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Academic literature on the topic 'Active forms of training'

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Published: 30 May 2022
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Journal articles on the topic "Active forms of training"

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IRKHINA, Yuliana, Kateryna MULYK, Olga ALEKSEEVA, Kateryna SKYBA, Iryna POSTOLENKO, and Svitlana AMELINA. "Active Forms of Training Future English Language Teachers." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 3 (September 21, 2020): 182–99. http://dx.doi.org/10.18662/rrem/12.3/316.

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Drushlyak, Marina, Artem Yurchenko, Anatolii Rozumenko, and Olena Semenikhina. "EFFECTIVE FORMS OF IN-SERVICE TEACHER TRAINING." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 77–88. http://dx.doi.org/10.28925/2414-0325.2021.108.

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Recently, when choosing types of in-service teacher training, the emphasis has shifted towards increasing the activity of participants in the educational process. Therefore, more effective are those types that are based on active interaction and intensive communication, based on unique life and professional experience and willingness to share it. Among such types of in-service teacher training, the authors distinguish participation in trainings, during which attention is paid to the practical development of skills through their own educational experience, and master classes, during which attention is paid to practical demonstration of creative solutions to a problem, new methodology, technology, author's model. The Department of Computer Science of Makarenko Sumy State Pedagogical University developed short courses of in-service teacher (computer science, physics, mathematics) training of Sumy region, which are focused on the formation / development of skills to create computer animations to support the educational process which was organized as trainings and master classes. The pedagogical experiment consisted in a comparative study of the effectiveness of selected learning forms (training or master class) for heterogeneous groups (groups of teachers with different experience). In addition, the following things were determined: degree of use of IT in professional activities, willingness to use computer animation at lessons, self-assessment of skills to develop computer animations for the learning purpose. According to the results of the experiment, it was found that the master class was more effective for teachers with less than 10 years of experience, and training – for teachers with more than 10 years of experience.
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Lopatynska, Iryna. "MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS." Ukrainian polyceistics: theory, legislation, practice 1, no. 1 (April 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.

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The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.
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Onoi, Mihail, Vasile Mindrigan, and Natalia Nastas. "The Role of active tourism forms on adolescents’ socialization." Annals of "Dunarea de Jos" University of Galati Fascicle XV Physical Education and Sport Management 2 (November 26, 2019): 34–39. http://dx.doi.org/10.35219/efms.2019.2.08.

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The current global (environmental, social, national, political, moral) issues have an impact on the development of society, civilization, culture, while a particularly important object of the impact of these issues is the young generation, especially adolescents. Active tourism is a combination of phenomena and relationships, occurring on the journey, characterized by an active way of travelling on a route, with energy expenditure, made for recreational or sports purposes. In active tourism, there are several types and forms (walking tours, hiking, excursions etc.). The tasks of active tourism can be formulated as follows: socialization and integration of the younger generation, physical training, acquiring technical procedures, tourism exercises and other sports samples (technical training), the acquisition of sport-tourism tactics, the formation of motor skills and abilities, education and the development of intellectual, moral, social and voluntary qualities.
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Sysoieva, Svitlana, Olena Lokshyna, Olena Protsenko, and Ilona Tryhub. "Active Forms of Conducting European Studies: Experience, Analysis, Conclusions." Horyzonty Wychowania 20, no. 56 (November 13, 2021): 133–45. http://dx.doi.org/10.35765/hw.2184.

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RESEARCH OBJECTIVE: The purpose of the paper is to assess the efficiency of the active forms (Quiz, One Pager, the World Café, Visualization: Mind Mapping, Interactive lecture-discussion) used within the European studies for PhD students on ensuring quality of higher education. THE RESEARCH PROBLEM AND METHODS: The empirical material of the research was collected by questionnaire with the direct participation of the authors. The respondents were asked to rate each of the active forms on a Likert scale from 1 to 5 points in order to obtain a rating scale for each of the active forms. THE PROCESS OF ARGUMENTATION: The main professional and general competencies of PhD degree seekers (ability to analyse, evaluate and synthesize new and complex ideas; ability to apply knowledge in practical situations; ability to work in a team etc) can be developed using the active forms of training. RESEARCH RESULTS: The study showed that active forms are effective for the European studies and development of the professional competence of PhDs. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: The active forms are promising for PhD students’ training, especially for the instruction of complex knowledge and the formation of transversal competencies. No less important is the conclusion about the need to use a set of methods that together ensure the implementation of the full range of educational tasks.
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Namli Altintas, İrem, and Çiğdem Kozaner Yenigül. "Active learning education in Museum." International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 120. http://dx.doi.org/10.11591/ijere.v9i1.20380.

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<p>In this study, it was aimed to determine social studies candidates how to practice about make of use museums as a learning environment. It was tried to discuss a case, for this purpose ıt was used case study. The study group consisted of 19 students (12 females, 7 males) studying social studies at a public university. Participants were given museum training lasting 7 weeks and the process started with the visit of the Antalya Archeology Museum. In this study, Museum Evaluation Forms were used as data collection tools. These forms were used at two-stage. The first stage was the Pre-Museum Evaluation Form and the second stage was the Activity Evaluation Forms. Content analysis technique was used in data analysis, and the forms were examined separately and themes and categories were created. In the categories, the statements of some of the participants were given with direct quotations. As a result of the research, the expectations of the students before the museum training are divided into the categories of Learning about the use of the Museum, Historical awareness and Embodiment in the theme of Cognitive Field. In the affective main theme, it was determined that it was divided into the categories of Group Work, Contribution to Professional Knowledge and Being an Effective Citizen. In the Cognitive Field theme, the students' experiences after museum training are divided into the categories of Field Knowledge, Museum Use Learning and Creativity. In the affective Thinking, Contribution to Professional Knowledge, Permanent Learning, and Role-Playing are the categories of the affective categories. Participants stated that to make use of museum to effect on the cognitive area more effective than affective area. </p>
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Nazarova, Z. T. "Active forms of training of teachers of the subject“ education” developing professional competences." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 2 (2022): 362–65. http://dx.doi.org/10.5958/2249-7137.2022.00137.9.

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Machynska, Nataliia, Yuliya Derkach, and Yuliya Pankevych. "TYPES AND FORMS OF PROFESSIONAL DEVELOPMENT OF A PRESCHOOL TEACHER IN IN-SERVICE TRAINING." Continuing Professional Education: Theory and Practice, no. 2 (2020): 72–77. http://dx.doi.org/10.28925/1609-8595.2020.2.10.

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The article is devoted to the practical aspects of forming the professional readiness of preschool teachers for life-long professional development. It is shown that the professional development of practicing teacher can be embodied in certain forms, in particular: specialized on-the-job training; coaching and / or advisory interactions with the professional oriented communities sharing the experience or peer training groups. In the article it is stated that pedagogical trainings are the effective form of methodological work in the preschool education establishment, the main purpose of which is the formation of readiness of teachers for professional development during life. The advantages and difficulties in conducting trainings are outlined. It is pointed out that the success of the training depends crucially on the so-called «group effect». The authors provide a description of the content characteristics and practical importance of various forms of methodological work in pre-school educational establishment, in particular: trainings, certified courses (innovative form of professional growth of teachers), business games (form and method of active teacher training), exercises (a method of teaching that involves purposeful learning), repeated repetition of certain actions or operations for the purpose of formation of skills), methodical associations (structural unit of the methodical service of the educational establishment providing the educational training, methodical research and experimental work), training (acquisition by a person experiences the tasks and responsibilities of a specialty) and others. Examples of trainings, business games and exercises, directions for methodological associations, workshops, and internship topics are provided with a clear description of their goals and objectives. It is shown that the professional growth of a preschool teacher depends on a set of different factors, including the level of motivational readiness generated and the selection of interactive forms and methods of methodical work that are appropriate to use in working with preschool teachers.
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Berehova, Mariya. "Forms of work with speech therapists as a basis for professional training." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 20–24. http://dx.doi.org/10.33310/2518-7813-2019-66-3-20-24.

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The article describes the main forms of work with students of the specialty special education, contributing to the effective professional training of future specialists. The analysis of innovative and interactive forms of work with future speech therapists in educational institutions. The status of teachers is changing, who become the organizers of the educational development process, which is saturated with the student's research work. In modern conditions, the teacher does not give information about certain topics, but organizes active research activities of students. In modern conditions, the forms of interaction between the teacher and students are changing. Traditional forms of learning change into forms of active, innovative learning: didactic games, analysis of problematic pedagogical situations, mutual assessment, and mutual control. Interactive learning involves modeling problematic pedagogical situations, using role-playing games, joint problem solving, developing a common strategy for overcoming difficult situations and more. It effectively contributes to the formation of future speech and language therapists, constructive creative thinking; development of values; creating an atmosphere of cooperation, interaction; enables the future specialist to develop their abilities as it is a kind of "redistribution of activity" from teacher to student. The use of interactive forms of learning promotes the formation of students' critical thinking, the ability to reasonably argue their own opinion, analyze the thoughts of others, find ways out of problematic pedagogical situations that arise in real conditions, etc. The practical experience of introducing innovative forms of education testifies to the formation of cognitive interest in the future speech therapists to study the disciplines of the professional component, allows the teacher to take into account the peculiarities of students' creative abilities development and their ability to apply them in practice, provide active practical training.
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KOLOTUKHA, Oleksandr, and Mykola OLEKSYN. "Extracurricular activities as a significant factor in professional training of active tourism specialists (evidence from "Wings of Travel" tourist club in flight academy of NAU)." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 41–46. http://dx.doi.org/10.33251/2522-1477-2021-10-41-46.

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The article reveals the most efficacious aspects of tourist extracurricular activities with regard to high-quality professional training of active tourism organizers and managers. The analyses of prior studies states that extracurricular activities attach great importance in training tourism students for future profession, and in the authors� opinion, a significant role in its organization is played by a facilitator and their choice of forms of extracurricular activities. However, the analyses of the previous scientific works shows that little research has been undertaken to study the problem of the facilitator role and choice of forms of extracurricular activities for organization of future tourism specialists� training. It has proven the relevance of the problem and determined the purpose of the research � defining the role and choice of the most efficacious forms of tourist extracurricular activities with regard to high-quality professional training of active tourism organizers and managers. Well-planned and organized extracurricular activities in students� training for future tourism profession have significant importance for their professional growth. The facilitator plays the leading role in organization of such activities and chooses the most impactful forms. The activity of tourist club of higher education institution is defined as the major and most effective form of extracurricular activities for training active tourism managers, which provides acquiring practical tourist skills, improvement of tourist and sport proficiency, and obtaining organizing and technological tourist skills. A tourist club is the highest form of initial student association in the educational institution, which deals in depth with tourist and sport activities and unites different tourist sections. The club can comprise 60 and more students. The club system of tourism activities gives the possibility for students to reveal and realize their ambitions and abilities. A notable example of such activity is "Wings of Travel" tourist club of Flight Academy of the National Aviation University (Kropyvnytskyi). Key words: active tourism, sports tourism, professional training, tourist club, Flight Academy of the National Aviation University.
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Dissertations / Theses on the topic "Active forms of training"

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Чорненька, Жанетта Анатоліївна. "Case method – one of the forms of active student training." Thesis, Актуальні питання вищої медичної та фармацевтичної освіти: досвід, проблеми, інновації та сучасні технології: матеріали навчально-методичної конференції (Чернівці, 17 квітня 2019 р.). – Чернівці, 2019. – С. 419-421, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14716.

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Гура, Тетяна Віталіївна. "Формування управлінської компетентності випускників електромашинобудівних спеціальностей технічних університетів." Thesis, Класичний приватний університет, 2011. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17629.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти. – Класичний приватний університет. – Запоріжжя, 2011. У дисертації розглянуто питання формування управлінської компетентності у вищому технічному закладі. Уточнено поняття "компетентність", "управлінська компетентність". Визначено основні структурні компоненти управлінської компетентності у майбутніх інженерів електромашинобудівного напряму. Виокремлено комплекс педагогічних умов формування управлінської компетентності. В результаті експериментальної перевірки педагогічних умов встановлено, що впровадження авторської моделі та певних педагогічних умов сприяє формуванню управлінської компетентності випускників електромашинобудівних спеціальностей технічних університетів.
The dissertation on gaining of a candidate’s scientific degree of pedagogical sciences on a speciality 13.00.04 – theory and method of professional education. – Classic Private University. – Zaporozhye, 2011. In the dissertation the issues of formation of the managerial competence in the higher technical establishment are considered. The concept of "competence", "managerial competence" are clarified. The basic structural components of the managerial competence of the future engineers of electromachinebuilding directions are covered. The complex of pedagogical conditions for the managerial competence formation is determined. In the course of the experimental validation of the pedagogical conditions it is established that the introduction of author’s model and certain pedagogical conditions leads to formation of the managerial competence of the graduates of electromachinebuilding specialties of technical universities.
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Dougherty, Berenice, and Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.

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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training. The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.
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Welch, Clarissa, and Nancy Villalta. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/886.

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ABSTRACT This research study was conducted to evaluate the effectiveness of an Active Shooter Incident (ASI) training implemented at Southern California University (SCU). The purpose of this study was to assess students’ level of preparedness, anxiety, and knowledge about ASIs. Prior to collecting the data, an officer from the University Police Department (UPD) provided an ASI training for students where they were able to learn about safety procedures. Data was collected from a sample of Bachelor and Master level students within the SCU School of Social Work Department. Participants were given a questionnaire that consisted of questions regarding students’ level of anxiety toward the idea of an ASI occurring at their campus and internship placements. The questions also evaluated students’ knowledge and preparedness resulting from the ASI training. Data collection further determined whether certain aspects of the population such as ethnicity and gender contributed to their levels of anxiety.
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Mascarenhas, Milena de Lima. "Educa??o do campo no ?mbito do programa escola ativa: rela??es/implica??es na forma??o continuada de professores(as) no munic?pio de Feira de Santana." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/714.

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Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-11-12T23:04:01Z No. of bitstreams: 1 Disserta??o Milena_Vers?o Definitiva.pdf: 1177973 bytes, checksum: 2911bf260b42b975f83173a32120452e (MD5)
Made available in DSpace on 2018-11-12T23:04:02Z (GMT). No. of bitstreams: 1 Disserta??o Milena_Vers?o Definitiva.pdf: 1177973 bytes, checksum: 2911bf260b42b975f83173a32120452e (MD5) Previous issue date: 2018-07-19
This research thematizes the Active School Program and was guided by the following question: What are the implications of the Active School Program in the organization and operation of the rural schools and its repercussion in the continuous training of teachers in the municipality of Feira de Santana? In dialogue with this question, the general objective was to analyze the implications of the Program in the organization and functioning of the rural schools and its repercussion in the training of teachers in the municipality. Two central categories were constituted as references of analyzes: education of the field and formation of teachers, especially the continuous formation. Field Education was assumed as a resistance movement to the relations of domination that emanate from the ruralist vision and, therefore, it emphasizes a conception of education that apprehends the relation between the social space and the directives that aim at the emancipation of the working class. From the conception of teacher training, we agree with N?voa (1992) when he states that the territory of formation is inhabited by individual and collective actors, in a human and social construction, in which the different stakeholders have autonomy in the conduct of their own projects. In this sense, we sought to explore their continuing education dimension, based on the idea of Rodrigues and Esteves (1993) when they point out that training is not exhausted in initial training and must be pursued throughout the career in a coherent and integrated way , responding to the felt training needs. The methodology adopted was of a qualitative nature, assumed by the understanding that this type of approach allows the analysis of the object investigated in its complexity and multiplicity of forms of manifestation, including the exploration of the interfaces between the objective and subjective dimensions that give them conformity in the tension between the prescribed and the effected in contexts and relations of dispute. The instruments selected to assist in data collection were documental research and semi-structured interviews. Through the data collected and the analysis developed, it was concluded that the obstacles to the implementation of a Public Education Policy in the Field are great, considering that the movements that make up this construction are sometimes discontinuous movements, marked by tensions and disputes between political forces. Regarding the Field Education policy in the municipality of Feira de Santana, there are no effective actions for its implementation. Regarding teacher training, it was observed that there was no training policy for teachers in the field in Feira de Santana, and that the actions carried out did not characterize the design of an own understanding of training by the network. The implementation of the Escola Activa Program in the municipality was inserted as part of the attempt of differentiated attention to the field, focusing on the multisite classes, but subordinated to the external orientations of the sectors that constituted themselves as managers of the Program. However, this in itself did not characterize the existence of a Field Education policy in the municipality
Esta pesquisa tematiza o Programa Escola Ativa e foi orientada pela seguinte quest?o: Quais as implica??es do Programa Escola Ativa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o continuada de professores no munic?pio de Feira de Santana? Em di?logo com esta quest?o, o objetivo geral foi analisar as implica??es do Programa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o de professores no munic?pio. Constitu?ram-se como refer?ncias de an?lises duas categorias centrais: educa??o do campo e forma??o de professores, notadamente a forma??o continuada.A Educa??o do Campo foi assumida como um movimento de resist?ncia ?s rela??es de domina??o que emanam da vis?o ruralista e, portanto, p?e em relevo uma concep??o de educa??o que apreenda a rela??o entre o espa?o social e os direcionamentos que visam a emancipa??o da classe trabalhadora.Da concep??o de forma??o de professores coadunamos da mesma ideia de N?voa (1992) quando afirma que o territ?rio da forma??o ? habitado por atores individuais e coletivos, numa constru??o humana e social, na qual os diferentes envolvidos possuem autonomia na condu??o dos seus projetos pr?prios. Neste sentido, procurou-se explorar a sua dimens?o de forma??o continuada,a partir da ideia de, Rodrigues e Esteves (1993) quando apontam que a forma??o n?o se esgota na forma??o inicial, devendo prosseguir ao longo da carreira, de forma coerente e integrada, respondendo ?s necessidades de forma??o sentidas. A metodologia adotada foi de natureza qualitativa, assumida em raz?o do entendimento de que este tipo de abordagem possibilita a an?lise do objeto investigado na sua complexidade e multiplicidade de formas de manifesta??o, incluindo a explora??o das interfaces entre as dimens?es objetivas e subjetivas que lhes d?o conformidade na tens?o entre o prescrito e o efetivado em contextos e rela??es de disputa.Os instrumentos selecionados para auxiliar na coleta dos dados foram a pesquisa documental e a entrevista semiestrurada. Por meio dos dados coletados e das an?lises desenvolvidas concluiu-se que grandes s?o os entraves para efetiva??o de uma pol?tica p?blica de Educa??o do Campo, considerando que os movimentos que comp?e essa constru??o s?o, por vezes, movimentos descont?nuos, marcados por tens?es e disputas entre for?as pol?ticas. No que concerne ? pol?tica de Educa??o do Campo no munic?pio de Feira de Santana, n?o existem a??es efetivas para sua implementa??o. Quanto a forma??o de professores, observou-se a inexist?ncia de uma pol?tica de forma??o de professores do campo em Feira de Santana e que as a??es realizadas n?o caracterizaram o delineamento de uma compreens?o pr?pria de forma??o pela rede. A implementa??o do Programa Escola Ativano munic?pio se inseriu como parte da tentativa de aten??o diferenciada para o campo, com foco nas classes multisseriadas, mas subordinadas ?s orienta??es externas dos setores que se constitu?ram como gestores do Programa.Todavia, isto por si s? n?o caracterizoua exist?ncia de uma pol?tica de Educa??o do Campo no munic?pio
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Weyna, David Rudy. "Crystal Engineering of Multiple Component Crystal Forms of Active Pharmaceutical Ingredients." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3406.

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Enhancing the physicochemical properties of solid-state materials through crystal engineering enables optimization of these materials without covalent modification. Cocrystals have become a reliable means to generate novel crystalline forms with multiple components and they exhibit different physicochemical properties compared to the individual components. This dissertation exemplifies methodologies to generate cocrystals of active pharmaceutical ingredients (API's) based upon knowledge of supramolecular interactions (supramolecular synthons), while focusing on enhanced delivery through in vitro and in vivo processes with both salts and cocrystals respectively. The utility of mechanochemistry involving small amounts of an appropriate solvent, or solvent drop grinding (SDG), has been shown to reliably reproduce cocrystals with the anti-convulsant carbamazepine that were originally obtained by solution crystallization. This technique has been confirmed as a reliable screening method using solvents in which both components exhibit some solubility. The benefits of this technique lie in the time and cost efficiency associated with it as well as its inherently small environmental impact making it a "Green" method. SDG was also used as an efficient way to discover cocrystals of the anti-inflammatory meloxicam with carboxylic acids after analysis of existing reports and the analysis of structural data from the Cambridge Structural Database (CSD) to guide the choice of coformer. It has been shown that SDG can be used to screen for cocrystalline forms that are also obtainable by solution crystallization which is important in later stage development and manufacturing including but not limited to large scale up processes. Single crystals suitable for single crystal X-ray diffraction were obtained with meloxicam and two of the coformers, fumaric and succinic acid. Some of the meloxicam cocrystals exhibited enhanced pharmacokinetic (PK) profiles in rats exemplifying significantly higher serum concentrations after only fifteen minutes and consistently higher exposure over the time studied while others maintained lower exposure. This reveals that cocrystals can fine tune the PK profile of meloxicam in order to reduce or enhance exposure. Two different sulfonate salts, 4-hydroxybenzenesulfonate (p-phenolsulfonate) and 4-chlorobenzenesulfonate, of the anti-spastic agent (R,S) baclofen were developed by strategically interrupting the intramolecularly stabilized zwitterionic structure of baclofen. This zwitterionic structure results in low solubility associated with physiological pH required for intrathecal administration. Structural data for both salts in the form of single crystal X-ray diffraction data was successfully obtained. Solubility based on baclofen was assessed and shown to increase in pure water and at pH's 1 and 7. Only the 4-chlorobenzenesulonate salt maintained an increased solubility over two days at pH 7 making it a viable candidate for further study in terms of intrathecal administration. During crystallization experiments with (R,S) baclofen two polymorphic forms of the baclofen lactam were generated, Forms II and III. Both forms are conformational polymorphs confirmed by single crystal X-ray diffraction and Form II has a Z' of 4 with an unusual arrangement of enantiomers.
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Atiyeh, Stacey A. "Training Direct Care Employees in Active Engagement." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423396.

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Psychology
Ed.M.
Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.
Temple University--Theses
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Kale, Ravindra V. "Evaluation of an Active Colonoscopy Training Model." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.

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Wales, Craig. "Multi-component crystallisation approaches to controlling crystalline forms of active pharmaceutical ingredients." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/3941/.

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Multi-component crystallisation is investigated as a route to controlling crystalline forms of selected materials that possess pharmaceutical properties. This includes investigating the use of co-crystallisation methodology to selectively crystallise metastable polymorphs and solvated forms of these materials. This differs from the conventional use of co-crystallisation, as the aim of this aspect of the investigation is not to obtain a molecular complex of the two components, but instead for them to crystallise independently, while one component perturbs the solution environment to direct the crystallisation of the second component towards a different, often metastable, polymorph (or solvate). This co-crystallisation methodology is used as a route to crystallising new or elusive polymorphs (or solvates) of the active pharmaceutical ingredients paracetamol, piroxicam, gallic acid monohydrate and piracetam. It is also demonstrated that the use of this method can lead to crystal forms with otherwise unobtainable structural features. Co-crystallisation is also investigated as a route to controlling the ionisation state of piroxicam in the formation of molecular complexes. Molecular complexes were formed with a number of mono-substituted benzoic acids as well as with nitrogen-heterocycles and strong acids. In the molecular complexes formed, piroxicam was found to adopt the non-ionised, zwitterionic, anionic or cationic form, depending on the co-former used. Attempts are made to rationalise the occurrence of each ionisation state by consideration of the relative pKa values of piroxicam and the co-formers. The hydrogen bonded supramolecular synthons in these molecular complexes are also investigated. Co-crystallisation is also used as a route to obtaining molecular complexes of paracetamol and its derivative, 4-acetamidobenzoic acid, with nitrogen-heterocycles as co-formers. Molecular complexes of the two, with similar co-formers, are compared in terms of their hydrogen bonded supramolecular synthons. Despite having otherwise similar structural features, the phenolic hydroxyl group in paracetamol and carboxylic acid group in 4-acetamidobenzoic acid result in the formation of very different synthons and in some cases different component ratios. The susceptibility of 4-acetamidobenzoic acid to deprotonation is found to play a major role in the differences observed. Molecular complexes of paracetamol with co-formers containing multiple carboxylic acid groups are also investigated, with a view towards further crystal engineering approaches for molecular complexes of paracetamol. Piracetam complexes with carboxylic acids are investigated in a similar manner. The potential for transfer of a range of these multi-component crystallisations into a non-evaporative environment, with a view to implementing continuous crystallisation approaches, is also investigated. This transfer is found to be challenging for the systems investigated.
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Hale, John P. "A Comparative Analysis of Three Forms of Evaluating Management Training Programs." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500925/.

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The practice of training evaluation has not kept pace with prescription, and evaluations being being done are frequently negligent of appropriate controls needed to draw valid conclusions. A comparison was made of training outcomes contrasting results obtained using carefully controlled scientific approaches with those from a more popular less scientific approach. The research design involved the collection and analysis of data from a single organizations managerial training program. , Three different methods of training evaluation were studied: an "immediate reaction" rating sheet, a self-report participant survey, and a similar survey completed by t he participants' subordinates. Bo th surv ey r e sul t s showed no signif icant c hang es in on-the-job behavior six weeks after training. In contrast the "immediate reaction" ratings were positive, implying the training program was a "success." Conclusions w ere drawn concerning the validity of methods compared.
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Books on the topic "Active forms of training"

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Silberman, Mel, Elaine Biech, and Carol Auerbach. Active Training. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119154778.

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Silberman, Melvin L. Training the Active Training Way. New York: John Wiley & Sons, Ltd., 2006.

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Hyderkhan, Scott. Active Shooter Response Training. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188.

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Karen, Lawson, ed. 101 ways to make training active. Johannesburg: Pfeiffer, 1995.

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1950-, Hansburg Freda, ed. The 60-minute active training series. San Francisco: Pfeiffer, 2005.

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101 ways to make training active. 2nd ed. San Francisco, CA: Pfeiffer, 2005.

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Silberman, Melvin L. 101 Ways to Make Training Active. New York: John Wiley & Sons, Ltd., 2005.

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Meyer, George. Dynamic forms. Moffett Field, Calif: National Aeronautics and Space Administration, Ames Research Center, 1997.

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Meyer, George. Dynamic forms. Moffett Field, Calif: NASA National Aeronautics and Space Administration, Ames Research Center, 1993.

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Meyer, George. Dynamic forms. Moffett Field, Calif: National Aeronautics and Space Administration, Ames Research Center, 1997.

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Book chapters on the topic "Active forms of training"

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Huegler, Nathalie, and Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland." In Young Adults and Active Citizenship, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.

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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Cowell, John. "Creating Active Forms." In Essential Series, 107–19. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1518-2_10.

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Schroeder, Jordan. "Active Feedback." In Advanced Persistent Training, 7–16. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2835-7_2.

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Hyderkhan, Scott. "Training Management." In Active Shooter Response Training, 42–46. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-3.

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Hyderkhan, Scott. "Active Shooter Small Unit Doctrine (ASSUD)." In Active Shooter Response Training, 1–33. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-1.

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Wilson, Matthew. "Progressive Breaching." In Active Shooter Response Training, 168–82. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-10.

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Hyderkhan, Scott. "Facility Clearing and Evacuation." In Active Shooter Response Training, 183–86. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-11.

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Fowler, Christopher. "Command and Control in the Active Shooter Environment." In Active Shooter Response Training, 187–93. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-12.

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Hyderkhan, Scott. "Communications Planning." In Active Shooter Response Training, 194–206. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-13.

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Gage, William. "Site Threat Mitigation and Response Planning." In Active Shooter Response Training, 207–15. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-14.

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Conference papers on the topic "Active forms of training"

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Kaziz, Bibigul, Botagoz Aidarbekova, and Roza Zhussupova. "PROVIDING MOTIVATIONAL STRATEGIES FOR STUDENTS VIA THE DISTANCE LEARNING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(19).

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The article discusses the practical aspects of implementing e-learning technologies as a factor of various types of motivation for students in the higher education system. It shows acute problems of nowadays distance learning and the importance of motivation in the condition of distance learning. Distance learning - a wide range of educational services in which students learn from a distance, rather than being located in the classroom. It solves problems that traditional training can not solve, it is, first of all: strengthening the active role of students in their own education; the use of available educational resources; increase motivation to learn; use of interactive forms of classes; strengthening the creative component of education; availability of conditions for self-expression; saturation and intensity of training; the possibility of obtaining an expert opinion on the results of their training activities without wide publicity
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Oltra Badenes, Raul, Vicente Guerola-Navarro, and Hermenegildo Gil-Gomez. "Activity proposal for the improvement of transversal competence “Knowledge of contemporary problems” in a university subject." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11792.

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The sole proprietorship enterprise, in its legal form of Autonomous Worker, is one of the most frequent and important today. Both for its tax obligations, as for the specific functional and management characteristics, as well as for its relevance in the services sector, it is interesting for the students to know and to assess their details and peculiarities In the planning guide of very few subjects the special characteristics of this business model are detailed, so we think it is interesting to dedicate a practical session to know how different the management of an Autonomous Worker is from that of the rest of corporate legal forms. We sincerely believe that this practical session could improve the learning of the transversal competence “Knowledge of Contemporary Problems” by the students. We also believe that this will be a very interesting experience that will familiarize students with a business reality that they will undoubtedly find in the near future. We propose that the most appropriate format for this teaching activity is that of Active Learning, since it implies a greater active participation of students, with the expectation therefore of better learning outcomes. In this specific case, we propose that an Autonomous Worker, with some academic training in management and administration, attends to the practical session with the students of the subject, and a practical workshop is held in which simulate different aspects of working life and Business of an Autonomous Worker. The result of this activity proposal, and its greatest novelty with respect to other teaching courses, is the proposal of 7 concrete and specific blocks to work with students in "group dynamics" format, as well as the presence of an experienced external speaker with academic training enough, so that students effectively reach the development of the skill that this competence proposes. With that, students are expected to get actively involved and to learn what the professional life of this type of business model is.
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
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O’Malley, Marcia K. "Shared Control for Upper Extremity Rehabilitation in Virtual Environments." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81782.

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Interest in the rehabilitation applications for robots has been increasing. For example, various devices have been developed to aid in reaching movements of stroke, traumatic brain injury (TBI), and spinal cord injury (SCI) patients. Typically these devices provided guided reaching movements for elbow and shoulder. The robotic aspect allows for repeatability, along with additional data for post-session analysis. To date, robotic rehabilitation systems with haptic feedback have not fully exploited the capabilities of a haptic display device. The simulators primarily focus on obeying the physical laws that govern such systems in order to re-create realistic environments for rehabilitative tasks, or the robotic devices are employed only for their ability to carry the impaired limb through various trajectories. This paper will present a novel active assistance paradigm for interactions in virtual environments displayed via haptic interfaces. The author’s recent research efforts have focused on the design of perceptual overlays in virtual environments that are active rather than passive. Passive virtual fixtures have been the primary perceptual overlay in haptics, and have been used extensively as “virtual rulers” in teleoperation environments to improve operator performance of pick-and-place tasks. Active assistance in the form of shared control between the haptic device and the human operator has the potential to elicit even better performance in virtual and remote environment interactions, and also has implications for improving training effectiveness. The intended applications include stroke rehabilitation and training for pilots, manufacturing, and surgery. A description of perceptual overlays and details of the shared control paradigm are presented, along with results from some preliminary experiments on shared control haptic assistance for training in virtual environments.
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study and learning strategies. Self-regulated learners also hold incremental beliefs about intelligence and attribute their successes or failures to factors within their control. The application of self-regulation to learning is a complicated process involving not only the awareness and application of learning strategies but also extensive reflection and self-awareness. Training programs that promote SRL have been found to be beneficial for students’ learning. This paper describes the design and development of the SRL instructional strategies, their implementation, and the evaluation of their effectiveness. Students also learned about the brain and how it forms new connections every time they learn something new. The outcomes are provided and recommendations are discussed.
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Scott-Harden, Simon. "Active forms for responsive environments." In the 2012 ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2166966.2167047.

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Fairman, B., AM Salak, MA Maliki, and A. Voak. "IMPLEMENTATION AND ACCEPTANCE OF ONLINE LEARNING IN THE INDONESIAN CIVIL SERVICE: ARE WE THERE YET?" In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7116.

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COVID-19 is just the latest of a series of disruptions to the world’s economic order. Even before the pandemic, business models were being transformed by the demands of globalization, urbanization and disruptive technologies. As a consequence, almost every aspect of our lives is undergoing rapid change at an unprecedented pace. COVID-19 has modified not only the way we work, but also how workforces learn, collaborate and communicate. The pandemic has also seen a rapid movement to e-learning interventions, resulting in a rebalancing of power relationships between teacher and learner. However, an e-learning environment requires learners to take a more active role in their own learning, and as a result, as learners seek out greater active participation and engagement, they play a more significant role in the learning process (Seta et al., 2020). An outcome of this change is that within human capability programs in Indonesia, the ‘Teacher-centred’ style of presentation is losing cultural relevance, and there is a dynamic movement towards a more ‘Student-centred’ approach. The implications of this development are that trainers need to perform new, more non-traditional roles as mentors, coaches and learner guides (Fairman et al., 2020). To meet the requirements of these changes, there is a need to urgently reconsider the relevance of classical teaching approaches in Indonesia. This paper examines the learning and development programs as implemented by the National Institute of Public Administration (NIPA), which is largely responsible for building human resource capability across the Indonesian civil service (Murti, 2020). During the COVID pandemic, NIPA has moved from their ‘classical’ forms of training towards ‘online learning’, and the impact of this ‘shift’ has raised a number of challenges for NIPA staff and the role they play in developing Indonesia’s human capital. Keywords: human capability development, applied learning, skills development, COVID19
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Sokolov, Boris. "NECRO-TRAINING OF SPATIAL FORMS OF SENSIBILITY." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/62/s26.035.

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Li, Cheng, Sunil Gupta, Santu Rana, Vu Nguyen, Svetha Venkatesh, and Alistair Shilton. "High Dimensional Bayesian Optimization using Dropout." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/291.

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Scaling Bayesian optimization to high dimensions is challenging task as the global optimization of high-dimensional acquisition function can be expensive and often infeasible. Existing methods depend either on limited “active” variables or the additive form of the objective function. We propose a new method for high-dimensional Bayesian optimization, that uses a drop-out strategy to optimize only a subset of variables at each iteration. We derive theoretical bounds for the regret and show how it can inform the derivation of our algorithm. We demonstrate the efficacy of our algorithms for optimization on two benchmark functions and two real-world applications - training cascade classifiers and optimizing alloy composition.
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Pushkina, Valentina, Svetlana Razmahova, Dilbar Borisovets, Irina Gernet, and Tatyana Shirokova. "Use of Speech Exercises at Correction of Rigidity Level in Students." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-74.

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To date, the guiding values of the domestic educational system have been changed. Knowledge and skills have been substituted with competences i.e., the ability to perform any work in an efficient and the cheapest manner. A practice-oriented approach has come to the forefront, requiring changes in teaching methods and technology. Therefore, active and interactive forms of education have taken a significant place in the educational process. By organising the learning process in this way, personal features of students, plasticity and flexibility of mental formations play an important role. In the course of intercommunication, the improvisation method is often employed, therefore such a personal trait as rigidity can badly hamper intercommunication. The methods embraced under the study were as follows: questionnaires to discover student personality characteristics, the analysis of scientific and research publications on the subject topic. To alleviate rigidity, speech exercises to develop speech skills and enunciation were used. The students’ rigidity was assessed prior to and following the Effective Engagement Techniques class, which included 36 hours of classroom work. The study demonstrated that the use of speech training exercises in the teaching process significantly reduced the level of rigidity in students: the number of students with high levels of rigidity decreased by 19 %, the group of students with medium levels of rigidity decreased by 6 %, and the group with low levels of rigidity increased by 25 %. The changes in young people’s personal characteristics will enable them to alter their actions more effectively and to adapt to the changing external environment.
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Reports on the topic "Active forms of training"

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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Попель, Майя Володимирівна, Світлана Вікторівна Шокалюк, and Марія Павлівна Шишкіна. The Learning Technique of the SageMathCloud Use for Students Collaboration Support. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/1076.

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The article describes the advisable ways of the cloud-based systems use to support students’ collaboration in the process of math disciplines learning. The SageMathCloud-based component that aggregates electronic resources for several math disciplines training is introduced. The learning technique of the SageMathCloud use in the process of educational staff training is proposed. The expediency of this technique implementation for more active take up of innovative approaches, forms and methods of math training with the use of the cloud-based tools is substantiated. The experimental results of the SageMathCloud learning component introduction research along with the methods of its use that were elaborated in the course of the study are presented. The use of the evidence-based technique as improving the educational environment of the university, empowering access to electronic learning resources in the course of math training and engaging with this the educational community and also rising their ICT competence is grounded.
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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Arnold, Richard E. Active Component Support to Reserve Component Training, Changes to Training Support XXI. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada414947.

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Unzueta, Cesar A. Should Reserve Entry-Level Training Be Integrated With Active Reconnaissance Entry-Level Training? Fort Belvoir, VA: Defense Technical Information Center, February 2006. http://dx.doi.org/10.21236/ada515604.

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Ocampo, Sabrina. Radio Communications Systems, Active Duty. Training Extract (AFSC 3C1X1). Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada416915.

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Vuruskan, Arzu, and Susan Ashdown. Development of Half Scale Dress Forms in Active Body Positions for Bicycle Clothing Design and Fit. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-10.

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Augenstein, Jeffrey S. Evaluating the Training Needs of Active Duty and Reserve Military General Surgeons. Fort Belvoir, VA: Defense Technical Information Center, June 1998. http://dx.doi.org/10.21236/ada286982.

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Armitage, Nicole H. Experience of Postpartum Active Duty Women in Training for the Fitness Assessment. Fort Belvoir, VA: Defense Technical Information Center, September 2014. http://dx.doi.org/10.21236/ada616283.

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