissages professionnelles concrètes aux apprenants. Grâce aux avancées techniques, la Réalité Virtuelle (RV) est désormais accessible au plus grand nombre; ces usages permettent de proposer des simulations d’apprentissages multiples et adaptées aux situations professionnelles. Cette thèse porte sur la conception et l’évaluation d’environnements virtuels (EV) dans un contexte de formation professionnelle. La création d’un environnement de formation utilisable en conditions réelles dans les lycées professionnels demande des compétences variées, comme en pédagogie, à propos du métier ciblé ou encore sur le profil des élèves et des enseignants. Nous développons dans ce manuscrit différentes approches permettant de transcrire une situation professionnelle emblématique en un support de formation virtuel pertinent. Pour le développeur, la complexité réside dans le fait que la simulation doit correspondre à la fois aux élèves et aux enseignants. L’industrialisation de la conception d’EVs doit passer d’une part, par une optimisation des procédés de création informatique et d’autre part la considération des attentes pédagogiques des enseignants. Nous proposons une approche de développement informatique d’outils génériques permettant d’adapter rapidement la création de scénarios virtuels dans plusieurs domaines. Parmi ces outils, nous proposons des interactions génériques multisupports ou un assistant virtuel qui fait office de facilitateur dans le monde virtuel. Également, le profil des élèves est à prendre en compte lors de la conception des EVs, notamment vis-à-vis du choix des interactions en procédant à des étapes d’étayages permettant d’enlever les éléments peu pertinents sur le plan de la didactique au profit de tâches pédagogiques plus enrichissantes. Nous développons dans cette thèse différentes approches d’exploitation de la technologie ainsi que des techniques d’évaluation à mettre en place avec les élèves. Ces discussions sont appuyées par des expérimentations menées dans les lycées afin de valider les différentes approches techniques et pédagogiques utilisées
The French educational system claims a digital transition. Using digital means is a good way for vocational training professionals to promote new pedagogical approaches. Vocational training suffers from a lack of means to offer new training situations. Thanks to technological improvements, Virtual Reality (VR) is now open to the public. It allows multiple relevant pedagogical simulations that are tailored to the professional world. This thesis is about designing and evaluating virtual environments (VE) in a vocational training context. The design of a training environment implies a high skill diversity for the designer to be usable in real conditions in schools. Like pedagogy for the targeted job or knowledge about students or teachers’ profiles. We expand in this manuscript several approaches that allow transcribing a real pedagogical situation into a relevant virtual scenario. For the developer, the complexity of the digitalization process relies on the need for the virtual situation to be suitable for both students and teachers. We propose a generic programming approach, allowing to quickly adapt the design process of a new virtual training scenario. For instance, we propose multi-support generic interactions or a virtual assistant to ease virtual interactions for the trainee. Additionally, students’ profiles need to be considered while designing the VR, especially regarding the choices of interactions by simplifying steps. Allowing the designer to remove didactic irrelevant parts for the benefit of more enlightening pedagogical actions. We expand in this thesis some exploitation approaches of VR in a real training context as well as evaluation techniques to assess students. Those discussions are supported by experimental results conducted in high schools to validate our technical and pedagogical approaches detailed in this manuscript

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Nilsson, Niklas, und Oskar Ek. „Styrmansyrket : Förväntan kontra verklighet“. Thesis, Linnéuniversitetet, Sjöfartshögskolan, SJÖ, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-18639.

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Med de nya implementeringarna av ISPS-koden så är det svårt att få en insikt i styrmansyrket. Hur skulle nya studenter veta vad de ansöker till när de vill bli ovan nämnda styrmän. Syftet med den här uppsatsen är att utreda vad förväntan på styrmansyrket är inom den svenska handelsflottan. Intervjuerna utfördes på tredjeårsstudenter vid en sjöfartshögskola i Sverige angående bilden på styrmansyrket som de fått under sin fartygsförlagda styrmanspraktik. Förväntan jämfördes sedan med den bild de fått under ombordtiden. Resultaten visade att styrmansyrket inte kan liknas vid något landjobb och att man måste uppleva styrmansyrket för att förstå sig på styrmansyrket.
With the new implementation of the ISPS regulations, it is hard to get an insight in the duties of an officer of the seas. How can new students know what they are applying for when they want to become said officers. The purpose of this thesis was to examine the underlying expectation about the officer’s job within the Swedish merchant navy. Interviews where carried out on third year students at a maritime academy in Sweden regarding the view of the officer’s job acquired on-board a ship during internship and on-board training. The expectation was later compared to the image of that acquired onboard. The results were those that the officer’s job is not like any job on land and that one has to work on board a ship to acquire insight in how the officer’s job truly is.

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Morin, Stéphane. „Conception d'un système informatique ergonomique pour modéliser et gérer l'entraînement : application au volley-ball professionnel“. Electronic Thesis or Diss., Amiens, 2015. http://www.theses.fr/2015AMIE0004.

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La modélisation des effets de l’entraînement sur la performance permet de mieux conceptualiser les adaptations du sportif pour aider les entraîneurs confrontés à de multiples incertitudes, avec comme alternatives possibles à une performance de haut niveau, le surmenage, le surentraînement et la blessure. La quantification quotidienne de la CE est alors la première étape de la périodisation de l’entraînement. Notre revue de la littérature montre que ces effets sont un état non définitif des interactions entre différents facteurs exogènes et endogènes (Banister et coll., 1975, Busso et coll., 1990, Morton et coll., 1990). La notion de charge d’entrainement implique un niveau d’effet se traduisant dans l’organisme sous la forme de réactions fonctionnelles qui ont une certaine intensité et une certaine durée. Cela implique de suivre quotidiennement plusieurs marqueurs perceptifs.Les progrès de l’informatique et des objets communicants nous ont permis de concevoir un système informatique ergonomique afin de récupérer, de traiter, et de visualiser un grand volume de données, mais aussi de proposer une modélisation alternative des effets de l’entraînement. Nous inspirant des mécanismes généraux de régulation de l’homéostasie et de la chronobiologie, nous avons postulé que la capacité de performance quotidienne peut être modélisée par une onde dont l’amplitude, après avoiratteint un maximum, diminue graduellement pour tendre à retourner à son niveau initial durant les jours qui suivent (oscillation harmonique amortie). Nos résultats permettent de discuter des possibilités d’un tel système sur l’analyse des pratiques des entraîneurs en termes de gestion de la charge d’entraînement aux différentes périodes de l’année. Malgré le faible nombre de sujets (six joueuses), ils montrent que l’utilisation du concept d’oscillation harmonique amortie pour modéliser les effets cumulés et différés de l’entraînement semble prometteuse. Mais avant de l’appliquer à de plus vastes types de publics et de pratiques (réathlétisation, suivi de l’activité physique d’un public âgé), de plus amples recherches sont nécessaires
Modelling the training effects on performance allow to better conceptualize athleteadaptations to training to help coaches faced with many uncertainties, as possiblealternatives to high level performance, overreaching, overtraining and injury. The dailytraining load (TL) quantification is then the first step of the training periodization. Ourlitterature review shows that these affects are non final statement of interactions betweenexogenous and endogenous factors (Banister et coll., 1975, Busso et coll., 1990, Morton et coll., 1990). The concept of TL involves an effect level resulting in the body in the form offunctional responses that have a certain intensity and a certain time. It involves followseveral perceptual markers daily.The advances made in the area of computer and communication technologies nowoffer new opportunities for designing an ergonomic computer system to collect, process,and visualize large amounts of data, but also provides an alternative modelling of thetraining effects. Inspired by the general mechanisms regulating homeostasis andchronobiology, we postulated that the performance capacity of each training day can bemodeled by a wave whose amplitude, after reaching a maximum, gradually decrease totend to return to its initial level during the following days (damped harmonic oscillation).Our results allow us to discuss the possibilities of such a system on an analysis ofthe coaches practices in terms of training load management at different times of the plan.Despite the small number of subjects (six players), they show that the use of the concept ofdamped harmonic oscillation model for the cumulative and delayed effects of trainingappears promising. But before applying it to a wide range of subjects and practices(rehabilitation, physical activity of older person), further investagtion is needed

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Bücher zum Thema "Conception of training"

Stasz, Cathleen. Designing classrooms that work: Conception and pilot study. [Santa Monica, CA]: RAND, 1997.

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Benraouane, Ahmed. Guide pratique du e-Learning: Stratégie, pédogogie et conception avec le logiciel Moodle. Paris: Dunod, 2011.

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W, Sinclair Lani, und Lansing Joseph G, Hrsg. Creating Web-based training: A step-by-step guide to designing effective E-learning. New York: AMACOM, 2002.

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1953-, Gayeski Diane M., Hrsg. Designing communication and learning environments. Englewood Cliffs, N.J: Educational Technology Publications, 1995.

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Binde, Andrew L. Conceptions of mathematics teacher education: Thoughts among teacher educators in Tanzania. Åbo: Åbo akademis förlag, 2010.

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Mertens, Leonard. Formación, productividad y competencia laboral en las organizaciones: Conceptos, metodologías y experiencias. Montevideo: Oficina Internacional del Trabajo, CINTERFOR, 2002.

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Ashton, D. N. Supporting workplace learning for high performance working. Geneva: International Labour Office, 2002.

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Educating professional psychologists: History and guiding conception. Washington, D.C: American Psychological Association, 1997.

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Winch, Christopher. Education, Work and Social Capital: Towards a New Conception of Vocational Training. Taylor & Francis Group, 2000.

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Winch, Christopher. Education, Work and Social Capital: Towards a New Conception of Vocational Training. Taylor & Francis Group, 2000.

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Buchteile zum Thema "Conception of training"

Wu, Weibo, und Shanshan Wu. „Training Conception Research for Adolescent Basketball Team“. In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 531–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_73.

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Kang, Xu, Du Lihong und Zhang Hong. „Conception of Staff Training in Manufacturing Enterprises Based on Knowledge Management“. In Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022), 3150–56. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-31-2_369.

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Gottschalch, Holm. „Conception of CAD/CAM Training for Technical Draughtsmen in a Model Experiment“. In Social Science Research on CAD/CAM, 158–66. Heidelberg: Physica-Verlag HD, 1988. http://dx.doi.org/10.1007/978-3-642-52380-9_18.

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Wittmann, Erich Christian. „Teaching Units as the Integrating Core of Mathematics Education“. In Connecting Mathematics and Mathematics Education, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.

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Katsarov, Johannes, Nikola Biller-Andorno, Tobias Eichinger, David Schmocker und Markus Christen. „uMed: Your Choice—Conception of a Digital Game to Enhance Medical Ethics Training“. In Games and Ethics, 197–212. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28175-5_13.

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Dong-Song, Chen. „Research on Training Model of Based on International Engineering Conception for Undergraduate Education in Engineering“. In Lecture Notes in Electrical Engineering, 291–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_46.

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Feierabend, M., und L. Zentner. „Conception of a Mechanical System for Rehabilitation of Hand Function for Use in Medical Training Therapy“. In Mechanisms and Machine Science, 143–58. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15862-4_12.

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Buzelin, Hélène. „Translating as a Way of Producing Knowledge across Boundaries“. In Translations and Participation, 49–70. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839471005-003.

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This chapter aims at recontextualizing and furthering an early contribution that explored the relations between translation studies, ethnography and the production of knowledge (cf. Buzelin, 2004/2007). The first part presents the sources of inspiration that had nourished, at the time, this understanding of translation as a way of producing knowledge across boundaries while the second part questions, with the benefit of hindsight, to what extent this conception of translation has made its way and is now well accepted in translation practice, research and training. Elements of the answer are searched in translation studies literature on the topic.

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Vittadini, Giorgio. „La lunga storia del Capitale Umano dall’origine alle non cognitive skills“. In Idee di lavoro e di ozio per la nostra civiltà, 965–73. Florence: Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0319-7.112.

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The paper traces the history of Human Capital from the earliest definitions of classical economists and the Retrospective and Prospective estimation methods . Its conception is gradually refined by giving reasons for personal and collective variability among different individuals. The Chicago School's introduction of the link between the investment in Education and Training and their remuneration represents an early milestone in this regard. Reference to the Quality of Education and personal Cognitive Skills further refines the theoretical and quantitative analysis. More recently, Heckman's introduction of the concept of Non cognitive Skills and the demonstration of their functional, empirically verifiable link with Cognitive Skills opens a new horizon of enormous scope to research.

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Taboada, Manuela, Kirsty Leo, Sean Maher, Thalia Brunner, Sue Carson und Staché Da Costa. „In a Heartbeat: Animation as a Tool for Improving Cultural Safety in Hospitals“. In How Designers Are Transforming Healthcare, 155–73. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6811-4_9.

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AbstractThis chapter describes the development of an animated video to help clinicians become more aware of and sensitised to the cultural needs of Indigenous and First Nations consumers. Addressing a critical issue that faces many patients from the non-dominant culture, the QUT Design Lab team worked closely with an Aboriginal nurse who highlighted the critical need to gently make clinicians aware of their potential racism and cultural bias when dealing with consumers. The chapter tells the story of the development of the animation, from its initial conception as a trilogy of videos through various issues, into its final product as a single video with a singular animation style that is now being successfully used for clinician training.

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Konferenzberichte zum Thema "Conception of training"

Knauer, Henning, Sebastian Schmitz, Daniel Schilberg und Sabina Jeschke. „Conception of a heterogeneous robotic training factory“. In 2017 International Conference on Research and Education in Mechatronics (REM). IEEE, 2017. http://dx.doi.org/10.1109/rem.2017.8075243.

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Machemy, Jacques, und Bruno Bousquet. „Conception of comics dedicated to optics learning“. In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223111.

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Mnaoui, Youssef, Aouatif Najoua und Hassan Ouajji. „Conception of a Training System for Emergency Situation Managers“. In 2020 1st International Conference on Innovative Research in Applied Science, Engineering and Technology (IRASET). IEEE, 2020. http://dx.doi.org/10.1109/iraset48871.2020.9092222.

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Hu, Dongfang, und Jianwei Guo. „Conception of Information Construction for Numerical Control Training Base“. In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.106.

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„The analysis of architectural space artistic conception in Taierzhuang ancient city“. In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29179.

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Selivanova, Karina, Denys Kostin und Maksym Tymkovych. „Conception of a Mixed Reality Eyesight Training System Based on the Parallel Robot“. In 2021 IEEE 8th International Conference on Problems of Infocommunications, Science and Technology (PIC S&T). IEEE, 2021. http://dx.doi.org/10.1109/picst54195.2021.9772244.

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PAVLENCO, Mihaela. „Developing the ability to relate the number to quantity using the means of own conception“. In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p98-104.

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This article describes the issue of integrating the aids of own conception into the process of reporting number to quantity. These aids are made by the teacher and have essential role in the development of the child's mental processes. The aids of own conception not only facilitate the acquisition of knowledge, but also the process of training the intellectual skills and abilities, and help to protect the environment.

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Popescu, Alexandrina mihaela, und Mihaela aurelia Stefan. „STUDENTS SKILLS TRAINING FUTURE TEACHERS IN THE FIELD OF ELEARNING“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-191.

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E-Learning method is embedded in the complex set of techniques and interactive teaching strategies The Educational software, eLearning product does not intended to modify the content of teaching, but applied in different educational approaches, he diversified teaching, it modifies the teacher's role , favoring the formation of learning skills. The research"s purpose consists of IAC complementary operationalization within initial teacher education, through interdisciplinary correlation between IAC and other pedagogical training and academical disciplines . Research objectives aim to carry out a critical analysis of the current curriculum of teacher education ,in terms of skills training opportunities provided for in the IAC, IAC utility argumentation in initial training of future teacher, student practice of IAC use study,in the initial psychological and pedagogical training. IAC use in shaping the skills to manifest, to use them in future school practice, going beyond the classical. Didactical professionalization is primarily based on conception changing and priority implementation of pedagogical training under current development of science education in the context of an informational society. Novelty and originality consists in outlining a practical project overall IAC interdisciplinary integration in the context of initial teacher education. This study summarizes the results of an empirical research whose purpose was to identify and analyze the views and attitudes of students-future teachers about the role of the IAC in the initial, concrete ways to conduct training activities in the IAC, at the psychological ,pedagogical training level and at the academic training level . The concretization of changes in initial teacher education, bring changes in conception and unitary implementation of elements for a suitable curriculum for teacher training model for school of tomorrow and integration in a knowledge society.

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Pappel, Ingrid, Ingmar Pappel und Monika Saarmann. „Conception and activity directions for training and science centre supporting development of Estonian e-state technologies“. In the 5th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072069.2072105.

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Kröger, Knut, und Reiner Creutzburg. „Conception of a course for professional training and education in the field of computer and mobile forensics“. In SPIE Defense, Security, and Sensing. SPIE, 2012. http://dx.doi.org/10.1117/12.923275.

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Berichte der Organisationen zum Thema "Conception of training"

Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.

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Rokita, Dagmar, Rainer Sawatzki und Raushan Szyzdykova. Energy Transition in Central Asia: a Short Review. Kazakh German University, Juli 2022. http://dx.doi.org/10.29258/dkucrswp/2022/20-52.eng.

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The five countries of Central Asia, Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan and Turkmenistan, have each adopted climate targets to achieve the climate goals agreed in Paris by 2050. In this paper, the starting positions of all five countries are presented and the respective obstacles on the path to climate neutrality are identified. The starting positions in the countries with large oil, gas or coal reserves (Kazakhstan, Uzbekistan and Turkmenistan) differ from the countries where the basis of energy supply are large hydroelectric plants (Kyrgyzstan and Tajikistan). One problem in all countries is the poorly developed power grid, which is partly outdated and not designed for high throughput rates. Existing power plants are mainly located in metropolitan regions and rural areas are partly undersupplied. If wind and solar power plants are built on a large scale in uninhabited areas, the lack of transmission lines is a major problem. Another problem is that energy prices are sometimes heavily subsidised, which can make it difficult for the population to accept necessary investments in the renewable energy sector. Especially in economically weak sections of the population, resistance to market-based energy prices is likely to be particularly strong. In the long term, information and increased education of large parts of the population can significantly improve the acceptance of the energy transition from carbon-based energy to solar, wind and small hydropower. The use of renewable energy is still in its infancy in all countries and must develop quickly if the ambitious climate goals are to be achieved. To this end, the training of local experts is particularly important. To this end, centres should be established at selected locations where local experts can be trained and further educated in various fields, from conception and planning to construction, maintenance and operation.

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In Conversation… Mood Disorders with Dr. Gordana Milavić. ACAMH, Januar 2020. http://dx.doi.org/10.13056/acamh.9940.

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