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Thematische Bibliographien / Conception of training / Bücher

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Bücher zum Thema „Conception of training“

Autor: Grafiati

Veröffentlicht am 12. April 2025

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1

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

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2

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

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3

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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4

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

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5

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

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6

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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7

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

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8

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

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9

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

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10

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

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11

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

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12

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

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13

Hooffacker, Gabriele. Online Journalism: Copywriting and Conception for the Internet. a Handbook for Training and Practice. Palgrave Macmillan, 2022.

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14

Page, Khristine Annwn. Macromedia Dreamweaver 8: Training from the Source. Macromedia Press, 2006.

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15

Jones, Dothlyn. NACE Standing for Christ Program: A Training Program for Children from Conception to Five Years of Age. Bethlehem Book Publishers, Inc., 2022.

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16

Swain, John Bennett. The use of radiographic technology by cooperative extension agents for retraining herdsman-inseminators and effects of retraining on conception rates in Washington State dairy herds. 1986.

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17

Advanced Web-Based Training Strategies. Pfeiffer, 2005.

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18

Owens, Diana L., und William W. Lee. Multimedia-Based Instructional Design : Computer-Based Training, Web-Based Training, and Distance Learning. Pfeiffer, 2000.

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19

Thompson, Douglas I. The Power of Uncivil Conversation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190679934.003.0004.

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This chapter investigates Michel de Montaigne’s engagement with the Italian humanist conception of “civil conversation” as an exercise for training effective political counselors and ambassadors. Using himself as a model, Montaigne prescribes a more confrontational, uncivil form of conversation as a means to train his readers into a high tolerance for political negotiation with the widest possible range of interlocutors and opinions. Following the conventions of the humanist literature on political education, Montaigne argues that the best way to practice political negotiation and other forms of conversation with political opponents is to go out and do it. The chapter then compares this theme of the Essais with Rainer Forst’s conception of tolerance as a form of civil public reason.

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20

Billett, Stephen, und Laurent Filliettaz. Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices. Springer, 2016.

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21

Billett, Stephen, und Laurent Filliettaz. Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices. Springer International Publishing AG, 2015.

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22

Billett, Stephen, und Laurent Filliettaz. Francophone Perspectives of Learning Through Work: Conceptions, Traditions and Practices. Springer, 2015.

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23

Saloojee, Riaz. Effects of a college instructor's first engagement with reform-based mathematics on her subject conceptions and conceptions of mathematics education. 2005.

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24

Bennet, Carolynn. Clarifying and utilizing conceptions of teacher growth in a regional approach to teacher training. 1990.

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25

Teacher awareness of student alternate conceptions in force and gravity. 1988.

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26

Bennett, Carolynn Isobel *. Clarifying and utilizing conceptions of teacher growth in a regional approach to teacher training. 1990.

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27

Riggs, Wayne D., Hrsg. The Virtue of Open-Mindedness and Perspective. Oxford University PressNew York, NY, 2025. https://doi.org/10.1093/9780190080723.001.0001.

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Abstract This volume considers open-mindedness primarily as an epistemic virtue. Though philosopher-heavy, this volume has contributions from a variety of fields. The resulting multi-focal discourse is not so much a sustained deep dive into the nature of some agreed-upon pre-theoretical notion of open-mindedness (though there is certainly some discussion of that) but rather a broad investigation into the various ways consideration of things like educational structures, contemplative practices, cognitive and conceptual architecture, popular culture, colonialization, good questioning practices, and training in the arts can help define the boundaries and provide the details of a rich and adequate conception of open-mindedness.

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28

Stanghellini, Giovanni. Empathy and beyond. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198792062.003.0034.

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This chapter discusses previous characterizations of empathy. It argues that understanding severe aberrations of experience requires a kind of training that goes beyond a conception of spontaneous empathic skills, and at the same time avoids the pitfalls of empathy based on the clinician’s personal experiences and common-sense categories. To achieve this kind of second-order empathy I need to acknowledge the autonomy of the other person, and consequently that the life-world of the other person is not like my own. The supposition that the other lives in a world just like my own—i.e. he experiences time, space, his own body, others, the materiality of objects, etc., just as I do—is often the source of serious misunderstandings.

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29

Sanchez, Elmer Manolo. Conceptions of success and contextual influences in training for rural community development: A case study of the Training Center for Social Promoters (CAPS) in Guatemala. 1992.

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30

Trainings on Implementation of Pre-Conception and Pre-Natal Diagnostic Techniques (Prohibition of Sex Selection) Act, 1994: Adverse sex ratio & the law. New Delhi: Human Rights Law Network, 2007.

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31

Oliveira, Edinamar Rezende de, und Sônia M. Gomes Sousa. Atendimento Psicossocial às Crianças Vítimas de Abuso sexual. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-412-8.

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This work is the result of a Stricto Sensu Graduate Program research study in psychology at the Pontifical Catholic University of Goiás (PUC Goiás). It aimed to capture the methodologies used and the meanings experienced by psychology professionals while performing psychosocial work on child victims of sexual abuse. In this scenario, the referred research was developed seeking to provoke reflections, expressions and co-production of meanings in relation to this theme. This study is based on the vigotskian socio-historical conception and bibliographical, documentary and empirical research was used as methodological support for data collection. The study concluded that, in several aspects of the psychosocial care offered by Creas, there are numerous challenges for the professionals involved, such as: lack of training for the expected performance, lack of physical structure for most units, lack of diverse resources, lack of specialized materials and lack of collaboration between the different parties within the child care and protection network of the city. Failure in family adherence is an obstacle in treatments according to psychologists. In addition, there are insufficient materials, space and human resources to provide quality care. Finally, the collaboration in the network is pointed as a crucial key for efficiency in treatment.

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32

Lavan, Daniel. Primary school teachers in an urban centre of Northern Ghana: Conceptions of practice, classroom actions, and prospects for change. 2005.

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33

Loporcaro, Laura. Reading Quintilian. Oxford University PressOxford, 2025. https://doi.org/10.1093/9780198911531.001.0001.

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Abstract This book takes Quintilian’s Institutio oratoria as a literary work, worth reading in full. It examines how didactic authority is created and readers are guided through the work thanks to a coherent overarching framework. This framework is composed of several leitmotifs: Quintilian’s creation of a trustworthy didactic persona, statements of didactic intent and method, the depiction of an ideal didactic constellation, remarks giving the sense that the work proceeds gradually and in parallel with the pupil’s training and the author’s life, polemics against other authorities, and ‘proleptic’ strategies deflecting responsibility for the potential lack of success of students following the advice given. The consistency of the framework indicates that the Institutio is not a mere accumulation of facts but an artfully crafted whole, as does the pervasive implementation of rhetorical strategies taught in it. The first chapter analyses how Quintilian introduces himself and his project at the start of the Institutio and outlines its structure. The following three chapters ground their analysis of the leitmotifs in the discussion of central themes: Quintilian’s reception of Cicero, his conception of the ideal orator, his polemic against what he presents as two currents of stylistic corruption, and his reception of Seneca the Younger. Together, the chapters aim to give a sense of the construction, goals, and models of the work and its positioning within a specific literary-cultural context. Combining a panoramic view with in-depth analysis of single leitmotifs and themes, Reading Quintilian hopes to shed new light on the Institutio as a whole.

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34

Muyumba, Walton M. Brilliant Corners. Herausgegeben von Benjamin Piekut und George E. Lewis. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199892921.013.008.

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“Brilliant Corners: Improvisation and Practices of Freedom” is a critique of John Edgar Wideman’s novel,Sent for You Yesterday. The chapter interrogates Wideman’s attempt to expose the limits of masculinity and racial thinking through his use of blues-idiom musical themes and jazz aesthetics in the novel. It argues that Wideman, rather than essentializing or reifying status quo conceptions of blackness and masculinity, offers through Doot, the novel’s narrator, a model of a blues idiom literary mind and body improvising within the liminal spaces of various identities, voices, and narratives. Wideman’s novel suggests that while improvisation can create various forms of freedom from shifting, dehumanizing constraints; it is also an ever-evolving, embodied practice that demands training and continual reinvention.

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35

Fonseca, Susan Campos, und Julianne Graper. Noise, Sonic Experimentation, and Interior Coloniality in Costa Rica. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190842741.003.0009.

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This chapter explores how conceptual disputes over genre boundaries, noise, and music open a window into a society that debates and constructs its own contemporaneity, in dialogue with conceptions about what is meant by indigeneity, music, musical composition, musicality, and experimentalism in the twenty-first century. The chapter inquires into how discourses about experimentation and innovation coming from the realm of Noise are constructed under specific technological assumptions; it also explores how these discourses might play out within the Costa Rican artistic scene. On an aesthetic level, this chapter problematizes how the “noise community” (formed by sound artists) imagines itself in the face of a “community of musicians,” separated by the principles of “academic training,” and how Noise, without the noise community, conceives itself as an anomalous zone in Costa Rican society, evidencing processes of “interior coloniality” that function on a micropolitical level.

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36

Stalnaker, Aaron. Mastery, Dependence, and the Ethics of Authority. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052300.001.0001.

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This book is an analysis of expertise and authority, and examines classical Confucian conceptions of mastery, dependence, and human relationships in order to suggest new approaches to these issues in ethics and political theory. Contemporary Westerners are heirs to multiple traditions that are suspicious of authority, especially coercive political authority. We are also increasingly wary of dependence, which now often seems to signify weakness, neediness, and unworthiness. Analysts commonly presume that both authority and dependence threaten human autonomy, and are thus intrinsically problematic. But these judgments are mistaken. Our capacity for autonomy needs to be cultivated over time through deliberate practices of training, in which we depend on the guidance of virtuous and skilled teachers. Confucian thought provides a subtle and powerful analysis of one version of this training process, and of the social supports such an education in autonomy requires—as well as the social value of having virtuous and skilled leaders. Early Confucians also argue that human life is marked by numerous interacting forms of dependence, which are not only ineradicable, but in many ways good. On a Confucian view, it is natural, healthy, and good for people to be deeply dependent on others in a variety of ways across the full human lifespan. They teach us that individual autonomy develops only within a social matrix, structured by relationships of mutual dependence that can either help or hinder it, including a variety of authority relations.

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37

Understanding Children's Sexual Behaviors: What's Healthy And Natural. USA: Toni Cavanagh Johnson, 2015.

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38

Understanding Children's Sexual Behaviors: What's Natural And Healthy. 2. Aufl. USA: Toni Cavanagh Johnson, 2015.

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