Relevant bibliographies by topics / Active methods training

Academic literature on the topic 'Active methods training'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Active methods training"

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Oliinyk, N. A. "ACTIVE TEACHING METHODS IN TRAINING AGRICULTURAL INDUSTRIALS." Innovate Pedagogy, no. 28 (2020): 188–91. http://dx.doi.org/10.32843/2663-6085/2020/28.35.

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Porto, V. W., and D. B. Fogel. "Alternative neural network training methods [active sonar processing]." IEEE Expert 10, no. 3 (June 1995): 16–22. http://dx.doi.org/10.1109/64.393138.

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Pavliuk, O. I. "Active Methods of Psychological Training of College Students." Soviet Education 33, no. 3 (March 1991): 51–66. http://dx.doi.org/10.2753/res1060-9393330351.

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Liu, Hong Yi, Hai He Guan, and Zhi Yan Zhao. "Study on Active Safety Training Methods in Coal Industry." Advanced Materials Research 726-731 (August 2013): 921–25. http://dx.doi.org/10.4028/www.scientific.net/amr.726-731.921.

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In the process of coal production in China, people's unsafe behaviour is the main factor in the system safety. Therefore, the key work in the safety management of coal mine enterprises is reducing or eliminating the unsafe behaviour of people. To solve the injury problems of coal mine enterprises and achieve intrinsic safety, we must carry out effective safety training and management so that employees can transform from the "want me to safety" to "I want safety", make safety management active in coal mine production and achieve fundamental safe production. How to train the ability of "independent safety" should be said that a new direction, the traditional way often emphasis on instilling knowledge and skills training. To stimulate employees' awareness of "I want safety" is still a difficult problem which has no system method and theory yet. This paper aims to study these questions and try to provide some new methods and ideas to improve coal mine safety training.
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Petkova, Iskra. "METHODS FOR STIMULATION OF ACTIVE LEARNING IN STUDENTS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 339–44. http://dx.doi.org/10.35120/kij3002339p.

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In pedagogical practice as a whole there is a growing tendency of employing methods and means that stimulate and activate students to learn during the training process and to enhance their cognitive and professional competencies. An empiric study has been conducted, to discuss and analyze the level of assessment made by students, on methods for active learning stimulation. A survey has been conducted among students studying in two professional orientations. An assessment card has been developed, with main question “Lecturers stimulate active learning of students by using predominantly the following training methods”, structured in two main parts: a) assessment of methods used by the lecturers in the process of training (from 2 to 6 ascending index scale); b) lecturers create conditions for active learning of students by providing opportunity for students to ask questions; give freedom for sharing own ratiocinations; use multimedia devices; include examples from practice; relate the problem to students’ future profession; use various means and techniques (three-index responsive scale: 1 – never, 2 – sometimes, 3 – always). Scope of survey - 102 students from the Medical college at the Medical University of Pleven, from two departments - Health Care (N = 45) and Social Activities (N=57) who have participated voluntarily. The data from the survey for the first part of the question have been analyzed for each department and for the second part the total results from the survey among students from both professional orientations have been shown. Relative rate of highest index responses only are displayed in tables, as they use the highest index and show most determined, explicit choice. The three units subject to analysis, with highest rate of assessment of training methods employed by lecturers, marked by the respondents from Health Care Department are: Seminars -77,78%, Laboratory and Practice - 76,56%, Lectures - 62,22%; results for respondents from Social Activities Department: Case Solving - 68,42%; Lecture, Game Method, Situational Method - 66,68%; Project Method - 56,14%. Regarding the methods for activation of students attitude during the training process the first three places of highest absolute rate of units of analysis, the respondents determine “opportunity for students to ask questions”- 85,29%; “freedom for sharing own ratiocinations” - 82,35%; “using multimedia devices” - 79,41%. The employed methods of training define the main frame for the learning process and support the subject-subjective pedagogical interactions between lecturers and students, for achieving specific educational objects and stimulation the activity in mastering professional knowledge, for creation of a real relation between training and practice. In the training process the lecturers stimulate students’ active attitude by creating conditions for searching answers to various issues, for free expression of opinions and self-development of future specialists.
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Литвинов, Анатолий Леонидович. "Active methods of training in the Maple computer mathematics system." Technology audit and production reserves 1, no. 4(15) (February 6, 2014): 38. http://dx.doi.org/10.15587/2312-8372.2014.21702.

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Marienko, О. А. "ACTIVE AND INTERACTIVE METHODS OF TRAINING IN HIGHER EDUCATION INSTITUTIONS." Vestnik scientific and methodological council in environmental engineering and water management, no. 17 (2020): 29–34. http://dx.doi.org/10.26897/2618-8732-2020-17-29-34.

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Li, Weizhan, Xianying Yang, Zhaofeng Lu, and Alex Yau. "The Training Methods for Students’ Active and Efficient Idea Consciousness." Energy Procedia 17 (2012): 1926–31. http://dx.doi.org/10.1016/j.egypro.2012.02.334.

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Kalbergenova, Sh, B. Sansyzbayeva, and B. Koshkarbayeva. "ACTIVE TEACHING METHODS AND THEIR PLACE IN THE EDUCATIONAL PROCESS." BULLETIN Series of Philological Sciences 71, no. 1 (April 23, 2020): 655–59. http://dx.doi.org/10.51889/2020-1.1728-7804.111.

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Historically, the oldest group of methods are verbal and then written methods. It should be noted that in the early years of the formation of the theory and practice of teaching in the Soviet school, a large place, if not the most important thing, was assigned to active teaching methods - heuristic, research, especially excursions, laboratory, practical research. Teaching methods are the most important structural components of a holistic pedagogical process, which includes the goals and objectives of training, the content, the forms of organization of training and its results. As you know, the main characteristic of the learning process is its purpose, on which the choice of the content of education (training material) depends. The teaching methods should correspond to this content.
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Karimsakova, Bibigul, Nurgul Abenova, Gulnar Sahipova, Zhanyldyk Kulkaeva, Tlesh Zhumabayeva, and Akbayan Imanbaeva. "Experience of Application and Assessment of Effectiveness of Active Training Methods." Journal of Engineering and Applied Sciences 14, no. 20 (October 31, 2019): 7466–74. http://dx.doi.org/10.36478/jeasci.2019.7466.7474.

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Dissertations / Theses on the topic "Active methods training"

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Vannini, Geneviève. "Les CEMEA et leur action en Europe et en Afrique de 1937 à la fin du XXe siècle. Une contribution originale à la diffusion de l'éducation nouvelle." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040007.

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Les Centres d’entraînement aux méthodes d’éducation active (CEMEA), nés en 1937 en réponse au cruel manque de cadres de colonies de vacances, connaissent très rapidement une expansion considérable.Animés d’un grand enthousiasme et d’une foi inébranlable en l’éducation nouvelle, les nombreux militants de cette grande association développent au cours du XXe siècle une activité riche et diversifiéedans tous les domaines touchant l’éducation, étendant leur influence bien au-delà des frontières de laFrance. Des associations CEMEA naissent d’abord en Europe, puis dans les DOM-TOM et en Afrique,formant des relais efficaces de promotion des nouvelles méthodes pédagogiques. La pédagogie active dustage de moniteurs de colonies de vacances, dont les grandes lignes sont fixées en 1937, reste à la base detoute action éducative. Si les formations d’animateurs de centres de vacances représentent encoreaujourd’hui un vaste secteur d’activité, au moins en France, le travail social et les actions en faveur desjeunes en difficulté prennent une importance croissante, aussi bien en Europe qu’en Afrique ou dans lesDOM-TOM. S’intégrant dans de vastes plans de développement, les CEMEA élaborent des programmespluriannuels de formation dans de nombreux pays. Les multiples activités internationales reflètent lesentreprises éducatives conduites en France. Mais la complexité des différents cadres institutionnels,politiques, économiques, culturels dans lesquels elles s’inscrivent oblige les CEMEA à préciserrégulièrement les principes qui sous-tendent leur action
The Centres d’entraînement aux méthodes d’éducation active (CEMEA) were created in 1937 as ananswer to the severe lack of managerial staff for children's holiday camps, and quickly enjoyed aconsiderable expansion. Driven by enthusiasm and a steadfast faith in the new educational methods, themany activists of this important association develop a rich and diversified activity throughout the XXthcentury in all fields regarding education, and largely expand their influence beyond the French borders.CEMEA associations are initially created in Europe, then in the French Overseas departments andterritories and in Africa, and thus constitute efficient intermediaries for the promotion of new pedagogicalmethods. The active educational method of holiday camp supervisors, whose guidelines are laid down in1937, remains the basis of all educational action. Although the training courses for leaders of holidaycentres still represent a large sector of activities until now, social work and actions towards young peoplein difficulty are increasing, in Europe as well as in Africa or in the Overseas departments and territories.The CEMEA, who integrate themselves in wide-ranging development plans, elaborate long-term trainingprogrammes in many countries. The many international activities reflect the educational undertakingsconducted in France. But the complexity of the various institutional, political, economical, and culturalframeworks they are part of compel the CEMEA to give regular precisions on the underlying principlesof their action
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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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Assumpção, Herman Renato. "Aula Operatória: formação continuada de professores de Ciências da Natureza." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-02052017-110650/.

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A presente pesquisa tem como base a formação continuada de professores do Ensino Médio, que ministram as disciplinas pertencentes à área de Ciências da Natureza, tendo como objetivo aplicar uma metodologia didática que busca o desenvolvimento de habilidades dos alunos, denominada nessa pesquisa de \"Aula Operatória\", e analisar seu efeito na prática pedagógica de professores de Ciências da Natureza. Dessa forma, a partir do ajuste das metodologias utilizadas pelos professores, as aulas possam ser mais motivadoras, interessantes e envolventes, promovendo a melhoria do ensino. As bases teóricas utilizadas para essa pesquisa foram de Cleide do Amaral Terzi e Paulo Afonso Caruso Ronca - que fundamentam as bases do entendimento a respeito de Aula Operatória -, e Philippe Perrenoud, esclarecendo a respeito das competências dos professores, necessárias nos dias de hoje, e fundamentando a parametrização utilizada pelo pesquisador, no processo avaliativo que teve enfoque qualitativo. Buscando as raízes conceituais e práticas da Aula Operatória no decorrer da história, a pesquisa traz os fundamentos do trabalho didático com foco no desenvolvimento de habilidades dos discentes, apresentando John Dewey e as bases da operacionalização do conhecimento, dentro da sua visão instrumentalista; Jean William Fritz Piaget e a teoria desenvolvimentista; Lev Semenovitch Vygotsky e a concepção da aprendizagem mediada; Louis Raths e a importância do \"pensar\". Considerando o problema do baixo índice de aprendizagem e de interesse dos alunos, nas disciplinas pertencentes à área de Ciências da Natureza no cenário da educação no Brasil e no mundo, esta pesquisa propõe a Aula Operatória como prática na formação continuada de professores para a mudança no ensino, visando ao desenvolvimento das habilidades dos alunos. Os professores das disciplinas foram escolhidos de forma voluntária, e a formação para a Aula Operatória se deu nas seguintes etapas: análise diagnóstica realizada a partir de observações qualificadas individuais para planejamento das ações; encontros formativos para oportunizar aos professores a reflexão sobre a própria prática, e para repertoriálos teoricamente com as bases para o desenvolvimento de Aulas Operatórias; execução de Aula Compartilhada como estratégia formativa prática; avaliação final com entrevista e relatório da coordenadora pedagógica em cada caso. Os resultados, de modo geral, mostraram resistência inicial à aplicação da nova metodologia, eliminada com o apoio fornecido pelo pesquisador na elaboração e planejamento das atividades. Posteriormente, foi possível verificar mudança na abordagem dos temas em sala de aula, por parte dos professores, ao empregar os princípios da Aula Operatória, mas mantiveram o registro de planejamento sem mudanças significativas. Desta forma, conclui-se pela necessidade de acompanhamento contínuo para que não haja a retomada de hábitos antigos.
The present research is based on the continuing education of high school teachers, who teach the subjects belonging to the area of Natural Sciences, aiming to apply a teaching methodology which seeks the development of abilities of students, named in this research of \"Operative Classroom\" and analyze your effect on pedagogical practice of teachers of natural sciences. In this way, from the set of methodologies used by teachers, classes may become more motivating, engaging and interesting, promoting the improvement of education. The theoretical bases used for this research were Cleide do Amaral Terzi and Paulo Afonso Caruso Ronca - that underlie the basis of understanding regarding Operative Classroom -, and Philippe Perrenoud, clarifying the competences of teachers, needed these days, and basing the parameterization used by the researcher, in the evaluation process that had a qualitative approach. Seeking practical and conceptual roots of the Operative Classroom in the course of the story, the research brings the basics of didactic work with focus on developing skills of students, featuring John Dewey and the bases of the operationalization of the knowledge within its instrumentalist vision; Jean William Fritz Piaget and theory development; Lev Semenovitch Vygotsky and mediated learning design; Louis Raths and the importance of \"thinking. Considering the problem of the low content of learning and interest of students, in the subjects belonging to the area of natural sciences in education in Brazil and in the world, this research proposes the Operative Classroom practice on continuing education of teachers for change in education, aiming at the development of the skills of the students. Teachers of disciplines were chosen voluntarily, and training for the Operative Classroom took the following steps: diagnostic analysis undertaken from qualified individual observations for planning of actions; formative meetings to provide opportunities for teachers to reflect on their own practice, and for the repertoriár in theory with the bases for the development of Operative Classroom; executing Shared Lessons as formative strategy practice; final review with interview and report the pedagogical coordinator in each case. The results generally showed initial resistance to the application of the new methodology, eliminated with the support provided by the researcher in the development and planning activities. Later, it was possible to verify change in approach the topics in the classroom, on the part of teachers, to employ the principles of Operative Classroom, but they held the record of planning without significant changes. Thus, it is concluded by the need for ongoing monitoring to prevent the resumption of old habits.
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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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Rossi, Marion O. "Life skills and actor training : pedagogical attitudes and approaches /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.

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Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-197). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.
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Greer, Deborah A. "Actor training and charismatic group structure : a comparative study /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072585.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Woods, Simon. "Suzuki and beyond : adapting the Suzuki actor training method /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19801.pdf.

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Rupsch, Stephen Joseph. "Sublime union : the pedagogy of ecstasy, an examination of the superconscious state in acting training /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190504.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 198-203). Also available for download via the World Wide Web; free to University of Oregon users.
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Dennis, Daniel C. "Sing Together! Choral Singing as a Supplementary Training Method for Actors." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1163.

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Voice and speech training for the actor has traditionally defined itself as distinct from the vocal training of the musical theatre or opera singer. The separation in philosophy and practice by trainers of actors and singers reflects the resultant capabilities and proclivities of our performers. Those performers generally sing or act, and if asked, will sometimes do both, but may damage their voices in the process. This study aims to explore and reveal how actors may develop a greater sense of courage and trust, have easy access to breath, find freedom in their bodies and voices, become better listeners and therefore more engaging actors, uncover untold depths of characterization, unearth resonance that communicates easily, and discover the music of rhythm and melody in their spoken voices, all through the use of ensemble singing in the actor's voice and speech classroom.
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Inouye, Kevin. "Method in Motion: Grounding a Movement Pedagogy in the Lessons of Stanislavski." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2690.

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This thesis is an exploration of movement pedagogy as a continuation of basic acting lessons from Stanislavski. Using the example of an introductory semester of movement instruction, physical acting and movement concepts are explained in terms of their connection to and derivation from universally accepted acting terminology and ideas. This is put forth as a way to facilitate the synthesis of movement instruction with other acting curriculum, as well as providing a new way to view some familiar acting concepts. Several specific examples are explored in more depth as case studies in physical equivalents to the intellectual, visual, or emotional techniques familiar to all with a basic knowledge of Stanislavski based acting principles.
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Books on the topic "Active methods training"

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Himberg, Cathrine. Teaching secondary physical education: Preparing adolescents to be active for life. Champaign, IL: Human Kinetics, 2003.

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Himberg, Cathrine. Teaching secondary physical education: Preparing adolescents to be active for life. Champaign, IL: Human Kinetics, 2003.

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Hinely, Reg. Education in Edge City: Cases for reflection and action. Mahwah, N.J: L. Erlbaum Associates, 1996.

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Hinely, Reg. Education in Edge City: Cases for reflection and action. New York: St. Martin's Press, 1994.

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G, Leavell Alexandra, and Ford Karen, eds. Education in Edge City: Cases for reflection and action. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2000.

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Movement training for the modern actor. New York: Routledge, 2009.

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C, Stroppel Elizabeth, ed. Sonia Moore and American acting training: With a sliver of wood in hand. Lanham, Md: Scarecrow Press, 2005.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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1967-, Wharton Phil, ed. The Whartons' stretch book: Featuring the breakthrough method of active-isolated stretching. New York: Times Books, 1996.

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Kuz'min, Nikolay, and Aleksandr Kustikov. Diagnostics of modern cars. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1078766.

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The textbook contains the main provisions of the theory of automobile diagnostics, methods and characteristic technological processes for diagnosing automobile engines, structural elements of the transmission, chassis, bodywork, and active safety systems. The theoretical material is supported by the description of practical technologies for conducting diagnostics of modern car systems. Meets the requirements of the federal state educational standards of higher education of the latest generation. Recommended for undergraduates and bachelors of all forms of education in the areas of training 23.04.03 and 23.03.03 "Operation of transport and technological machines and complexes".
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Book chapters on the topic "Active methods training"

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Esparza, José, Stefan Scherer, and Friedhelm Schwenker. "Studying Self- and Active-Training Methods for Multi-feature Set Emotion Recognition." In Lecture Notes in Computer Science, 19–31. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28258-4_3.

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Silva, Paula Alexandra, and Ana Dias Daniel. "Training Non-designers in Co-design Methods Through an Active Assisted Living Interactive Workshop." In Human-Computer Interaction – INTERACT 2019, 166–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29384-0_10.

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Beleffi, Elena, Paola Mosconi, and Susan Sheridan. "The Patient Journey." In Textbook of Patient Safety and Clinical Risk Management, 117–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_10.

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AbstractThe wide implementation of patient safety improvement efforts continues to face many barriers including insufficient involvement of all stakeholders in healthcare, lack of individual and organizational learning when medical errors occur and scarce investments in patient safety. The promotion of systems-based approaches offers methods and tools to improve the safety of care. A multidisciplinary perspective must include the involvement of patients and citizens as fundamental contributors to the design, implementation, and delivery of health services.The patient journey is a challenging example of using a systems approach. The inclusion of the patient’s viewpoint and experience about their health journey throughout the time of care and across all the care settings represents a key factor in improving patient safety. Patient engagement ensures that the design of healthcare services are aligned with the values, the preferences, and needs of the patient community and integrates the real-life experience and the skills of the people to enhance patient safety in the patient journey.The utmost priority to implement patient engagement is the training of patients. Therefore, training for both patients/families/advocates and health professionals is the foundation on which to build active engagement of patients and consequently an effective and efficient patient journey.The chapter offers examples of successful training courses designed to foster strategic alliances among healthcare professionals and researchers with patients and their organizations. Training of patients constitutes the first step to develop shared knowledge, co-produced projects, and the achievement of active multilevel participation of patients for the implementation of patient safety in the patient journey.
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Healy, Sarah, and Caroline Morrison. "The Gadfly: A Collaborative Approach to Doing Data Differently." In Teacher Transition into Innovative Learning Environments, 139–50. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_12.

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AbstractThe Gadfly first materialised as a provocative data performance at the Transitions Research Symposium held at The University of Melbourne in June 2017. The figuration of gadfly in the title shapes the figure of the researcher as (bothersome) questioner that provokes critical dialogue about the assumptions underpinning our own research practices and learning environments research more generally. This figuration provides us an entry point into working data through approaches offered by new materialist and post-qualitative research methods. The resulting data performance came together as a collaborative experiment inhabiting the in-between spaces of researchers, participants, research contexts, and ‘data’ initially generated in a Taekwondo training assemblage. Our collaborative approach involved an intra-active process as a way of doing data differently. Informing our process are concepts of intra-action, assemblage, affect, and sticky data.
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Chabora, Pamela D. "Emotion Training and the Mind/Body Connection." In Method Acting Reconsidered, 229–43. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1007/978-1-349-62271-9_16.

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Miguélez, Fausto, Jordi Planas, and Paulina Benítez. "Digital Revolution and Sociocultural Change." In Towards a Comparative Analysis of Social Inequalities between Europe and Latin America, 141–67. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48442-2_5.

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AbstractThe title of this chapter refers to how current developments in technology are not just one further innovation of the industrial era, but will lead to decisive changes in production methods, markets, labour, consumption and, to a considerable extent, personal and social relationships. But these changes will be happening within the economic and political framework of the period prior to digitalisation and will persist in the globalisation of the economy. These pages will focus on what we believe to be key issues: changes to business and work, changes to the education and training of people in general and the active population in particular, and certain activities that will have a profound effect on the way we communicate and relate to each other.No technological innovation, not even this one, exists and acts in isolation from the socio-political framework. Therefore, it is also important to analyse the policies and strategies that might lead the digital economy in one direction or another, towards an increase in inequality or in welfare. Going further, what our analysis does not cover is how the digital revolution could be of great help to curb the climate crisis, with changes in energy production, mobility, construction and protection of the environment, provided there is political will and consequent action.
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Li, Wenzhen, Qirui Wu, Hanwu Luo, Guoli Zhang, Zhonghan Peng, and Kai Chen. "Research on Active Learning Method Based on Domain Adaptation and Collaborative Training." In Lecture Notes in Electrical Engineering, 220–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8599-9_27.

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Millward, Jason M., João S. Periquito, Paula Ramos Delgado, Christian Prinz, Thoralf Niendorf, and Sonia Waiczies. "Preparation of Ex Vivo Rodent Phantoms for Developing, Testing, and Training MR Imaging of the Kidney and Other Organs." In Methods in Molecular Biology, 75–85. New York, NY: Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-0978-1_5.

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AbstractHere we describe a simple and inexpensive protocol for preparing ex vivo rodent phantoms for use in MR imaging studies. The experimental animals are perfused and fixed with formaldehyde, and then wrapped with gauze and sealed with liquid latex. This yields a phantom that preserves all organs in situ, and which avoids the need to keep fixed animals and organs in containers that have dimensions very different from living animals. This is especially important for loading in MR detectors, and specifically the RF coils, they are usually used with. The phantom can be safely stored and conveniently reused, and can provide MR scientists with a realistic phantom with which to establish protocols in preparation for preclinical in vivo studies—for renal, brain, and body imaging. The phantom also serves as an ideal teaching tool, for trainees learning how to perform preclinical MRI investigations of the kidney and other target organs, while avoiding the need for handling living animals, and reducing the total number of animals required.This protocol chapter is part of the PARENCHIMA initiative “MRI Biomarkers for CKD” (CA16103), a community-driven Action of the European Cooperation in Science and Technology (COST) program of the European Union, which aims to improve the reproducibility and standardization of renal MRI biomarkers.
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Pohlmann, Andreas, Susan J. Back, Andrea Fekete, Iris Friedli, Stefanie Hectors, Neil Peter Jerome, Min-Chi Ku, et al. "Recommendations for Preclinical Renal MRI: A Comprehensive Open-Access Protocol Collection to Improve Training, Reproducibility, and Comparability of Studies." In Methods in Molecular Biology, 3–23. New York, NY: Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-0978-1_1.

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AbstractRenal MRI holds incredible promise for making a quantum leap in improving diagnosis and care of patients with a multitude of diseases, by moving beyond the limitations and restrictions of current routine clinical practice. Clinical and preclinical renal MRI is advancing with ever increasing rapidity, and yet, aside from a few examples of renal MRI in routine use, it is still not good enough. Several roadblocks are still delaying the pace of progress, particularly inefficient education of renal MR researchers, and lack of harmonization of approaches that limits the sharing of results among multiple research groups.Here we aim to address these limitations for preclinical renal MRI (predominantly in small animals), by providing a comprehensive collection of more than 40 publications that will serve as a foundational resource for preclinical renal MRI studies. This includes chapters describing the fundamental principles underlying a variety of renal MRI methods, step-by-step protocols for executing renal MRI studies, and detailed guides for data analysis. This collection will serve as a crucial part of a roadmap toward conducting renal MRI studies in a robust and reproducible way, that will promote the standardization and sharing of data.This chapter is based upon work from the COST Action PARENCHIMA, a community-driven network funded by the European Cooperation in Science and Technology (COST) program of the European Union, which aims to improve the reproducibility and standardization of renal MRI biomarkers.
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Balloo, Kieran. "Students’ Difficulties During Research Methods Training Acting as Potential Barriers to Their Development of Scientific Thinking." In Redefining Scientific Thinking for Higher Education, 107–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24215-2_5.

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Conference papers on the topic "Active methods training"

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Quy, Nguyen Hong. "Active Teaching Methods Applied in Training System towards SDIO Educational Framework." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338154.

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Xu, Yang, Yu Hong, Huibin Ruan, Jianmin Yao, Min Zhang, and Guodong Zhou. "Using active learning to expand training data for implicit discourse relation recognition." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1079.

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Mamedova, L. V., and N. N. Grib. "Development of Critical Thinking of Students by Means of Active and Interactive Methods of Training." In International Scientific Conference "Far East Con" (ISCFEC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200312.139.

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Yu, Zhengxu, Shuxian Liang, Long Wei, Zhongming Jin, Jianqiang Huang, Deng Cai, Xiaofei He, and Xian-Sheng Hua. "MaCAR: Urban Traffic Light Control via Active Multi-agent Communication and Action Rectification." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/345.

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Urban traffic light control is an important and challenging real-world problem. By regarding intersections as agents, most of the Reinforcement Learning (RL) based methods generate actions of agents independently. They can cause action conflict and result in overflow or road resource waste in adjacent intersections. Recently, some collaborative methods have alleviated the above problems by extending the observable surroundings of agents, which can be considered as inactive cross-agent communication methods. However, when agents act synchronously in these works, the perceived action value is biased and the information exchanged is insufficient. In this work, we propose a novel Multi-agent Communication and Action Rectification (MaCAR) framework. It enables active communication between agents by considering the impact of synchronous actions of agents. MaCAR consists of two parts: (1) an active Communication Agent Network (CAN) involving a Message Propagation Graph Neural Network (MPGNN); (2) a Traffic Forecasting Network (TFN) which learns to predict the traffic after agents' synchronous actions and the corresponding action values. By using predicted information, we mitigate the action value bias during training to help rectify agents' future actions. In experiments, we show that our proposal can outperforms state-of-the-art methods on both synthetic and real-world datasets.
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Yong, Sihan, Zhuoyuan Zheng, Pingfeng Wang, and Yumeng Li. "Machine Learning Assisted Design for Active Cathode Materials." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23963.

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Abstract The traditional way of designing materials, including experimental measurement and computational simulation, are not efficient. Machine learning is considered a promising solution for material design in the recent years. By observing from previous data, machine learning finds patterns, learns from the patterns and predict the material properties. In this study, machine learning methods are used for discovering new cathode with better properties, includes crystal system learning and the property prediction. K-Folder cross-validation is used for finding the best training data with a limited dataset, nevertheless increasing the percentage of training data would ultimately result in better performance on prediction. It is found that, random forest gives the highest average accuracy in crystal system classification, meanwhile, extra randomized tree algorithm provides a higher averaged coefficient of determination and lower mean squared error in the regression model predicting electrical properties of cathodes. The random forest algorithm is chosen from a wide range of machine learning algorithms with the implementation of Monte Carlo validation. Based on the feature importance evaluation, oxygen contents are found to have the highest effects in determining capacity gravity and volume change in properties prediction.
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Zhan, Xueying, Huan Liu, Qing Li, and Antoni B. Chan. "A Comparative Survey: Benchmarking for Pool-based Active Learning." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/634.

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Active learning (AL) is a subfield of machine learning (ML) in which a learning algorithm aims to achieve good accuracy with fewer training samples by interactively querying the oracles to label new data points. Pool-based AL is well-motivated in many ML tasks, where unlabeled data is abundant, but their labels are hard or costly to obtain. Although many pool-based AL methods have been developed, some important questions remain unanswered such as how to: 1) determine the current state-of-the-art technique; 2) evaluate the relative benefit of new methods for various properties of the dataset; 3) understand what specific problems merit greater attention; and 4) measure the progress of the field over time. In this paper, we survey and compare various AL strategies used in both recently proposed and classic highly-cited methods. We propose to benchmark pool-based AL methods with a variety of datasets and quantitative metric, and draw insights from the comparative empirical results.
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Czaplinski, Iwona, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede, and Christoph Schrank. "Active learning in the time of the pandemic: Report from the eye of the storm." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0107.

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This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to self-regulation and self-direction. The data collected through mixed research methods provided evidence of students’ flexible adjustment to the exceptional circumstances. However, the data also revealed a relatively limited range of learning strategies reported by respondents. Thus, this paper identifies an important need for further investigation of students’ practices to enhance their awareness of learning strategies, as a way of becoming active learners. Finally, the study also made salient the need for teacher training in effective teaching strategies, as a complementary strategy to promote students’ active learning. The conclusions from the study reach beyond the current circumstances, as they suggest implications for learning design in terms of educators’ training and designing for active learning.
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Tang, Ying-Peng, and Sheng-Jun Huang. "Dual Active Learning for Both Model and Data Selection." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/420.

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To learn an effective model with less training examples, existing active learning methods typically assume that there is a given target model, and try to fit it by selecting the most informative examples. However, it is less likely to determine the best target model in prior, and thus may get suboptimal performance even if the data is perfectly selected. To tackle with this practical challenge, this paper proposes a novel framework of dual active learning (DUAL) to simultaneously perform model search and data selection. Specifically, an effective method with truncated importance sampling is proposed for Combined Algorithm Selection and Hyperparameter optimization (CASH), which mitigates the model evaluation bias on the labeled data. Further, we propose an active query strategy to label the most valuable examples. The strategy on one hand favors discriminative data to help CASH search the best model, and on the other hand prefers informative examples to accelerate the convergence of winner models. Extensive experiments are conducted on 12 openML datasets. The results demonstrate the proposed method can effectively learn a superior model with less labeled examples.
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Henrickson, James V., Kenton Kirkpatrick, and John Valasek. "Rapid Characterization of Shape Memory Alloy Material Parameters Using Computational Intelligence Methods." In ASME 2013 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/smasis2013-3016.

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Shape memory alloys are capable of delivering advantageous solutions to a wide range of engineering-based problems. Implementation of these solutions, however, is often complicated by the hysteretic, non-linear, thermo-mechanical behavior of the material. Although existing shape memory alloy constitutive models are largely accurate in describing this unique behavior, they require prior characterization of the material parameters. Consequently, before thorough modeling and simulation can occur for a shape memory alloy-based project, one must first go through the process of identifying several material parameters unique to shape memory alloys. Current characterization procedures necessitate extensive experimentation, data collection, and data processing. As a result, these methods simultaneously create a high barrier of entry for engineers new to active materials and impede the advanced study of shape memory alloy material parameter evolution. This paper develops a novel method in which computational intelligence methods are used to rapidly identify shape memory alloy material parameters. Specifically, an artificial neural network is trained to identify transformation temperatures and stress influence coefficients of given shape memory alloy specimens using strain-temperature coordinates as inputs. After generating training data through the use of a constitutive model, the resulting trained artificial neural network was used to identify parameters for a number of randomly generated theoretical shape memory alloys. Results presented in the paper show that the artificial neural network was able to rapidly identify both transformation temperatures and stress influence coefficients with satisfactory accuracy. The generation of training data was then repeated using Taguchi methods. Further results presented in the paper show that the artificial neural network trained with the Taguchi-based training data yielded improved characterization accuracy while using less training data.
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Huang, Sheng-Jun, Chen-Chen Zong, Kun-Peng Ning, and Hai-Bo Ye. "Asynchronous Active Learning with Distributed Label Querying." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/354.

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Active learning tries to learn an effective model with lowest labeling cost. Most existing active learning methods work in a synchronous way, which implies that the label querying can be performed only after the model updating in each iteration. While training models is usually time-consuming, it may lead to serious latency between two queries, especially in the crowdsourcing environments where there are many online annotators working simultaneously. This will significantly decrease the labeling efficiency and strongly limit the application of active learning in real tasks. To overcome this challenge, we propose a multi-server multi-worker framework for asynchronous active learning in the distributed environment. By maintaining two shared pools of candidate queries and labeled data respectively, the servers, the workers and the annotators efficiently corporate with each other without synchronization. Moreover, diverse sampling strategies from distributed workers are incorporated to select the most useful instances for model improving. Both theoretical analysis and experimental study validate the effectiveness of the proposed approach.
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Reports on the topic "Active methods training"

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Бакум, З. П., and Л. О. Цвіркун. Activation of Cognitive Activity of Future Engineers During Graphical Training. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/430.

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The article shows that graphic problems are powerful source and stimulating agent motivating the students for active cognitive and creative work during study of graphical disciplines; methods and techniques promoting the effectiveness of graphical preparation of future engineers, which are directed to both personality development and his further professional establishment, are suggested.
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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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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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Modlo, Yevhenii O., Serhiy O. Semerikov, Pavlo P. Nechypurenko, Stanislav L. Bondarevskyi, Olena M. Bondarevska, and Stanislav T. Tolmachev. The use of mobile Internet devices in the formation of ICT component of bachelors in electromechanics competency in modeling of technical objects. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3264.

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Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Varina, Hanna B., Viacheslav V. Osadchyi, Kateryna P. Osadcha, Svetlana V. Shevchenko, and Svitlana H. Lytvynova. Peculiarities of cloud computing use in the process of the first-year students' adaptive potential development. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4453.

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Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic.
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Male involvement in family planning: A challenge for the national programme workshop. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1009.

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The Bangladesh family planning (FP) program has achieved success in reducing fertility during the past decades, but male involvement is lagging behind. A two-day seminar on "Male Involvement in Family Planning: A Challenge for the National Programme" was held in Dhaka June 25–26, 1996. The objectives were to review research findings on methods currently used, determine male involvement policy and strategy, and formulate an action plan including IEC, counseling, and programmatic interventions. Speakers emphasized the need for more male involvement in FP and the prevailing misconceptions about male contraception that should be addressed with IEC programs. Participants felt that to increase male participation in FP there should be action to marginalize sociocultural constraints, ensure that service facilities cater to male needs, arrange service-provider training, undertake innovative research, and extend coverage of male issues in IEC activities. Summary recommendations are noted in this report.
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Evaluating the inclusion of family planning within the National Health Insurance benefits package in Ghana. Population Council, 2020. http://dx.doi.org/10.31899/sbsr2021.1036.

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Contraceptive use in Ghana has remained low despite annual increases since 2012. Having a high unmet need for family planning (FP) suggests that there may be barriers to access and uptake. Over time, several policies, including Ghana’s Costed Implementation Plan from 2015–20, have suggested FP initiatives to improve contraceptive use yet they have not been entirely implemented. Further, although FP was included in the health insurance act passed in 2003, amended in 2008, and revised in 2012, which indicated that health-care benefits include FP, people continue to pay out of pocket for services at National Health Insurance Authority facilities because the policy is yet to be implemented. In some settings, evidence suggests an increase in contraceptive uptake with the removal of out-of-pocket costs for FP services, therefore embedding an FP package into Ghana’s national health insurance scheme may increase uptake of FP service and method mix and improve health outcomes. As noted in this report, this study assessed the impact of the FP pilot intervention, namely out-of-pocket cost removal for FP services, demand generation for FP, and provider training on long-acting reversible contraceptives service provision on FP service uptake.
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