Relevant bibliographies by topics / TRAINING AND COLLABORATION

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'TRAINING AND COLLABORATION'

Author: Grafiati
Published: 11 September 2023

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Journal articles on the topic "TRAINING AND COLLABORATION"

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Lynn, Michael, and Veronica Holmes. "Training collaboration in Australia." APPEA Journal 56, no. 2 (2016): 573. http://dx.doi.org/10.1071/aj15079.

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It is 2020 and the Australian oil and gas industry has experienced unprecedented growth. The transition to steady-state operations has been hugely successful. Australia is now well and truly on the global map for oil and gas, and is regarded as world class. Trades and technical operators are skilled, experienced, and safely delivering their jobs. The Australian collaborative training model has been successfully in place for three years, and operators and contractors are satisfied with its impact. But how did the industry successfully make this happen? Looking back to 2015, there were a number of ad hoc collaborative strategies in place to provide oil and gas related skills in Australia. The economic environment at that time, however, necessitated a new look at the collaborative mechanism for reducing operating costs and realising greater efficiencies on workforce development related activities. In 2015, the Resources Industry Training Council (a joint venture between APPEA and CME) identified workforce development collaboration opportunities, and to articulate the value that could be realised from these opportunities. This project sparked a successful Australian collaborative model for workforce development. A unique FutureNow visioning presentation will be used to bring to life a world in 2020 where workforce development collaboration is intrinsic to Australian operators’ DNA, and why and how it stuck this time round. The value will be clearly identified in terms cost optimisation, building an industry culture of trust, and how this was used as a springboard for other successful collaborative opportunities. FutureNow is a fictional representation of the Australian oil and gas industry in 2020, using storytelling to explain a possible journey and outcome for the operators, service providers, workforce, and training bodies.
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Cutler, David L., William H. Wilson, Sally L. Godard, and David A. Pollack. "Collaboration for training." Administration and Policy in Mental Health 20, no. 6 (July 1993): 449–58. http://dx.doi.org/10.1007/bf00706289.

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Lacey, Penny. "Training for Collaboration." British Journal of In-Service Education 22, no. 1 (January 1996): 67–80. http://dx.doi.org/10.1080/0305763960220107.

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Ghali, Samantha, Mira Goral, and Heba Salama. "Developing a Framework for a Remote, International Research Collaboration Among Graduate Students: Lessons Learned During the COVID-19 Pandemic." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1820–24. http://dx.doi.org/10.1044/2021_persp-21-00159.

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Purpose: This article describes a framework for developing international research collaborations among graduate students. Central to this framework is the utility of institutional and association-based academic mentorship programs in developing collaborative partnerships. We illustrate how the American Speech-Language-Hearing Association's Mentoring Academic Research Careers program served as a vehicle for fostering remote collaboration and provided training experiences for graduate students during the COVID-19 pandemic. Conclusions: This model successfully supported doctoral students in developing an ongoing and sustainable research partnership during a challenging time when in-person networking opportunities were unavailable. This partnership provided a unique pathway for professional development that complemented formal academic training. More broadly, international collaboration experiences such as these provide valuable, skill-based training for all students, such that they are better equipped to serve diverse populations and as members of diverse teams. We offer recommendations for others endeavoring to develop international collaboration initiatives for students paired with mentorship.
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Nugent, Christine R. "Internet Training Through Collaboration." College & Undergraduate Libraries 5, no. 1 (May 7, 1998): 15–26. http://dx.doi.org/10.1300/j106v05n01_02.

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Lamb, Patricia, and Myra Zabec. "USEPA Training Fosters Collaboration." Journal - American Water Works Association 100, no. 5 (May 2008): 38–40. http://dx.doi.org/10.1002/j.1551-8833.2008.tb09631.x.

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Reback, Cathy J., Allan J. Cohen, Thomas E. Freese, and Steven Shoptaw. "Making Collaboration Work: Key Components of Practice/Research Partnerships." Journal of Drug Issues 32, no. 3 (July 2002): 837–48. http://dx.doi.org/10.1177/002204260203200307.

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Drawing on our experiences as researchers and community-based providers, this paper outlines several key components of successful practice/research collaboration: forming equal partnerships, bilateral communication, ensuring nonhierarchical collaborations, and appropriate dissemination of outcomes. Many concrete benefits can result from collaborative research projects, including additional services, program development, and training for service agency staff. Building partnerships takes time and a good amount of planning and negotiation prior to writing proposals. However, these collaborations can result in more effective efforts to solve common problems and reach common goals.
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Benstead, Amy V., Linda C. Hendry, and Mark Stevenson. "Horizontal collaboration in response to modern slavery legislation." International Journal of Operations & Production Management 38, no. 12 (December 3, 2018): 2286–312. http://dx.doi.org/10.1108/ijopm-10-2017-0611.

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Purpose The purpose of this paper is to investigate how horizontal collaboration aids organisations in responding to modern slavery legislation and in gaining a socially sustainable competitive advantage. Design/methodology/approach Action research has been conducted in the textiles and fashion industry and a relational perspective adopted to interpret five collaborative initiatives taken to tackle modern slavery (e.g. joint training and supplier audits). The primary engagement has been with a multi-billion pound turnover company and its collaborations with 35 brands/retailers. A non-government organisation and a trade body have also participated. Findings Successful horizontal collaboration is dependent on both relational capital and effective (formal and informal) governance mechanisms. In collaborating, firms have generated relational rents and reduced costs creating a socially sustainable competitive advantage, as suggested by the relational perspective. Yet, limits to horizontal collaboration also exist. Research limitations/implications The focus is on one industry only, hence there is scope to extend the study to other industries or forms of collaboration taking place across industries. Practical implications Successful horizontal collaborative relationships rely on actors having a similar mindset and being able to decouple the commercial and sustainability agendas, especially when direct competitors are involved. Further, working with non-business actors can facilitate collaboration and provide knowledge and resources important for overcoming the uncertainty that is manifest when responding to new legislation. Social implications Social sustainability improvements aim to enhance ethical trade and benefit vulnerable workers. Originality/value Prior literature has focussed on vertical collaboration with few prior studies of horizontal collaboration, particularly in a socially sustainable supply chain context. Moreover, there has been limited research into modern slavery from a supply chain perspective. Both successful and unsuccessful initiatives are studied, providing insights into (in)effective collaboration.
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Chiang, Kuang-Hsu. "A Typology of Research Training in University—Industry Collaboration." Industry and Higher Education 25, no. 2 (April 2011): 93–107. http://dx.doi.org/10.5367/ihe.2011.0032.

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This paper examines the educational implications of research collaboration between university and industry for the research training of doctoral students. It is concerned with the issues of how research training is constructed in such collaborations and what might be the effects of collaboration on doctoral students' learning. The study adopts a knowledge perspective. Three different dispositions of knowledge are identified: ‘expert’, ‘utilitarian’ and ‘commercialized’. Doctoral students' experiences were examined in relation to two aspects of research training – industrial involvement in supervision and academic freedom – in university–industry collaboration in the field of life sciences. Thirty-five in-depth interviews were carried out at BioCity Turku in Finland with 16 doctoral students, 14 of their supervisors and 5 PhD graduates. Four major types of PhD research collaboration were discovered, characterized as ‘Financial’, ‘Interactive’, ‘Kangaroo’ and ‘Appendant’. The significance of each type is discussed in relation to different knowledge dispositions. Drawing on the research findings, suggestions are offered for constructing successful research training programmes through university–industry collaboration.
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Bischoff, Richard J., Paul R. Springer, Allison M. J. Reisbig, Sheena Lyons, and Adriatik Likcani. "Training for Collaboration: Collaborative Practice Skills for Mental Health Professionals." Journal of Marital and Family Therapy 38 (June 2012): 199–210. http://dx.doi.org/10.1111/j.1752-0606.2012.00299.x.

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Dissertations / Theses on the topic "TRAINING AND COLLABORATION"

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Wright, Sharon L. "Examining the Impact of Collaboration Technology Training Support on Virtual Team Collaboration Effectiveness." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/338.

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Businesses and governmental agencies are increasingly reliant on virtual teams composed of team members in different location. However, such virtual teams face all the interpersonal challenges inherent in working in a group, plus additional challenges that are a consequence from communicating through electronic methods. Numerous technological tools are available to facilitate electronic communication, and some organizations provide Collaborative Technology Skills Training (CTST) to virtual team members to help them select and use these tools. In this study, the researcher investigated whether CTST improves virtual team effectiveness by quantifying relationships between CTST and five components of team effectiveness: knowledge sharing, trust, cohesion, performance, and satisfaction. The researcher designed a survey based on an extensive literature review to allow respondents to quantify and describe their virtual team experiences, including information on any CTST they received and their perceptions of the five components of team effectiveness. Prior to the main research study, a panel of experts used the Delphi method to evaluate the survey, commenting on structure, content, and applicability to the research questions. The researcher then evaluated the temporal reliability and internal reliability of the survey. For the research study, the researcher invited over 1000 members of virtual teams to complete the online, self-report survey. Data were analyzed using MANOVA to investigate and confirm that CTST significantly affected components of team effectiveness. Results of this study can be used to improve CTST, thereby increasing the effectiveness of virtual teams.
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Foster, Gregg. "Information Technology Training to Promote Collaboration Among Multiple Generations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3675.

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The decision to implement information technology (IT) initiatives to enhance collaboration among veterans, baby boomers, Generation X, Generation Y, and Fifth Generation employees continues to challenge organizational leaders. The purpose of this nonexperimental study was to identify how the implementation of information technology initiatives, coupled with the knowledge of learning styles, might enhance collaboration among generational cohort employees. The generational cohort theory, Maslow's hierarchy of needs theory, and the technology acceptance model were the theoretical frameworks used to develop an understanding of the relationships among the cohorts and the acceptance of technology to enhance collaboration. Data were collected from a survey of 335 respondents from the five generational cohorts who worked in small, medium, and large not-for-profit firms that used IT processes, in the Southeastern United States. Data analysis included Welch ANOVA with the Games-Howell post hoc test, Kruskal-Wallis test with Dunn's Bonferroni adjustment, and chi-square tests. Findings revealed no significant differences in learning style preferences among the cohorts, and no significant differences among factors influencing preferences for technology activity. Irrespective of generational cohorts, individuals displayed common degrees of comfort with IT training activities. Findings may be used by organizational leaders to implement technology training activities without focus on preferences for training among multigenerational employees. Findings may also be used to enhance collaboration by focusing on commonalities rather than differences among generational cohorts.
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Wright, Jannet Anne. "Collaboration between speech and language therapists and teachers." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019150/.

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Successful collaboration between speech and language therapists and teachers has implications for the delivery of services for children with communication problems. This research is concerned with the ways in which speech and language therapists and teachers work together to help children up to the age of 11 years of age who have difficulties with communication. A survey was carried out among speech and language therapists working in England and Wales, who either worked in schools or Health Centres. A postal questionnaire was used to collect the information and the responses were analysed using quantitative and qualitative methodology. All the 443 respondents agreed that collaboration was important although this did not always happen. More school based therapists collaborated with teachers than clinic based therapists. The speech and language therapists in this survey assessed children with coimnunication problems, planned the therapy and then begin to work with the teachers. Therapists who were based in health centres saw this as a way of ensuring a continuation of therapy between clinic appointments. To try to understand the reasons for teachers and therapists collaborating a second set of data was collected using interviews. Twenty pairs of speech and language therapists and teachers who worked together, were interviewed. In ten pairs, the therapist was clinic based and visited the school and in the other ten pairs the therapist was based in the same school as the teacher. Reciprocity between collaborating dyads was much more common around their increase in knowledge as a result of working together than any other factor. The fact that cognitive gain was one of the chief benefits following collaboration raises interesting issues to be considered in future undergraduate professional education and in-service training.
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Thorsteinsdottir, Oddifriour Halla. "Islands reaching out? : External research collaboration in Iceland and Newfoundland." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285132.

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Gill, Andrew Nicholas. "What makes parent training groups effective? : promoting positive parenting through collaboration." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31260.

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The research investigated 60 parents with conduct disordered children (49 were female and 11 male, 45 had partners and 15 were lone parents, 7 attended with their partners). Forty nine parents joined one of two parent training programmes, in order to compare and contrast effectiveness and to identify essential or core therapeutic variables. Six groups were measured against a non-treatment control group (n=11). Three groups (n=27) used the Fun and Families programme (Neville, King and Beak, 1995) whilst a further three (n=22) completed the WINNING programme (Dangel and Polster, 1988). Additionally, a sample of parents (n=35) attended an ongoing Parent Support Group in order to further evaluate the impact on the maintenance and generalisation of change. Qualitative and quantitative measures were used to evaluate group process, consumer satisfaction, attitudinal shift and child behaviour change (Eyberg Child Behaviour Inventory; Eyberg, 1980). Parental reporting was cross checked through direct observation tests administered within the natural home setting. Parents were followed-up at two weeks, three months, nine months and two years. Outcomes demonstrated there was no major significant difference between the two groupwork programmes; providing evidence that Group Leaders can achieve just as effective results by teaching intervention skills (WINNING programme) without the need for group members to carry out their own assessment (Fun and Families programme). Both programmes received significantly high consumer satisfaction ratings. Those parents who attended parent training reported significantly less child conduct problems when compared against the Control Group. Over time though (two years) there was no overall evidence to indicate a significant maintenance effect. Levels of self-efficacy and positive regard towards children did improve significantly as well as the quality of parent-child interaction; matched by a reduction in observed child behaviour problems within the home. The Control Group failed to achieve such improvements. There was no quantitative confirmation of the hypotheses that parental involvement with an ongoing support group facilitated the maintenance and generalisation of change over time and settings.
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Deng, Jie. "Training Multi-Agent Collaboration using Deep Reinforcement Learning in Game Environment." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-240316.

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Deep Reinforcement Learning (DRL) is a new research area, which integrates deep neural networks into reinforcement learning algorithms. It is revolutionizing the field of AI with high performance in the traditional challenges, such as natural language processing, computer vision etc. The current deep reinforcement learning algorithms enable an end to end learning that utilizes deep neural networks to produce effective actions in complex environments from high dimensional sensory observations, such as raw images. The applications of deep reinforcement learning algorithms are remarkable. For example, the performance of trained agent playing Atari video games is comparable, or even superior to a human player. Current studies mostly focus on training single agent and its interaction with dynamic environments. However, in order to cope with complex real-world scenarios, it is necessary to look into multiple interacting agents and their collaborations on certain tasks. This thesis studies the state-of-the-art deep reinforcement learning algorithms and techniques. Through the experiments conducted in several 2D and 3D game scenarios, we investigate how DRL models can be adapted to train multiple agents cooperating with one another, by communications and physical navigations, and achieving their individual goals on complex tasks.
Djup förstärkningsinlärning (DRL) är en ny forskningsdomän som integrerar djupa neurala nätverk i inlärningsalgoritmer. Det har revolutionerat AI-fältet och skapat höga förväntningar på att lösa de traditionella problemen inom AI-forskningen. I detta examensarbete genomförs en grundlig studie av state-of-the-art inom DRL-algoritmer och DRL-tekniker. Genom experiment med flera 2D- och 3D-spelscenarion så undersöks hur agenter kan samarbeta med varandra och nå sina mål genom kommunikation och fysisk navigering.
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Williams, Shannon M. "Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4872.

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Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination involves students implementing strategies that enable them to modify and regulate their own behavior; and utilizing strategies that support them to track progress toward goals. The research literature has shown that self-determination instruction can facilitate positive transition outcomes. Collaboration between districts and outside agencies has also been shown to improve transition outcomes, according to existing research. This study examines the effects of self-determination training, taught by Vocational Rehabilitation counselors, on self-determination skills of students with disabilities. Participants included 11 students, ages 15-18, who have been identified as having a specific learning disability, intellectual disability, other health impairment, or autism. The target behavior will be increased self-determination scores on two instruments: a formal rating scale and curriculum-based assessment. The effects of the lessons will be measured by the AIR Self-Determination Scale and a Curriculum Based Assessment. Ten lessons were taught by a Vocational Rehabilitation Counselor. The researcher found that student self-determination scores did not substantially increase after receiving “Job Club” instruction taught by the Vocational Rehabilitation Counselor, but that participants showed an increased knowledge surrounding disability disclosure in the workplace and increased self-determination scores in the area of self-monitoring of progress towards a goal. The research also showed that participants who had been previously or were currently employed showed greater progress on a curriculum based assessment than those with no employment history.
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Kennard, Jeremy James. "Curriculum, climate and collaboration : an illuminative investigation into the relationship between shared-learning, organisational climate and the potential for greater collaboration in health care settings." Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250564.

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Samuel, Lensworth A. Yates Kenneth R. "Investigating team collaboration of an Air Force Research Event October 2008." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Jun/09Jun_Samuel_Yates.pdf.

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Thesis (M.S. in Systems Technology (Comman, Control, Computers, Communications and Intelligence))--Naval Postgraduate School, June 2009.
Thesis Advisor(s): Hutchins, Susan G. Second Reader: Pfeiffer, Karl D. "June 2009." Description based on title screen as viewed on February 17, 2010. Author(s) subject terms: team collaboration, team communication, Air and Space Operations Center, macrocognition. Includes bibliographical references (p. 73-76). Also available in print.
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White, Sullivan Canaday. "Training the Theatre Artist." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/8.

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While most undergraduate theatre programs value the concept that their students should be acquainted with all areas of theatre, (acting, directing, design, playwrighting), they implement it by asking students to take classes in each area of specialization, which can reinforce the natural division between the fields. This thesis aims to create four courses that would be a part of a larger undergraduate curriculum that focus upon training the theatre student in a holistic manner through developing knowledge and skill in all fields of the theatre simultaneously and within a single class. Significantly, this process begins with a course in collaboration that consciously draws attention to the components and abilities necessary for fruitful ensemble work. Students participate in non-hierarchical methods for creating theatre and then apply these same concepts to the elements (actor, text, light, sound, etc.) that contribute to creating theatrical moments. This type of training encourages students to view themselves not just as an actor or director or designer or playwright, but as theatre artists who have a sense of ownership of the knowledge of how these various fields work together within him or herself, but also within the theatre as a whole. My experience has been that after such courses students have an even greater sense of respect for what it means to make theatre with a group of people, and as theatre is never done in isolation, this is a step toward more empowered theatre artists.
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Books on the topic "TRAINING AND COLLABORATION"

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Williams, Michael. Inter-LEA collaboration. London: Manpower Services Commission, 1987.

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Great Britain. Further Education Unit., ed. Collaboration in training and updating rural workforces. London: FEU, 1989.

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Adelman, Nancy E. Collaborative professional development: A case study on teacher professional development through school-college collaboration. New York: College Entrance Examination Board, 1989.

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Friend, Marilyn Penovich. Interactions: Collaboration for school professionals. 6th ed. Upper Saddle River, N.J: Pearson, 2010.

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ERIC Counseling and Student Services Clearinghouse., ed. Promoting professionalism: Collaboration and advocacy. [Greensboro, NC]: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. 4th ed. Boston: Allyn and Bacon, 2003.

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Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. New York: Longman, 1992.

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Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. 2nd ed. White Plains, N.Y: Longman, 1996.

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Lynne, Cook, ed. Interactions: Collaboration skills for school professionals. 3rd ed. New York: Longman, 2000.

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Aucott, Sue. Families under stress: Training materials on inter-agency collaboration. Coventry: Community Education Development Centre, 1992.

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Book chapters on the topic "TRAINING AND COLLABORATION"

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Bertolino, Bob. "Collaboration Keys." In The Therapist’s Notebook for Supervision and Training, 130–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429438417-26.

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Weiss, Margaret P., Anthony Pellegrino, and Kelley Regan. "Collaboration in teacher training." In Redesigning special education teacher preparation, 81–95. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-6.

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Gal, Hagar, Liora Linchevski, and Anne Cockburn. "Sharing Teacher Training Methods." In Collaboration in Teacher Education, 113–32. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1072-5_9.

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Kellum, Cathy, and Cindy Hepfer. "The Accidental Trainer: Techniques in Technical Training." In Experimentation and Collaboration, 271–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003249276-48.

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Ryssaert, Lynn, Sofie Dhaese, Inge Van de Caveye, Sarah Bogaert, and Jan De Maeseneer. "Training COPC and Leadership Development at Ghent University, Belgium." In Leadership and Collaboration, 110–20. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137432094_7.

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Johnson, Kay G., Michael A. Somers, and Peter C. Whiting. "From Specialists to Generalists: Issues and Perspectives on Cross-Training Catalogers." In Experimentation and Collaboration, 397–402. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003249276-66.

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Tokalić, Ružica. "Training, Supervision and Mentoring." In Collaborative Bioethics, 19–30. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22412-6_2.

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AbstractThis chapter aims to introduce you to important aspects of early-career research, particularly doctoral training, including its formal and informal aspects, and to map what is expected from the individuals at different hierarchical positions in their research environment. The purpose of doctoral training is to provide you with knowledge and skills for research that answers important questions, that research is conducted with care and high standards, that you anticipate the implications and applications of its results, and that your research is replicable, transparent and open. This is not and cannot be achieved only through formal training, but through various forms of what is called a hidden curriculum. In this chapter, we will talk about shadowing and role models, research collaboration and international relationships, networking, summer schools and research exchanges. Considering the complexities of relationships in the research setting, we will also talk about the role of doctoral students, and their involvement in supervising others (such as Masters’ students). We will address the principles of respect, honesty and accountability in these networks of collaboration, with special attention to students and supporting staff in academia. Finally, we will discuss the aspects of work and life balance for doctoral students and the importance of existing support networks, with special attention to mental health support and principles of open communication.
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Latzina, Markus, and Bernard Rummel. "Collaboration-Based Usability Training for Developers." In Berichte des German Chapter of the ACM, 285–91. Wiesbaden: Vieweg+Teubner Verlag, 2002. http://dx.doi.org/10.1007/978-3-322-89884-5_29.

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Amendola, Mark, and Robert Oliver. "Collaboration with Human Services and Schools." In New Perspectives on Aggression Replacement Training, 87–104. Chichester, UK: John Wiley & Sons, Ltd, 2006. http://dx.doi.org/10.1002/0470030380.ch6.

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Angulo, Gustavo, and Cathia Papi. "Reinforcing Telepresence in Research Training with Learning Communities: Remote Collaboration between Student-Researchers." In Telepresence in Training, 33–58. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119571988.ch2.

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Conference papers on the topic "TRAINING AND COLLABORATION"

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Dickman, Caren R., and Judith Donnelly. "Collaboration in photonics training." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.etud3.

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Dickman, Caren R., and Judith Donnelly. "Collaboration in photonics training." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2208500.

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Harris, Georgia. "Metrology Outreach and Training: A Fulbright Experience in Mexico." In NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.29.

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2016 was an exciting year for international collaboration on metrology education and training. This paper provides a 3-part look at how a Fulbright Specialist grant supported collaboration between the United States and Mexico. Part 1 describes the experience of Georgia Harris (NIST)as a Fulbright Specialist, from the application process to the implementation activities in Mexico and shares insight about lessons learned and benefits to NIST. In Part 2, Flora Mercader and Adriana Veraza describe the application process within the University to obtain approvals for the grant, the implementation process, how additional parties were engaged for participation, some immediate benefits, some expected long-term impacts, and lessons learned. Part 3 includes Salvador Echeverria's description of CENAM’s involvement in the courses conducted at the University as well as the sessions held at CENAM, immediate benefits that were observed, and provides insight for ongoing collaboration for metrology education and training in Mexico. Recommendations and additional ideas for international collaboration and future work on measuring the impact of collaborative efforts are proposed.
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Donnelly, Judith F., Betti J. Gladue, Randall G. Seebeck, Margaret H. Stroup, and Marjorie R. Valentin. "Collaboration in photonics education and training." In Photonics North, edited by John C. Armitage, Roger A. Lessard, and George A. Lampropoulos. SPIE, 2004. http://dx.doi.org/10.1117/12.597444.

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Loginova, Alexandra V., Eduard K. Algazinov, Veronika V. Garshina, Alexander V. Sychev, Elena N. Desyatirikova, and Andrey V. Smoljyaninov. "Collaboration with employers in IT training." In 2017 IEEE VI Forum on Strategic Partnership of Universities and Enterprises of Hi-Tech Branches - Science, Education, Innovations (SPUE). IEEE, 2017. http://dx.doi.org/10.1109/ivforum.2017.8246059.

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Chao, Joseph. "Student Project Collaboration Using Wikis." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.49.

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Sivananda, Salaka, Vinaya Sathyanarayana, and Peeta Basa Pati. "Industry-Academia Collaboration via Internships." In 2009 22nd Conference on Software Engineering Education and Training. IEEE, 2009. http://dx.doi.org/10.1109/cseet.2009.7.

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Mbanefo, Henry C. "Harnessing Local Input for Job Creation-the Need for Collaboration Between the Academia and Industry; A Case Study of Carnegie African Diaspora Fellowship Program." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/207143-ms.

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Abstract This paper is an attempt to design a practical model of mutually-beneficial collaboration between the academia and industry for training and graduate mentoring. This ideal collaboration is modeled for efficacy and sustainability. This paper seeks to bring to the fore, an ideal collaborative framework whereby sustainability is the key. The paper will identify several key factors and prescribe pragmatic processes for achieving an ideal mutually-beneficial collaboration for graduate mentoring, training and skill acquisition. More so, the paper will identify and prescribe the kind and level of expertise, qualification for personnel and the necessary facility needed for such trainings. Funding has been identified as one the key factors militating against the success of any collaboration. The paper will address the process of attracting funding as well as managing such funds. Areas of funding and potential collaborators will be identified. Organizational expertise is critical to the success of any ideal collaboration. The paper will match desired expertise with potential corporations as well as institutions capable of incubating such expertise and technology.
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Hall-Wallace, Michelle, Nancy L. Regens, and Stephen M. Pompea. "University of Arizona's Collaboration to Advance Teaching Technology and Science (CATTS): lesson for photonics education collaborations." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468745.

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Baptista, Mónica. "COLLABORATION BETWEEN PHYSICS AND CHEMISTRY TEACHERS AND EXPERT: A CONTRIBUTION TO TEACHERS’ PROFESSIONAL DEVELOPMENT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.22.

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The aim of the research was to know the contribution of collaborative work between teachers and an expert for their professional development. The collaboration was promoted during a training program involving five steps: Plan, Action, Collect, Interpret and Reflect. This study involved six physics and chemistry teachers. Results show that the teachers felt that the collaborative work promoted learning related to the applicability of the theory to practice, with the formulation of inquiry tasks and their implementation in the classroom. Keywords: professional development, teachers’ collaboration, training program.
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Reports on the topic "TRAINING AND COLLABORATION"

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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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Okereke, Ekechi, Godwin Unumeri, Ibrahim Suleiman, and Aisha Jibril. Collaboration with the University of Calabar for human resources for health management training for Bauchi and Cross River states. Population Council, 2019. http://dx.doi.org/10.31899/rh6.1007.

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Morgan, Susan, Alexandra Mosser, and John Bixby. University of Miami Laboratory for Integrative Knowledge (U-LINK) Program Evaluation Report. University of Miami, 2020. http://dx.doi.org/10.33596/ovprs-19-2.

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As one of the Roadmap Initiatives, U-LINK (University of Miami Laboratory for INtegrative Knowledge) is the University of Miami’s (UM’s) program to support innovative, problem-based interdisciplinary research. The U-LINK initiative is premised on the idea that the most significant challenges facing humanity, and therefore the most important research problems, require innovative and integrative approaches resulting from collaborations that bridge disciplines. The goal of U-LINK is to bring together faculty and trainees from multiple disciplines in collaboration with community stakeholders to develop and act on a shared vision of innovative solutions to grand societal challenges. To accomplish this goal, U-LINK provides training and funding opportunities for research teams, identifies common space(s) for teams to work together, creates interdisciplinary opportunities for UM undergraduate and graduate students, and helps UM faculty identify and pursue collaborative initiatives with faculty in other departments, schools, and colleges. This document details the features of the U-LINK program and provides data about outcomes of the program through 2019.
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Kanwar, Asha. Towards Innovative Leadership. Commonwealth of Learning, August 2022. http://dx.doi.org/10.56059/11599/4075.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 1 August 2022.
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Kanwar, Asha. A Green Learning Agenda. Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4077.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 3 August 2022.
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Kanwar, Asha. OER for Quality Education: How Can we Benefit? Commonwealth of Learning (COL), August 2022. http://dx.doi.org/10.56059/11599/4076.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 2 August 2022.
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Osadcha, Kateryna P., and Viacheslav V. Osadchyi. The use of cloud computing technology in professional training of future programmers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4435.

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The article provides a brief analysis of the current state of the study of cloud technologies by future software engineers at foreign and Ukrainian universities. The author experience in the application of cloud technologies in the training of future software engineers in Ukraine is presented. The application of cloud business automation systems, online services to monitor the implementation of the software projects, Google services for collaboration, planning and productivity while studying professional disciplines and carrying out diploma projects is described. Based on the survey conducted at Stackoverflow, the state of application of cloud technologies by software engineers around the world has been analyzed. The cloud technologies that are not studied at the analyzed universities of Ukraine and those that are not popular with software developers in the world, but studied at Ukrainian universities by future software engineers are outlined. Conclusions are made on the modernization of training programs for future software engineers. Topics for the study of cloud technologies by future software engineers in the content of professional disciplines are proposed.
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Steinmann, Peter. Do interventions for educating traditional healers about STDs and HIV improve their knowledge and behaviour? SUPPORT, 2017. http://dx.doi.org/10.30846/170409.

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Traditional healers are important healthcare providers in a number of societies for a variety of healthcare concerns, including sexually transmitted diseases (STDs) and HIV. However, some traditional healing practices are risk factors for HIV infection, such as male circumcision using unsterilized equipment. The provision of training for traditional healers about STDs, HIV and evidence based medicine is seen as a way to improve their knowledge, reduce risk behaviours, and improve acceptance of and collaboration with formal health services. Training could also increase referrals to the formal health services.
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Chen, Guang. Multi-agent Collaborative Perception for Autonomous Driving: Unsettled Aspects. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, August 2023. http://dx.doi.org/10.4271/epr2023017.

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<div class="section abstract"><div class="htmlview paragraph">This report delves into the field of multi-agent collaborative perception (MCP) for autonomous driving: an area that remains unresolved. Current single-agent perception systems suffer from limitations, such as occlusion and sparse sensor observation at a far distance.</div><div class="htmlview paragraph"><b>Multi-agent Collaborative Perception for Autonomous Driving: Unsettled Aspects</b> addresses three unsettled topics that demand immediate attention: <ul class="list disc"><li class="list-item"><div class="htmlview paragraph">Establishing normative communication protocols to facilitate seamless information sharing among vehicles</div></li><li class="list-item"><div class="htmlview paragraph">Definiting collaboration strategies, including identifying specific collaboration projects, partners, and content, as well as establishing the integration mechanism</div></li><li class="list-item"><div class="htmlview paragraph">Collecting sufficient data for MCP model training, including capturing diverse modal data and labeling various downstream tasks as accurately as possible</div></li></ul></div><div class="htmlview paragraph"><a href="https://www.sae.org/publications/edge-research-reports" target="_blank">Click here to access the full SAE EDGE</a><sup>TM</sup><a href="https://www.sae.org/publications/edge-research-reports" target="_blank"> Research Report portfolio.</a></div></div>
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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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