Bibliographies thématiques / ACTIVE TRAINING

Littérature scientifique sur le sujet « ACTIVE TRAINING »

Auteur : Grafiati
Publié le 10 mars 2023
Mis à jour le 11 mars 2023

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Articles de revues sur le sujet "ACTIVE TRAINING"

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Aggarwal, Anoop, Kalpana Zutshi, Jitender Munjal, Suraj Kumar et Vijai Sharma. « Comparing stabilization training with balance training in recreationally active individuals ». International Journal of Therapy and Rehabilitation 17, no 5 (mai 2010) : 244–53. http://dx.doi.org/10.12968/ijtr.2010.17.5.47843.

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Gilkes, Julia. « Active Participation in Kindergarten Teacher Training ». Early Years 11, no 2 (mars 1991) : 47–52. http://dx.doi.org/10.1080/0957514910110213.

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Rebok, George W., Jessica B. S. Langbaum, Richard N. Jones, Alden L. Gross, Jeanine M. Parisi, Adam P. Spira, Alexandra M. Kueider, Hanno Petras et Jason Brandt. « Memory Training in the ACTIVE Study ». Journal of Aging and Health 25, no 8_suppl (26 octobre 2012) : 21S—42S. http://dx.doi.org/10.1177/0898264312461937.

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Willis, Sherry L., et Grace I. L. Caskie. « Reasoning Training in the ACTIVE Study ». Journal of Aging and Health 25, no 8_suppl (décembre 2013) : 43S—64S. http://dx.doi.org/10.1177/0898264313503987.

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Chughtai, Amina A., Kashif Suhail Malik et Primrose Mathew. « Restructuring Teacher Training through ‘Active TNA’ ». International Journal of Learning : Annual Review 15, no 12 (2009) : 199–210. http://dx.doi.org/10.18848/1447-9494/cgp/v15i12/46035.

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Kjellby-Wendt, Gunilla, et Jorma Styf. « Early Active Training After Lumbar Discectomy ». Spine 23, no 21 (novembre 1998) : 2345–51. http://dx.doi.org/10.1097/00007632-199811010-00019.

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Chow, Katarina. « Training for future generations : active learning ». British Journal of Hospital Medicine 80, no 10 (2 octobre 2019) : 619. http://dx.doi.org/10.12968/hmed.2019.80.10.619a.

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Mutiara Hati, G., et R. Afriazi. « Active Learning Training : Shifting the Attention Toward Students’ Active Learning ». KnE Social Sciences 3, no 14 (31 mars 2019) : 295. http://dx.doi.org/10.18502/kss.v3i14.4316.

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Lopatynska, Iryna. « MODERN TECHNOLOGIES FOR TRAINING AND ADVANCED TRAINING OF POLICE OFFICERS ». Ukrainian polyceistics : theory, legislation, practice 1, no 1 (avril 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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Jones, Edwin, David Felce, Kathy Lowe, Clare Bowley, Jane Pagler, Gwyneth Strong, Barry Gallagher, Adrian Roper et Katrina Kurowska. « Evaluation of the Dissemination of Active Support Training and Training Trainers ». Journal of Applied Research in Intellectual Disabilities 14, no 2 (juin 2001) : 79–99. http://dx.doi.org/10.1046/j.1468-3148.2001.00064.x.

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Thèses sur le sujet "ACTIVE TRAINING"

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Dougherty, Berenice, et Nyemal Thuok Chuol. « ACTIVE SHOOTER PREPAREDNESS TRAINING ». CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.

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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training. The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.
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Welch, Clarissa, et Nancy Villalta. « ACTIVE SHOOTER PREPAREDNESS TRAINING ». CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/886.

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ABSTRACT This research study was conducted to evaluate the effectiveness of an Active Shooter Incident (ASI) training implemented at Southern California University (SCU). The purpose of this study was to assess students’ level of preparedness, anxiety, and knowledge about ASIs. Prior to collecting the data, an officer from the University Police Department (UPD) provided an ASI training for students where they were able to learn about safety procedures. Data was collected from a sample of Bachelor and Master level students within the SCU School of Social Work Department. Participants were given a questionnaire that consisted of questions regarding students’ level of anxiety toward the idea of an ASI occurring at their campus and internship placements. The questions also evaluated students’ knowledge and preparedness resulting from the ASI training. Data collection further determined whether certain aspects of the population such as ethnicity and gender contributed to their levels of anxiety.
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Kale, Ravindra V. « Evaluation of an Active Colonoscopy Training Model ». Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.

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Atiyeh, Stacey A. « Training Direct Care Employees in Active Engagement ». Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423396.

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Psychology
Ed.M.
Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.
Temple University--Theses
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Okuma, Kenji. « Active exploration of training data for improved object detection ». Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/40520.

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This thesis concerns the problem of object detection, which is defined as finding all instances of an object class of interest and fitting each of them with a tight bounding window. This seemingly easy task for humans is still extremely difficult for machines. However, recent advances in object detection have enabled machines to categorize many classes of objects. Statistical models are often used for representing an object class of interest. These models learn from extensive training sets and generalize with low error rates to unseen data in a highly generic manner. But, these statistical methods have a major drawback in that they require a large amount of training data. We approach this problem by making the process of acquiring labels less tedious and less costly by reducing human labelling effort. Throughout this thesis, we explore means of efficient label acquisition for realizing cheaper training, faster development time, and higher-performance of object detectors. We use active learning with our novel interface to combine machine intelligence with human interventions, and effectively improve a state-of-the-art classifier by using additional unlabelled images from the Web. As the approach relies on a small amount of label input from a human oracle, there is still room to further reduce the amount of human effort. An ideal solution is, if possible, to have no humans involved in labelling novel data. Given a sparsely labelled video that contains very few labels, our novel self-learning approach achieves automatic acquisition of additional labels from the unlabelled portion of the video. Our approach combines colour segmentation, object detection and tracking in order to discover potential labels from novel data. We empirically show that our self-learning approach improves the performance of models that detect players in broadcast footage of sports games.
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Smith, Teresa E. (Teresa Elizabeth). « Training Condom Use Skills for Sexually Active College Students ». Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279011/.

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Eighty-nine single, sexually active, heterosexual college students (ages 17-24) participated in one of two intervention conditions. Experimental groups were taught skills specific to condom use and sexual communication via a multimedia presentation. Control groups viewed a video on an unrelated topic. Individuals in the experimental conditions were expected to show higher levels of self-efficacy, greater knowledge concerning diseases, and improved attitudes about condoms immediately following the intervention. They were also expected to report safer sexual practices at the one month follow-up. Findings reveal that improved attitude and knowledge scores did not translate into behavioral changes.
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Чорненька, Жанетта Анатоліївна. « Case method – one of the forms of active student training ». Thesis, Актуальні питання вищої медичної та фармацевтичної освіти : досвід, проблеми, інновації та сучасні технології : матеріали навчально-методичної конференції (Чернівці, 17 квітня 2019 р.). – Чернівці, 2019. – С. 419-421, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14716.

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Maughan, Kristen Kartchner. « Does balance training improve balance in physically active older adults ? » [Ames, Iowa : Iowa State University], 2008.

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Smeltzer, Krista. « Implementation of an elementary school-based action team for active and healthy living ». Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112516.

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The purpose of this study was to describe and evaluate the process of implementing an elementary school-based action team dedicated to increasing physical activity and healthy living opportunities for students. To facilitate this intervention, Epstein and colleagues' (2002) partnership framework, coupled with action research principles, was used to create partnerships between the school, home, and community. The results suggest that an action team based on Epstein and colleagues' guidelines may be suitable for creating opportunities for healthy and active living in an elementary school setting. In particular, families, students, teachers, and administration believed that the action team initiatives added to the school environment, school spirit, and value of the family as an essential component in the school. Likewise, the action team members felt that the health and wellness committee they represented was a valued component in the school culture that could be further developed and improved on in future years.
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Yamagishi, Takaki. « Role of active and passive recovery in adaptations to high intensity training ». Thesis, Abertay University, 2016. https://rke.abertay.ac.uk/en/studentTheses/623182d3-e7ba-49d2-a0ca-b8cccba0350a.

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It has been established that Wingate-based high-intensity training (HIT) consisting of 4 to 6 x 30-s all-out sprints interspersed with 4-min recovery is an effective training paradigm. Despite the increased utilisation of Wingate-based HIT to bring about training adaptations, the majority of previous studies have been conducted over a relatively short timeframe (2 to 6 weeks). However, activity during recovery period, intervention duration or sprint length have been overlooked. In study 1, the dose response of recovery intensity on performance during typical Wingate-based HIT (4 x 30-s cycle all-out sprints separated by 4-min recovery) was examined and active recovery (cycling at 20 to 40% of V̇O2peak) has been shown to improve sprint performance with successive sprints by 6 to 12% compared to passive recovery (remained still), while increasing aerobic contribution to sprint performance by ~15%. In the following study, 5 to 7% greater endurance performance adaptations were achieved with active recovery (40%V̇O2peak) following 2 weeks of Wingate-based HIT. In the final study, shorter sprint protocol (4 to 6 x 15-s sprints interspersed with 2 min of recovery) has been shown to be as effective as typical 30-s Wingate-based HIT in improving cardiorespiratory function and endurance performance over 9 weeks with the improvements in V̇O2peak being completed within 3 weeks, whereas exercise capacity (time to exhaustion) being increased throughout 9 weeks. In conclusion, the studies demonstrate that active recovery at 40% V̇O2peak significantly enhances endurance adaptations to HIT. Further, the duration of the sprint does not seem to be a driving factor in the magnitude of change with 15 sec sprints providing similar adaptations to 30 sec sprints. Taken together, this suggests that the arrangement of recovery mode should be considered to ensure maximal adaptation to HIT, and the practicality of the training would be enhanced via the reduction in sprint duration without diminishing overall training adaptations.
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Livres sur le sujet "ACTIVE TRAINING"

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Silberman, Mel, Elaine Biech et Carol Auerbach. Active Training. Hoboken, NJ, USA : John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119154778.

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Silberman, Melvin L. Training the Active Training Way. New York : John Wiley & Sons, Ltd., 2006.

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Hyderkhan, Scott. Active Shooter Response Training. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188.

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L, Silberman Melvin, et Whiteling Vicky, dir. Twenty active training programs. San Diego : Pfeiffer, 1992.

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L, Silberman Melvin, dir. The active manager's tool kit. New York : McGraw-Hill, 2003.

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1955-, Williams Hank, dir. Active learning : A trainer's guide. Oxford : Blackwell Education, 1988.

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Karen, Lawson, dir. 101 ways to make training active. Johannesburg : Pfeiffer, 1995.

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Silberman, Melvin L. 101 Ways to Make Training Active. New York : John Wiley & Sons, Ltd., 2005.

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1950-, Hansburg Freda, dir. The 60-minute active training series. San Francisco : Pfeiffer, 2005.

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101 ways to make training active. 2e éd. San Francisco, CA : Pfeiffer, 2005.

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Chapitres de livres sur le sujet "ACTIVE TRAINING"

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Schroeder, Jordan. « Active Feedback ». Dans Advanced Persistent Training, 7–16. Berkeley, CA : Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2835-7_2.

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Hyderkhan, Scott. « Training Management ». Dans Active Shooter Response Training, 42–46. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-3.

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Hyderkhan, Scott. « Active Shooter Small Unit Doctrine (ASSUD) ». Dans Active Shooter Response Training, 1–33. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-1.

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Wilson, Matthew. « Progressive Breaching ». Dans Active Shooter Response Training, 168–82. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-10.

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Hyderkhan, Scott. « Facility Clearing and Evacuation ». Dans Active Shooter Response Training, 183–86. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-11.

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Fowler, Christopher. « Command and Control in the Active Shooter Environment ». Dans Active Shooter Response Training, 187–93. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-12.

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Hyderkhan, Scott. « Communications Planning ». Dans Active Shooter Response Training, 194–206. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-13.

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Gage, William. « Site Threat Mitigation and Response Planning ». Dans Active Shooter Response Training, 207–15. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-14.

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Hyderkhan, Scott. « Task Performance Evaluations ». Dans Active Shooter Response Training, 216–21. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-15.

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Hyderkhan, Scott. « Patrol Special Equipment and Loadout ». Dans Active Shooter Response Training, 222–28. Second edition. | New York, NY : Routledge, 2020. | : Routledge, 2020. http://dx.doi.org/10.4324/9780429282188-16.

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Actes de conférences sur le sujet "ACTIVE TRAINING"

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Tang, Feilong. « Bidirectional Active Learning with Gold-Instance-Based Human Training ». Dans 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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Ben Lakhdar, Zohra, Souad Lahmar et Vasudevan Lakshminarayanan. « Workshop on active learning : two examples ». Dans 12th Education and Training in Optics and Photonics Conference, sous la direction de Manuel F. P. C. Martins Costa et Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070726.

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Yuan, Weiwei, Yongkoo Han, Donghai Guan, Sungyoung Lee et Young-Koo Lee. « Initial training data selection for active learning ». Dans the 5th International Confernece. New York, New York, USA : ACM Press, 2011. http://dx.doi.org/10.1145/1968613.1968619.

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Azad, Payam V., et Yusuf Yaslan. « Using co-training to empower active learning ». Dans 2017 25th Signal Processing and Communications Applications Conference (SIU). IEEE, 2017. http://dx.doi.org/10.1109/siu.2017.7960435.

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Reitmaier, Tobias, et Bernhard Sick. « Active classifier training with the 3DS strategy ». Dans 2011 Ieee Symposium On Computational Intelligence And Data Mining - Part Of 17273 - 2011 Ssci. IEEE, 2011. http://dx.doi.org/10.1109/cidm.2011.5949421.

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Çobanoǧlu, Onur. « Active Zipfian sampling for statistical parser training ». Dans Human Language Technologies : The 2009 Annual Conference of the North American Chapter of the Association for Computational Linguistics, Companion Volume : Short Papers. Morristown, NJ, USA : Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1620853.1620922.

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Tang, H. K., Z. Q. Feng, T. Xu et X. H. Yang. « VR system for active hand rehabilitation training ». Dans 2017 4th International Conference on Information, Cybernetics and Computational Social Systems (ICCSS). IEEE, 2017. http://dx.doi.org/10.1109/iccss.2017.8091432.

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Zghal, Mourad, Hassen Ghalila et Zohra Ben Lakhdar. « A Simple Wavelength Division Multiplexing System for Active Learning Teaching ». Dans Education and Training in Optics and Photonics. Washington, D.C. : OSA, 2009. http://dx.doi.org/10.1364/etop.2009.ep8.

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Ghalila, H., Z. Ben Lakhdar, S. Lahmar, Z. Dhouaidi et Y. Majdi. « Active learning in optics and photonics : Fraunhofer diffraction ». Dans 12th Education and Training in Optics and Photonics Conference, sous la direction de Manuel F. P. C. Martins Costa et Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070776.

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Prudencio, Ricardo B. C., et Teresa B. Ludermir. « Active Selection of Training Examples for Meta-Learning ». Dans 7th International Conference on Hybrid Intelligent Systems (HIS 2007). IEEE, 2007. http://dx.doi.org/10.1109/ichis.2007.4344039.

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Rapports d'organisations sur le sujet "ACTIVE TRAINING"

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Arnold, Richard E. Active Component Support to Reserve Component Training, Changes to Training Support XXI. Fort Belvoir, VA : Defense Technical Information Center, avril 2003. http://dx.doi.org/10.21236/ada414947.

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Unzueta, Cesar A. Should Reserve Entry-Level Training Be Integrated With Active Reconnaissance Entry-Level Training ? Fort Belvoir, VA : Defense Technical Information Center, février 2006. http://dx.doi.org/10.21236/ada515604.

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Ocampo, Sabrina. Radio Communications Systems, Active Duty. Training Extract (AFSC 3C1X1). Fort Belvoir, VA : Defense Technical Information Center, avril 2003. http://dx.doi.org/10.21236/ada416915.

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Augenstein, Jeffrey S. Evaluating the Training Needs of Active Duty and Reserve Military General Surgeons. Fort Belvoir, VA : Defense Technical Information Center, juin 1998. http://dx.doi.org/10.21236/ada286982.

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Armitage, Nicole H. Experience of Postpartum Active Duty Women in Training for the Fitness Assessment. Fort Belvoir, VA : Defense Technical Information Center, septembre 2014. http://dx.doi.org/10.21236/ada616283.

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Vore, Keith. The Training Relationship Between the Army National Guard Brigades and Their Active Army Resident Training Detachments -- Is This an Effective Relationship. Fort Belvoir, VA : Defense Technical Information Center, mai 1999. http://dx.doi.org/10.21236/ada370202.

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Guthrie, Troy. United States Air Force Training Extract AFSC 1C4X1 Tactical Air Command & ; Control (Active (Duty). Fort Belvoir, VA : Defense Technical Information Center, avril 2002. http://dx.doi.org/10.21236/ada406920.

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Michaelson, Dawn M., et Karla P. Teel. Active learning in an apparel production management course : Student perceptions, instructor training, and learning outcomes. Ames : Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-352.

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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька et Владислав Павлович Голівер. Software requirements engineering training : problematic questions. Криворізький державний педагогічний університет, janvier 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Бакум, З. П., et Л. О. Цвіркун. Activation of Cognitive Activity of Future Engineers During Graphical Training. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/430.

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The article shows that graphic problems are powerful source and stimulating agent motivating the students for active cognitive and creative work during study of graphical disciplines; methods and techniques promoting the effectiveness of graphical preparation of future engineers, which are directed to both personality development and his further professional establishment, are suggested.
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