Relevant bibliographies by topics / Training individuale

Contents

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

Academic literature on the topic 'Training individuale'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Training individuale"

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Kamrani, Saleh. "The Relationship between Training Factors and Individual Characteristics." International Academic Journal of Organizational Behavior and Human Resource Management 05, no. 02 (December 20, 2018): 110–25. http://dx.doi.org/10.9756/iajobhrm/v5i2/1810019.

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Abdul Wahab, Muhammad Nubli, Suriyakumar Sinnadurai, and Mohd Azam Mohd. "The development of personality profiling systems on the assessment of individual performance for the betterment of training programme." Journal of Quality in Education 2, no. 2 (November 11, 2011): 17. http://dx.doi.org/10.37870/joqie.v2i2.111.

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Training performance can be measured by a number of outputs resulting from completing individual activities in a training programme. A good training programme enhances knowledge, skills, and attitudes which enable individuals to improve their performance. This paper has come up with a computerized heuristics system to assess individual's personality. It utilizes an expert system mode to assess individual's performance rather than utilizing manual assessments as currently being employed. The system is able to identify individual's personality strength and weaknesses and offer a detail evaluation and explanation on each individuals personality. The clarifications are important for each individual to understand their own behavior and how this can relate to their working performance. It is also useful to prevent assigning job tasks which do not fit with individual's traits and personalities. By utilizing the system, the user is able to explore the individual's personality and also in assisting the trainer in identifying suitable training programmes for their clients.
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Giuliani, Arianna. "Qualify formative processes by promoting inclusive practices: the case of B. Pascal High school." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 393–407. http://dx.doi.org/10.36253/form-12566.

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Promote inclusive processes by designing educational settings and activities seem to be confirmed as one of the most difficult challenges to which schools and teachers must respond. Encouraging the development, by all students, of engagement and skills useful for the future exercise of an active citizenship implies a broad commitment of teachers, as well as adequate mediation and co-planning skills of the specialized teacher. The contribution examines the results of a project conducted at the B. Pascal High school, based in Rome. Working with a class in which several students were supported by a specialized teacher, was focused the effectiveness that individual and small group reflection activities can have in enhancing communication and collaborative skills. The main evidence that emerged allow to highlight the effectiveness of the strategies used in promote an inclusive training experience. Qualificare i processi formativi promuovendo pratiche inclusive: il caso dell’Istituto statale B. Pascal. Predisporre setting educativi e progettare la didattica in modo da promuovere processi inclusivi sembrano confermarsi tra le sfide più ardue a cui le scuole e gli insegnanti devono rispondere. Favorire lo sviluppo, da parte di tutti gli studenti, dell’engagement e di competenze utili per il futuro esercizio di una cittadinanza attiva implica un ampio impegno degli insegnanti, nonché una adeguata capacità di mediazione e co-progettazione dell’insegnante specializzato. Il contributo approfondisce gli esiti di un percorso progettuale condotto presso l’Istituto statale B. Pascal di Roma. Nel lavorare con una classe in cui erano presenti più studenti affiancati dall’insegnante specializzato, l’attenzione è stata posta sull’efficacia che attività di riflessione individuale e di piccolo gruppo possono avere nel potenziamento delle capacità comunicative e collaborative. Le evidenze emerse consentono di evidenziare l’efficacia delle strategie utilizzate rispetto alla possibilità di predisporre un’esperienza formativa inclusiva.
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Hülya Kudret, Hülya Kudret, and Ebru Temiz Ebru Temiz. "BİREYSEL SES EĞİTİMİ DERSLERİNDE KULLANILAN REPERTUVARIN İNCELENMESİ." e-Journal of New World Sciences Academy 12, no. 4 (October 28, 2017): 299–310. http://dx.doi.org/10.12739/nwsa.2017.12.4.d0208.

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Browne, Julia, Sue E. Estroff, Kelsey Ludwig, Carrington Merritt, Piper Meyer-Kalos, Kim T. Mueser, Jennifer D. Gottlieb, and David L. Penn. "Character strengths of individuals with first episode psychosis in Individual Resiliency Training." Schizophrenia Research 195 (May 2018): 448–54. http://dx.doi.org/10.1016/j.schres.2017.09.036.

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Condron, Susanne, Lucas Godoy Garraza, Nora Kuiper, Bhuvana Sukumar, Christine Walrath, and Richard McKeon. "Comparing the Effectiveness of Brief Versus In-Depth Gatekeeper Training on Behavioral Outcomes for Trainees." Crisis 40, no. 2 (March 2019): 115–24. http://dx.doi.org/10.1027/0227-5910/a000539.

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Abstract. Background: A common suicide prevention strategy is training gatekeepers to identify at-risk individuals and refer them to services. Aims: The study aimed to examine whether differences in training outcomes were observed for brief versus in-depth gatekeeper trainings for trainees from varied professional settings while controlling for differences in trainee characteristics and community context. Method: Trainees' identification and referral behavior 3 months after gatekeeper training was compared with a sample of respondents matched on individual- and community-level variables using propensity score-based techniques. The value was estimated, in terms of additional identification and associated costs, of adopting in-depth training. Results: A higher proportion of trainees who participated in in-depth trainings from K-12 and community settings identified at-risk youth, and a higher proportion of in-depth trainees from mental health settings referred youth to services compared with participants of brief trainings from the same setting and with similar characteristics. The effect of training type on outcomes varied by professional role and community context. Limitations: Self-report measures were used to assess outcomes. Similar measures are used in other studies; their validity has not been conclusively established. Conclusion: Findings suggest certain individuals may benefit from in-depth training more than others, which favors targeting this intervention to particular gatekeepers.
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Hollingshead, Andrea B. "Groupand Individual Training." Small Group Research 29, no. 2 (April 1998): 254–80. http://dx.doi.org/10.1177/1046496498292006.

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I.A., Tursunaliev. "Factors Affecting The Individual Investigation Of Key Actions In Training Fighting And Competitions." American Journal of Social Science and Education Innovations 03, no. 04 (April 17, 2021): 47–54. http://dx.doi.org/10.37547/tajssei/volume03issue04-07.

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Identify ways for young boxers to achieve high results in combat, which consists of a large number of different movements that are performed very quickly in competitive fights, by determining the degree of correlation between the application of basic movements in training fights and competitions, the scope of application of preparatory movements and the effectiveness of basic movements.
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Dhindsa, Kiret, Dean Carcone, and Suzanna Becker. "Toward an Open-Ended BCI: A User-Centered Coadaptive Design." Neural Computation 29, no. 10 (October 2017): 2742–68. http://dx.doi.org/10.1162/neco_a_01001.

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Brain-computer interfaces (BCIs) allow users to control a device by interpreting their brain activity. For simplicity, these devices are designed to be operated by purposefully modulating specific predetermined neurophysiological signals, such as the sensorimotor rhythm. However, the ability to modulate a given neurophysiological signal is highly variable across individuals, contributing to the inconsistent performance of BCIs for different users. These differences suggest that individuals who experience poor BCI performance with one class of brain signals might have good results with another. In order to take advantage of individual abilities as they relate to BCI control, we need to move beyond the current approaches. In this letter, we explore a new BCI design aimed at a more individualized and user-focused experience, which we call open-ended BCI. Individual users were given the freedom to discover their own mental strategies as opposed to being trained to modulate a given brain signal. They then underwent multiple coadaptive training sessions with the BCI. Our first open-ended BCI performed similarly to comparable BCIs while accommodating a wider variety of mental strategies without a priori knowledge of the specific brain signals any individual might use. Post hoc analysis revealed individual differences in terms of which sensory modality yielded optimal performance. We found a large and significant effect of individual differences in background training and expertise, such as in musical training, on BCI performance. Future research should be focused on finding more generalized solutions to user training and brain state decoding methods to fully utilize the abilities of different individuals in an open-ended BCI. Accounting for each individual's areas of expertise could have important implications on BCI training and BCI application design.
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Merrick, Gwen, Andrea Figol, Jennifer Anderson, and R. Jun Lin. "Outcomes of Gender Affirming Voice Training: A Comparison of Hybrid and Individual Training Modules." Journal of Speech, Language, and Hearing Research 65, no. 2 (February 9, 2022): 501–7. http://dx.doi.org/10.1044/2021_jslhr-21-00056.

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Purpose: Gender affirming voice training supports individuals as they explore and develop a healthy voice that feels congruent with their gender and sense of self. Although gender affirming voice training is increasingly available, there is no research comparing individual versus hybrid training outcomes in the existing literature. Method: A retrospective chart review was performed on trans women and/or nonbinary individuals who attended either individual or hybrid (group and individual training) gender affirming voice and communication training at St. Michael's Hospital in Toronto between 2012 and 2019. Participant demographics, self-reported goal achievement, attendance, pre/post–Trans Woman Voice Questionnaire (TWVQ) scores, and pre/postspeaking fundamental frequency (SFF) were compared between individual and hybrid training participants. Multiple logistic regression analysis was performed to determine factors that could predict self-reported goal achievement. Results: Sixty-two trans women and/or nonbinary individuals who attended either individual ( n = 43) or hybrid ( n = 19) gender affirming voice and communication training were included in the study. Hybrid participants had a significantly higher goal achievement rate and therapy adherence rate compared with individual participants (74% vs. 21%; 84% vs. 28%, respectively). Both training models resulted in significant elevation of SFF and reduction of TWVQ scores. Inflection range did not change significantly for either training formats. Multiple logistic regression showed that hybrid training was a positive predictor for goal achievement (odds ratio = 2.2, 95% confidence interval [0.3, 4.1]). Conclusions: Although clients in individual and hybrid gender affirming voice and communication training achieved significant pitch elevation and lower TWVQ scores, hybrid participants demonstrated significantly higher goal achievement and therapy adherence. This study suggests that hybrid training may provide a valuable support system that improves therapy success in this client population.
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Dissertations / Theses on the topic "Training individuale"

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PEVERI, LAURA. "Resilienza e regolazione delle emozioni. Un approccio multimodale." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/7893.

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Thesis object is resilience considered as the ability to deal with critical and stressful events, overcome them and continue to grow by increasing its resources, with a consequent positive life reorganization (Malaguti, 2005). As pointed out by Richardson (2000) resilience has a dual nature is both a state, a set of traits and resilient qualities (self-esteem, self-efficacy, optimism, etc..) and a process which leads to the attainment of the state. The resilience is innate because everyone born with a different "predisposition to resilience” but at the same time is acquirable and developable through the resilient process. Starting from a general art state analysis on the resilience construct, the thesis turns its attention to the psychological processes that begins with the resilient quality allowing the positive resolution of the critical event (resilient reintegration). In particular, the thesis consists of three studies, focuses on the relationship between the resilience of the one part and the emotion regulation process on the other. Before proceeding to the experimental investigation of relations between resilience and emotional regulation was necessary identify, translate and validate three scales for the assessment of resilience: Resilience Scale (Wagnild & Young, 1993), the Connor-Davidson Resilience Scale (Connor, Jonathan, & Davidson, 2003) and the Resilience Scale for Adults (Friborg, Hjemdal, Rosenvinge, & Martinussen, 2003). The validation work, conducted on a sample of 400 subjects and subject of the first study, shows good psychometric properties of all three scales, but particularly highlights the reliability and validity of the Resilience Scale for Adults, who besides provide an overall assessment of resilience’s level, also allows to obtain information about personal resources and social networks to which resilient individuals appeal to face the critical life situations. The second study's objective is an in-depth examination of the relationship between the resilience from a side and some of the emotion regulation process components from the other one. The considered components are: appraisal, coping and positive emotions. The second study fits into a situational perspective and adopt a multimodal approach using both subjective measurements, such as self-report, both objective measurements such as the not verbal behavior analysis. We use a research design with one independent variable at two levels: resilience (a1 = resilient, a2 = not resilient) and a sample of 60 female subjects. Second study's results confirm some matches already verified by other researchers, such as the close links between being resilient and experience more positive emotions during and after stressful events, and between being resilient and appraise stressful events as challenges (Tugade e Fredrikson, 2004). The mediation effect study highlights the link between these two phenomena. The obtained mediation model suggests that the biggest positive emotion experimentation is imputable to the appraisal of challenge that the resilient do in front of every kind of emergency. The second study offers also new insights on the relationship between coping, appraisal and resilience. Inside this relationship plays a key role the appraisal of controllability of the events. If resilient appraise the stressful event as controllable they actively face him with a coping approach style, if instead they don’t evaluate the situation as controllable they choose other types of coping like avoidance coping or how data coming from the analysis of the not verbal behaviour suggest a repressive coping form that is a passive event acceptance. In both cases, the chosen style of coping, coupled with increased testing of positive emotions, ensure the best possible adaptation with respect to the circumstances. Thesis intent is also to pass from the theory on resilience to the "practice" of resilience. The third study's objective is the effectiveness evaluation of a training that aims to improve the “resilient reintegration” through the enhancement of some components of the emotion regulation process seen in the second study (appraisal, coping and positive emotions). The training adopts as work methodology the guided personal narratives about events emotionally positively or negatively features. We use an experimental research design with two independent variables: resilience (a1 = resilient, a2 = not resilient), training (b1 = positive training, b2 = negative training, b3 = no training) and a sample of 60 female subjects. Results highlight the possibility of improving the ability of the not resilient individuals to adapt quickly and positively to the experimental stressful events by strengthening the process of emotion regulation and some of its components specifically: appraisal of control, coping and positive emotions. Enhancement achieved through the use of personal narratives about stressful events negative features. The same type of reinforcement obtained from the negative training, doesn’t seem reachable with positive training. The ineffectiveness of the positive training can be attributed to an inadequate assessment methodology, or to a deliveries not sufficiently clear and comprehensive. The third study also shows the not training effectiveness (positive or negative) for the resilient individuals at the purposes of strengthening the emotion regulation process and therefore the ability to adapt positively. It’s possible to assume that resilient individuals already able in regulating their emotions, as evidenced by second study’s results, need to achieve further enhancement of its resilience a more intensive and specifically directed work on various resilient qualities.
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Lindop, Edward. "Individual stress among nurses in training." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319205.

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Sewell, Louise. "Individually targeted exercise training in pulmonary rehabilitation." Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/29526.

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This thesis examines the effect of an individually targeted exercise programme when compared to a general exercise programme in patients with Chronic Obstructive Pulmonary Disease (COPD). The effect of these programmes upon domestic function and daily activity is also examined.;Initially, the test-retest reliability of the primary measure of domestic function, the Canadian Occupational Performance Measure (COPM) was examined. The COPM was completed in 15 patients with stable COPD. The intra class correlation coefficients were high indicating that the COPM is a reliable measure in patients with COPD.;A large randomised prospective trial was then completed. 185 patients with stable COPD referred for seven-week hospital based, outpatient pulmonary rehabilitation programme, were recruited. A third of these patients (n=61) were initially assigned to a pre treatment group in order to establish the variability of all outcome measures.;Patients were randomly assigned to either a general exercise programme (GEP) (n=90) or an individually targeted exercise programme (ITEP) (n=90). Functional targets for patients in the ITEP were identified using the COPM. Activity monitors measured daily activity. Exercise performance was measured using the Incremental Shuttle Walking Test and the Endurance Shuttle Walk Test and measures of health status were also employed. Both treatment groups made statistically significant improvements in domestic function, exercise performance and health status. However there were no statistically significant differences between the GEP and the ITEP. This study demonstrated that general exercise training is as effective as more complex individually targeted training.;ITEP is no more effective at prolonging the benefits of pulmonary rehabilitation when compared the GEP.
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Franco, Creso. "Individual and historical development in science." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357013.

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Rivkin, David. "The Effects of Individual-Team Training Versus Group-Team Training on Group Task Performance." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2774.

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Organizations utilize groups frequently and extensively for problem solving and decision making. Research results indicate that training in group decision making improves the performance of groups on a variety of decision -making tasks (Erffmeyer & Lane, 1984; Hall & Williams, 1970; Nemiroff, Passmore, & Ford, 1976). Despite the heavy reliance of organizations on teams and the benefits of training in group decision making, there is a scarcity of research investigating the proper instructional mode (i.e., individual versus team) for group decision-making training (Denson, 1981; Goldstein, 1986). The results of studies investigating this problem have been inconclusive (Goldstein, 1986). Support has been found for both individual and team training (Denson, 1981). Wagner, Hibbits, Rosenblatt, & Schulz (1977) suggested the notion that the proper of instructional mode for group training depends upon the type of situation in which the group is required to perform. For "established" situations which are well defined and highly structured, individual training is suggested. In "emergent" situations, which are unstable and require large amounts of cooperation and communication between team members, team training is recommended. The present study compared individual, team, and no training on a group decision-making task. Team performance in an emergent situation was compared in terms of the quality of the decision made, time spent on task, acceptance of the decision, and satisfaction with group process and training. The results indicated that team-trained groups produced the highest quality decisions, followed by individually -trained groups, then no -trained groups. Team training was perceived as the most satisfying, followed by individual training, with no training being perceived as the least satisfying. Groups did not significantly differ on acceptance, time spent on task, or satisfaction with group process. The results of the present study help clarify previous research investigating group training. The present findings suggest that team training is the most appropriate instructional mode for groups working in emergent situations. Additionally, the findings suggest that workers will be more satisfied with team training than with individual training. Further research investigating the appropriateness of individual and team training in a variety of situations needs to be conducted to lend support to the present findings.
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Magno, Ronald Dial. "Training mentally disabled individuals for effective nurse-patient communication." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.

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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
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Quintana, Frances. "Parent skills training for individuals in substance abuse treatment." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3066.

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This study examines the relationship between substance abuse and the need for parent skills training. Predicted is that adults in substance abuse treatment are likely to be in need of parent skills training. Previous research has associated the lack of parent skills with inept parenting practices that often leads to developmental problems in children.
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Stankevičiūtė, Erika. "Vaidmens kūrimo individualių metodų paieška aktoriaus rengimo procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100709_133133-98821.

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Sistemiška vaidmens kūrimo analizė, metodų kūrimas prasidėjo tik XX a. pradžioje. Aktoriaus rengimo mokyklų pradžia laikoma žymiausio aktorinio parengimo pedagogo, žymaus aktoriaus, režisieriaus K. Stanislavskio (1863 m.) sukurta savita sistema, kuri padarė įtaką visai teatro raidai. K. Stanislavskis turėjo daug savo pasekėjų ne tik Rusijoje, bet ir visame pasaulyje. Iš K. Stanislavskio sistemos išsivystė dvi teatro kryptys: 1. Psichologinis teatras (K. Stanislavskis, M.Čechovas, Š. Diulenas). 2. Fizinis teatras. (V. Meyerholdas, J.Grotowski, B.Brecht ir kt.). Šios kryptys turėjo didelę įtaką ir Lietuvos teatro mokyklos raidai. Nuo V. Boguslovskio, A. Sutkaus, A. Olekos-Žilinsko, J. Miltinio iki šių dienų Lietuvos teatro aktoriaus parengimas pakito nedaug, tačiau galima teigti, kad šiuolaikiniame Lietuvos teatre vyrauja režisūrinis teatras, kuriame svarbūs vizualūs ir muzikiniai/ritminiai sprendimai. Tačiau vaidmens kūrimo procesas daugiausiai remiasi psichologinio teatro metodais. Tiek aktoriams, tiek režisieriams svarbu, kad aktorius suvoktų savo uždavinį, suprastų spektaklio visumą, žadintų savyje emocinius išgyvenimus. Kad ir kaip nebepripažintų teatro kūrėjai K. Stanislavskio sistemos, aktoriai iki šios dienos ją laiko universaliausia ir patikimiausia mokykla. Taip pat galima pastebėti, kad režisieriai neieško individualaus metodo ir jo netaiko. Lietuvos aktorius yra išmokytas ir tebemokomas būti tikslia spektaklio vitražo dalimi. Studijų metu aktoriai supažindinami su... [toliau žr. visą tekstą]
Systematic analysis of role creation and methods development started just in the beginning of XX century. A unique system created by the most famous acting teacher, well known actor and director K. Stanislavski (1863) is believed to be the first impulsion for the acting schools introduction and thus made a big influence for the whole development of theatre. K. Stanislavski had many followers in the whole world, not only Russia. From K. Stanislavski’ system two types of theatre trends have evolved: 1) Psychological theatre (K. Stanislavski, M.Čechov, Š. Diulen) and 2) Physical theatre (V. Meyerhold, J.Grotowski, B.Brecht etc). These two trends were also influential for the development of Lithuanian theatre school. Since V. Boguslovski, A. Sutkus, A. Oleka-Žilinskas , J.Miltinis until these days the training of Lithuanian theatre actors has changed little, however, one could tell that in today Lithuanian theatre prevails staged type theatre where visual and musical or rhythm solutions are most important. On the other hand, the process of role creation is mostly based on methods from psychological theatre. Actors as well as directors care that the actor understands the wholeness of performance, stimulate inner emotional experiences. Accordingly, no matter how strong the disagreement of theatre founders for K. Stanislavski system would be actors still consider it as the most universal and reliable school. In addition, it is clear that directors do not try to find individual... [to full text]
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Su, Sherry Shiuan. "Individual learning and organizational learning in academic libraries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105914.

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Learning has been viewed as a continuous lifelong activity recently. Facing the changing information, academic librarians have increasing responsibilities for his/her own learning. The idea of developing learning skills has become widespread as well. This paper reviews the literature on individual learning and organizational learning in the libraries. Issues concerning librarians as learners; librariansâ work-based learning; and academic libraries and learning organization are discussed.
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Logan, T. "Adolescent schooling : Individuals, institutions and meanings in transition." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381748.

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Books on the topic "Training individuale"

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Kathleen, Kopp, National Center for Research in Vocational Education (U.S.), and Ohio State University. Center for Vocational Education, eds. Determine individual training needs. Athens, Ga: American Association for Vocational Instructional Materials, 1987.

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Kopp, Kathleen. Determine individual training needs. Columbus, Ohio: The National Center for Research in Vocational Education, The Ohio State University, 1986.

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Winkler, John D. Linking future training concepts to Army individual training programs. Santa Monica, CA: Rand, 1992.

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Wilcox, Trevor. Designing individual and group learning. (Oxford): Pergamon Open Learning, 1994.

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Improving individual performance. Englewood Cliffs, N.J: Educational Technology Publications, 1986.

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1943-, Peterson James A., ed. Volleyball drill book: Individual skills. Indianapolis: Masters Press, 1992.

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Abram, Jan. Individual psychotherapy trainings: A guide. London: Free Association, 1992.

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Grundy, Tony. Developing the Individual. New York: John Wiley & Sons, Ltd., 2003.

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Personal training: Individual fitness programs & training plans for every body type. New York: Sterling Pub. Co., 1998.

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McGettigan, James P. Soccer drills for individual and team play. West Nyack, N.Y: Parker Pub. Co., 1987.

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Book chapters on the topic "Training individuale"

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Hyderkhan, Scott. "Individual Tasks." In Active Shooter Response Training, 63–72. Second edition. | New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-6.

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Katz, Benjamin, Masha R. Jones, Priti Shah, Martin Buschkuehl, and Susanne M. Jaeggi. "Individual Differences and Motivational Effects." In Cognitive Training, 157–66. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42662-4_15.

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Katz, Benjamin, Masha R. Jones, Priti Shah, Martin Buschkuehl, and Susanne M. Jaeggi. "Individual Differences in Cognitive Training Research." In Cognitive Training, 107–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39292-5_8.

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Mallo, Javier. "Intrapersonal Coordination (The Individual Play)." In Team Sports Training, 59–83. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003020141-5.

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Larsen, Kristy L., and Sara S. Jordan. "Assertiveness Training." In Encyclopedia of Personality and Individual Differences, 270–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_882.

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Hazlett-Stevens, Holly, and Douglas A. Bernstein. "Relaxation Training." In Encyclopedia of Personality and Individual Differences, 4381–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_939.

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Larsen, Kristy L., and Sara S. Jordan. "Assertiveness Training." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_882-1.

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Hazlett-Stevens, Holly, and Douglas A. Bernstein. "Relaxation Training." In Encyclopedia of Personality and Individual Differences, 1–5. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28099-8_939-1.

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Conceiçao, Filipe Almeida Viana, and Helvio Affonso. "Programing and Periodization for Individual Sports." In Resistance Training Methods, 259–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81989-7_14.

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Hesketh, Beryl, and Karolina Ivancic. "Enhancing Performance through Training." In Psychological Management of Individual Performance, 249–65. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013419.ch12.

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Conference papers on the topic "Training individuale"

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Udvaros, Jozsef, and Akos Guban. "THE COMPARISON OF THE RESULTS OF THE CORRESPONDENCE AND THE FULL-TIME TRAINING." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-083.

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Based on statistics members of the correspondence training are mostly people who are working, so in most cases this decision for them is forced. The least of them choose this because of personal reasons (for example: unfinished full-time trainings, individual researches, living far away from school, etc.). Nowadays most of the universities offer classic full time-training as well as correspondence trainings. There is no difference between the diploma earned with full-time training and correspondence training. Compared to the full-time training there are less members of the correspondence training, so the lecturers can attend to somebody more individually. Most universities require from students in correspondence training to complete internships where they gain experience. Based on their experience, they prepare their diploma works. It often happens that correspondence training provides less valuable education than full-time education. However, this is already denied by the trainers, and employers do not raise this issue. Both type of trainings has valuable people with different benefits. Correspondents usually stand out for their purposefulness and life experience, which makes them unique not only at university but also later in the workplace. Because contact hours are on Friday afternoons and weekends, they are usually blocked. In this article we present the results of a research where we examine the exam results of correspondents and full-time students for several years. In the research we analyze the exam results of hundreds of students from which we draw conclusions. We want to show you what the students of the correspondence training are better and where their results are worse.
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Nevmerzhitskaya, Julia, Elisa Norvanto, and Csaba Virag. "HIGH IMPACT CYBERSECURITY CAPACITY BUILDING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-113.

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The shift of our societies towards automation and connectivity is accompanied by growing vulnerabilities that can be exploited to cause effects ranging from nuisance to large-scale breaches of sensitive personal data, terrorism and destabilisation of democratic processes . To achieve preparedness and resilience, cybersecurity skills need to be continuously advanced at all levels of ICT and security personnel, in a constant learning process, to address complex demands of individual and organizational level capacity building through trainings and exercises. In this article authors describe a proposal for a common cybersecurity training framework enabling practical, operational and hands-on trainings that are adaptable to changing threat conditions, and a methodology to transform user needs into interoperable training specifications to be used by cyber range and cybersecurity training providers and that can take advantage of simulations and knowledge transfer solutions. Such a framework improves cybersecurity training capabilities by leveraging dynamic simulation environments for delivery of realistic training scenarios enabling participants and organisations to prepare for current and future threats. The framework provides the foundation for systematic development of cybersecurity skills at the individual and organizational levels. It consists of a multidisciplinary cybersecurity training methodology; a model that describes the various skills required to perform cybersecurity duties, as well as the levels of proficiencies; and the training and skills evaluation methodology. The innovation potential of the proposed training framework comes from a holistic approach to understanding capacity building in terms of translating end-user needs into training scenarios and applying a human-centred and organisational approach to cybersecurity, taking into consideration behavioural aspects of training.
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An, Baiyi, and Wei Shen. "Research on The Individual Talent Training Mode." In 2018 8th International Conference on Social science and Education Research (SSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sser-18.2018.106.

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Smirnova, Zhanna V. "Continuous Professional Training Of Service Specialists." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.101.

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Hale, Matthew, Noah Jorgenson, and Rose Gamble. "Predicting individual performance in student project teams." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876078.

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Timkina, Yuliya. "Professionally Oriented Cases In Foreign Language Training." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.106.

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Thompson, Lara A., Marzieh Savadkoohi, Gabriel Velluto de Paiva, Joao Augusto Renno Brusamolin, Jelani Guise, Pius Suh, and Pablo Sanchez Guerrero. "Sensory integration training improves balance in older individuals." In 2020 42nd Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC) in conjunction with the 43rd Annual Conference of the Canadian Medical and Biological Engineering Society. IEEE, 2020. http://dx.doi.org/10.1109/embc44109.2020.9175715.

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Smith, Jennifer, Brian Veitch, and Scott MacKinnon. "Achieving Competence in Offshore Emergency Egress Using Virtual Environment Training." In ASME 2015 34th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/omae2015-41132.

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As a precursor to simulation transfer studies, this research assessed the level of competence in basic offshore safety gained through a virtual environment training program and investigated the training time required to reach competence. The experiment demonstrated that the offshore egress learning objectives can be taught using the All-hands Virtual Emergency Response Trainer (AVERT) training program with some limitations. The two main findings were: 1. due to individual differences in spatial learning, some individuals required more exposure to the virtual setting to ensure knowledge retention; and 2. the procedural learning objectives required reinforcement during training scenarios to ensure knowledge acquisition. Overall, this research recommends modifications to the training and technology design in order to prepare for future transfer studies and offshore applications.
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Madni, Azad, Carla Madni, H. Barbara Sorensen, and Sharon Garcia. "Intelligent Agents for Individual and Team Training Applications." In Infotech@Aerospace. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2005. http://dx.doi.org/10.2514/6.2005-7144.

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Gerashchenko, Aleksandr Semenovich. "Technology of creating an individual differential training path." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111910.

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Reports on the topic "Training individuale"

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Pickett, Dayton S. Individual Enlisted Training Data Capture and Management. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada206382.

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Eberts, Randall W. Individual Training Accounts and Nonstandard Work Arrangements. W.E. Upjohn Institute, August 2019. http://dx.doi.org/10.17848/tr18-037.

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Eberts, Randall W. Individual Training Accounts and Nonstandard Work Arrangements. W.E. Upjohn Institute, August 2019. http://dx.doi.org/10.17848/tr19-037.

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Graves, Thomas R., David R. James, and M. G. Cobb. An Examination of Advanced Individual Training Platoon Sergeant Training and Experiences. Fort Belvoir, VA: Defense Technical Information Center, May 2012. http://dx.doi.org/10.21236/ada564897.

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Bortz, Arthur L. Managing, Mobilizing and Training the Individual Ready Reserve. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada208141.

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Sticha, Paul J., Roy C. Campbell, and C. M. Knerr. Individual and Collective Training in Live, Virtual and Constructive Environments. Training Concepts for Virtual Environments. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada402315.

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Howard, William G. Comparing the Army's 88M Advanced Individual Training Course to a Civilian Vehicle Operator Training Course. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada389388.

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CORPS OF ENGINEERS WASHINGTON DC. Training: Five-Year Individual Development Plan (IDP) and Developmental Assignments. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada404311.

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Wick, Daniel T., Steven L. Millard, and Kenneth D. Cross. Evaluation of a Revised Individual Ready Reserve (IRR) Aviator Training Program. Fort Belvoir, VA: Defense Technical Information Center, January 1986. http://dx.doi.org/10.21236/ada173811.

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Rice, Valerie J., Vicki L. Connolly, Annette Bergeron, Mary Z. Mays, and Greer M. Evans-Christopher. Evaluation of a Progressive Unit-Based Running Program During Advanced Individual Training. Fort Belvoir, VA: Defense Technical Information Center, February 2002. http://dx.doi.org/10.21236/ada402890.

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