Thèses : « Training visivo »

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Cole, Timothy R. « Investigating Augmented Reality Visio-Haptic Techniques for Medical Training ». Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536476.

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Wilkins, Luke. « Vision testing and visual training in sport ». Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6313/.

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This thesis examines vision testing and visual training in sport. Through four related studies, the predictive ability of visual and perceptual tests was examined in a range of activities including driving and one-handed ball catching. The potential benefits of visual training methods were investigated (with particular emphasis on stroboscopic training), as well as the mechanisms that may underpin any changes. A key theme throughout the thesis was that of task representativeness; a concept by which it is believed the more a study design reflects the environment it is meant to predict, the more valid and reliable the results obtained are. Chapter one is a review of the literature highlighting the key areas which the thesis as a whole addresses. Chapter’s two to five include the studies undertaken in this thesis and follow the same format each time; an introduction to the relevant research, a methods section detailing the experimental procedure, a results section which statistically analysed the measures employed, and a discussion of the findings with reference to the existing literature. Finally, in chapter six the strengths and limitations of the thesis are considered, before suggestions are made for future studies, and concluding remarks made.

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Gajić, Bojana. « Training strategies for efficient deep image retrieval ». Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673961.

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En aquesta tesi ens centrem en la recuperació i re-identificació d’imatges. L’entrenament de xarxes neuronals profundes usant funcions de pèrdua basades en rànquing ha esdevingut un estàndard de facto per a les tasques de recuperació i re-identificació. Hi analitzem i aportem propostes de respostes a tres qüestions principals: 1) Quines són les estratègies més rellevants dels mètodes de l’estat de l’art i com es poden combinar per obtenir un millor rendiment? 2) Es pot realitzar un mostreig de mostres negatives restrictiu de manera eficient (O(1)) mentre es proporciona un rendiment millorat respecte al mostreig aleatori simple? 3) Es poden aconseguir objectius de reconeixement i recuperació mitjançant una funció de pèrdua basada en el reconeixement? En primer lloc, en el capítol 4 analitzem la importància d’algunes estratègies de l’estat de l’art relacionades amb la formació d’un model d’aprenentatge profund que abasta l’augment d’imatges, l’arquitectura vertebral i la mineria de tripletes restrictives. A continuació, combinem les millors estratègies per dissenyar una arquitectura profunda senzilla, a més d’una metodologia d’entrenament per a una identificació de persones efectiva i d’alta qualitat. Avaluem àmpliament cada opció de disseny, donant lloc a una llista de bones pràctiques per a la re-identificació de persones. Seguint aquestes pràctiques, el nostre enfocament supera l’estat de l’art, inclosos mètodes més complexos amb components auxiliars, de forma amplia en quatre conjunts de dades de referència. També proporcionem una anàlisi qualitativa de la nostra representació entrenada que indica que, tot i ser compacta, és capaç de captar informació de regions focalitzades i discriminatives, d’una manera semblant a un mecanisme d’atenció implícita. En segon lloc, al capítol 5 abordem el problema del mostreig de mostres negatives restrictiu quan s’entrena un model amb funcions del tipus pèrdua per tripletes. En aquest capítol presentem”Bag of Negatives (BoN)”, un mètode de mineria de mostres negatives ràpid i restrictiu, que proporciona un conjunt, tripleta o parella de mostres d’entrenament potencialment rellevants. BoN és un mètode eficient que selecciona una bossa demostres negatives restringides basat en una nova estratègia d’indexació dispersa (hashing) en línia. Mostrem la superioritat de BoN en front dels mètodes de mineria demostres negatives de l’estat de l’art en termes de precisió i temps d’entrenament en tres grans conjunts de dades. Finalment, al capítol 6 fem la hipòtesi que entrenar un model d’aprenentatge de mètriques maximitzant l’àrea sota la corba ROC (que és una mesura de rendiment típica dels sistemes de reconeixement automàtic) pot induir una classificació implícita adequada per a problemes de recuperació. Aquesta hipòtesi es recolza en el fet que “una corba és rellevant en l’espai ROC si i només si és rellevant a l’espai Precisió/Exhaustivitat (PrecisionRecall)” [17]. Per a provar aquesta hipòtesi, dissenyem una relaxació derivable i aproximada de l’àrea sota la corba ROC.Malgrat la seva simplicitat, la funció de pèrdua basada en àrea sota la corba (AUC), combinada amb ResNet50 com a arquitectura vertebral, aconsegueix els resultats de l’estat de l’art en dos conjunts de dades per a recuperació de mostres a gran escala disponibles públicament. A més, la funció de pèrdua basada en AUC aconsegueix un rendiment comparable a mètodes més complexos, específics de domini, que marquen l’estat de l’art en el problema de la re-identificació de vehicles.
En esta tesis nos centramos en la recuperación y re-identificación de imágenes. El entrenamiento de redes neuronales profundas usando funciones de pérdida basadas en ranking se ha convertido en un estándar de facto para las tareas de recuperación y re-identificación. Analizamos y aportamos propuestas de respuestas a tres cuestiones principales: 1) ¿Cuáles son las estrategias más relevantes de los métodos del estado del arte y cómo se pueden combinar para obtener un mejor rendimiento? 2) ¿Se puede realizar unmuestreo de muestras negativas restrictivo de manera eficiente (O(1)) mientras se proporciona un rendimiento mejorado respecto almuestreo aleatorio simple? 3) ¿Se pueden conseguir objetivos de reconocimiento y recuperación mediante una función de pérdida basada en el reconocimiento? En primer lugar, en el capítulo 4 analizamos la importancia de algunas estrategias del estado del arte relacionadas con la formación de un modelo de aprendizaje profundo que abarca el aumento de imágenes, la arquitectura vertebral y la minería de tripletas restrictivas. A continuación, combinamos las mejores estrategias para diseñar una arquitectura profunda sencilla, además de una metodología de entrenamiento para una identificación de personas efectiva y de alta calidad. Evaluamos ampliamente cada opción de diseño, dando lugar a una lista de buenas prácticas para la re-identificación de personas. Siguiendo estas prácticas, nuestro enfoque supera el estado del arte, incluidos métodos más complejos con componentes auxiliares, de forma amplia en cuatro conjuntos de datos de referencia. También proporcionamos un análisis cualitativo de nuestra representación entrenada que indica que, a pesar de ser compacta, es capaz de captar información de regiones focalizadas y discriminativas, de una manera similar a un mecanismo de atención implícita. En segundo lugar, el capítulo 5 abordamos el problema del muestreo demuestras negativas restrictivo cuando se entrena un modelo con funciones del tipo pérdida por tripletas. En este capítulo presentamos “Bag of Negative (BoN)”, un método de minería de muestras negativas rápido y restrictivo, que proporciona un conjunto, tripleta o pareja de muestras de entrenamiento potencialmente relevantes. BoN es un método eficiente que selecciona una bolsa de muestras negativas restringidas basado en una nueva estrategia de indexación dispersa (hashing) en línea. Mostramos la superioridad de BoN frente a losmétodos de minería demuestras negativas del estado del arte en términos de precisión y tiempo de entrenamiento en tres grandes conjuntos de datos. Finalmente, en el capítulo 6 hacemos la hipótesis de que entrenar un modelo de aprendizaje demétricas maximizando el área bajo la curva ROC (que es una medida de rendimiento típica de los sistemas de reconocimiento automático) puede inducir una clasificación implícita adecuada para tareas de recuperación. Esta hipótesis se apoya en el hecho de que üna curva es relevante en el espacio ROC si y sólo si es relevante en el espacio Precisión / Exhaustividad (PrecisionRecall)-[17]. Para probar esta hipótesis, diseñamos una relajación derivable y aproximada del área bajo la curva ROC. A pesar de su simplicidad, la función de pérdida basada en área bajo la curva (AUC), combinada con ResNet50 como arquitectura vertebral, consigue los resultados del estado del arte en dos conjuntos de datos para recuperación de muestras a gran escala disponibles públicamente. Además, la función de pérdida basada en AUC consigue un rendimiento comparable a métodosmás complejos, específicos de dominio, que marcan el estado del arte en el problema de la reidentificación de vehículos.
In this thesis we focus on image retrieval and re-identification. Training a deep architecture using a ranking loss has become standard for the retrieval and re-identification tasks. We analyze and propose answers on three main issues: 1) What are the most relevant strategies of state-of-the-art methods and how can they be combined in order to obtain a better performance? 2) Can hard negative sampling be performed efficiently (O(1)) while providing improved performance over naïve random sampling? 3) Can recognition and retrieval objectives be achieved by using a recognition-based loss? First, in chapter 4 we analyze the importance of some state of the art strategies related to the training of a deep model such as image augmentation, backbone architecture and hard triplet mining. We then combine the best strategies to design a simple deep architecture plus a training methodology for effective and high quality person re-identification. We extensively evaluate each design choice, leading to a list of good practices for person re-identification. By following these practices, our approach outperforms the state of the art, including more complex methods with auxiliary components, by large margins on four benchmark datasets. We also provide a qualitative analysis of our trained representation which indicates that, while compact, it is able to capture information from localized and discriminative regions, in a manner akin to an implicit attention mechanism. Second, in chapter 5 we address the problem of hard negative sampling when training a model with triplet-like loss. In this chapter we present Bag of Negatives (BoN), a fast hard negative mining method, that provides a set, triplet or pair of potentially relevant training samples. BoN is an efficient method that selects a bag of hard negatives based on a novel online hashing strategy. We show the superiority of BoN against state-of-the-art hard negative mining methods in terms of accuracy and training time over three large datasets. Finally, in chapter 6 we hypothesize that training a metric learning model by maximizing the area under the ROC curve (which is a typical performance measure of recognition systems) can induce an implicit ranking suitable for retrieval problems. This hypothesis is supported by the fact that “a curve dominates in ROC space if and only if it dominates in PR space” [17]. To test this hypothesis, we design an approximated, derivable relaxation of the area under the ROC curve. Despite its simplicity, AUC loss, combined with ResNet50 as a backbone architecture, achieves state-of-the-art results on two large scale publicly available retrieval datasets. Additionally, the AUC loss achieves comparable performance to the more complex, domain specific, state-of-the-art methods for vehicle re-identification.
Universitat Autònoma de Barcelona. Programa de Doctorat en Informàtica

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MATTEO, BARBARA MARIA. « Brain Stimulation for Vision Recovery ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/199049.

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Il lavoro è compost da tre fasi: 1. La prima fase, attraverso un lavoro di revisione bibliografica, mirava a scoprire lo stato dell'arte nella riabilitazione dell'emianopsia. Dopo aver ottenuto una panoramica di tutte le possibilità di trattamento, si è considerato quale fosse l'approccio più appropriato. Sono stati analizzati 56 articoli che descrivono l'uso di varie tecniche utilizzate per promuovere il recupero del campo visivo. La riabilitazione dell’emianopsia di basa principalmente su due tecniche: "border training" e "blindsight training". Sebbene non sia stata possibile una meta-analisi, i risultati di una valutazione semiquantitativa hanno suggerito che il miglioramento delle abilità visive ottenute è correlato al tipo di riabilitazione utilizzata: la riabilitazione di tipo “border” sembra migliorare la rilevazione degli stimoli visivi, mentre la riabilitazione di tipo “blindsight” sembra migliorare la loro elaborazione. Infine, l'aggiunta della stimolazione elettrica transcranica a corrente continua sembra migliorare gli effetti della riabilitazione del campo visivo. 2. La seconda fase aveva lo scopo di testare in due pazienti emianopici il metodo riabilitativo “blindsight” associandolo all’uso della stimolazione elettrica transcranica a corrente diretta. Il primo paziente è stato sottoposto ad un ciclo di trattamento “blindsight” associato a tDCS seguito da un ciclo di solo trattamento “blindsight”. Il secondo paziente ha subito i due cicli di riabilitazione in ordine inverso. I pazienti hanno mostrato punteggi migliori nelle valutazioni clinico-strumentali, funzionali ed ecologiche quando alla riabilitazione era stata associata la stimolazione elettrica. In questi due casi, la stimolazione elettrica parieto-occipitale ha modulato gli effetti indotti dal trattamento. 3. La terza fase è stata finalizzata a testare il trattamento di stimolazione elettrica su emianopsia utilizzando un disegno di studio appropriato e un campione più ampio. In questa fase l’Università Bicocca ha collaborato con Institute for Medical Psychology dell'Università Otto-von-Guericke. I risultati hanno mostrato che la stimolazione cerebrale con corrente elettrica potrebbe modulare la rete neuronale e questa tecnica potrebbe essere un facilitatore nella riabilitazione dell'emianopsia.
The work was divided into three phases: 1. The first phase was aimed to discover the state-of-art in the rehabilitation of hemianopia. The review work results in an overview of all the chances for treat hemianopia and evaluates which one would be the most appropriate approach. We analysed 56 articles describing the use of various techniques used to promote visual field recovery, but concentrating on two approaches: “border training”, and “blindsight training”. Although no formal meta-analysis was possible, the results of a semi-quantitative evaluation suggested that the improvement in visual skills obtained is related to the type of training used: border rehabilitation seems to improve the detection of visual stimuli, whereas blindsight rehabilitation seems to improve their processing. Finally, the addition of transcranial direct current stimulation seems to enhance the effects of visual field rehabilitation. 2. The second phase was aimed to test in two hemianopic patients the rehabilitation method that looks us more suitable in order to treat hemianopia. The first patient underwent blindsight treatment which was combined with tDCS followed by blindsight training alone. The second patient underwent the two training rounds in reverse order. The patients showed better scores in clinical-instrumental, functional, and ecological assessments after tDCS combined with blindsight rehabilitation rather than rehabilitation alone. In this two-case report parietal-occipital tDCS modulate the effects induced by blindsight treatment on hemianopia. 3. The third phase was aimed to test the most promising treatment using an appropriate study design and a large sample of people. In this phase, we collaborate with the Institute for Medical Psychology at Otto-von-Guericke University. The study results in some consideration about the effectiveness of the current stimulation on hemianopia. The project was aimed at investigating the effects of stimulation with electrical current on hemianopics people by using the different stimulation techniques. The results showed that the brain stimulation with electrical current could effectively re-modulate the neuronal network enabling different way to transport the info to the brain: this technique could have been a facilitator in the hemianopia’s rehabilitation.

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Romero, Adriana. « Assisting the training of deep neural networks with applications to computer vision ». Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/316577.

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Deep learning has recently been enjoying an increasing popularity due to its success in solving challenging tasks. In particular, deep learning has proven to be effective in a large variety of computer vision tasks, such as image classification, object recognition and image parsing. Contrary to previous research, which required engineered feature representations, designed by experts, in order to succeed, deep learning attempts to learn representation hierarchies automatically from data. More recently, the trend has been to go deeper with representation hierarchies. Learning (very) deep representation hierarchies is a challenging task, which involves the optimization of highly non- convex functions. Therefore, the search for algorithms to ease the learning of (very) deep representation hierarchies from data is extensive and ongoing. In this thesis, we tackle the challenging problem of easing the learning of (very) deep representation hierarchies. We present a hyper-parameter free, off-the-shelf, simple and fast unsupervised algorithm to discover hidden structure from the input data by enforcing a very strong form of sparsity. We study the applicability and potential of the algorithm to learn representations of varying depth in a handful of applications and domains, highlighting the ability of the algorithm to provide discriminative feature representations that are able to achieve top performance. Yet, while emphasizing the great value of unsupervised learning methods when labeled data is scarce, the recent industrial success of deep learning has revolved around supervised learning. Supervised learning is currently the focus of many recent research advances, which have shown to excel at many computer vision tasks. Top performing systems often involve very large and deep models, which are not well suited for applications with time or memory limitations. More in line with the current trends, we engage in making top performing models more efficient, by designing very deep and thin models. Since training such very deep models still appears to be a challenging task, we introduce a novel algorithm that guides the training of very thin and deep models by hinting their intermediate representations. Very deep and thin models trained by the proposed algorithm end up extracting feature representations that are comparable or even better performing than the ones extracted by large state-of-the-art models, while compellingly reducing the time and memory consumption of the model.

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Epperson, Sean T. « Animation within a multimedia training system for night vision goggles ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA294095.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1995.
"March 1995." Thesis advisor(s): Kishore Sengupta, Alice Crawford. Bibliography: p. 43-45. Also available online.

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Rae, Sheila M. « The effect of vision training on accommodation and myopia progression ». Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441555.

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Treleaven, Allison Jean. « Improving reading performance in peripheral vision : An adaptive training method ». The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460670659.

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Kamolpattana, Supara. « Science museum explainer training : exploring factors that influence visitor-explainer interactions ». Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/28534/.

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There is currently minimal understanding as to how explainer training in Informal Science Institutions (ISIs) incorporates socio-cultural contexts. This thesis investigates this gap in the literature by examining the role of socio-cultural context in explainer training programmes within Informal Science Institutions, through the examination of three research questions. The research employs a mixed methods approach comprising 21 interviews, three international case studies, a questionnaire survey of 600 visitors and 41 explainers, in addition to observations of explainer-visitor interaction. From the international perspective, fifteen experts from 13 countries were interviewed. From the international experts’ viewpoint it was found that socio-cultural context influences the main roles of ISI explainers, and the knowledge and skills associated to success (knowledge of visitor, communication skills and knowledge of scientific content). Additionally, training programmes that provide opportunities for explainers’ active participation and collaboration were highlighted as important. The three case studies incorporated observation of eleven types of training session and questionnaires for explainers (n=55) over three ISIs: the New York Hall of Science (NYSCI) in the USA, Petrosains – the Discovery Centre (Petrosains), in Malaysia and the Natural History Museum (NHM) in the UK. The three case studies reveal detailed information on how socio-cultural context can support explainers’ active participation and collaboration within a training context, as well as the role of techniques such as exploring theory, being an observer, practicing communication, being observed and feedback, and coaching by others within training settings. The case studies also expose the multiple participants who may be involved in training; educators, experienced explainers, peers and visitors, as well as the role of training delivery through discussion and interaction. In the specific context of Thailand 600 visitors and 41 explainers completed questionnaires, six Thai educators were interviewed, and ten explainer-visitor interactions were observed. The Thai educators indicated the role, knowledge and skills required of explainers in the Thai socio-cultural context, and how training supports the personal skill development of explainers. The Thai interview and explainer data also highlights some gaps in Thai explainer training at present, whereby interaction appears mainly between educators and explainers, overlooking the role of experienced explainers or peers. Additionally, organisational policy support directed at ongoing training more strongly featuring social interaction is discussed in terms of its potential shortcomings. At the specific at level of explainer-visitor interaction, visitors are evidenced to have positive attitudes towards explainers in general, though the social interaction between explainer and visitors suggest multiple perceptions of the explainers’ role; activities that are seen to be more likely to generate interaction and that the explainer-visitor relationship is developed through local activities and tools which could be more widely considered in the context of all explainer training. The thesis concludes that socio-cultural context shapes the explainers’ role, the conception of knowledge and skills required for explainers, and the design and delivery of training programmes for explainers in ISIs. The research contributes new knowledge in analysing a range of training practices for explainers in international ISI settings, and how these may be relevant to and potentially include a socio-cultural perspective. It is argued that the role of socio-cultural context in explainer training programmes raised by this thesis should be further explored by ISI educators, in order to divert from a set of practices that may be unduly influenced by a transmission approach.

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Okapuu-von, Veh Alexander. « Sound and vision : audiovisual aspects of a virtual-reality personnel-training system ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23752.

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This thesis describes a prototype virtual reality (VR) training system. E scSOPE-VR, designed and implemented for Hydro-Quebec by graduate students at McGill University and Ecole Polytechnique de Montreal. The project was motivated by the necessity of providing a realistic training environment for substation operators, while ensuring their safety and the network's integrity at all times.
With the simulator, trainees can carry out all the switching operations necessary for their work in absolute safety, while staying in a realistic environment. A speech-recognition system controls the training session, while audio immersion adds a dimension of realism to the virtual world. An expert-system validates the trainee's operations at all times and a steady-state power-flow simulator recalculates network parameters. The automatic conversion of single-line diagrams enables the construction of three-dimensional models of substation equipment.
The present thesis focuses on the speech command, audio, video and network aspects of the system. A survey of current VR applications and an overview of VR technology are followed by a summary of the E scSOPE-VR project.

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Wyldes, Carol A. « Colour vision in the horse and its importance in management and training ». Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416889.

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Lin, Wei. « Evaluation of computerised programs for the diagnosis and treatment of binocular anomalies ». Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/evaluation-of-computerised-programs-for-the-diagnosis-and-treatment-of-binocular-anomalies(668477e4-5a2c-4bc2-b29f-c2270295bc6c).html.

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Computerised diagnostic testing and computerised vision training (VT) have been developed for the orthoptic management of binocular vision (BV) anomalies in clinical practice. Computerised measurement of BV is assumed to assist accurate diagnosis of BV anomalies because variability of testing resulting from subjective judgements of examiners is eliminated by automatic measurements. Computerised VT is thought to be effective in the treatment of BV anomalies because the computer games used for vision training will enhance the patient's motivation. However, these assumptions were lacking scientific support. This thesis reports a range of studies to investigate the computerised programs of diagnostic testing (HTS-BVA) and vision training (HTS-iNet) in comparison with corresponding traditional approaches, respectively. The first study was to investigate inter-session repeatability of computerised testing on BV functions. The study results showed that computerised testing on measuring near horizontal fusional vergence (FV) and accommodative facility (AF) did not present higher inter-session repeatability than corresponding traditional testing. The second study was a pilot study for a future rigorous randomized clinical trial (RCT) investigating effectiveness of computerised VT as a home-based treatment for convergence insufficiency (CI). The study results showed the subjects with CI demonstrated improvement of near point of convergence (NPC), near base-out FV and symptoms associated with CI after an 8-week treatment regime. The third study, following from the first study, was to investigate whether accommodative responses (AR) are affected by the novel accommodative stimuli used in computerised AF testing. The study results showed the AR might be affected by the colours of accommodative targets and the colour filter used. Especially, the data of accommodative demand of 4 dioptres revealed that blue targets presented poorer AR than red targets, and the targets seen with colour filters presented poorer AR than those seen without colour filters. The fourth study, also following from the first study, was to investigate whether a prolonged near vision task affects measurements made relating to the near FV system, thus contributing to the variability of clinical findings. The study results showed statistically significant changes in NPC and near dissociated phoria. In further sub-group analyses, the subjects with an initially poor NPC (n = 9) presented greater changes in the NPC and near dissociated phoria than the subjects with normal poor NPC (n = 25).Overall, the computerised testing did not show more repeatable BV measurements than the traditional testing. Finally, an RCT is needed to determine if the computerised VT is more effective than placebo computerised VT as a home-based treatment for CI.

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Kwok, Pui-yan Veronica, et 郭沛殷. « Learning new color names produces lateralized categorical color perception : a training study ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B49858592.

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Previous behavioral and neuroimaging findings (Drivonikou, et al., 2007; Gilbert, et al., 2006; Tan, et al., 2008; Siok, et al., 2009) indicate that reaction times to targets in visual search are faster in the right than the left visual field when the target and distractor colors straddle a category boundary. This phenomenon is known as the lateralized categorical color perception, which supports the weaker form of Whorf’s hypothesis that linguistic information shapes color perception. Yet, these studies did not demonstrate a definite cause and effect relation between language and perception. The observed lateralized category effect of color perception may either rely on the individual’s innate color categories or his linguistic experience. In the present study, we used an intensive training method to study categorical perception (CP) of color. We aimed to show a definite causal relation between language and perception. In Experiment 1, 37 native Mandarin speakers were tested with a color discrimination task. We taught 20 participants four new linguistic items for the four stimulus colors which were initially from the same lexical category (two blues and two greens) whilst other participants did not learn any new color names. Performances between the two groups were compared before and after training. Experiment 2 was based on Zhou et al.’s (2010) behavioral study, in which we used the same training procedure and measured and contrasted 19 participants’ brain structure before and after training. In experiment 1, participants exhibited lateralized Whorf effect when performing the visual search task at the pre-training phase. After training, the experimental group successfully acquired the new color names, reflected by overall shorter reaction time and higher task accuracy, while the control group did not show significant difference in the performance across two phases. The improved performance of experimental group implicated that the newly learned categories altered participants’ color perception pattern. However, we failed to show lateralized Whorf effect at the post-training phase due to several experimental flaws. In Experiment 2, gray matter density is found to increase in color region of the left visual cortex after a short-term training (less than two hours). The data provided strong structural evidence for newly-learned categorical color perception and also suggested structural plasticity of the human brain. The results from this study indicate that language experience shapes perception, both functionally and structurally, after a period of learning that is much shorter than previously established (Draganski, 2004; Carreiras, et al., 2009; Trachtenberg, 2002).
published_or_final_version
Linguistics
Master
Master of Philosophy

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Samogin, Jessica. « Ricostruzione delle sorgenti corticali da segnali EEG in task di discriminazione visiva : Effetto di training multisensoriale ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/9563/.

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I neuroni in alcune regioni del nostro cervello mostrano una risposta a stimoli multisensoriali (ad es. audio-visivi) temporalmente e spazialmente coincidenti maggiore della risposta agli stessi stimoli presi singolarmente (integrazione multisensoriale). Questa abilità può essere sfruttata per compensare deficit unisensoriali, attraverso training multisensoriali che promuovano il rafforzamento sinaptico all’interno di circuiti comprendenti le regioni multisensoriali stimolate. Obiettivo della presente tesi è stato quello di studiare quali strutture e circuiti possono essere stimolate e rinforzate da un training multisensoriale audio-visivo. A tale scopo, sono stati analizzati segnali elettroencefalografici (EEG) registrati durante due diversi task di discriminazione visiva (discriminazione della direzione di movimento e discriminazione di orientazione di una griglia) eseguiti prima e dopo un training audio-visivo con stimoli temporalmente e spazialmente coincidenti, per i soggetti sperimentali, o spazialmente disparati, per i soggetti di controllo. Dai segnali EEG di ogni soggetto è stato ricavato il potenziale evento correlato (ERP) sullo scalpo, di cui si è analizzata la componente N100 (picco in 140÷180 ms post stimolo) verificandone variazioni pre/post training mediante test statistici. Inoltre, è stata ricostruita l’attivazione delle sorgenti corticali in 6239 voxel (suddivisi tra le 84 ROI coincidenti con le Aree di Brodmann) con l’ausilio del software sLORETA. Differenti attivazioni delle ROI pre/post training in 140÷180 ms sono state evidenziate mediante test statistici. I risultati suggeriscono che il training multisensoriale abbia rinforzato i collegamenti sinaptici tra il Collicolo Superiore e il Lobulo Parietale Inferiore (nell’area Area di Brodmann 7), una regione con funzioni visuo-motorie e di attenzione spaziale.

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Meza, Francisco Q. « Developing multimedia instructional systems : an example application for training in night vision goggles / ». Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA294521.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1995.
"March 1995." Thesis advisor(s): Kishore Sengupta, Alice Crawford. Bibliography: p. 47-48. Also available online.

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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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Bonnesse, Matthew Gregory. « Impact of a visual skills training program on visual performance of cricket fielders ». Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7733.

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The primary aim of this study was to determine whether a cricket specific visual skills training program has an impact on the visual performance of cricket fielders. The specific visual skills included accommodation, visual memory, speed of recognition, peripheral awareness, hand-eye coordination and saccadic eye movement. The study was exploratory and true-experimental in nature and utilized a quantitative approach. The pretest-posttest randomized group design was used. A total number of 20 participants that met the inclusion criteria were included in the study by means of purposive sampling. The 20 participants were randomly assigned to control (n=10) and experimental (n=10) groups. The experimental group underwent six-weeks of visual skills training. The tests used consisted of the Accumulator, Evasion, Corner Stretch and Flash tests on the Batak Pro, Hand-eye-coordination test, Hart Near Far Rock Chart and a Saccadic eye movement chart. Differences between the pre- and post-test scores were all positive and statistically (p<0.05) and practically (d>0.2) significant for the experimental group for the following visual skills tests: Hart Chart (M=7.90±3.73), Saccadic Chart (M=17.50±9.58), Accumulator (M=19.60±5.13), Corner Stretch (M=10.50±9.56) and Flash (M=5.40±3.75). The Evasion test (M=17.50±25.67) also showed a positive but insignificant improvement from pre- to post-test for the experimental group. The control group did not show any statistically significant improvements from pre- to post-test except in the case of Hart Chart (M=3.00±2.16) and Accumulator (M=2.40±2.55). Overall the experimental group produced significantly larger (p<0.05, d>0.20) pre- to post-test mean differences than the control group for six of the seven tests implemented. The Ball Toss test which was one of three hand-eye coordination tests did not show any significant differences between experimental and control groups even though the experimental group produced larger improvements. The other two tests that assessed hand-eye coordination (Accumulator and Corner Stretch) did, however reflect significant improvements for the experimental group. The findings of this study therefore revealed that improvements in visual skill performance of cricket players can be achieved through specific training.

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Cruz, Maria Isabel Santana. « The evaluation of a home-visit nursery education programme in rural Portugal ». Thesis, Cardiff University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362864.

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Gasparyan, Arsen. « Cost-Efficient Video Interactions for Virtual Training Environment ». Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182533924.

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Di, Stefano Tiziano. « Metodologie di training per reti neurali di tipo autoencoder ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017.

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L’obiettivo di questa tesi è stato quello di sperimentare nuove metodologie di training per le reti neurali di tipo autoencoder, delle reti addestrate per ricostruire in output gli stessi dati di input. Una nuova metodologia è stata introdotta modificando gli autoencoder inclusi in una baseline realizzata ad-hoc per questo lavoro di tesi. Essa consiste nel voler addestrare la rete a ricostruire un'immagine diversa da quella di input ma appartenente alla medesima classe. I risultati ottenuti, a discapito di una minore precisione della classificazione, presentano un comportamento “anomalo” nella ricostruzione degli output. Questi interessanti risultati hanno dato spazio ad ulteriori sperimentazioni che, come nel caso del classificatore di Mahalanobis, hanno dimostrato una maggiore efficienza nell’apprendere delle caratteristiche proprie di ogni classe del dataset MNIST. Infine è stata realizzata una sorta di rete di “merging” delle classificazioni effettuate dalle due tipologie di reti. La nuova classificazione ottenuta è risultata più precisa rispetto ad entrambe le precedenti. In generale i risultati ottenuti sono stati molto interessanti ed hanno dimostrato che la nuova metodologia adottata apre le porte a diverse sperimentazioni atte alla valorizzazione delle caratteristiche così apprese.

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Kjelgaard, Peggy Anne. « Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology ». Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.

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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.

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Hawkins, Nicole. « A National Survey of Training Practices of Agencies Employing Home Visitors ». DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/6085.

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This study reports the characteristics of home visitor training based on the results of a national survey of nominated best practice home visiting programs that service children with disabilities and their families. Two hundred thirty-six programs were nominated by their state's director of Maternal-Child Health and/or their state's Part H Coordinator as community-based programs that have had success integrating home visiting services into their community's overall system of care for children eligible for Part H services and/or special health care needs. The return rate of the survey was 85%, and these 193 programs serve as the basis for this study. Results include information on topic areas on which home visitors received preservice and inservice training (i.e., atypical child development, community-based services, cultural competence), the amount of training home visitors received (i.e., hours of preservice and inservice training), and how training practices compare to what experts in the field view as recommended practices. The results indicate that the majority of program directors provided their home visitors with preservice and inservice training. The results also suggest that agencies that only employed professional home visitors tended to provide more training than those agencies employing only paraprofessionals. The results of this study indicate that a program's model of service delivery did not predict the amount or type of training home visitors received. The discussion includes recommendations that are offered to directors of home visiting programs.

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Mills, Barron. « Live, virtual, and constructive-training environment : a vision and strategy for the Marine Corps ». Thesis, Monterey, California : Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43956.

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Approved for public release; distribution is unlimited
TheMarine Corps is developing the Live, Virtual, and Constructive–Training Environment (LVC-TE) program without a full vision and strategy. Without a properly developed vision and strategy, theMarine Corps will likely identify the wrong requirements and implement the program in a detrimentally inefficient manner. Through researchingMarine Corps policies and educating numerous Marines and civilians throughout HeadquartersMarine Corps and the operating forces, the author was able to determine that few personnel are aware of LVC-TE and there is no process in place to ensure appropriate representatives are educated on LVC-TE or are provided the opportunity to offer inputs to the requirements process. With root problems identified and by gathering information on potential technological improvements and training applications for LVC-TE, the author was able to devise numerous recommendations that provide a comprehensive vision and strategy for LVC-TE. Recommendations are made for a comprehensiveMarine Corps vision and strategy with a focus on assigning a capabilities integration officer to LVC-TE and adherence to an integrated process in order to ensure the correct requirements are identified, prioritized, and implemented in an efficient manner.

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Fast, Danene K. « Bus Drivers, Customers, & ; Canes:Exploring Accessibility to Public Transportation for Travelers with Vision Loss ». The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529780547432842.

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Cordes, Jessica [Verfasser], Petra [Gutachter] Platen et Burkhard [Gutachter] Dick. « Zur Effektivität von Sports Vision Training / Jessica Cordes ; Gutachter : Petra Platen, Burkhard Dick ; Medizinische Fakultät ». Bochum : Ruhr-Universität Bochum, 2014. http://d-nb.info/120597198X/34.

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Ilo, Cedrick K. « Feed Me : an in-situ Augmented Reality Annotation Tool for Computer Vision ». Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90897.

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The power of today's technology has enabled the combination of Computer Vision (CV) and Augmented Reality (AR) to allow users to interface with digital artifacts between indoor and outdoor activities. For example, AR systems can feed images of the local environment to a trained neural network for object detection. However, sometimes these algorithms can misclassify an object. In these cases, users want to correct the model's misclassification by adding labels to unrecognized objects, or re-classifying recognized objects. Depending on the number of corrections, an in-situ annotation may be a tedious activity for the user. This research will focus on how in-situ AR annotation can aid CV classification and what combination of voice and gesture techniques are efficient and usable for this task.
Master of Science
The power of today’s technology has allowed the ability of new inventions such as computer vision and Augmented Reality to work together seamlessly. The reason why computer scientists rave so much about computer vision is that it can enable a computer to see the world as humans do. With the rising popularity of Niantic’s Pokemon Go, Augmented Reality has become a new research area that researchers around the globe have taken part in to make it more stable and as useful as its next of kin virtual reality. For example, Augmented Reality can support users in gaining a better understanding of their environment by overlaying digital content into their field of view. Combining Computer Vision with Augmented Reality could aid the user further by detecting, registering, and tracking objects in the environment. However, sometimes a Computer Vision algorithm can falsely detect an object in a scene. In such cases, we wish to use Augmented Reality as a medium to update the Computer Vision’s object detection algorithm in-situ, meaning in place. With this idea, a user will be able to annotate all the objects within the camera’s view that were not detected by the object detection model and update any in-accurate classification of the objects. This research will primarily focus on visual feedback for in-situ annotation and the user experience of the Feed Me voice and gesture interface.

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Ericson, Anton. « Object Recognition Using Digitally Generated Images as Training Data ». Thesis, Uppsala universitet, Bildanalys och människa-datorinteraktion, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200158.

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Object recognition is a much studied computer vision problem, where the task is to find a given object in an image. This Master Thesis aims at doing a MATLAB implementation of an object recognition algorithm that finds three kinds of objects in images: electrical outlets, light switches and wall mounted air-conditioning controls. Visually, these three objects are quite similar and the aim is to be able to locate these objects in an image, as well as being able to distinguish them from one another. The object recognition was accomplished using Histogram of Oriented Gradients (HOG). During the training phase, the program was trained with images of the objects to be located, as well as reference images which did not contain the objects. A Support Vector Machine (SVM) was used in the classification phase. The performance was measured for two different setups, one where the training data consisted of photos and one where the training data consisted of digitally generated images created using a 3D modeling software, in addition to the photos. The results show that using digitally generated images as training images didn’t improve the accuracy in this case. The reason for this is probably that there is too little intraclass variability in the gradients in digitally generated images, they’re too synthetic in a sense, which makes them poor at reflecting reality for this specific approach. The result might have been different if a higher number of digitally generated images had been used.

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Baxter, Ian Mark. « School visits to heritage attractions in the East Midlands : the impact of change 1988-1996 and the effects on teacher decision making ». Thesis, Nottingham Trent University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363326.

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Crute, V. C. « Microtraining in health visitor education : An intensive examination of training outcomes, feedback processes and individual differences ». Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373500.

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Soong, Grace Pik-Yin. « The effect of orientation and mobility training on vision and mobility performance in visually impaired adults ». Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36754/1/36754_Digitised%20Thesis.pdf.

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A number of studies have investigated various visual functions of visually impaired subjects and how their visual functions relate to the subjects' ability to travel in their environment. Most studies have shown that visual field and contrast sensitivity are the most important visual factors in determining how well visually impaired subjects travel in their environment. From the outcome of the studies, some aspects of vision are known to play important roles in mobility performance of visually impaired subjects. However, in all these studies, researchers have used visually impaired subjects with differing degrees of mobility skills. The mobility performance measured in previous studies may differ among subjects depending on the level of their mobility skills rather than differences in visual function. One of the main factors which may affect subjects' mobility skills is whether or not they have had orientation and mobility (O&M) training. Anecdotal evidence reported by mobility instructors and visually impaired clients suggests that O&M instruction does improve independent travel skills. In view of the limitations of previous studies, the current study attempted to determine the effect of O&M training on vision and mobility performance of visually impaired adults. Vision and mobility performance of a group of visually impaired subjects were examined before and after O&M training. As the same group of subjects were investigated, the effects of other factors which influenced their mobility skills may be controlled. Based on the best predictors of mobility performance, vision criteria for O&M training referral were recommended. Methods. Vision and mobility performance of 2 groups of visually impaired subjects with various ocular diseases were assessed: the experimental group T who were referred and received mobility training and the control group NT with no previous mobility training and were not referred for training. Visual performances were measured binocularly as high and low contrast visual acuities, letter and edge contrast sensitivities and kinetic visual fields. The subjects' mobility performance was measured on an indoor mobility course: 1) walking efficiency was assessed as percentage preferred walking speed (PPWS) 2) mobility incidents were assessed as errors made during travel on the course. Vision and mobility performances were measured before training and approximately 4 weeks after completion of training for group T whilst group NT was assessed at two visits with a similar time period between visits as for group T. A questionnaire was administered to each group at both visits and six months after the second visit. Results. Walking efficiency of group T improved with short-term practice immediately following O&M training but there was no improvement due to long-term practice or training. On the other hand, there was no improvement in error score either due to practice or training immediately after O&M training. Error score of all subjects improved as a result of prior experience. Self-reported mobility performance did not improve immediately after O&M training but improved six months after training. Stepwise multiple regression analysis showed that visual field was a significant predictor before and after O&M training; it accounted for 20.4 percent and 31.2 percent of the variance in PPWS and error score respectively before training whilst accounting for 20.0 percent and 16.8 percent of the variance in PPWS and error score respectively after training. Stepwise multiple regression analysis of groups T and NT together showed that LCV A and inferior remaining visual field were best predictors of PPWS and error score respectively; PPWS began to deteriorate when LCVA was 6/150 or worse whilst error score began to decline when inferior remaining visual field was 45 degrees radius or less (between the field extent of 225 and 315 degrees). Conclusions. Mobility performance of visually impaired adults may be improved following O&M training, however, further research needs to be conducted to ascertain the level of improvement in performance over time. Visual field was shown to play a significant role in mobility performance of visually impaired adults regardless whether or not they have had O&M training, however, further research is required to ascertain the role of LCV A in walking efficiency. Tentative criteria for O&M training referral were recommended: LCVA 61150 or worse and/or inferior remaining binocular visual field of 45 degrees or less using the target IV 4 E. However, further research is needed to ascertain if these criteria are applicable to other visually impaired groups.

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Walker, Ryan Christopher Gareth. « Poi Poi Revolution : A real-time feedback training system for objectmanipulation ». Thesis, University of Canterbury. Human Interface Technology Laboratory, 2013. http://hdl.handle.net/10092/8039.

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The affordability and availability of fast motion cameras presents an ideal opportunity to build computer systems that create real-time feed- back loops. These systems can enable users to learn at a faster rate than traditional systems, as well as present a more engaging experience. In this dissertation, I document the development and evaluation of a real- time audio and visual feedback system for geometric poi manipulation. The goal of the system is to present an experiential and objectively su- perior learning tool when compared to traditional learning techniques in the object manipulation community. For the evaluation, I conduct an experiment that compares the feedback training system with traditional learning techniques in the object manipulation community. The results suggest that the feedback system presents a more engaging experience than traditional mirror feedback training, and conclude that further re- search is warranted.

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Tata, Thomas Fofung. « Agricultural extension management strategies in Cameroon : a comparative study ». Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270309.

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Dougherty, Bradley Edward. « Visual and Demographic Factors in Bioptic Driving Training and Road Safety ». The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366284836.

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Darnley, Lyn. « Artist development and training in the Royal Shakespeare Company : a vision for change in British theatre culture ». Thesis, Royal Holloway, University of London, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594111.

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The thesis provides a participant observer's perspective of an ensemble training programme within a subsidised professional classical theatre company. Wherever possible, that personal perspective is tested, interrogated and critiqued. The study traces the RSC's history of artist training from its beginnings and considers the contribution made by directors and key practitioners and the major theatrical influences on training within the Company. This provides a context for the specific focus which is placed on the first three years (2003/4-2006/7) of Artistic Director Michael Boyd's Artist Development Programme. This discussion occupies the main part of the thesis and is its raison d'etre. Ongoing artist development for actors and other artists is examined as an essential element of Boyd's ensemble ethos and the RSC's degree of success in meeting the requirements of its Royal Charter and of the Arts Council Document (1996) to provide training for its artists, and to support the development of the wider profession is evaluated. The discussion alludes to the current state of classical drama training in UK conservatoires with specific reference to the teaching of text and language before documenting the RSC's attempts to establish greater links with both training and professional bodies in order to support actor and director training and the professional development of other theatre practitioners. Factors that have to date inhibited the Artist Development Programme including the impact of the redevelopment of its Stratford upon Avon theatres between 2007 and 2011 are reflected on and their impact debated. An appendix bound as a separate document for ease of access and reference alongside the thesis, provides resource material for future researchers including schedules, artist feedback, company documents, archival material and photographs. It also allows the reader to take an empirical stance from which to assess the accuracy of the judgements offered.

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Long, Steven A. « Developing and implementing a computer vision based surgical simulator for hip wire navigation ». Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/5555.

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Orthopaedic residency training is in the midst of a paradigm shift. Recent mandates from the Residency Review Committee (RRC) for Orthopaedic Surgery and the American Board of Orthopaedic Surgery (ABOS) are requiring that programs must provide structured motor skills training to first year residents. Although other surgical fields such as laparoscopic surgery have been using simulation tools to train incoming residents for over a decade, the orthopaedic field has lagged behind in developing these training tools. Given the need for orthopaedic training devices and the lack of currently available solutions to residency programs, this work has focused on developing a surgical simulator for the task of hip guide wire navigation. Hip wire navigation was targeted for this work because it is a core competency skill for surgical residents and few options currently exist for training residents on this task. Much of this work focuses on the development of the wire navigation simulator. The simulator has six main components; a single camera interfaced with a Raspberry Pi (a credit-card sized computer), a series of three mirrors, a surrogate femur, a guide wire driver, a laser etched guide wire, and a laptop. These components interact to create virtual radiograph images that the resident can use to place the guide wire inside the bone. The goal in developing this simulator is to provide a platform which enables residents to acquire the skill of hip wire navigation in a safe environment and eventually transfer that skill into the operating room. Assessment of the simulator has shown that the guide wire can be located in bone within 1.5mm of its true position and less than a degree of its true trajectory. This level of accuracy is sufficient for providing residents with a training tool to practice their technique on. In training with resident surgeons, initial trends show that practicing with the simulator can result in an improvement in one’s technique. Residents who have trained with the simulator show a decrease in both the amount of radiographic images required to complete the procedure and the amount of time required to perform the procedure in a pseudo operating room environment. While more work is needed to be done to show the significance of this trend, this work has achieved its goal of providing residents with a safe platform for practicing the task of hip guide wire navigation.

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Ntifo-Siaw, Edward. « Managing agricultural extension : perceived performance of the training and visit and general extension approaches in Ghana / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531363069.

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Van, Dyk A. P. « The effects of a sports vision training programme on selected visual-motor skills in a non-fatigued and fatigued cardiovascular condition ». Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4284.

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Philosophiae Doctor - PhD
The aim of the study was to determine the effects of a sports vision training programme on peripheral awareness, eye-hand coordination, eye-body coordination, visual reaction time and visual-motor response time of physically active males when in a non-fatigued condition and when in an induced-fatigue condition that simulates levels experienced when playing field-based sports. Scheduling challenges made it necessary to use a sample of convenience rather than random sampling to divide the 49 participants into a treatment group (n=16) and a control group (n=33). A pre-test was administered according to assessment protocols for five selected visual skills performed in both a nonfatigued and fatigued condition. The treatment group participated in an eight-week visual training intervention programme. The purpose of this visual training programme was to train the five selected visual skills (peripheral awareness, eye-hand coordination, eyebody coordination, visual reaction time and visual-motor response time and to practice these skills during fatigued cardiovascular conditions. The post test was administered immediately after the intervention period. Interaction effects were found for three variables: peripheral awareness, eye-hand coordination and visual reaction time, so conclusions could be drawn only for eye-body coordination and visual-motor response time. No significant differences were found for visual-motor response time in the non-fatigued condition. It can be concluded that the sports vision training programme, as implemented in this study, resulted in a significant improvement in visual-motor response time of the treatment group as compared to the control group, when performing under fatigue conditions.

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Duarte, Tatiana Carvalho 1985. « A reformulação das Licenciaturas da Unicamp no ano de 2003 : uma visão institucional ». [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250829.

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Orientador: Maria Márcia Sigrist Malavasi
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Essa pesquisa analisa a alteração na redação do artigo 8º do Regimento Geral da UNICAMP (Deliberação Consu-A-35/2003) que ocorreu no ano de 2003, em que os Institutos e Faculdades assumiram a responsabilidade acadêmica e administrativa de suas respectivas Licenciaturas, retirando assim aqueles cursos da responsabilidade exclusiva da Faculdade de Educação (FE). O objetivo central é analisar o processo de reformulação identificando as implicações dessa mudança nos cursos de formação de professores da UNICAMP. Na busca de alcançar os objetivos propostos por este estudo utilizou-se da metodologia qualitativa de pesquisa e optou pela análise de documentos legais e elaborados naquele período e entrevistas semiestruturadas. No total foram realizadas (28) vinte e oito entrevistas, no ano de 2012, com professores, ex-Coordenadores de Curso, atuais Coordenadores de Curso, representantes da Faculdade de Educação, da Subcomissão Permanente de Formação de Professores (SPFP) e da Pró-Reitoria de Graduação (PRG). Os resultados da pesquisa indicam que tímidos avanços foram alcançados, entretanto, alguns problemas surgiram e outros persistiram nos cursos de formação de professores após a reformulação. As melhorias mais significativas remetem-se às novas configurações curriculares. O fato de os Institutos/Faculdades terem assumido algumas disciplinas e, sobretudo, disciplinas de estágio escolar, componente curricular ministrado, anteriormente, apenas pela Faculdade de Educação, foi considerado um avanço. Dentre as dificuldades, após a reformulação de 2003, os cursos de Licenciatura se depararam com um novo problema: a falta de professores ligados ao ensino. Há necessidade de contratação de professores ligados à Educação para atuarem nas Licenciaturas. A análise dos dados permite afirmar que a maioria dos docentes que lecionam nos cursos de formação de professores da UNICAMP vem de áreas específicas e não possuem nenhuma formação na área de Educação. Mesmo reconhecendo o importante papel da universidade no desenvolvimento da sociedade e especialmente na melhoria da qualidade da educação, há pouca atenção dedicada aos cursos formadores de professores na UNICAMP. Somado a essas problemáticas, o cenário dos cursos de Licenciatura traz grandes discussões que ultrapassam as dificuldades institucionais. Nesse quadro da formação de professores como profissão, há uma latente insatisfação e desinteresse por uma carreira profissional de baixo prestígio no mercado de trabalho, com aviltante remuneração e muitas vezes, péssimas condições de trabalho.
Abstract: This research analyzes the change in the wording of Article 8 of the General Rules of UNICAMP (Deliberation Consu-A-35/2003) that occurred in 2003, in which the Institutes and Faculties took the academic and administrative responsibility of their respective Licentiateship, withdrawing so those courses the responsibility of the Faculty of Education (FE).The main objective is to analyze the reshaping process identifying the implications of this change in training courses for teachers of UNICAMP. Seeking to achieve the objectives proposed by this study it was used qualitative methods of research and opted for analysis of drafted and legal documents that period and semistructured interviews. In total were performed (28) twenty-eight interviews, in the year 2012, with teachers, former Course Coordinators, current Course Coordinators, representatives of the Faculty of Education, the Permanent Subcommittee for Teacher Training (PSTT) and Pro Rector of Graduation (PRG). The survey results indicate that timid advances have been achieved, however, some problems arose and persisted in others training courses for teachers after the makeover. Significant enhancements refer to the new curricular settings. The fact Institutes / Faculties have taken some courses, and especially, disciplines of stage school, curriculum component taught, previously, only for the Faculty of Education, was considered a breakthrough. Among the difficulties after the 2003 redesign, the Licentiateship faced with a new problem: a lack of teachers involved in teaching. There is need to hire teachers linked to Education to act at Licentiateship. Data analysis allows us to affirm that the majority of teachers who teach courses in teacher training UNICAMP comes from specific areas and have no training in the area of Education. While recognizing the important duty of the university in the development of society and especially in improving the quality of education, there is little attention paid to teacher training courses at UNICAMP. Added to these problems, the scenario of Licentiateship courses brings great discussions that go beyond the institutional difficulties. In the context of teacher education as a profession, there is a latent dissatisfaction and disinterest in a career of low status in the labor market, with demeaning pay and often poor working conditions.
Mestrado
Ensino e Práticas Culturais
Mestra em Educação

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Hamrell, Hanna. « Image-to-Image Translation for Improvement of Synthetic Thermal Infrared Training Data Using Generative Adversarial Networks ». Thesis, Linköpings universitet, Datorseende, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-174928.

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Training data is an essential ingredient within supervised learning, yet time con-suming, expensive and for some applications impossible to retrieve. Thus it isof interest to use synthetic training data. However, the domain shift of syntheticdata makes it challenging to obtain good results when used as training data fordeep learning models. It is therefore of interest to refine synthetic data, e.g. using image-to-image translation, to improve results. The aim of this work is to compare different methods to do image-to-image translation of synthetic training data of thermal IR-images using GANs. Translation is done both using synthetic thermal IR-images alone, as well as including pixelwise depth and/or semantic information. To evaluate, a new measure based on the Frechét Inception Distance, adapted to work for thermal IR-images is proposed. The results show that the model trained using IR-images alone translates the generated images closest to the domain of authentic thermal IR-images. The training where IR-images are complemented by corresponding pixelwise depth data performs second best. However, given more training time, inclusion of depth data has the potential to outperform training withirdata alone. This gives a valuable insight on how to best translate images from the domain of synthetic IR-images to that of authentic IR-images, which is vital for quick and low cost generation of training data for deep learning models.

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Gonçalves, Michelle Costa 1980. « Campo de Visão : Inventário de Procedimentos ». [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284996.

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Orientador: Marcelo Ramos Lazzaratto
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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Resumo: Esta dissertação apresenta um inventário dos procedimentos utilizados na iniciação ao Campo de Visão ¿ sistema improvisacional coral, utilizado como prática do ator, formação de artistas da cena e criação poética de linguagem cênica ¿ investigado há 23 anos por Marcelo Lazzaratto e há 14 anos sistematizado com os atores da Cia. Elevador de Teatro Panorâmico. O inventário foi construído a partir do relato de uma experiência particular, no caso, os encontros iniciais de um curso ministrado em 2013 por Lazzaratto aos alunos do 2o ano do Curso de Graduação em Artes Cênicas da Unicamp. O trabalho se concentra nos aspectos formativos e voltados à prática do ator, mas em seus capítulos finais aborda a aplicação do Campo de Visão na construção poética da cena, através de uma breve análise do espetáculo Ifigênia
Abstract: This essay presents an inventory of the procedures applied in the Campo de Visão (Field of Vision) ¿ improvisational coral system, used as practice of actors, as artistic educational processes and as poetic creation of performing language ¿ a result of 23 years of research by Marcelo Lazzaratto and systematized for 14 years with the actors from Cia. Elevador de Teatro Panorâmico. The inventory has been made by a report of a specific experience, on this case, through the first meetings of a course ministered by Lazzaratto to the students of the 2nd grade from the Graduation Course in Performing Arts of Unicamp in 2013. This work focus on the Campo de Visão¿s (Field of Vision¿s) formative and directed to the actor¿s practice aspects, but discusses, its final chapters, the application of the system to poetic creation of scene, through a brief analysis of the play Ifigênia
Mestrado
Teatro, Dança e Performance
Mestra em Artes da Cena

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Cheong, Allen Ming Yan. « Reading performance with stand magnifiers in age-related macular degeration ». Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15870/1/Allen_Cheong_Thesis.pdf.

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This research was designed to address important issues for the effective prescription of, and training in the use of, magnifiers for reading patients with visual impairment. The emphasis was on the development of simple methods of assessment and training that could be easily implemented, at no great cost, by low vision practitioners in clinical practice. To ensure that the results would be widely applicable, the research focused on subjects with age-related macular degeneration (AMD) using stand magnifiers (being the most common cause of low vision and the most commonly prescribed magnifiers respectively). From this research, modifications to the current methods of reading rehabilitation are suggested to more effectively improve low vision reading for the millions of people with low vision around the world. The magnification and reading performance achieved with the magnifier determined by the fixed acuity reserve method was as valid as that achieved with the magnifier determined by the individual acuity reserve method. The fixed acuity reserve is a simpler method to calculate the required magnification, as it requires only near visual acuity and the patient's goal reading task. This method was primarily used to select the appropriate illuminated stand magnifiers for the subjects participating in the subsequent studies and is recommended for use as the starting point in clinical low vision practice. The main study of this thesis was a longitudinal investigation of the benefit of large print reading practice on reading performance with stand magnifiers. Instead of the intensive training programs on magnifier use which have been suggested by previous studies, this study aimed to investigate the effect of simple large print reading practice, under either full or restricted field of view (the latter simulated by a practice stand), on reading rate with stand magnifiers for subjects with AMD. The experimental hypothesis was that reading practice prior to the prescription of stand magnifiers would improve reading performance with the stand magnifiers for subjects with AMD. As previous studies have shown, reading rate reduced when a stand magnifier was first introduced. One week of reading practice on large print, with or without a reduced field of view, gave an improvement in reading rate with the stand magnifier for passages of text (such that the reading rates with and without magnifiers were not significantly different). There was a suggestion that this practice may give a more rapid improvement in reading rate than that achieved by the control subjects who did not do any large print reading practice, but this did not reach statistical significance. Even very brief reading with the stand magnifiers by the control subjects gave some improvement in reading rate. Therefore, home or in-office reading practice on large print or with magnifiers is recommended for patients with AMD before magnifiers are prescribed. Subjects who had neither reading practice nor exposure to the magnifier prior to its prescription required two weeks practice using their stand magnifiers to achieve their maximum reading rate. This suggests that home practice in using stand magnifiers is beneficial and a follow up visit is recommended two weeks after the provision of a magnifier to assess any change in reading rate. If no improvement in the magnifier reading rate is found or the rate is less than the reading rate on large print without a magnifier, further investigations of the patients' vision and/or their magnifier manipulation strategy are necessary. In the last study, a simple method aimed at alleviating difficulties with magnifier manipulation and navigation, the attachment of a line guide to the base of the stand magnifier, was investigated using both objective methods (recording magnifier movements and reading rate measures) and subjective methods (simple questionnaire). Although there was no improvement in the objective measures of reading or navigation performance with the line guide, more than half of the subjects with low vision preferred to have the line guide on their stand magnifiers. This suggests that the objective measures might not be sensitive enough to predict the subjective response, or that other factors that were not measured in this study influenced subjects' preferences in selecting the line guide (e.g., psychological support provided by the line guide in reading orientation). Clinically, the subjective response of patients to the use of low vision aids as well as their motivation are important criteria for success in low vision rehabilitation. There was a tendency for less experienced users to prefer the line guide to assist their use of the stand magnifier for reading. Therefore, a line guide could be offered as a preliminary training aid when stand magnifiers are first prescribed for AMD patients. Possible improvements to the design of the line guide were identified. Further research is required to assess the benefits of this or similar devices for new magnifier users and to understand the difficulties that people with visual impairment have with page navigation in order to determine improved methods of training navigation strategies. The unique contribution of this study to the field of low vision rehabilitation is that the benefit of short-term reading practice, on large print or with magnifiers, as simple, cheap methods of enhancing reading performance with stand magnifiers was demonstrated. The results of this study have led to the development of recommendations for assessing and training AMD patients who are prescribed stand magnifiers.

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Cheong, Allen Ming Yan. « Reading performance with stand magnifiers in age-related macular degeration ». Queensland University of Technology, 2003. http://eprints.qut.edu.au/15870/.

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This research was designed to address important issues for the effective prescription of, and training in the use of, magnifiers for reading patients with visual impairment. The emphasis was on the development of simple methods of assessment and training that could be easily implemented, at no great cost, by low vision practitioners in clinical practice. To ensure that the results would be widely applicable, the research focused on subjects with age-related macular degeneration (AMD) using stand magnifiers (being the most common cause of low vision and the most commonly prescribed magnifiers respectively). From this research, modifications to the current methods of reading rehabilitation are suggested to more effectively improve low vision reading for the millions of people with low vision around the world. The magnification and reading performance achieved with the magnifier determined by the fixed acuity reserve method was as valid as that achieved with the magnifier determined by the individual acuity reserve method. The fixed acuity reserve is a simpler method to calculate the required magnification, as it requires only near visual acuity and the patient's goal reading task. This method was primarily used to select the appropriate illuminated stand magnifiers for the subjects participating in the subsequent studies and is recommended for use as the starting point in clinical low vision practice. The main study of this thesis was a longitudinal investigation of the benefit of large print reading practice on reading performance with stand magnifiers. Instead of the intensive training programs on magnifier use which have been suggested by previous studies, this study aimed to investigate the effect of simple large print reading practice, under either full or restricted field of view (the latter simulated by a practice stand), on reading rate with stand magnifiers for subjects with AMD. The experimental hypothesis was that reading practice prior to the prescription of stand magnifiers would improve reading performance with the stand magnifiers for subjects with AMD. As previous studies have shown, reading rate reduced when a stand magnifier was first introduced. One week of reading practice on large print, with or without a reduced field of view, gave an improvement in reading rate with the stand magnifier for passages of text (such that the reading rates with and without magnifiers were not significantly different). There was a suggestion that this practice may give a more rapid improvement in reading rate than that achieved by the control subjects who did not do any large print reading practice, but this did not reach statistical significance. Even very brief reading with the stand magnifiers by the control subjects gave some improvement in reading rate. Therefore, home or in-office reading practice on large print or with magnifiers is recommended for patients with AMD before magnifiers are prescribed. Subjects who had neither reading practice nor exposure to the magnifier prior to its prescription required two weeks practice using their stand magnifiers to achieve their maximum reading rate. This suggests that home practice in using stand magnifiers is beneficial and a follow up visit is recommended two weeks after the provision of a magnifier to assess any change in reading rate. If no improvement in the magnifier reading rate is found or the rate is less than the reading rate on large print without a magnifier, further investigations of the patients' vision and/or their magnifier manipulation strategy are necessary. In the last study, a simple method aimed at alleviating difficulties with magnifier manipulation and navigation, the attachment of a line guide to the base of the stand magnifier, was investigated using both objective methods (recording magnifier movements and reading rate measures) and subjective methods (simple questionnaire). Although there was no improvement in the objective measures of reading or navigation performance with the line guide, more than half of the subjects with low vision preferred to have the line guide on their stand magnifiers. This suggests that the objective measures might not be sensitive enough to predict the subjective response, or that other factors that were not measured in this study influenced subjects' preferences in selecting the line guide (e.g., psychological support provided by the line guide in reading orientation). Clinically, the subjective response of patients to the use of low vision aids as well as their motivation are important criteria for success in low vision rehabilitation. There was a tendency for less experienced users to prefer the line guide to assist their use of the stand magnifier for reading. Therefore, a line guide could be offered as a preliminary training aid when stand magnifiers are first prescribed for AMD patients. Possible improvements to the design of the line guide were identified. Further research is required to assess the benefits of this or similar devices for new magnifier users and to understand the difficulties that people with visual impairment have with page navigation in order to determine improved methods of training navigation strategies. The unique contribution of this study to the field of low vision rehabilitation is that the benefit of short-term reading practice, on large print or with magnifiers, as simple, cheap methods of enhancing reading performance with stand magnifiers was demonstrated. The results of this study have led to the development of recommendations for assessing and training AMD patients who are prescribed stand magnifiers.

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Oom, Ana Rita Calaveiras Félix. « Abordagem à motivação na visão de trabalhadores temporários : relatório de estágio ». Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/13774.

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Mestrado em Gestão de Recursos Humanos
Este documento apresenta o trabalho desenvolvido no âmbito da obtenção do grau de mestre em Gestão de Recursos Humanos no Instituto Superior de Economia e Gestão. Com o objectivo de consolidar e de aplicar os conhecimentos adquiridos ao longo do Mestrado, optei pela realização de um relatório de estágio para Trabalho Final. Elegi esta vertente por se tratar de um trabalho mais prático e pela curiosidade que tinha em perceber como funciona o mundo do trabalho temporário. Já conhecia a empresa e já tinha tido oportunidade de observar o grau de compromisso dos trabalhadores com a mesma, tendo a razão desse desprendimento suscitado o meu interesse. Surgiu, assim, a oportunidade de estagiar na Empresa de Organização de Eventos, Guinoulhiac e Pinto Leite, Lda. Este estágio possibilitou-me a aquisição e o desenvolvimento de competências alocadas a diversas vertentes da GRH, nomeadamente nas áreas da formação, recrutamento e selecção, integração de promotores e análise de comportamentos. Este trabalho pretende ser uma reflexão sobre diferentes aspectos do recrutamento e seleção em eventos e empresas de trabalho temporário particular.
This document presents the work within the degree of Master in Human Resource Management at the ISEG. I opted for an internship as Final Work of Master in order to apply the knowledge acquired during the course of the Master in Human Resource Management. Guinoulhiac e Pinto Leite, Lda, gave me the opportunity to be a part of their team and work in their events. It has emerged, as well as an opportunity of join Guinoulhiac and Pinto Leite, Lda. I opted for na internship because it is more practical and i wanted to know how the world of temporary projects works. I already knew the company and already had the opportunity to see the degree of commitment of the workers, and that reason aroused my interest. This stage allowed me to build and develop competencies allocated to various aspects of Human Resorces, in diferent areas like training, recruitment and selection, integration of promoters and analysis of their behaviors.
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Lynch, Sienna. « AN EXPLORATION OF SOCIAL WORKER RISK IN THE FIELD WHEN WORKING WITH VULNERABLE ADULTS AND THEIR DESIRE FOR SAFETY TRAINING ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/482.

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This study explored the risk that social workers face in the field while serving vulnerable adults to determine if there is need to implement mandated safety training based on social worker experiences and their desire for initial safety training. There needs to be a clear understanding of risks faced by social workers and their desire for safety training to implement safety standards and training for social workers across the board in social service agencies and academic institutions. There is minimal research currently on this topic and thus this study is paving the way for future research, as well as providing insight to risks faced by social workers who conduct field visits. This quantitative study presents different field situations that have put the social worker’s personal safety at risk and desire for safety training based on their personal experience. The results show a desire and need for mandatory safety training prior to entering the field. The results show a positive correlation between years in the field and risks faced in the field. Additionally, there was a positive correlation between age and desire for field safety training. There were differences found in risks experienced and desire for safety training by gender, education and ethnicity. This study is the start to understanding safety risks faced by social workers in the field and suggests developing safety training policy to ensure social worker safety in the field in both social service agencies and academic institutions.

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Carvalho, Renata dos Anjos Correa. « Formação no trabalho da enfermagem : a visão do egresso de um curso de residência ». Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=8548.

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Estudo possui como objeto a contribuição da residência em enfermagem para a formação de especialistas na percepção de egressos de uma instituição publica. O problema do estudo foi elaborado a partir das seguintes questões norteadoras: qual a contribuição da residência em enfermagem para a formação de especialistas na visão dos egressos? Os egressos da residência em enfermagem vêm aplicando os conhecimentos e as competências obtidas durante a residência na sua área de atuação? Quais as contribuições da residência em enfermagem para a identidade do enfermeiro especialista? Os objetivos do estudo foram: Identificar a contribuição da residência em enfermagem para a formação de especialistas na visão de egressos; descrever a aplicação dos conhecimentos e competências obtidas pelo residente de enfermagem na área de atuação; e analisar as contribuições da residência em enfermagem para a identidade do enfermeiro especialista. Metodologia: estudo qualitativo, descritivo, exploratório, tendo como campo um uma instituição de ensino superior, situada no município do Rio de Janeiro. Participaram do estudo 25 egressos do curso de residência de uma instituição pública a partir dos critérios de inclusão estabelecidos. O projeto atendeu as exigências do Comitê de Ética em Pesquisa em atenção a Resolução 466/12. A coleta de dados ocorreu no primeiro semestre de 2014. No tratamento dos depoimentos foi aplicada a técnica de Análise de Conteúdo, cujos resultados foram discutidos a luz do suporte teórico adotado. Os resultados evidenciaram que a residência na concepção dos egressos é uma opção do recém-graduado de capacitação e ingresso no mercado de trabalho no intuito de aprofundar os conhecimentos teóricos e práticos em determinada área do saber. Para o grupo a residência configura-se como uma estratégia relevante em termos de desenvolvimento de competências de cunho técnico e gerencial, diminuindo a defasagem dos conteúdos não obtidos na graduação, principalmente no que dizem respeito ao cuidado de pacientes de alta complexidade e manuseio de tecnologias de ponta. Neste sentido, a residência contribuiu para outros fatores de ordem subjetiva como identidade e realização profissional como também em relação a satisfação e reconhecimento pelo trabalho realizado junto aos pacientes e instituições onde atuam. Por outro lado os egressos apontaram problemas de ordem institucional vivenciados no período em que realizaram o curso, principalmente no tocante a precarização da força de trabalho em termos de pessoal e inadequação das condições de trabalho. Concluiu-se que apesar das inestimáveis contribuições da residência para o aprimoramento técnico, gerencial e relacional do enfermeiro recém-formado e sua inserção no mundo do trabalho com maior segurança e conhecimento do que é ser enfermeiro, há necessidade de ampliar a discussão sobre fatores de ordem estrutural que interferem no processo de formação. E, dentre eles, a precarização da força de trabalho e condições de trabalho inadequadas que interferem no processo de capacitação. Todo esforço deve ser realizado pelas instituições responsáveis pelos programas de residência no intuito de fornecer condições adequadas de formação, o que pode repercutir na motivação, satisfação e maior adesão a esta forma de capacitação em serviço.
This study aims to observe the contribution of the residency program in nursing to the formation of specialists egressed from a public educational institution. The following questions were used to approach the matter: From the point of view of the egressed professionals, what is the contribution from the Nursing residency program to the formation of specialists? Have the professionals egressed in the Nursing residency program been applying the knowledge and skills obtained during the residency in their current areas of work? What are the contributions of the Nursing residency to the identity of a specialized nurse? The objectives of the study were: Identity the contribution of the Nursing residency program to the formation of specialists, from the professionals egressed point of view; describe the usage of the knowledge and skills obtained by the professionals egressed in the Nursing residency program in their current areas of work; and analyze the contributions from the Nursing residency program to the identity of specialized nurses. Methodology: Qualitative, descriptive and exploratory study, having as field of observation an institution of higher education which is placed in the city of Rio de Janeiro. 25 professionals egressed from the residency program of a public institution according to the established criteria of inclusion. The project met the requirements set by the Research Ethics Committee in observation of the Resolution 466/12. The data collection took place in the first semester of 2014. Regarding the treatment of testimonies, a technique of Content Analysis was applied in which results were discussed within the established theoretical approach. The results showed that the residency program, from the professionals egressed point of view, is an option to the people who have recently finished the under graduation program to acquire professional training and enter into the labor market in order to deepen theoretical knowledge in some areas. According to these professionals, the residency program constitutes a relevant tool in terms of developing professional skills, minimizing the gap of contents which were not obtained during the under graduation program. Mainly, regarding to the way patients should be treated and the high complexity of dealing with state-of-art equipment. Moreover, the residency program adds to more subjective factors, such as professional identity and satisfaction, professional recognition from the patients and institutions where the work has been performed. On the other hand, the professionals egressed in the residency program pointed out problems of institutional order experienced during their course. Mainly, in terms of the precarious labor force and the inappropriateness of the working conditions. It assumes that, although there are priceless contributions in the residency program to the appropriation of technical, interpersonal aptitudes of the professionals who have recently finished the under graduation program in Nursing and the chance of their placement within the labor market with more confidence and knowledge, there is the need of amplifying the discussion about structural factors and inappropriate labor conditions which interfere in the process of professional training. Every single effort shall be done by the institutions responsible for the residency programs in order to provide proper conditions for learning, which can impact on motivation, satisfaction and more accession to this form of professional training in service.

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Darwesh, Nizam Muhammad. « Low vision and diabetes in older people living in residential care homes ». Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622491.

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Background: Worldwide one in twelve people are living with diabetes and one in two people do not know they have diabetes. Currently large numbers of the older people live in residential care homes in the UK, and up to one in four older people living in residential care homes present with diabetes. Low vision is one of the complications associated with diabetes in older people. In those aged 75 and over, one in five, and in those aged over 90, one in two people are affected by low vision and they are at an increased risk of developing other eye diseases. Within 20 years of diagnosis nearly all people with Type 1 and almost two thirds of people with Type 2 diabetes (60%) have some degree of diabetic retinopathy. Aims and Objectives: This study aimed to investigate the issues and problems faced by older people living in residential care homes with low vision and diabetes; to evaluate health professionals’ knowledge and understanding of the impact of low vision associated with diabetes in older people living in residential care homes; and to develop an educational toolkit which aimed to educate health care assistants about low vision and diabetes. Methods: This study is an exploratory investigation of older people living in residential care homes with low vision and diabetes. Adopting an open-ended qualitative approach using focus groups, interviews and a health professional’s survey, 116 participants were involved. These included GPs, ophthalmologists, nurses, optometrists, health care assistants and older people with low vision and diabetes. The data was analysed thematically. The educational toolkit was developed in the second part of this study, and 20 healthcare assistants were trained using this toolkit. Their knowledge was tested before the training, immediately after the training and one month after the initial training. Following Kirkpatrick’s model, the skills and practical use of the educational toolkit was assessed using an open-ended qualitative approach. Results: The results found that many older people and the health care assistants had the perception that low vision was a normal ageing process and could not be rectified. The study found that there was evidence to suggest that eye health was not considered to be a priority; instead, it was considered to be a natural part of the ageing process. The results found that 82% of the HCAs had not had any training in the area, and more than half of the nurses and GPs did not have sufficient knowledge of low vision and diabetes. After training, however, their knowledge was increased. This suggested that low vision and diabetes toolkit training could be used to educate healthcare assistants on a regular basis. The study also found that knowledge does decline over time, and therefore regular training for HCAs is required in order to maintain eye health and diabetes in older people, as well as improving their quality of life. Conclusion: In the research findings it was found that 50% to 70% of low vision was preventable or treatable if detected in its early stages and could be avoided by simply wearing appropriate spectacles, or possible surgery. However, in order to identify these 50% to 70% with low vision, everyone concerned should be able to recognise the signs and symptoms of preventable low vision, particularly health care assistants, as according to this study, health care assistants spent large amount of time in the residential care homes compared to the other health professionals.

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47

Essig, Timothy W. « An examination of visitor services and personnel ethics training programs for several museums in the Pennsylvania Historical and Museum Commission ». Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2939. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 65-68).

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Lewis, Elaine Ruth. « A teacher's handbook Post-traumatic Vision Syndrome : Awareness, assessments, accommodations ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3055.

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The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.

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Lewis, Randall Lee. « DEVELOPMENT OF NORTHROP-GRUMMAN MARK VIIE TRAINING UNIT AND WIRELESS VIDEO SYSTEM FOR USE IN IMMERSIVE ENVIRONMENTS ». UKnowledge, 2014. http://uknowledge.uky.edu/ece_etds/49.

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A training unit has been developed that allows NVESD researchers to develop training simulations within virtual environments to enhance infantry skill and awareness. A ground station was developed to house a computer, power system, and video transmission system. This station will allow for a remote operator to wirelessly send a video/audio stream to the handset. The ground station also allows the use of external video and audio inputs to be sent using onboard converters. Different wireless frequencies were evaluated to determine the best for long-range transmission of content. A handset was developed from a carbon fiber prototype shell. The handset features a video receiver, display, power system, OSD system, and external video inputs. The user can view transmitted video and audio while obtaining real-time GPS feedback from the OSD. The alternate video input allows the handset to be used within the virtual environments developed at the University of Kentucky’s Center for Visualization for virtual environments. This thesis will present the research conducted in order to develop Mark VIIE training unit including the requirements for the project, the desired functionality, the NVESD provided equipment, the analysis of the prospective components, the design of custom fabricated parts, and the assembly and integration of the components into a complete system.

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Pimentel, Renata Maia. « O papel do Senai na empregabilidade dos egressos dos cursos técnicos : um estudo sobre a visão dos diretores das escolas de Pernambuco ». Universidade Federal de Pernambuco, 2011. https://repositorio.ufpe.br/handle/123456789/17111.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-14T15:11:31Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTACAO RENATA MAIA PIMENTEL.pdf: 4445427 bytes, checksum: 166de841fdf87249aac567321b4828fe (MD5)
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As transformações ocorridas no mundo do trabalho, originadas principalmente da revolução industrial-tecnológica, promoveram profundas modificações na organização do processo produtivo no contexto da globalização e, conseqüentemente, grandes mudanças no modo de se preparar para o mercado de trabalho. Observa-se, por isso, um crescimento dos desafios que testam a capacidade do profissional exigindo um maior preparo, uma vez que este novo padrão exige-lhe qualidade, flexibilidade e maior produtividade, para se manter empregável. Este trabalho de pesquisa buscou estudar o conceito de empregabilidade e investigar como a educação profissional pode ser um elemento fundamental no aumento da capacidade empregabilidade. Com esta finalidade, realizou-se um estudo sobre o SENAI-PE, com base em entrevistas com os diretores das unidades de Areias, Santo Amaro, Cabo, Paulista, Água fria, Caruaru, Santa Cruz do Capibaribe, Garanhuns, Araripina, Petrolina, e nos resultados das pesquisas de qualidade, SAPES e PRO SIGA elaborado pela própria instituição junto aos alunos dos cursos e ás empresas que recebem estes alunos. O estudo realizado buscou compreender a percepção dos diretores acerca do conceito de empregabilidade, sobre como o SENAI pode promover o aumento de capacidade bem como sobre as suas limitações; analisou-se, sobretudo, como o conceito de empregabilidade é incorporado aos discursos dos sujeitos da pesquisa. Observou-se de parte dos gestores a confirmação da exigência de profissionais mais criativos, ágeis, preparados/capacitados e flexíveis para a demanda do mercado, enquanto entre os discentes, é transparente o discurso que serve como elemento potencializador da empregabilidade, permitindo inferir que a identidade que estes jovens trabalhadores estão construindo reafirma a idéia do consumo dos diplomas/certificação.
Changes in the world of work, originating mainly from the industrial-technological revolution, fostered profound changes in the organization of the production process in the context of globalization and, therefore, major changes in order to prepare for the labor market. The workers' skills and training of the workforce to prominence and, therefore, emerges a flexibility and instability of formal employment. The threat of unemployment in an unregulated labor markets and unstable gives it bargaining power (and / or enforcement) in relation to the forms and working conditions. Based on this understanding, there is a provision in the growth of the challenges that test the ability of the professional requiring more preparation, because this new standard requires you to quality, flexibility and productivity to remain employable. In this context, this research sought to study the concept of employability and how vocational education can be a key element in increasing the employability. To this end, we carried out a study with the SENAI-PE interviewing directors of the units and doing an analysis of the results of the research quality of the institution to the students. The study sought to understand the perceptions of directors about the concept of employability such as SENAI and may promote increased capacity and what are its limitations, later comparing the understanding of directors with the students' perception. For these purposes, consisted of a qualitative research, for which they were all directors of the SENAI units - PE and was made use of internal documentation. We analyzed how the concept of employability is embedded in discourses of research subjects. It was observed on the part of managers to confirm the requirement of professionals more creative, agile, prepared / trained and flexible to market demand, reaffirming a latent discourse in everyday life that propagates flexibility in vocational training for employability among students, is clear that the speech serves as an enabler of employability, allowing to infer that the identity that these young workers are building reaffirms the idea of consumption of qualifications / certification, seeking their own insertion in the labor market, but there was disagreement about the role of the SENAI -PE in increasing the employability.

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Thèses sur le sujet « Training visivo »

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