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Academic literature on the topic 'Training schemes'

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Published: 4 May 2024

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Journal articles on the topic "Training schemes"

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Junaid, Ola. "Training schemes." Psychiatric Bulletin 13, no. 9 (September 1989): 509. http://dx.doi.org/10.1192/pb.13.9.509.

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Junaid, O. "Training schemes." Psychiatric Bulletin 15, no. 10 (October 1991): 642. http://dx.doi.org/10.1192/pb.15.10.642-a.

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Church, David. "GP training ‘schemes’." British Journal of General Practice 60, no. 575 (June 1, 2010): 451.2–452. http://dx.doi.org/10.3399/bjgp10x502236.

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Farmer, Anne. "Rotational training schemes." Psychiatric Bulletin 15, no. 2 (February 1991): 110–11. http://dx.doi.org/10.1192/pb.15.2.110-a.

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Büke, Burak, Özgür M. Araz, and John W. Fowler. "Cross-Training with Imperfect Training Schemes." Production and Operations Management 25, no. 7 (February 11, 2016): 1216–31. http://dx.doi.org/10.1111/poms.12543.

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Khan, Abid, and Femi Oyebode. "Evaluation of a psychiatric training scheme." Psychiatric Bulletin 17, no. 3 (March 1993): 158–59. http://dx.doi.org/10.1192/pb.17.3.158.

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Rotational training schemes are now well established as appropriate means of organising psychiatric training in the UK. There are already a number of good descriptions of how schemes are organised and managed (Soni et al, 1987; Davies, 1990) and one report of the experiences of trainees in a particular scheme (Fahy & Beats, 1990).
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Majeed, Azeem. "Clinical skills training in UK GP training schemes." British Journal of General Practice 66, no. 651 (September 29, 2016): 510.1–510. http://dx.doi.org/10.3399/bjgp16x687181.

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García, Carmen González, Felicidad García-Sánchez, and Juan Sebastián González Rodríguez. "Color Schemes for Training Artists." Journal of Information Technology Research 14, no. 4 (October 2021): 70–81. http://dx.doi.org/10.4018/jitr.2021100106.

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The aim of the didactics of color is to create a connection, a state of harmony between the observable color and color which is created. This objective unfolds in the teaching methods employed. On one hand, analytical observation must be taught, allowing the gaze to distinguish different shades of color, to organize hierarchically levels of light and darkness and to evaluate subtleties in the saturation of hues. On the other hand, rigorous instruction in color mixing must ensure that the observable color, that is, the desired color, can be approached in an intuitive and precise way. In this article, the authors discuss the difficulties faced teaching color to student artists and how digital tools can be used for training the concept of observation and the analysis of color. These tools allow color schemes to be created. Here the authors discuss how these tools can be applied, based on the experience obtained in introductory painting classes involving students from the University of Salamanca.
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Crowe, S. "Opening training schemes to change." BMJ 327, no. 7410 (August 9, 2003): 336—a—336. http://dx.doi.org/10.1136/bmj.327.7410.336-a.

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Napper, Lawrence. "Disabled Operators: Training Disabled Ex-servicemen as Projectionists during the Great War." Journal of British Cinema and Television 15, no. 1 (January 2018): 94–114. http://dx.doi.org/10.3366/jbctv.2018.0404.

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This article offers an account of the various schemes for the training of disabled ex-servicemen as projectionists during the First World War. It places those schemes within the context of wider activities of the film industry in support of the war through the rubric of ‘practical patriotism’ arguing that, like those other schemes, the training was designed to enhance the public image of the industry as much as it was designed to help disabled veterans themselves. Using evidence from local and national newspapers as well as trade papers and records on film itself, the article describes the design of the schemes and their spread throughout the country. Cinema was also adopted as a central tool in the Ministry of Pension's strategy for publicising a variety of veterans' rehabilitation schemes and the disabled operators' schemes offer a particularly self-reflexive example of how this policy developed. The question of what kinds of disabled veterans benefited from the scheme is addressed, and the popular understanding they were directed primarily at veterans with facial disfigurements is refuted. The growing dissatisfaction with the schemes expressed by veteran's organisations through 1917–18 is noted. The sudden abandonment of the scheme at the end of the war in the face of political questions surrounding the re-employment of returning veterans in their pre-war roles is discussed. Parallels with the fate of female projectionists (projectionettes), and the implications for the post-war unionisation of projectionists are also considered.
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Dissertations / Theses on the topic "Training schemes"

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Papadopoulos, Dimitrios P. "Efficient human annotation schemes for training object class detectors." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31088.

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A central task in computer vision is detecting object classes such as cars and horses in complex scenes. Training an object class detector typically requires a large set of images labeled with tight bounding boxes around every object instance. Obtaining such data requires human annotation, which is very expensive and time consuming. Alternatively, researchers have tried to train models in a weakly supervised setting (i.e., given only image-level labels), which is much cheaper but leads to weaker detectors. In this thesis, we propose new and efficient human annotation schemes for training object class detectors that bypass the need for drawing bounding boxes and reduce the annotation cost while still obtaining high quality object detectors. First, we propose to train object class detectors from eye tracking data. Instead of drawing tight bounding boxes, the annotators only need to look at the image and find the target object. We track the eye movements of annotators while they perform this visual search task and we propose a technique for deriving object bounding boxes from these eye fixations. To validate our idea, we augment an existing object detection dataset with eye tracking data. Second, we propose a scheme for training object class detectors, which only requires annotators to verify bounding-boxes produced automatically by the learning algorithm. Our scheme introduces human verification as a new step into a standard weakly supervised framework which typically iterates between re-training object detectors and re-localizing objects in the training images. We use the verification signal to improve both re-training and re-localization. Third, we propose another scheme where annotators are asked to click on the center of an imaginary bounding box, which tightly encloses the object. We then incorporate these clicks into a weakly supervised object localization technique, to jointly localize object bounding boxes over all training images. Both our center-clicking and human verification schemes deliver detectors performing almost as well as those trained in a fully supervised setting. Finally, we propose extreme clicking. We ask the annotator to click on four physical points on the object: the top, bottom, left- and right-most points. This task is more natural than the traditional way of drawing boxes and these points are easy to find. Our experiments show that annotating objects with extreme clicking is 5 X faster than the traditional way of drawing boxes and it leads to boxes of the same quality as the original ground-truth drawn the traditional way. Moreover, we use the resulting extreme points to obtain more accurate segmentations than those derived from bounding boxes.
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Lewis, Paul John. "The evaluation of social action programmes : a #soft' systems approach." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276137.

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Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.

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Taylor, Denise. "The role of commercial mathematics schemes in primary mathematics teaching." Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288795.

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Whiteley, A. M. "The low achievers in YTS." Thesis, University of Newcastle Upon Tyne, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378865.

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Mitchell, Anthony Edward. "The construction and implementation of the assessment schemes in G.C.S.E. mathematics examinations." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270023.

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Chung, Wan-sze Doris, and 鍾韻詩. "A comparative institutional analysis of the youth employment training schemes in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45012398.

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Clark, Martin. "'It's a way of life' : government adult training schemes and new forms of marginality." Thesis, University of Sheffield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403263.

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Mohamad, Nur I. "The effect of two different loading schemes and recovery types on kinematic and kinetic parameters in squat exercise." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/145.

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Understanding the kinematic and kinetic determinants associated with resistanceloading schemes is crucial to maximise neuromuscular adaptations especially musclehypertrophy to resistance training. The main purposes of this research was to determinewhether loading the muscle with lighter load-higher velocity movements would providesimilar or superior kinematics and kinetics to more traditional loading, heavy load-slowvelocity. In addition to understanding the kinematics and kinetics associated with thework period, the effects of exercise such as stretching and aerobic exercise during theinter-set rest period were investigated in the study. This thesis consists of two reviewpapers focused on the inter-set exercises, and five original studies as summarised below. The aim of the first study was to determine the set and session kinematic andkinetic characteristics of two training loads (35%, and 70% 1RM) when equated byvolume. Twelve recreationally trained men were recruited in this acute randomisedwithin-subject crossover design study. Two bouts of a half-squat exercise wereperformed one week apart; one with high load-low velocity (HLLV = 3 sets of 12 repsat 70% 1RM) and the other with light load-high velocity (LLHV= 6 sets of 12 reps at35% 1RM). Variables of interest for the eccentric and concentric phases included timeunder tension (TUT), average force (AF), peak force (PF), average power (AP), peakpower (PP), work (TW) and total impulse (TI), and were compared between loads. Foraverage eccentric and concentric single repetition values, significantly (p(~15-22%) peak power outputs were associated with the LLHV loading, whereassignificantly greater (~7-61%) values were associated with the HLLV condition formost other variables of interest. However, in terms of total session kinematics andkinetics, the LLHV protocol resulted in significantly greater (~16-61%) eccentric andconcentric TUT, PF, AP, PP, and TW. The only variable that was significantly greaterfor the HLLV than LLHV protocol was total impulse (~20-24%). From these results itseems that the LLHV protocol may offer an equal if not better training stimulus formuscular adaptation than the HLLV protocol, due to the greater time under tension,power, force and work output when the total volume of the exercise is equated.The second study compared the same kinematic and kinetic characteristics asthose in the first study between the two training loads (35%, and 70% 1RM) equated bytime under tension (TUT). Twelve recreationally trained men were recruited in thisacute randomised within-subject crossover design study. The 35% and 70% 1RMloading schemes were equated by TUT based on the ground reaction forces data of a half squat exercise. For both eccentric and concentric phases of the squat, variables ofinterest (TUT, AF, PF, AP, PP, TW and TI) were calculated and analysed. Ten out of 12variables were found to be greater in the lighter 35% 1RM loading scheme. The majorfindings were that significantly (Pwere found for both the eccentric and concentric phases for the 35% 1RM loadingscheme. However, significantly greater (~32-34%) eccentric and concentric totalimpulses were found for the heavier loading scheme. It would seem that when equatedby TUT, that lighter loading schemes offer similar peak and average forces but superiorvelocity and power outputs which may have interesting implications for high velocityhypertrophic adaptation. The third study examined if the session kinematics and kinetics of 35% 1RM and70% 1RM loading schemes equated by volume would differ significantly whenstretching (12-15 s static stretching of quadriceps, hamstrings and gluteals) wasundertaken during the inter-set rest periods (90 s). Twelve recreationally trained menwere recruited for this study. Squat AF, PF, AP, PP, TW and TI were quantified duringthe eccentric and concentric phases of two interventions, one involving stretch duringthe inter-set rest period and the other a non-stretch intervention. Total sessionkinematics and kinetics differed by ~0-7% between interventions; however, none ofthese differences were found to be significant (P < 0.05). It was concluded that lowerlimb active inter-set stretching did not adversely affect squat kinematics and kinetics.In the fourth study, the effects of aerobic exercise between sets on the sessionkinematics and kinetics of 35% 1RM and 70% 1RM loading schemes equated byvolume were investigated. Twelve recreationally trained men were recruited for thisstudy, and cycling exercise was undertaken during the 90 s inter-set rest period at a selfselected resistance with velocity between 50 to 70 rpm, corresponding to 50-60% ofmaximum heart rate. Squat AF, PF, AP, PP, TW, and TI were quantified using a forceplate and linear transducer. Blood lactate samples were taken prior to set one, after setone, after set two and after the last set performed. No significant (P9%) in lactate levels were found between the two loading schemes for any of thekinematic and kinetic variables of interest. However, significantly less (5-12%) lactateaccumulation was observed in the 35% 1RM scheme from the inception to thecompletion of loading. It was concluded that active recovery in the form of lowintensity cycling offered no additional benefits in term of lactate clearance andenhancement of set and session kinematics and kinetics. The final study compared between two squat exercises performed with heavy(HLLV; 70% 1RM) or light (LLHV; 35% 1RM) loads for vastus lateralis (VL) fasciclelength, strain, strain velocity and pennation angle changes during exercise. Tenrecreationally trained men performed 10 HLLV and LLHV squat repetitions on separatedays in a counter-balanced and randomised order. Ultrasonography was used to recordVL fascicle length, strain, strain velocity and pennation angle changes during theexercise, whilst vertical ground reaction forces (force platform) and bar displacement(position transducer) were simultaneously recorded. The time taken to complete 10repetitions was significantly (P± 2.4 s) but bar displacement (0.40 m) was the same. Mean fascicle length wassignificantly longer in both concentric and eccentric phases for LLHV and fasciclestrain was greater for LLHV (38.5 ± 8.5 mm) compared to HLLV (30.0 ± 2.8 mm).Fascicle strain velocity in both eccentric and concentric phases for LLHV (118.1 ± 19.1mm·s-1, 162.2 ± 35.2 mm·s-1) was significantly greater than that for HLLV (78.2 ± 17.4mm·s-1, 97.4 ± 25.3 mm·s-1). Pennation angle was significantly smaller for LLHV (12.9± 2.2º) than HLLV (14.8 ± 2.3º) only when measured at the bottom of the movement.These data show substantial fascicle shortening-lengthening behaviour differencesduring the squat exercises performed with different loads but with similar movementkinematics. Based on the study findings, it appears that LLHV loading offers more benefitsin term of velocity-specific hypertrophy compared with a heavier-slower hypertrophyloading that is traditionally prescribed, given that time under tension, force and work arethought critical determinants of hypertrophic adaptation, coupled with the highervelocities and power outputs associated with the 35% 1RM loading scheme. Regardingthe inter-set exercises, no negative effects of stretching on kinematics and kinetics wereevident, therefore there seems compelling reasons to stretch (active and/or passive)during the inter-set rest periods, as it is likely to increase the total time under tension ofthe muscle. Active recovery in the form of low intensity cycling during the inter-setrest period seemed to provide no effects on kinematics and kinetics as well as lactateclearance. However, it is not known whether the aerobic intensity utilised in this studywas optimal, and the effects of the exercise on other metabolic, hormonal, neural andmechanical parameters need to be quantified. More studies to validate results of thepresent study, especially longitudinal (training) studies to investigate the actual effecton muscle hypertrophy should be conducted.
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Books on the topic "Training schemes"

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Vladimir, Gasskov, and International Labour Office, eds. Alternative schemes of financing training. Geneva: International Labour Office, 1994.

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James, Peter. Management training schemes in the hotel industry. London: London Central Careers Unit, 1993.

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Kesteven, Sue. Commonwealth employment and training schemes since 1973. [Australia]: Dept. of the Parliamentary Library, 1987.

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Stoane, Cynthia. Training course in tutoring open learning schemes. Dundee: Scottish Training and Support Unit, 1986.

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Murray, Peter. The commercial touch: Guidelines for training schemes. Edited by Genesis Programme. Cambridge: Genesis Programme in collaboration with National Extension College, 1986.

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Stoane, John. Training course in evaluating open learning schemes. Dundee: Scottish Training and Support Unit, 1986.

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Dolton, Peter J. Evaluation of training schemes: Lessons from Britain. Hull: University of Hull. Department of Economics and Commerce, 1992.

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Robinson, Sharon. Schemes of work: Long-term planning. Stowmarket: S. Robinson, 1996.

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1968-, Smith Sarah, ed. Schemes of work: Long-term planning. Stowmarket: Aspects Publications, 1995.

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Marshall, Ian. Training course in delivery of open learning schemes. Dundee: Scottish Trainingand Support Unit, 1986.

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Book chapters on the topic "Training schemes"

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Arthurs, John, Ian M. Graham, Gus Hancock, and Tim Brundle. "Mentor training and organisational mentoring schemes." In Mentoring Scientists and Engineers, 141–49. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003154648-6.

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Rodríguez, Luis, and Teodoro Sánchez. "Tailrace channel, Commissioning, Staff training." In Designing and Building Mini and Micro Hydro Power Schemes, 235–48. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2011. http://dx.doi.org/10.3362/9781780440552.013.

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Smith, Marjorie J., and Richard M. Titmuss. "The Transition to More Formally Organized Training Schemes." In Professional Education for Social Work in Britain, 32–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199038-3.

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Mrugalski, Marcin. "Estimation Methods in Training of ANNs for Robust Fault Diagnosis." In Advanced Neural Network-Based Computational Schemes for Robust Fault Diagnosis, 47–68. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-01547-7_3.

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Vater, Nadja, and Alfio Borzì. "Training Artificial Neural Networks with Gradient and Coarse-Level Correction Schemes." In Machine Learning, Optimization, and Data Science, 473–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95467-3_34.

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Dolphin, Rian, Barry Smyth, and Ruihai Dong. "A Machine Learning Approach to Industry Classification in Financial Markets." In Communications in Computer and Information Science, 81–94. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26438-2_7.

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AbstractIndustry classification schemes provide a taxonomy for segmenting companies based on their business activities. They are relied upon in industry and academia as an integral component of many types of financial and economic analysis. However, even modern classification schemes have failed to embrace the era of big data and remain a largely subjective undertaking prone to inconsistency and misclassification. To address this, we propose a multimodal neural model for training company embeddings, which harnesses the dynamics of both historical pricing data and financial news to learn objective company representations that capture nuanced relationships. We explain our approach in detail and highlight the utility of the embeddings through several case studies and application to the downstream task of industry classification.
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Sultan, Sherif, Edel P. Kavanagh, and Niamh Hynes. "Current Status of Vascular Training Schemes in Europe: Recommendations for a New Global Teaching Curriculum." In Vascular Surgery, 357–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33745-6_55.

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Venkata Praneel, A. S., T. Srinivasa Rao, and M. RamaKrishna Murty. "A Survey on Accelerating the Classifier Training Using Various Boosting Schemes Within Cascades of Boosted Ensembles." In Intelligent Manufacturing and Energy Sustainability, 809–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1616-0_79.

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Freebody, Jane. "The Supervision of Patient Occupation." In Mental Health in Historical Perspective, 235–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13105-9_7.

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AbstractMental nurses and attendants spent more time with patients than any other members of mental hospital staff. The professionalism, experience and skills of the mental nurses influenced the type of occupation that could be prescribed by psychiatrists and how patients responded to it. Through an analysis of the skill sets of those supervising patient occupation, Freebody highlights the disparity in levels of training and professionalisation between English and French mental nurses during the interwar period. Training schemes and opportunities to gain qualifications were more widely available in England than in France. French psychiatrists complained that their nurses were uneducated, lacked commitment to the role and were incapable of supervising occupation at more than a rudimentary level. In England, nurses were more likely to hold a nursing qualification and their efforts to supervise occupation were supplemented by a new group of professionals, the occupational therapists. Others involved in supervising the occupation of patients included the workshop managers, whose skills in dealing with the mentally disordered were questioned by some doctors.
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Cockburn, Cynthia. "Settling for the Youth Training Scheme." In Two-Track Training, 46–71. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18673-0_3.

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Conference papers on the topic "Training schemes"

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Ho Manh, Linh, Francesco Grimaccia, Marco Mussetta, and Riccardo E. Zich. "Neural network training schemes for antenna optimization." In 2014 IEEE International Symposium on Antennas and Propagation & USNC/URSI National Radio Science Meeting. IEEE, 2014. http://dx.doi.org/10.1109/aps.2014.6905301.

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Wang, Dan, and Yindi Jing. "Improved training and training power allocation schemes for multi-relay AF networks." In 2015 IEEE 14th Canadian Workshop on Information Theory (CWIT). IEEE, 2015. http://dx.doi.org/10.1109/cwit.2015.7255185.

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Shore, T. "Independent training schemes covering equipment in flammable atmospheres." In IEE Colloquium on Equipment for Use in Flammable Atmospheres; Selection, Use and Maintenance. IEE, 1996. http://dx.doi.org/10.1049/ic:19960606.

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Feng, Yang, Bai Rongxin, and Sun Shuxian. "Methods and Practice of Training Schemes of Communication Engineering." In 2016 8th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2016. http://dx.doi.org/10.1109/itme.2016.0140.

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Chandar, Venkat, Aslan Tchamkerten, and Gregory W. Wornell. "Training-based schemes are suboptimal for high rate asynchronous communication." In 2009 IEEE Information Theory Workshop. IEEE, 2009. http://dx.doi.org/10.1109/itw.2009.5351435.

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Barsi, Ferruccio, Alfredo Navarra, Cristina M. Pinotti, Christian Lavault, Vlady Ravelomanana, Stephan Olariu, and Alan A. Bertossi. "Efficient binary schemes for training heterogeneous sensor and actor networks." In Proceeding of the 1st ACM international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1374699.1374703.

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Tang, Feilong. "Bidirectional Active Learning with Gold-Instance-Based Human Training." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/830.

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Active learning was proposed to improve learning performance and reduce labeling cost. However, traditional relabeling-based schemes seriously limit the ability of active learning because human may repeatedly make similar mistakes, without improving their expertise. In this paper, we propose a Bidirectional Active Learning with human Training (BALT) model that can enhance human related expertise during labeling and improve relabelingquality accordingly. We quantitatively capture how gold instances can be used to both estimate labelers? previous performance and improve their future correctness ratio. Then, we propose the backward relabeling scheme that actively selects the most likely incorrectly labeled instances for relabeling. Experimental results on three real datasets demonstrate that our BALT algorithm significantly outperforms representative related proposals.
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Hogeforster, Max, and Mira Alexander. "DUAL TRAINING SCHEMES PROMOTING ENTREPRENEURSHIP AND BUSINESS TRANSFERS – EXPERIENCES FROM LITHUANIA." In Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.43.

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While many political strategies focus on the promotion of start-ups, the existing companies are often neglected. Recent studies confirm, that more jobs are lost due to failed business transfers, then new ones are created. In fact, the generation change has reached the European SMEs and they suffer from a lack of successor to take over the business. Suitable successors are entrepreneurs and this arti-cle sets out to investigate a feasible way to educate and attract them to the SME sector. Based on sol-id literature research the paper argues, that a dual training, where students receive training in school and at the same time on the job can provide this needed expertise for entrepreneurship education. In 2016 such a dual training was initiated in Lithuania, this papers highlights results of the first compre-hensive evaluation and provides an outlook on whether the graduates can become suitable successors in the long run.
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Scholl, Tobias, Richard Kuntschke, Angelika Reiser, and Alfons Kemper. "Community Training: Partitioning Schemes in Good Shape for Federated Data Grids." In Third IEEE International Conference on e-Science and Grid Computing (e-Science 2007). IEEE, 2007. http://dx.doi.org/10.1109/e-science.2007.20.

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Li, Zheda, Nadisanka Rupasinghe, Ozgun Y. Bursalioglu, Chenwei Wang, Haralabos Papadopoulos, and Giuseppe Caire. "Directional training and fast sector-based processing schemes for mmWave channels." In ICC 2017 - 2017 IEEE International Conference on Communications. IEEE, 2017. http://dx.doi.org/10.1109/icc.2017.7997050.

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Reports on the topic "Training schemes"

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Herbert, George. How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.082.

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Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
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Calmfors, Lars, and Nora Sánchez Gassen, eds. Economic Policy beyond the Pandemic in the Nordic Countries. Nordregio, April 2024. http://dx.doi.org/10.6027/r2024:121403-2503.

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This comprehensive report delves into the economic policy responses of the Nordic countries amidst the tumultuous period marked by the COVID-19 pandemic, the subsequent recovery phase, the energy crisis, and inflation spanning from 2020 to 2023. It provides a critical examination of the macroeconomic strategies employed during these challenging times, highlighting the lessons learned and the effectiveness of different policies. The report raises pivotal questions regarding the outcomes of these policies, their impact on the Nordic economies, and the lessons that these countries can glean from each other's experiences. Key Findings and Highlights: Fiscal Support Measures: The report evaluates the unprecedented fiscal support measures implemented by the Nordic countries during the pandemic. It discusses how these measures, while stabilizing the economies, resulted in overgenerous subsidies to firms, indicating areas for future refinement. Job Retention Schemes: An analysis of job retention schemes reveals their critical role in preserving employment during the pandemic. The report suggests that while effective, these schemes should be designed to avoid hindering necessary structural changes within the economies. Fiscal Policy Challenges: The need for fiscal policies that can stabilize the business cycle, provide household income loss insurance, allow for public investment, and address the needs of an ageing population is emphasized. It argues for debt financing beyond current limits to meet urgent investment needs. Energy Crisis and Green Transition: The energy crisis is examined as a case study in balancing immediate relief with long-term sustainability goals. The report discusses the importance of allowing price mechanisms to encourage the green transition while providing timely support to consumers and businesses. Overall the report underscores the importance of policy adaptability, advocating for economic policies that can swiftly respond to unforeseen crises without compromising long-term fiscal sustainability. It calls for targeted support measures that aid vulnerable households and firms during economic downturns without impeding structural adjustments. Furthermore, it emphasizes the necessity for adequate resources towards active labour market policies, including vocational training and subsidized employment. Facing intricate trade-offs between maintaining robust economic policy frameworks and adapting to new challenges, the Nordic countries stand at a crossroads. The report advocates for a vibrant exchange of policy insights and impacts, stressing the need for adaptable, targeted, and well-resourced economic policies. This report is essential reading for policymakers, economists, and anyone interested in the complexities of economic policy-making in the face of multiple crises. It offers a thorough analysis of the Nordic experience, providing valuable lessons for both the region and beyond.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Roelen, Keetie, and Karol Rodriguez. Comprehensive Social Protection Programming: What is the Potential for Improving Sanitation Outcomes? Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/ids.2022.001.

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Millions of people around the world do not have access to adequate sanitation facilities, undermining progress towards Sustainable Development Goal 6.2 that calls for adequate and equitable sanitation for all. Efforts to improve sanitation outcomes have been rapidly accelerated in the past decade alongside an expansion of different financial incentives or subsidies to promote access to services and motivate sanitation behaviour. In parallel, social protection has become part and parcel of development policy, with many low- and middle-income countries now offering some form of cash transfers to those most vulnerable. Comprehensive interventions that couple financial transfers with complementary support such as behaviour change communication, training, or coaching have also grown increasingly popular. Despite similarities between water, sanitation, and hygiene (WASH) subsidy schemes and social protection interventions, these policy areas have largely developed in silos and limited cross-sectoral learning has taken place. This paper begins to fill this knowledge gap by assessing the potential for comprehensive social protection in addressing sanitation outcomes and drawing out policy implications for the social protection and WASH communities. It does so by focusing on a social protection programme in the context of extreme poverty in rural Haiti.
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Oleksiuk, Vasyl P., Olesia R. Oleksiuk, Oleg M. Spirin, Nadiia R. Balyk, and Yaroslav P. Vasylenko. Some experience in maintenance of an academic cloud. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4436.

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The article is devoted to the systematization of experience in the deployment, maintenance and servicing of the private academic cloud. The article contains model of the authors’ cloud infrastructure. It was developed at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine) on the basis of the Apache CloudStack platform. The authors identify the main tasks for maintaining a private academic cloud. Here they are making changes to the cloud infrastructure; maintenance of virtual machines (VM) to determine the performance and migration of VM instances; work with VMs; backup of all cloud infrastructure. The analysis of productivity and providing students with computing resources is carried out. The main types of VM used in training are given. The number and characteristics of VM that can be served by a private academic cloud are calculated. Approaches and schemes for performing backup are analysed. Some theoretical and practical experience of using cloud services to perform backup has been studied. Several scripts have been developed for archiving the platform database and its repositories. They allow you to upload backups to the Google Drive cloud service. The performance of these scripts for the author’s deployment of private cloud infrastructure was evaluated.
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zhang, linlin, xihua liu, yuxiao chen, qing wang, xinjie qu, xiaoming xi, haihao cao, limin wang, qiang chen, and hongyan bi. Effect of exercise training in multiple sclerosis: a protocol for systematic reviews and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0163.

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Review question / Objective: The main purpose of this scheme is to analyze and evaluate the effect on MS symptoms, quality of life, and improvement of mental state through strict literature aerobic training and the movement of resistance training, and to compare aerobic training, resistance training, and the combination of aerobic and resistance training through network meta-analysis, select the best scheme of intervention, and provide a reference for clinical and evidence-based guidelines. Information sources: Randomized controlled trials of exercise therapy for MS were searched in the PubMed, Web of Science, Embase, Cochrane Library, CNKI, Wanfang Data Knowledge Service Platform, VIP, and CBM databases.
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Feltovich, Paul J., and Richard L. Coulson. Conceptual Knowledge Foundations for Naval Medical Training: A Scheme for Directed Curricular Planning and Instructional Design. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada249987.

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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Downard, Alicia, Stephen Semmens, and Bryant Robbins. Automated characterization of ridge-swale patterns along the Mississippi River. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40439.

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The orientation of constructed levee embankments relative to alluvial swales is a useful measure for identifying regions susceptible to backward erosion piping (BEP). This research was conducted to create an automated, efficient process to classify patterns and orientations of swales within the Lower Mississippi Valley (LMV) to support levee risk assessments. Two machine learning algorithms are used to train the classification models: a convolutional neural network and a U-net. The resulting workflow can identify linear topographic features but is unable to reliably differentiate swales from other features, such as the levee structure and riverbanks. Further tuning of training data or manual identification of regions of interest could yield significantly better results. The workflow also provides an orientation to each linear feature to support subsequent analyses of position relative to levee alignments. While the individual models fall short of immediate applicability, the procedure provides a feasible, automated scheme to assist in swale classification and characterization within mature alluvial valley systems similar to LMV.
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