Relevant bibliographies by topics / Computer science training

Academic literature on the topic 'Computer science training'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Computer science training"

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Kay, David G. "Training computer science teaching assistants." ACM SIGCSE Bulletin 27, no. 1 (March 15, 1995): 53–55. http://dx.doi.org/10.1145/199691.199719.

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Daniel, Christopher. "Political Science as Training for the Information Age." Political Science Teacher 3, no. 4 (1990): 1–5. http://dx.doi.org/10.1017/s089608280000115x.

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Computers inspire mixed emotions among political scientists. Love, hate, fascination, ennui, and frustration sometimes occur during the course of a single computer work session. Individuals come to terms with the beast in varying ways; obviously personal work style and level of computer dependency are each scholar's own business. However, expanded use of information technology in the disciplinary curriculum is a common concern deserving discussion. Like earlier debates between behavioralists and traditionalists, the current discussion raises questions about the discipline's central purpose. This essay reviews proposals to “computerize” political science curricula in light of contemporary theories about information and managerial work.Historically, political scientists' computer involvement has been limited, but it is now intensifying in response to educational, technological, and environmental influences. Political scientists have used computers as teaching tools since at least the early 1970s, when the APSA “SETUPs” began appearing, but as novelty items, diversions reflecting the devotion of idiosyncratic individuals. This publication has disseminated many such “experiments,” as have Social Science Computer Review and the National Collegiate Software Clearinghouse. Even as desktop machines began proliferating in the early 1980s, their use in the classroom was considered to be optional, something peripheral to the discipline which one could attempt if one had the inclination.This laissez-faire ambience may be ending in the face of societal transformations. In the classroom political scientists foster intellectual skills broadly useful to former students. A student may be an activist or an avid pre-lawyer, but his or her future professional development will be built on analytical, and communications skills honed in political science courses. This linkage between political science classrooms and the professional world could weaken if we do not adopt to societal change.
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Beth, Bradley, Calvin Lin, and George Veletsianos. "Training a diverse computer science teacher population." ACM Inroads 6, no. 4 (November 17, 2015): 94–97. http://dx.doi.org/10.1145/2829978.

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Bidaybekov, Ye Y., Y. K. Khenner, Sh T. Shekerbekova, and Y. Н. Zhabayev. "ON THE ISSUE OF TRAINING FUTURE COMPUTER SCIENCE TEACHERS IN COMPUTER." BULLETIN Series of Physics & Mathematical Sciences 72, no. 4 (September 29, 2020): 174–79. http://dx.doi.org/10.51889/2020-4.1728-7901.27.

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The article discusses of training future computer science teachers in computer networks based on network simulation. Analysis of scientific and pedagogical and educational literature has shown that in the training of computer science teachers, computer networks are studied in the aspect of information simulation of their structures, while simulation the processes of their functioning is not given due attention, despite the possibility of its use in the organization of training. Most educational institutions face organizational, technical and material difficulties when organizing training in computer networks on real equipment. The above-mentioned difficulties in training future computer science teachers in computer networks can be avoided by using network simulation. By network simulation, we mean reproducing a dynamic image of the main network components (network cables, switches, hubs, routers, etc.) and visualization the processes of their configuration and operation on the computer screen.
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Zendler, Andreas, and Dieter Klaudt. "Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study." Journal of Educational Computing Research 46, no. 2 (March 2012): 153–72. http://dx.doi.org/10.2190/ec.46.2.c.

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Tsochev, Georgi. "Some Problems in Engineering Education with Computer Science Profile During COVID-19." Mathematics and Informatics LXIV, no. 3 (June 30, 2021): 255–63. http://dx.doi.org/10.53656/math2021-3-1-som.

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The COVID-19 pandemic introduced many limitations and changes in our lives and in particular in education. This article presents problems in distance learning in the field of computer networks and information security between March and June 2020 in the training of engineers with computer science profile.
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Grozdev, Sava, and Todorka Terzieva. "A Didactic Model for Developmental Training in Computer Science." Journal of Modern Education Review 5, no. 5 (May 20, 2015): 470–80. http://dx.doi.org/10.15341/jmer(2155-7993)/05.05.2015/005.

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Jaradat, Ghaith M. "Internship training in computer science: Exploring student satisfaction levels." Evaluation and Program Planning 63 (August 2017): 109–15. http://dx.doi.org/10.1016/j.evalprogplan.2017.04.004.

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Gehl, Robert W., Lucas Moyer-Horner, and Sara K. Yeo. "Training Computers to See Internet Pornography: Gender and Sexual Discrimination in Computer Vision Science." Television & New Media 18, no. 6 (December 16, 2016): 529–47. http://dx.doi.org/10.1177/1527476416680453.

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Wang, Peng. "Research on Sports Training Action Recognition Based on Deep Learning." Scientific Programming 2021 (June 29, 2021): 1–8. http://dx.doi.org/10.1155/2021/3396878.

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With the rapid development of science and technology in today’s society, various industries are pursuing information digitization and intelligence, and pattern recognition and computer vision are also constantly carrying out technological innovation. Computer vision is to let computers, cameras, and other machines receive information like human beings, analyze and process their semantic information, and make coping strategies. As an important research direction in the field of computer vision, human motion recognition has new solutions with the gradual rise of deep learning. Human motion recognition technology has a high market value, and it has broad application prospects in the fields of intelligent monitoring, motion analysis, human-computer interaction, and medical monitoring. This paper mainly studies the recognition of sports training action based on deep learning algorithm. Experimental work has been carried out in order to show the validity of the proposed research.
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Dissertations / Theses on the topic "Computer science training"

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Watson, Jason. "Monitoring computer-based training over computer networks." Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/6910/.

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As time is becoming an ever more precious commodity in today's workplace, effective training is also taking on an increasingly important role, but finding the time to train today's workforce is becoming increasingly difficult. With employees in diverse locations across the country and across the world and some working from home, on the road or "hot-desking" we have to take a new approach to training. Fortunately computer-based training can solve many of the traditional problems such as the need to bring all trainees together in the same location at the same time. With today's sophisticated computer-based training applications motivated employees can train where they want, at home or at work, and when they want, at lunchtime or after work. However, there is also a basic legal and pedagogical requirement to record who has been trained and in what. This is very easy in a traditional training scenario, but much more difficult in today's training environments. This problem is currently the major obstacle to the widespread adoption of computer-based training, and looking for a solution to these problems was the aim of this research. This research began by investigating the processes used by multimedia developers when creating Computer Based Training (CBT) applications, identifying the current methodologies, techniques and tools that they use. Very quickly it was easy to see that developers use a whole range of development tools and that their expertise is primarily in the design of training applications, not in programming. Similarly the students want credit for the training that they undergo but do not want to be distracted by an intrusive monitoring system. The role of the Training Manager is equally important. He or she needs to be able to quickly assess the situation of an individual or a group of students and take remedial action where necessary. Balancing all of these needs in a single generic solution to the monitored training problem was the single biggest challenge. This research has addressed these important problems and has developed a solution that permits the monitoring of student training progress in any location and at any time in a way that is totally transparent to the user. The author integrates this additional functionality into a new or existing training through a drag-and-drop interface which is very easy to use, creating a monitoring experience which is totally transparent to the trainee and the Training Manager receives a summary database of student progress. Specifically the system uses a library of C++ functions that interface to Authorware, Director, Toolbook or a C++ application. The functions permit an author to open a monitoring database at the start of a training session and close it at the end. Whilst the database is open we can record any data that we require regarding student progress and performance. On closing the session the resulting database is sent to a central collation point using FTP. Students are identified automatically through their IP address, from their network login or ask them to logon to the training session manually. The system can write any database format that is required and if the network is unavailable when the session ends the database will be saved locally until the next training session. At the central collation point a specially written application takes the many databases created by individual training sessions and collates them into one large database that can be queried by the training manager. Small trials were initially performed with a prototype system at the collaborating company, CBL Technology Ltd, which in turn led to larger trials at both Cable and Wireless Communication PLC and the University of Huddersfield. In these trials authors of CBT applications found the system extremely easy to integrate into their applications and the training managers and course leaders responsible for training outcomes, found the feedback on student performance, that the system provided, invaluable. This research had demonstrated that it is possible to create a generic monitored training solution that balances the needs of the trainee, the author and the Training Manager. Trainees can train at any time, anywhere in the world, over the Internet or from CDROM and a training manager can monitor their progress provided that at some time they connect to a computer network.
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Tan, Nai Kwan. "A firewall training program based on CyberCIEGE." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Dec%5FTan%5FNai.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2005.
Thesis Advisor(s): Cynthia E. Irvine, Paul C. Clark. Includes bibliographical references (p.103-104). Also available online.
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Bean, Carol, and Michael Laven. "Adapting to Seniors: Computer Training for Older Adults." Florida Library Association, 2003. http://hdl.handle.net/10150/105698.

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Teaching older adults to use computers requires taking into account the effects of the aging process. Techniques which work for a younger generation will not necessarily be successful with older novices, but modifications which improve the outcome for older students also work well with younger learners. This article explains how computer trainers at the Palm Beach County Library System's North County Regional Library created a mousing class and modified existing classes to create a series of four classes designed specifically for older adults who have never used a computer before. The article also summarizes the difficulties older adults face in learning to use computers, and ways to improve the learning outcome.
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Patterson, Garry. "A design model for multimedia computer-based training." Thesis, University of Ulster, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387697.

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Lee, Ann Ph D. Massachusetts Institute of Technology. "Language-independent methods for computer-assisted pronunciation training." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107338.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 137-145).
Computer-assisted pronunciation training (CAPT) systems help students practice speaking foreign languages by providing automatic pronunciation assessment and corrective feedback. Automatic speech recognition (ASR) technology is a natural component in CAPT systems. Since a nonnative speaker's native language (Li) background affects their pronunciation patterns in a target language (L2), typically not only native but also nonnative training data of specific Ls is needed to train a recognizer for CAPT systems. Given that there are around 7,000 languages in the world, the data collection process is costly and has scalability issues. In addition, expert knowledge on the target L2 is also often needed to design a large feature set describing the deviation of nonnative speech from native speech. In contrast to machines, it is relatively easy for native listeners to detect pronunciation errors without being exposed to nonnative speech or trained with linguistic knowledge beforehand. In this thesis, we are interested in this unsupervised capability and propose methods to overcome the language-dependent challenges. Inspired by the success of unsupervised acoustic pattern discovery, we propose to discover an individual learner's pronunciation error patterns in an unsupervised manner by analyzing the acoustic similarity between speech segments from the learner. Experimental results on nonnative English and nonnative Mandarin Chinese spoken by students from different Ls show that the proposed method is Li-independent and can be portable to different L2s. Moreover, the method is personalized such that it accommodates variations in pronunciation patterns across students. In addition, motivated by the success of deep learning models in unsupervised feature learning, we explore the use of convolutional neural networks (CNNs) for mispronunciation detection. A language-independent data augmentation method is developed to take advantage of native speech as training samples. Experimental results on nonnative Mandarin Chinese speech show the effectiveness of the model and the method. Moreover, both qualitative and quantitative analyses on the convolutional filters reveal that the CNN automatically learns a set of human-interpretable high-level features.
by Ann Lee.
Ph. D.
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White, Jamie Aaron. "Empowering medical personnel to challenge through simulation-based training." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7864/.

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The rigid structure of medical hierarchies within UK hospitals can become the source of dissatisfaction and conflict for medical personnel, the repercussions of which can be disastrous for patients and staff. The research reported herein presents the results of an investigation into the use of Virtual Reality (VR) simulation and conventional story-boarded techniques to empower medical personnel to challenge decisions they feel are inappropriate. Prototype applications were crafted from a selection of transcribed ‘challenge events’ acquired from an opportunistic sample of clinical staff. Data obtained from an initial investigation were used to establish attitudes toward challenging and evaluate the findings of the literature to generate research questions and objectives. Medical personnel who engaged with both media as part of an experimental phase assessed their viability as potential training resources to help foster the ability to challenge. Analysis of this experiment suggested that both techniques are viable tools in the delivery of decision-making training and could potentially deliver impact into other applications within healthcare. To increase the realism of the training material, the technologies should be presented in a format appropriate for those with limited ‘gaming’ experience and allow a credible level of interaction with the environment and characters.
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Macredie, Robert Duncan. "Principled design guidance for the development of computer-based training materials." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:10693.

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This study is concerned with the provision of guidance for designers of computer-based training (CBT) materials. Four interrelated principles - immersion, interaction, locative fit, and multiple representations - are discussed. These principles draw upon research into instruction and technology and re-frame and re-interpret established instructional factors in terms of the capabilities of the interactive computer as a training delivery medium. It will be argued that the conjoining of pedagogy and technology in the principles is crucial to the effectiveness of CBT. Furthermore, this study will also argue that the form of the guidance has a direct bearing on its usefulness. The four principles are argued to represent a coherent framework which can raise the awareness of CBT designers on key instructional issues and the ways in which the delivery medium may be used to support them, and provide a resource on which designers may draw. The relevance and effectiveness of the principles (and the issues that they address) are explored through a body of empirical work. This takes the form of two studies: a survey of designers providing comments on the content and expression of the principles and their importance to CBT design; and a series of user trials. The contrasting nature of the studies allows the comments of designers and users to be assessed and compared.
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Pocock, Christopher. "3D Scan Campaign Classification with Representative Training Scan Selection." Master's thesis, Faculty of Science, 2019. https://hdl.handle.net/11427/31791.

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Point cloud classification has been shown to effectively classify points in 3D scans, and can accelerate manual tasks like the removal of unwanted points from cultural heritage scans. However, a classifier’s performance depends on which classifier and feature set is used, and choosing these is difficult since previous approaches may not generalise to new domains. Furthermore, when choosing training scans for campaign-based classification, it is important to identify a descriptive set of scans that represent the rest of the campaign. However, this task is increasingly onerous for large and diverse campaigns, and randomly selecting scans does not guarantee a descriptive training set. To address these challenges, a framework including three classifiers (Random Forest (RF), Support Vector Machine (SVM) and Multi-Layer Perceptron (MLP)) and various point features and feature selection methods was developed. The framework also includes a proposed automatic representative scan selection method, which uses segmentation and clustering to identify balanced, similar or distinct training scans. The framework was evaluated on four labelled datasets, including two cultural heritage campaigns, to compare the speed and accuracy of the implemented classifiers and feature sets, and to determine if the proposed selection method identifies scans that yield a more accurate classifier than random selection. It was found that the RF, paired with a complete multi-scale feature set including covariance, geometric and height-based features, consistently achieved the highest overall accuracy on the four datasets. However, the other classifiers and reduced sets of selected features achieved similar accuracy and, in some cases, greatly reduced training and prediction times. It was also found that the proposed training scan selection method can, on particularly diverse campaigns, yield a more accurate classifier than random selection. However, for homogeneous campaigns where variations to the training set have limited impact, the method is less applicable. Furthermore, it is dependent on segmentation and clustering output, which require campaign-specific parameter tuning and may be imprecise.
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Duguay, Richard. "Speech recognition : transition probability training in diphone bootstraping." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21544.

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This work explores possible methods of improving already well-trained diphone models using the same data set that was used to train the base monophones. The emphasis is placed on transition probability training. A simple approach to probability adaptation is used as a test of the expected magnitude of change in performance. Various other methods of probability modifications are explored, including sample pruning, unseen model substitution, and use phonetically tied mixtures. Model performance improvement is observed by comparison with similar experiments.
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Ramakrishnan, Ramya. "Perturbation training for human-robot teams." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99845.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 63-67).
Today, robots are often deployed to work separately from people. Combining the strengths of humans and robots, however, can potentially lead to a stronger joint team. To have fluid human-robot collaboration, these teams must train to achieve high team performance and flexibility on new tasks. This requires a computational model that supports the human in learning and adapting to new situations. In this work, we design and evaluate a computational learning model that enables a human-robot team to co-develop joint strategies for performing novel tasks requiring coordination. The joint strategies are learned through "perturbation training," a human team-training strategy that requires practicing variations of a given task to help the team generalize to new variants of that task. Our Adaptive Perturbation Training (AdaPT) algorithm is a hybrid of transfer learning and reinforcement learning techniques and extends the Policy Reuse in Q-Learning (PRQL) algorithm to learn more quickly in new task variants. We empirically validate this advantage of AdaPT over PRQL through computational simulations. We then augment our algorithm AdaPT with a co-learning framework and a computational bi-directional communication protocol so that the robot can work with a person in live interactions. These three features constitute our human-robot perturbation training model. We conducted human subject experiments to show proof-of-concept that our model enables a robot to draw from its library of prior experiences in a way that leads to high team performance. We compare our algorithm with a standard reinforcement learning algorithm Q-learning and find that AdaPT-trained teams achieved significantly higher reward on novel test tasks than Q-learning teams. This indicates that the robot's algorithm, rather than just the human's experience of perturbations, is key to achieving high team performance. We also show that our algorithm does not sacrifice performance on the base task after training on perturbations. Finally, we demonstrate that human-robot training in a simulation environment using AdaPT produced effective team performance with an embodied robot partner.
by Ramya Ramakrishnan.
S.M.
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Books on the topic "Computer science training"

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Gurikov, Sergey. Computer science. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014656.

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The textbook covers the theoretical and practical foundations of the computer science course. The content of the book, examples and tasks are aimed at training a specialist with a modern set of competencies in the field of computer science and information and communication technologies. The textbook has an applied orientation and meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying undergraduate programs, it will also be useful for students of secondary vocational education institutions, teachers, and people who want to study computer science independently.
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King, Todd. Security+ Training Guide. Upper Saddle River: Pearson Education, 2005.

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Kattan, Ali. Artificial neural network training and software implementation techniques. Hauppauge, N.Y: Nova Science Publishers, 2011.

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F, Murray Alan, ed. Analogue imprecision in MLP training. Singapore: World Scientific, 1996.

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Corporation, Microsoft, ed. A+ certification training kit. 3rd ed. Redmond, WA: Microsoft Press, 2001.

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Corporation, Microsoft, ed. A+ certification training kit. 2nd ed. Redmond, Wash: Microsoft Press, 2000.

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Dean, Christopher. A handbook of computer-based training. 3rd ed. Houston, Tex: Gulf Pub. Co., 1992.

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Grabinger, R. Scott. Building expert systems in training and education. New York: Praeger, 1990.

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Chapple, Mike. TICSA Training Guide. Upper Saddle River: Pearson Education, 2005.

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A, Whitlock Quentin, ed. A handbook of computer based training. 2nd ed. London: Kogan Page, 1989.

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Book chapters on the topic "Computer science training"

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Marshall, David. "Computer Science." In Handbook on Information Technologies for Education and Training, 425–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_27.

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Weik, Martin H. "distance training." In Computer Science and Communications Dictionary, 440. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_5373.

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Tu, Hsieh-Chang, and Carl H. Smith. "Training digraphs." In Lecture Notes in Computer Science, 176–86. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58520-6_63.

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Veloso, Adriano, and Wagner Meira. "Self-Training Associative Classification." In SpringerBriefs in Computer Science, 87–95. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-525-5_8.

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Sen, Ayon, Scott Alfeld, Xuezhou Zhang, Ara Vartanian, Yuzhe Ma, and Xiaojin Zhu. "Training Set Camouflage." In Lecture Notes in Computer Science, 59–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01554-1_4.

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Townsend, Lisa, Laura Milham, Dawn Riddle, CDR Henry Phillips, Joan Johnston, and William Ross. "Training Tactical Combat Casualty Care with an Integrated Training Approach." In Lecture Notes in Computer Science, 253–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39952-2_25.

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Didaci, Luca, Giorgio Fumera, and Fabio Roli. "Analysis of Co-training Algorithm with Very Small Training Sets." In Lecture Notes in Computer Science, 719–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34166-3_79.

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Liu, Zhuang, Wayne Lin, Ya Shi, and Jun Zhao. "A Robustly Optimized BERT Pre-training Approach with Post-training." In Lecture Notes in Computer Science, 471–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84186-7_31.

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Moraes, Mauricio C., Carlos A. Heuser, Viviane P. Moreira, and Denilson Barbosa. "Automatically Training Form Classifiers." In Lecture Notes in Computer Science, 441–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41230-1_37.

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Duch, Włodzisław. "Support Vector Neural Training." In Lecture Notes in Computer Science, 67–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11550907_11.

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Conference papers on the topic "Computer science training"

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Zur, Ela, and Tamar Benaya. "Computer science teacher training." In 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2017. http://dx.doi.org/10.1109/ithet.2017.8067797.

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Kay, David G. "Training computer science teaching assistants." In the twenty-sixth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/199688.199719.

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Salloum, Mariam. "Training Effective and Confident Computer Science TAs." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372681.

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Richardson, Debra J. "Informatics: Contextualizing Computer Science and Software Engineering Education." In Proceedings. 18th Conference on Software Engineering Education & Training. IEEE, 2005. http://dx.doi.org/10.1109/cseet.2005.21.

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Hema Srikanth, L. Williams, E. Wiebe, C. Miller, and S. Balik. "On pair rotation in the computer science course." In 17th Conference on Software Engineering Education and Training, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/csee.2004.1276524.

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LeBlanc, Richard, and Michael Barker. "Exploring the Computer Science 2013 Curriculum Guidelines." In 2012 IEEE 25th Conference on Software Engineering Education and Training - (CSEE&T). IEEE, 2012. http://dx.doi.org/10.1109/cseet.2012.30.

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Pieper, Ursula, and Jan Vahrenhold. "Critical Incidents in K-12 Computer Science Classrooms - Towards Vignettes for Computer Science Teacher Training." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366926.

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Stejskal, Ryan, and Harvey Siy. "Test-driven learning in high school computer science." In 2013 IEEE 26th Conference on Software Engineering Education and Training - (CSEE&T). IEEE, 2013. http://dx.doi.org/10.1109/cseet.2013.6595263.

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Wu, Yafen, Yan Liu, Jian guo Hu, and Wei Gui. "Computer Science Major Students' Entrepreneurship Practice Ability Training Mechanism." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.214.

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Bakker, Paul, Andrew Goodchild, Paul Strooper, David Carrington, Ian MacColl, Peter Creasy, and Helen Purchase. "Setting up a tutor training programme in computer science." In the first Australasian conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/369585.369642.

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Reports on the topic "Computer science training"

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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Ohab, John, and Andrew Gordon. UrbanSim-Counterinsurgency Computer Training Game [interview], Episode 57 of the Armed with Science Series (Podcast). Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada541093.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, and Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Hlushak, Oksana M., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.

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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko, and Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.

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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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