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Artículos de revistas sobre el tema "ACTIVE TRAINING"

Autor: Grafiati

Publicado: 10 de marzo de 2023

Última modificación: 11 de marzo de 2023

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1

Aggarwal, Anoop, Kalpana Zutshi, Jitender Munjal, Suraj Kumar y Vijai Sharma. "Comparing stabilization training with balance training in recreationally active individuals". International Journal of Therapy and Rehabilitation 17, n.º 5 (mayo de 2010): 244–53. http://dx.doi.org/10.12968/ijtr.2010.17.5.47843.

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2

Gilkes, Julia. "Active Participation in Kindergarten Teacher Training". Early Years 11, n.º 2 (marzo de 1991): 47–52. http://dx.doi.org/10.1080/0957514910110213.

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3

Rebok, George W., Jessica B. S. Langbaum, Richard N. Jones, Alden L. Gross, Jeanine M. Parisi, Adam P. Spira, Alexandra M. Kueider, Hanno Petras y Jason Brandt. "Memory Training in the ACTIVE Study". Journal of Aging and Health 25, n.º 8_suppl (26 de octubre de 2012): 21S—42S. http://dx.doi.org/10.1177/0898264312461937.

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4

Willis, Sherry L. y Grace I. L. Caskie. "Reasoning Training in the ACTIVE Study". Journal of Aging and Health 25, n.º 8_suppl (diciembre de 2013): 43S—64S. http://dx.doi.org/10.1177/0898264313503987.

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5

Chughtai, Amina A., Kashif Suhail Malik y Primrose Mathew. "Restructuring Teacher Training through ‘Active TNA’". International Journal of Learning: Annual Review 15, n.º 12 (2009): 199–210. http://dx.doi.org/10.18848/1447-9494/cgp/v15i12/46035.

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6

Kjellby-Wendt, Gunilla y Jorma Styf. "Early Active Training After Lumbar Discectomy". Spine 23, n.º 21 (noviembre de 1998): 2345–51. http://dx.doi.org/10.1097/00007632-199811010-00019.

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7

Chow, Katarina. "Training for future generations: active learning". British Journal of Hospital Medicine 80, n.º 10 (2 de octubre de 2019): 619. http://dx.doi.org/10.12968/hmed.2019.80.10.619a.

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8

Mutiara Hati, G. y R. Afriazi. "Active Learning Training: Shifting the Attention Toward Students’ Active Learning". KnE Social Sciences 3, n.º 14 (31 de marzo de 2019): 295. http://dx.doi.org/10.18502/kss.v3i14.4316.

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9

Lopatynska, Iryna. "MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS". Ukrainian polyceistics: theory, legislation, practice 1, n.º 1 (abril de 2021): 182–88. http://dx.doi.org/10.32366/2709-9261-2021-1-1-182-188.

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The article is devoted to the study of high effectiveness of active forms, methods and technologies of training police officers during educational process. The system of training police officers combines psychological, theoretical and practical aspects It is noted the important tool for the professional activity of law enforcement officers of Ukraine is the study of advanced professional experience of law enforcement agencies in Europe. As the employee of the National Police is focused on effective solving the tasks facing him, but constant psychological support and awareness of the possibility of professional development.

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10

Jones, Edwin, David Felce, Kathy Lowe, Clare Bowley, Jane Pagler, Gwyneth Strong, Barry Gallagher, Adrian Roper y Katrina Kurowska. "Evaluation of the Dissemination of Active Support Training and Training Trainers". Journal of Applied Research in Intellectual Disabilities 14, n.º 2 (junio de 2001): 79–99. http://dx.doi.org/10.1046/j.1468-3148.2001.00064.x.

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11

Kourmousi, Ntina, Kalliope Kounenou, Vasiliki Yotsidi, Vasiliki Xythali, Kyriakoula Merakou, Anastasia Barbouni y Vasilios Koutras. "Personal and Job Factors Associated with Teachers’ Active Listening and Active Empathic Listening". Social Sciences 7, n.º 7 (21 de julio de 2018): 117. http://dx.doi.org/10.3390/socsci7070117.

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Active listening is important for effective interpersonal communication, a prerequisite for successful teaching. The presented cross-sectional study examined personal and work factors associated to active listening in 3.995 Greek schools’ educators of all teaching levels and specialties. The study questionnaire posted on official and main teachers’ portals included personal and working data items, the Active Empathic Listening Scale (AELS), and the Active Listening Attitude Scale (ALAS). Multiple linear regression was used to identify independently associated factors with AELS and ALAS dimensions, and standardized regression coefficients were performed to measure the effect of independent variables. Regarding AELS, gender had the greatest effect on the Sensing subscale, followed by age and mental health promotion training. Years of teaching had the greatest effect on Processing subscale, followed by higher studies. Gender had the greatest effect on Responding subscale, followed by age, higher studies, and mental health promotion training. Concerning ALAS, mental health promotion training and support from colleagues had the greatest effect on Listening attitude subscale, gender and mental health promotion training had the greatest effect on Listening skill subscale, and gender, age, and years of teaching had the greatest effect on Conversation opportunity subscale. The identification of enhancing factors like training in mental health promotion could significantly contribute in designing training that can simultaneously benefit teachers’ skills and students’ psychosocial well-being.

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12

Oliinyk, N. A. "ACTIVE TEACHING METHODS IN TRAINING AGRICULTURAL INDUSTRIALS". Innovate Pedagogy, n.º 28 (2020): 188–91. http://dx.doi.org/10.32843/2663-6085/2020/28.35.

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13

Waldron, Darryle. "A PRO-ACTIVE SPILL RESPONSE TRAINING PROGRAM". International Oil Spill Conference Proceedings 1993, n.º 1 (1 de marzo de 1993): 779–80. http://dx.doi.org/10.7901/2169-3358-1993-1-779.

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ABSTRACT Training is necessary, required by agencies, and cost-effective in dealing with response to oil spills. Clean Seas has for the past 22 years, developed and provided over 10,000 training days to member company personnel as well as contractors and regulatory agencies. The practice of having an annual drill, reviewing the contingency plan, having a cookout, and going back to real work is over. Member companies in the Santa Barbara Channel work in a tightly regulated environment that hasn't noticed the change that other areas felt after the Exxon Valdez. On-the-job training has no place when a spill occurs. A proactive training program has proven to be cost-effective whenever contingency plans have had to be used.

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14

Pestrikov, P. P. "UNIVERSAL ACTIVE UNIT FOR ELECTRICAL TRAINING STANDS." Theoretical & Applied Science 100, n.º 08 (30 de agosto de 2021): 157–60. http://dx.doi.org/10.15863/tas.2021.08.100.29.

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15

Pestrikov, P. P., A. S. Visotsky y R. E. Corchagin. "UNIVERSAL ACTIVE UNIT FOR ELECTRICAL TRAINING STANDS." Theoretical & Applied Science 100, n.º 08 (30 de agosto de 2021): 161–64. http://dx.doi.org/10.15863/tas.2021.08.100.30.

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16

Turner, A. A., M. Bouffard, Y. Bhambhani y M. Singh. "REPETITIONAL TRAINING EFFECTS ON ACTIVE STATIC FLEXIBILITY". Medicine & Science in Sports & Exercise 17, n.º 2 (abril de 1985): 224. http://dx.doi.org/10.1249/00005768-198504000-00193.

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17

OLSSON, C. J., BERT JONSSON y LARS NYBERG. "Internal imagery training in active high jumpers". Scandinavian Journal of Psychology 49, n.º 2 (abril de 2008): 133–40. http://dx.doi.org/10.1111/j.1467-9450.2008.00625.x.

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18

Li, Junhua y Liqing Zhang. "Active training paradigm for motor imagery BCI". Experimental Brain Research 219, n.º 2 (5 de abril de 2012): 245–54. http://dx.doi.org/10.1007/s00221-012-3084-x.

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19

Venus, Jill. "PLAYING AN ACTIVE ROLE IN TRAINING NETWORKS". Equal Opportunities International 13, n.º 3/4/5 (marzo de 1994): 62–66. http://dx.doi.org/10.1108/eb010626.

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20

Rafter, John. "Twenty active training programs by mel silberman". Performance + Instruction 31, n.º 5 (mayo de 1992): 38–39. http://dx.doi.org/10.1002/pfi.4170310512.

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21

Cootes, T. F., C. J. Taylor, D. H. Cooper y J. Graham. "Active Shape Models-Their Training and Application". Computer Vision and Image Understanding 61, n.º 1 (enero de 1995): 38–59. http://dx.doi.org/10.1006/cviu.1995.1004.

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22

Masta, Karan y Yasmin Janjhua. "Training Evaluation Models for Farmer Training Programmes". International Journal of Economic Plants 7, n.º 3 (28 de agosto de 2020): 115–18. http://dx.doi.org/10.23910/2/2020.0374.

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Training has been an effective means to attain knowledge, skill and abilities adding to human efficiency and effectiveness. Ensuring effective training means knowing whether investment of time, energy and resources are being spent effectively or not. Active play of diverse resources makes it imperative to evaluate the effectiveness of the training. The paper attempts to explain the important models of training evaluation which can be adopted by practitioners for evaluating farmer trainings. These approaches can be used as a base to assess farmer training interventions and also help to revise and design an intervention which is effective and free from impediments.

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23

ZHANG, BYOUNG-TAK. "ACCELERATED LEARNING BY ACTIVE EXAMPLE SELECTION". International Journal of Neural Systems 05, n.º 01 (marzo de 1994): 67–75. http://dx.doi.org/10.1142/s0129065794000086.

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Much previous work on training multilayer neural networks has attempted to speed up the backpropagation algorithm using more sophisticated weight modification rules, whereby all the given training examples are used in a random or predetermined sequence. In this paper we investigate an alternative approach in which the learning proceeds on an increasing number of selected training examples, starting with a small training set. We derive a measure of criticality of examples and present an incremental learning algorithm that uses this measure to select a critical subset of given examples for solving the particular task. Our experimental results suggest that the method can significantly improve training speed and generalization performance in many real applications of neural networks. This method can be used in conjunction with other variations of gradient descent algorithms.

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24

Hyunrim Lee, Jihei Kim y 류현정. "The Effects of Active Parent Education Training Program". Korea Journal of Counseling 8, n.º 2 (junio de 2007): 533–47. http://dx.doi.org/10.15703/kjc.8.2.200706.533.

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25

Ağası qızı Əsədova, Fatma. "Active training-as a requirement of educational reform". SCIENTIFIC WORK 15, n.º 3 (24 de marzo de 2021): 55–58. http://dx.doi.org/10.36719/2663-4619/64/55-58.

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In every society, education has served ensuring the interests of the people as a social process. This is so because man is not for education, education is for man. The education reform implemented in the country is aimed at creating a National Education System and is based on the most preferred principles of democratization, humanization, integration, differentiation, individualization and a number of principles in modern times. The implementation of these principles implies that the student becomes a key participant in the educational process, forming him as a personality. As time changes, so does the education system. Curricula, the content of education and training methods must also change. Active training methods are one of the most important training methods in the field of education in our globalized world. Key words: active training, globalizing world, education reform, cooperation, individualization

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26

Kim, Cheol-Min, Gyeong-Heon Kang y Eun-Seok Kim. "Active Spinning Training System using Complex Physiological Signals". Journal of the Korea Contents Association 15, n.º 7 (28 de julio de 2015): 591–600. http://dx.doi.org/10.5392/jkca.2015.15.07.591.

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27

Banashkevych, Teresa. "TRAINING FOR CHILDREN AND YOUTH TO ACTIVE REST". Educational Dimension 5 (26 de junio de 2003): 226–31. http://dx.doi.org/10.31812/educdim.5169.

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28

Johnson, Rebecca, Michael Frearson y Paul Hewson. "Can bicycle training for children increase active travel?" Proceedings of the Institution of Civil Engineers - Engineering Sustainability 169, n.º 2 (abril de 2016): 49–57. http://dx.doi.org/10.1680/ensu.14.00067.

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29

TATSUMI, Asami, Kenichi SUMIYOSHI, Hitomi KAWAGUCHI y Yukiko SANO. "The Effect of Short-Time Active Listening Training". SANGYO EISEIGAKU ZASSHI 52, n.º 2 (2010): 81. http://dx.doi.org/10.1539/sangyoeisei.e9005.

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30

IRKHINA, Yuliana, Kateryna MULYK, Olga ALEKSEEVA, Kateryna SKYBA, Iryna POSTOLENKO y Svitlana AMELINA. "Active Forms of Training Future English Language Teachers". Revista Romaneasca pentru Educatie Multidimensionala 12, n.º 3 (21 de septiembre de 2020): 182–99. http://dx.doi.org/10.18662/rrem/12.3/316.

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31

Crespelle, Isabelle. "An Active Observation Model for Therapists in Training". Transactional Analysis Journal 18, n.º 3 (julio de 1988): 249–53. http://dx.doi.org/10.1177/036215378801800312.

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32

Jankowski, L. W., L. Pezzi, R. J. Rehel y S. J. Sullivan. "EFFECTS OF ARM TRAINING IN ACTIVE YOUNG MEN". Medicine and Science in Sports and Exercise 21, Supplement (abril de 1989): S75. http://dx.doi.org/10.1249/00005768-198904001-00446.

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33

Kristjansson, Hjalti, Carl Foster, Kristi Cadwell, Rebecca Battista, Glenn Wright y John P. Porcari. "SPONTANEOUS TRAINING PATTERNS IN PHYSICALLY ACTIVE NON-ATHLETES". Journal of Cardiopulmonary Rehabilitation and Prevention 28, n.º 4 (julio de 2008): 273–74. http://dx.doi.org/10.1097/01.hcr.0000327209.14767.3f.

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34

Ball, Karlene K., Lesley A. Ross, David L. Roth y Jerri D. Edwards. "Speed of Processing Training in the ACTIVE Study". Journal of Aging and Health 25, n.º 8_suppl (diciembre de 2013): 65S—84S. http://dx.doi.org/10.1177/0898264312470167.

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35

Tokovská, Miroslava. "Cognitive Training as a Determinant of Active Aging". Lifelong Learning 4, n.º 2 (2014): 110–28. http://dx.doi.org/10.11118/lifele20140402110.

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The concept of active aging is an ongoing challenge in lifelong learning worldwide. Memory training in the senior age is facing a significant progress and its application becomes a challenge for the following years of the 21st century. Paper presents the process of cognitive training in the concept of active aging and the results of research participants-graduates of a three-month training course focused on training of memory and movement.

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36

Schultz, Carol M. "Community Leadership Training Programs for the Active Retired". Adult Learning 3, n.º 3 (noviembre de 1991): 11–13. http://dx.doi.org/10.1177/104515959100300306.

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37

Totsika, Vasiliki, Sandy Toogood, Richard P. Hastings y Susie Nash. "Interactive training for active support: Perspectives from staff". Journal of Intellectual & Developmental Disability 33, n.º 3 (septiembre de 2008): 225–38. http://dx.doi.org/10.1080/13668250802283348.

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38

Langbaum, J. B. S., G. W. Rebok, K. Bandeen-Roche y M. C. Carlson. "Predicting Memory Training Response Patterns: Results From ACTIVE". Journals of Gerontology Series B: Psychological Sciences and Social Sciences 64B, n.º 1 (1 de enero de 2009): 14–23. http://dx.doi.org/10.1093/geronb/gbn026.

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39

Porto, V. W. y D. B. Fogel. "Alternative neural network training methods [active sonar processing]". IEEE Expert 10, n.º 3 (junio de 1995): 16–22. http://dx.doi.org/10.1109/64.393138.

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40

Unverzagt, Frederick W., Lin T. Guey, Richard N. Jones, Michael Marsiske, Jonathan W. King, Virginia G. Wadley, Michael Crowe, George W. Rebok y Sharon L. Tennstedt. "ACTIVE Cognitive Training and Rates of Incident Dementia". Journal of the International Neuropsychological Society 18, n.º 4 (9 de marzo de 2012): 669–77. http://dx.doi.org/10.1017/s1355617711001470.

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AbstractSystematic cognitive training produces long-term improvement in cognitive function and less difficulty in performing activities of daily living. We examined whether cognitive training was associated with reduced rate of incident dementia. Participants were from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (n = 2,802). Incident dementia was defined using a combination of interview- and performance-based methods. Survival analysis was used to determine if ACTIVE treatment affected the rate of incident dementia during 5 years of follow-up. A total of 189 participants met criteria for incident dementia. Baseline factors predictive of incident dementia were older age, male gender, African American race, fewer years of education, relationship other than married, no alcohol use, worse MMSE, worse SF-36 physical functioning, higher depressive symptomatology, diabetes, and stroke (all p < .05). A multivariable model with significant predictors of incident dementia and training group revealed that cognitive training was not associated with a lower rate of incident dementia. Cognitive training did not affect rates of incident dementia after 5 years of follow-up. Longer follow-up or enhanced training may be needed to fully explore the preventive capacity of cognitive training in forestalling onset of dementia. (JINS, 2012, 18, 1–9)

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41

Chou, Yueh-Ching, Anthony D. Harman, Chwen-Jen Lin, Wan-ping Lee, Shu-chuan Chang y Mei-Ling Lin. "Outcome Evaluation of Active Support Training in Taiwan". Research in Developmental Disabilities 32, n.º 3 (mayo de 2011): 1130–36. http://dx.doi.org/10.1016/j.ridd.2011.01.011.

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42

Popoli, David M. "A Call for Active Resilience Training in Dance". Physical Medicine and Rehabilitation Clinics of North America 32, n.º 1 (febrero de 2021): 35–49. http://dx.doi.org/10.1016/j.pmr.2020.09.009.

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43

Pavliuk, O. I. "Active Methods of Psychological Training of College Students". Soviet Education 33, n.º 3 (marzo de 1991): 51–66. http://dx.doi.org/10.2753/res1060-9393330351.

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44

Ganesamoni, Raguram, Shashikant Mishra, Akhilesh Kumar, Arvind Ganpule, Jigish Vyas, Pradeep Ganatra, Ravindra B. Sabnis y Mahesh R. Desai. "Role of Active Mentoring During Flexible Ureteroscopy Training". Journal of Endourology 26, n.º 10 (octubre de 2012): 1346–49. http://dx.doi.org/10.1089/end.2012.0258.

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45

Dumas, Jean E. y Jack B. Albin. "Parent training outcome: does active parental involvement matter?" Behaviour Research and Therapy 24, n.º 2 (1986): 227–30. http://dx.doi.org/10.1016/0005-7967(86)90097-5.

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46

Stinear, C. M., W. D. Byblow, L. Bjerre, A. McCambridge, B. Korsholm Flaskager y M. Barbarich. "S19.4 Active passive bilateral training increases corticomotor excitability". Clinical Neurophysiology 122 (junio de 2011): S46. http://dx.doi.org/10.1016/s1388-2457(11)60153-3.

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47

Barth, Beatrix, Kerstin Mayer, Ute Strehl, Andreas J. Fallgatter y Ann-Christine Ehlis. "EMG biofeedback training in adult attention-deficit/hyperactivity disorder: An active (control) training?" Behavioural Brain Research 329 (junio de 2017): 58–66. http://dx.doi.org/10.1016/j.bbr.2017.04.021.

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48

Hu, Jie, Yuantao Zhuang, Yudi Zhu, Qiaoling Meng y Hongliu Yu. "Intelligent Parametric Adaptive Hybrid Active–Passive Training Control Method for Rehabilitation Robot". Machines 10, n.º 7 (6 de julio de 2022): 545. http://dx.doi.org/10.3390/machines10070545.

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Rehabilitation robots facilitate patients to take part in physical and occupational training. Most of the rehabilitation robots used in clinical practice adopt pure passive training or active training, which cannot sense the active participation of patients during passive training and lack adaptive dynamic adjustment of training parameters for patients. In this paper, an intelligent hybrid active–passive training control method is proposed to enhance the active participation of patients in passive training mode. Firstly, the patients’ joint mobility and maximum muscle power are modelized and calibrated. Secondly, the robot joints are actuated to train according to joint mobility and speed for two cycles. The human–machine coupled force interaction control model can recognize the patients’ active participation in the training process. Finally, the passive training joint motion speed for the next training cycle is adaptively updated by the proposed control method. The experimental results demonstrate that the control method can sense the patients’ active participation and adjust the passive training speed according to the patients’ active force interaction. In conclusion, the hybrid active–passive training control method proposed in this paper achieves the desired goal and effectively improves the patients’ rehabilitation effect.

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49

Pyle, Andrew, S. Paul Gennett y Darren Linvill. "Run, Hide, Fight: Leveraging Academics to Enhance Emergency Preparedness Training for Active Shooter Events". Volume 2 2, n.º 2019 (marzo de 2019): 51–53. http://dx.doi.org/10.30658/icrcc.2019.15.

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College and university campuses are regularly faced with various types of crises. One category of crisis that is becoming a more regular event of concern is the active shooter event. Trainings exist that can help individuals respond more confidently in the event of an active shooter incident on campus. However, the authors were concerned that students with certain personality traits may be less likely to abide by active shooter training guidelines. We surveyed undergraduate students and compared the Big Five personality traits with perceptions of self and response efficacy related to the “Run, Hide, Fight” active shooter training video. Our findings confirm prior research findings and suggest a small, significant relationship between certain personality types and perceptions of efficacy.

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50

Santosa, Setyarini, Ika Pratiwi Simbolon y Vita Elisa Fitriana. "Active Learning dalam Pembelajaran Akuntansi di SMA/SMK". ACADEMICS IN ACTION Journal of Community Empowerment 3, n.º 1 (9 de agosto de 2021): 23. http://dx.doi.org/10.33021/aia.v3i1.1510.

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<p>Technological developments have a major impact on world businesses, such as technology-based companies. These changes also encourage for several adjustment in accounting scope. Therefore, educators are expected to be able to convey accounting knowledge in terms of its application concept in company business processes. To help delivering accounting skills, educators can use management methods in the form of active learning that focuses class activities in the active participation of each student. The purpose of this activity is for training educators to be able to apply appropriate active learning methods in accounting learning materials at SMA/SMK. When the training was conducted, each participant is invited to discuss and try to apply active learning methods. In addition, presenter also explain the data about effectiveness of active learning implementation which is shown through increasing students' understanding of the material being taught. At the end, discussions and trainings of active learning methods could provide new ideas for participants to deliver more varied subject matter.</p>

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