Gotowe bibliografie tematyczne / Actor training

Gotowa bibliografia na temat „Actor training”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 22 czerwca 2024

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Artykuły w czasopismach na temat "Actor training"

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Hodge, Alison. "Actor Training". Studies in Theatre and Performance 20, nr 3 (styczeń 2000): 184–87. http://dx.doi.org/10.1080/14682761.2000.10807037.

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Rewa, Natalie. "Actor Training". Canadian Theatre Review 78 (marzec 1994): 3. http://dx.doi.org/10.3138/ctr.78.fm.

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Though Canadian actors, designers, playwrights and technicians are articulate about the programs that they have experienced, the discussion of theatre training by those who offer it is sporadic. The most comprehensive account of the theory and practice of theatre education in Canada is the 164-page Report of the Committee of Inquiry into Theatre Training in Canada which was commissioned by the Canada Council and its Advisory Arts Panel and published in 1978. A major implication of the study was that theatre training had to be more closely allied with practice if it was to be more effective. What would a similar study of theatre training – supposing that any agency were interested in funding it – discover today?
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Barclay, Kari. "Willful Actors: Valuing Resistance in American Actor Training". Journal of Dramatic Theory and Criticism 34, nr 1 (2019): 123–41. http://dx.doi.org/10.1353/dtc.2019.0027.

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Chow, Broderick D. V. "An actor manages: actor training and managerial ideology". Theatre, Dance and Performance Training 5, nr 2 (4.05.2014): 131–43. http://dx.doi.org/10.1080/19443927.2014.908141.

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Rajaravivarma, K. R., i Suresh Chandra Das. "THERUKUTHU AS A TRAINING METHOD FOR CONTEMPORARY THEATRE ACTOR". ShodhKosh: Journal of Visual and Performing Arts 3, nr 2 (30.07.2022): 115–22. http://dx.doi.org/10.29121/shodhkosh.v3.i2.2022.147.

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The contemporary acting in theatre has resembling in many features of the Tamil traditional theatre form Therukuthu. So, this discussion intended to establish the possibilities of the Therukuthu as a method of actor training for contemporary theatre actors. The primary concern of the discussion includes the actor and acting of contemporary theatre; the way how actor presents the character and communicates with the audience as co-actors, which are the two significant features of contemporary theatre. So, the discussion considers at those factors of Therukuthu form and acting or performance those applicable to the contemporary theatre actor, to consider Therukuthu as a potential Contemporary actor training method.
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Forsythe, James. "Spirituality in Actor Training". Theatre Research in Canada 17, nr 1 (styczeń 1996): 67–82. http://dx.doi.org/10.3138/tric.17.1.67.

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Elements of the spiritual practices of other cultures, specifically Taoism and Zen Buddhism, are employed in 'Western' conservatory acting schools. This article will examine the context of the relationship between spirituality and actor training using examples from the techniques of specific teachers working in the field.
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Forsythe, James. "Spirituality in Actor Training". Theatre Research in Canada 17, nr 1 (styczeń 1996): 67–82. http://dx.doi.org/10.3138/tric.17.1.67.

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Zazzali, Peter. "Utopia in Actor Training". Performance Research 25, nr 8 (16.11.2020): 25–32. http://dx.doi.org/10.1080/13528165.2020.1930777.

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Barton, Robert. "Therapy and Actor Training". Theatre Topics 4, nr 2 (1994): 105–18. http://dx.doi.org/10.1353/tt.2010.0081.

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Hurt, Melissa. "Yoga and actor training". Voice and Speech Review 10, nr 2-3 (wrzesień 2016): 205–7. http://dx.doi.org/10.1080/23268263.2016.1333200.

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Rozprawy doktorskie na temat "Actor training"

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Moor, Andrea L. "Contemporary actor training in Australia". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63083/1/Andrea_Moor_Thesis.pdf.

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This professional doctorate included a major research project investigating the efficacy of acting methodologies taught at four leading Australian actor-training institutions - National Institute of Dramatic Art, Queensland University of Technology, Victorian College of the Arts, and Western Australian Academy of Performing Arts. This study represents the first review of its kind, in which the 'castability' of acting graduates from each of these schools was scrutinized by industry leaders. The study not only reveals the methodologies and philosophies of each school but determines an ideal set of practices for future consideration. The doctorate also included two practice-led projects examining the candidate's transition from actor and teacher of actors to theatre director. The candidate's qualitative study was also underpinned by reflective practice on her extensive professional experience as actor, teacher and director.
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Pippen, Judith Irene. "Inscribing actors' bodies : towards an epistemology of movement praxis in actor training". Thesis, Queensland University of Technology, 1998.

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This thesis explores some of the issues involved in movement praxis in actor training, contextualising itself within the QUT Academy of the Arts in Brisbane and arts research in Australian Universities. To elucidate these issues the researcher applies the epistemology of Humberto Maturana's constitutive ontology (the philosophical underpinnings of the biology of cognition) in multiple sites of performance theory and practice, with particular reference to the movement learning of actors. The research process has focused on publishing articles and a monograph for different groups of observers of the phenomenon under study: for Feldenkrais Practitioners, actor and drama educators, and researchers in performance studies. These articles, which are presented in a modified form in the thesis, develop the conceptual framework of the thesis; identify issues in movement training for performance, explore these issues and track movement training to performance. Insights garnered are then applied in the researcher's practice as director of The Rivers of China by Alma De Groen. Because the researcher occupies different sites, such as that of actor in training, of director, of actor educator and Feldenkrais Practitioner, the research is polysituational and results in a heteroglossic text. This text coheres around the central proposition that live performance can be constituted in terms of the particular dynamic of human interrelationship involved in the contract to play, and that there will be more coherence in the movement preparation of actors for live performance if that project is viewed in terms of the dynamics of this interrelationship rather than from mechanical or instrumental theories of the moving body.
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McPherson, Leith. "Shakespeare's verse and the training actor". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/163.

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A focus on the clarity of the verse in the preparation and performance of Shakespeare's plays has been seen by some modem directors and teachers as an impediment to effective storytelling. Contemporary directors and actors in both film and theatre are focussing more on making the text sound 'natural', rather than formally structured, in order to improve the accessibility of the text for a modern audience that is more familiar with interpreting a visual world than an aural one, and more appreciative of a naturalistic acting technique rather than the heightened commitment required for Elizabethan text. Furthermore, many actors and directors have written and spoken about the lack of exposure young actors have to Shakespeare in performance, let alone to performances of these texts that are illuminating or inspirational. The plays do hold tremendous appeal as literature, but it is quite clear that they were never originally intended to be experienced in that form, just as the reading of · sheet music and performance of live music are two distinct experiences. Shakespeare lived and breathed and wrote for the theatre and it is within this environment that we can most fully understand and engage with his work. This is true for students of the text, for audiences, and most significantly for the actors whose job is to communicate the verse. Although. the teacher of Shakespeare in an acting course has to compete· for tuition time with many skills that seem more · immediately relevant to current industry demands, my belief is that the tools a student develops through learning to read and perform Shakespeare's text serve the overall growth of the ·professional actor. I also believe that a focus on the clarity and. confidence of the verse speaking will improve the quality of any Shakespeare play in performance, regardless of the other interpretive choices made by the creative team. This thesis aims to identify the most effective ways of training students of acting to work with Shakespeare's verse. I -will be documenting my verse work with students from the Acting course · at the Western Australian Academy of Performing Arts from 2006-2008, exploring and reflecting on three key components of the work conducted with the students during that time: practical voice and poetry classes; a full public production of Shakespeare's play The Winter's Tale; -and a post-training workshop in 2007 .
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Pryde, Bernadette Anne. "Languaging the actor : an examination of the terminology used in actor training". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36445/1/Bernadette_Pryde_Thesis.pdf.

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Throughout the twentieth century increased interest in the training of actors resulted in the emergence of a plethora of acting theories and innovative theatrical movements in Europe, the UK and the USA. The individuals or groups involved with the formulation of these theories and movements developed specific terminologies, or languages of acting, in an attempt to clearly articulate the nature and the practice of acting according to their particular pedagogy or theatrical aesthetic. Now at the dawning of the twenty-first century, Australia boasts quite a number of schools and university courses professing to train actors. This research aims to discover the language used in actor training on the east coast of Australia today. Using interviews with staff of the National Institute of Dramatic Art, the Victorian College of the Arts, and the Queensland University of Technology as the primary source of data, a constructivist grounded theory has emerged to assess the influence of last century‟s theatrical theorists and practitioners on Australian training and to ascertain the possibility of a distinctly Australian language of acting.
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Taylor, Susan Leith. "Actor training and emotions: Finding a balance". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1804.

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Actor training is a challenging and personally confronting course of study during which students can undergo intense emotional upheaval. Australian conservatoires and vocational drama schools teach acting students to access and expand their emotional range as part of their professional skill repertoire. A variety of methods and techniques are used to assist and enable them to accomplish this. Sometimes, student actors are requested to tap into personal memories, which can have severe emotional repercussions. Many exercises in other areas of training can also be very emotionally confronting. Finding a balance between having emotions available for use in acting work and avoiding being negatively affected or overwhelmed by them can be a precarious path. This research investigates the broad pedagogical positions held by a select group of Australia’s leading drama schools towards the emotional aspects of actor training. It examines the range of stresses particular to acting students during their training, and what facets of their course may contribute to this pressure. The study explores how students’ emotional issues are handled by theatre instructors and the institutions in which they teach, and inquires whether current staff members feel they have the training and resources to deal with this aspect of the acting programmes. The project examines acting students’ exposure to training practices that may carry high emotional risks, and whether the drama schools have strategies and policies in place to safeguard students’ mental and psychological wellbeing. It also examines whether emotional boundary management can be formalised in the actor training setting and where duty of care responsibilities lie within this complex environment. The research draws on the knowledge of experienced theatre practitioners, teachers, psychologists and drama school graduates. It aims to contribute to actor training pedagogy by focusing on what is considered an under- iii discussed and under-researched element of drama school training. By exploring ways of implementing change, it is anticipated that the study may play a part in ensuring a healthier and emotionally safer environment for actor training.
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Mann, Laurin Marie. "Actor training in Toronto, theory in practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/NQ41229.pdf.

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Johnson, Anthony Lewis. "Training the Young Actor: A Physical Approach". University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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kennedy, Janice. "Actor Training and the Theatre Industry in Ireland". Thesis, Ulster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502897.

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Wion, Brenda. "Transforming Actor Training: Michael Chekhov's Psycho-Physical Technique". University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1208278580.

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Woods, Simon. "Suzuki and beyond : adapting the Suzuki actor training method /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19801.pdf.

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Książki na temat "Actor training"

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1959-, Hodge Alison, red. Actor training. Wyd. 2. New York, NY: Routledge, 2010.

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Actor training. Wyd. 2. London: Routledge, 2010.

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Santos DeCure, Cynthia, i Micha Espinosa. Latinx Actor Training. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520.

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1959-, Hodge Alison, red. Twentieth century actor training. London: Routledge, 2000.

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Movement training for the modern actor. New York: Routledge, 2009.

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Monos, Jim. Professional actor training in New York City. New York, NY: Broadway Press, 1989.

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The complete singer-actor: Training for music theater. Wyd. 2. Minneapolis: University of Minnesota Press, 1985.

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Body--voice--imagination: A training for the actor. New York: Routledge, 2002.

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Balk, H. Wesley. The complete singer-actor: Training for music theater. Wyd. 2. Minneapolis: University of Minnesota Press, 1985.

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Whitfield, Petronilla. Teaching Strategies for Neurodiversity and Dyslexia in Actor Training. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429458590.

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Części książek na temat "Actor training"

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Rodriguez, Emilio. "Theatre Where You Are". W Latinx Actor Training, 228–34. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-24.

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Fontes, Lorenzo González. "Fitzmaurice Voicework® as a Contemplative Practice and a Decolonizing Agent in Actor Training". W Latinx Actor Training, 262–72. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-28.

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Martínez-Cruz, Paloma. "Performance for Innocents". W Latinx Actor Training, 73–81. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-8.

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DeCure, Cynthia Santos, i Micha Espinosa. "Experiences in Working With Shakespeare in Adaptation, Shakespeare in Spanish and Bilingual Heightened Text". W Latinx Actor Training, 164–75. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-17.

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Ocampo-Guzman, Antonio. "Freeing the Bilingual Voice". W Latinx Actor Training, 145–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-15.

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Sánchez, Mónica. "School of Autodidacts". W Latinx Actor Training, 183–91. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-19.

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Ruiz, Jerry. "Strategies for Directing Latinx Plays". W Latinx Actor Training, 235–42. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-25.

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Marín, Christina. "Teaching Acting Using the Four Agreements as a Framework for Self-Acceptance and Cultural Connection". W Latinx Actor Training, 243–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-26.

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Espinosa, Micha. "On Latinx Casting". W Latinx Actor Training, 208–20. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-22.

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Svich, Caridad. "The Five Elements". W Latinx Actor Training, 192–99. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003021520-20.

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Streszczenia konferencji na temat "Actor training"

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Zhao, Long, Fei Li, Yuan Zhou i Wenbin Fan. "Soft Actor-Critic-Based Grid Dispatching with Distributed Training". W 2023 International Conference on Mobile Internet, Cloud Computing and Information Security (MICCIS). IEEE, 2023. http://dx.doi.org/10.1109/miccis58901.2023.00007.

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Savari, Maryam, i Yoonsuck Choe. "Online Virtual Training in Soft Actor-Critic for Autonomous Driving". W 2021 International Joint Conference on Neural Networks (IJCNN). IEEE, 2021. http://dx.doi.org/10.1109/ijcnn52387.2021.9533791.

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

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Kyriakides, George, i Konstantinos G. Margaritis. "Neural Architecture Search with Synchronous Advantage Actor-Critic Methods and Partial Training". W SETN '18: 10th Hellenic Conference on Artificial Intelligence. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3200947.3208068.

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Chaczko, Zenon, Christopher Chiu, Lulwah Alqarni i Amna Almarwani. "Implementing Sensor-Actor Networks with the Elastic Network Model for laparoscopic training". W 2013 Seventh International Conference on Sensing Technology (ICST). IEEE, 2013. http://dx.doi.org/10.1109/icsenst.2013.6727708.

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Pilarski, P. M., M. R. Dawson, T. Degris, F. Fahimi, J. P. Carey i R. S. Sutton. "Online human training of a myoelectric prosthesis controller via actor-critic reinforcement learning". W 2011 IEEE 12th International Conference on Rehabilitation Robotics: Reaching Users & the Community (ICORR 2011). IEEE, 2011. http://dx.doi.org/10.1109/icorr.2011.5975338.

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Mou, Xinyi, Zhongyu Wei, Qi Zhang i Xuanjing Huang. "UPPAM: A Unified Pre-training Architecture for Political Actor Modeling based on Language". W Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.acl-long.670.

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Fan, Zhou, Rui Su, Weinan Zhang i Yong Yu. "Hybrid Actor-Critic Reinforcement Learning in Parameterized Action Space". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/316.

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In this paper we propose a hybrid architecture of actor-critic algorithms for reinforcement learning in parameterized action space, which consists of multiple parallel sub-actor networks to decompose the structured action space into simpler action spaces along with a critic network to guide the training of all sub-actor networks. While this paper is mainly focused on parameterized action space, the proposed architecture, which we call hybrid actor-critic, can be extended for more general action spaces which has a hierarchical structure. We present an instance of the hybrid actor-critic architecture based on proximal policy optimization (PPO), which we refer to as hybrid proximal policy optimization (H-PPO). Our experiments test H-PPO on a collection of tasks with parameterized action space, where H-PPO demonstrates superior performance over previous methods of parameterized action reinforcement learning.
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Pietrafesa, Emma, Sergio Iavicoli, Agnese Martini, Rosalba Simeone i Antonella Polimeni. "Occupational safety and health education and training: an innovative format and experience". W Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11051.

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Health begins at home and in community where people live and work, in fact, the World Health Organisation (WHO) defines health as ‘a state of complete physical, mental and social well-being’. Experts and professionals, of all sectors and specialities, need to take account the Occupational Safety and Health (OSH) in all aspects of their working lives. Mainstreaming OSH into education concerns integrating one policy area – OSH – into another – education. This study started from a first analysis of an international and national OSH training offer, in which some critical aspects emerged: there are mostly sectoral training courses, qualifying some prevention actor roles, most linked to traditional risks, and primarily focused on the safety aspects rather than the health ones. The current study is related to an innovative format and experience for an integrated management of OSH in the evolution of the world of work. The concept was born from the need to train new professionals figures when the rapid demographic changes and technological innovation are changing the working world and therefore also the required skills to prevention actors. A first test has been conducted on 26 students who attended the first edition of this innovative training.
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Segura-Azuara, NA, i M. Lopez. "REDESIGNING MEDICAL STUDENTS' TRAINING THROUGH VIRTUAL CLINICAL SIMULATION". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7128.

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Clinical simulation is an engaging teaching strategy that has been used to develop disciplinary and soft skills in medical students through structured educational activities with assessment and feedback. COVID-19 has forced medical schools into redesigning many curricular activities, including these clinical simulations, which leveraged virtual technologies to continue the training amid the pandemic. The objective of this study was to assess the adaptation of clinical simulation to a virtual-based format to continue medical students' training. The sample of participants in this study was 34-thirdyear medical students. Simulation sessions were held through a synchronous videoconference platform where students used a monitor for vital signs, an actor simulated a patient, and the corresponding lab results and imaging studies were available upon students' request. Students provided care for the patient by teams; they interviewed and asked for physical exam findings from an actor representing a nurse. The simulation adapted to the team's performance, students were provided with the test results as they requested, and the patient's vital signs responded to the team's prescriptions. Following the simulation, they received feedback using the debriefing with a good-judgment framework which supports a reflection regarding their mental processes leading to decision-making. Adapting educational strategies using technology in remote teaching is essential for medical schools to continue their training. This curricular adaptation exemplifies a proficient way to carry out virtual simulation activities amid the pandemic, easily adapted to other disciplines and educational levels. Keywords: higher education, educational innovation, professional education, pandemic adaptations, COVID-19, virtual simulation
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Raporty organizacyjne na temat "Actor training"

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Rinuado, Christina, William Leonard, Christopher Morey, Theresa Coumbe, Jaylen Hopson i Robert Hilborn. Artificial intelligence (AI)–enabled wargaming agent training. Engineer Research and Development Center (U.S.), kwiecień 2024. http://dx.doi.org/10.21079/11681/48419.

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Fiscal Year 2021 (FY21) work from the Engineer Research and Development Center Institute for Systems Engineering Research lever-aged deep reinforcement learning to develop intelligent systems (red team agents) capable of exhibiting credible behavior within a military course of action wargaming maritime framework infrastructure. Building from the FY21 research, this research effort sought to explore options to improve upon the wargaming framework infrastructure and to investigate opportunities to improve artificial intelligence (AI) agent behavior. Wargaming framework infrastructure enhancements included updates related to supporting agent training, leveraging high-performance computing resources, and developing infrastructure to support AI versus AI agent training and gameplay. After evaluating agent training across different algorithm options, Deep Q-Network–trained agents performed better compared to those trained with Advantage Actor Critic or Proximal Policy Optimization algorithms. Experimentation in varying scenarios revealed acceptable performance from agents trained in the original baseline scenario. By training a blue agent against a previously trained red agent, researchers successfully demonstrated the AI versus AI training and gameplay capability. Observing results from agent gameplay revealed the emergence of behavior indicative of two principles of war, which were economy of force and mass.
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Emilsson, Henrik, Maria Angeli, Anna Elia, Nasar Meer i Timothy Peace. The impact of multilevel policy and governance : A comparative study of access to language training in Cosenza, Glasgow, Malmö, and Nicosia. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178772445.

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Access to language training is often a challenge for persons granted international protection in EU-countries. This article investigates language provision for refugees from a policy and governance perspective. The goal is to explain the local differences in language training provisions in EU countries. We use a most different cases approach including Cosenza in Italy, Glasgow in Scotland, Malmö in Sweden and Nicosia in Cyprus. We find that the combination of state policies and governance do explain differences in local access to language training. The results also strongly indicate that local governments are dependent on support from higher levels of government to secure training opportunities. The state is still the main actor, and its choices of policies and governance instruments are central for understanding differences in language provision for refugees in EU member states.
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Komba, Aneth, i Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), marzec 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Contreras Salamanca, Luz Briyid, i Yon Garzón Ávila. Generational Lagging of Dignitaries, Main Cause of Technological Gaps in Community Leaders. Analysis of Generation X and Boomers from the Technology Acceptance Model. Universidad Nacional Abierta y a Distancia, maj 2021. http://dx.doi.org/10.22490/ecacen.4709.

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Community and neighborhood organizations are in the process of renewing the organizational culture, considering technological environments in the way of training, and advancing communally, being competitive in adaptation and learning, creating new solutions, promoting change, and altering the status quo, based on the advancement of technology over the last few years, currently applied in most organizations. The decisive factor is the ability of true leaders to appropriate the Technological Acceptance Model –TAM– principles, participating in programs and projects, adopting new technologies from the different actors involved, contributing to the welfare of each community. There is, however, a relative resistance to the use of technology as support in community management, due to the generational differences in leaders and dignitaries, according to collected reports in this study, in relation to the age range of dignitaries –Generation X and Baby Boomers predominate–. They present a challenge to digital inclusion with difficulties related to age, cognitive, sensory, difficulty in developing skills, and abilities required in Digital Technologies, necessary to face new scenarios post-pandemic and, in general, the need to use technological facilities.
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Caparini, Marina. Multilateral Peace Operations and the Challenges of Epidemics and Pandemics. Stockholm International Peace Research Institute, październik 2022. http://dx.doi.org/10.55163/awyk9746.

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This paper provides a broad overview of how multilateral peace operations have responded to cholera and Ebola epidemics and the HIV/ AIDS and Covid-19 pandemics over the past 20 years. Such public health crises can be especially lethal in fragile and conflict-affected areas. Peace operations possess resources and capacities that enable them to contribute in varying ways to state and humanitarian responses. Multilateral peace operations have acted to protect the health of peacekeepers and to prevent peacekeepers from spreading infectious diseases. They have also directly provided security to health and humanitarian personnel, health services and supplies to some non-mission personnel and local communities, and communications capacities to dispel dis/misinformation and inform local populations about health measures. Another area where peace operations have given indirect support to epidemic/ pandemic response measures is by offering political engagement, coordination, training and material support to host state actors as well as supporting the rule of law and capacity building of local security and police personnel. The paper concludes by considering arguments against and in favour of more strategic involvement of peace operations in future epidemics and pandemics.
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Haßler, Björn, i Gesine Haseloff. TVET Research in SSA: Recommendations for Thematic Priorities. Undefined, luty 2022. http://dx.doi.org/10.53832/opendeved.0268.

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This paper builds on our study on research on Technical and Vocational Education and Training (TVET) in sub-Saharan Africa (SSA). The study was commissioned by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung, BMBF) and was conducted in 2019. Our study undertook a systematic literature review, which evaluated over 2,000 scientific publications, classifying some 300 as relevant to the topic and examined them in greater detail. One focus area was the institutionalisation of research on TVET in sub-Saharan Africa, its actors, networks and funding. A second area focused on the topics and content addressed by researchers on TVET in SSA. Our comprehensive study allows us to derive indications for future TVET research in SSA, which form the content of the present paper. Our recommendations for future research emerge from: The research literature analysed; A series of expert interviews; and A Structured Community Review. Our key contribution is an extension of the Mulder-Roelofs Vocational Education and Training Research Framework of categories for TVET research. The framework reflects the focus and quality criteria of European/German TVET, and is an ideal starting point. Through our research, we revised and extended the framework for use in SSA. Our goal was to build on international standards on the one hand, but on the other hand to extend and apply those for use in SSA. It therefore makes it possible to respond to the latest state of research both from a European perspective (e.g., donors/organisations like BMBF), as well as to examine the broad spectrum of very different aspects of TVET research in SSA. After presenting the relevant categories of TVET research, the authors go into detail on the topics for further research. Their conclusion recommends continuous research monitoring based on a constantly updated international network of researchers and institutions with an interest in TVET research in SSA. In particular, we propose a coordinated effort for an online, international community of stakeholders and researchers involved in TVET research in sub-Saharan Africa (https://convet.org).
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Devereux, Stephen. Policy Pollination: A Brief History of Social Protection’s Brief History in Africa. Institute of Development Studies (IDS), grudzień 2020. http://dx.doi.org/10.19088/ids.2020.004.

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The relatively recent emergence and sustained rise of social protection as a policy agenda in Africa can be understood as either a nationally owned or ‘donor-driven’ process. While elements of both can be seen in different countries at different times, this paper focuses on the pivotal role of transnational actors, specifically international development agencies, as ‘policy pollinators’ for social protection. These agencies deployed a range of tactics to induce African governments to implement cash transfer programmes and establish social protection systems, including: (1) building the empirical evidence base that cash transfers have positive impacts, for advocacy purposes; (2) financing social protection programmes until governments take over this responsibility; (3) strengthening state capacity to deliver social protection, through technical assistance and training workshops; (4) commissioning and co-authoring national social protection policies; (5) encouraging the domestication of international social protection law into national legislation. Despite these pressures and inducements, some governments have resisted or implemented social protection only partially and reluctantly, either because they are not convinced or because their political interests are not best served by allocating scarce resources to cash transfer programmes. This raises questions about the extent to which the agendas of development agencies are aligned or in conflict with national priorities, and whether social protection programmes and systems would flourish or wither if international support was withdrawn.
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Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], sierpień 2018. http://dx.doi.org/10.31812/0564/2451.

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Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
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Kauppinen, Timo, Markku Hienonen i Filip Fedorik. The co-operation between the University and the Industry association in the application of building physics results to practice. Department of the Built Environment, 2023. http://dx.doi.org/10.54337/aau541651956.

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Indoor air questions in Finland have been constantly featured in the media. There are indoor quality deficiencies, not only in existing as well as in new buildings. The problems of indoor conditions can be divided into those caused by design, implementation and use. At the civil engineering department, University of Oulu, you can now specialize in building health. This is a new orientation option, which can be studied at the University of Oulu only. Arctic Construction Cluster Finland was established to restart the once-abolished civil engineering department. The cluster represents all branches of construction, and supports the civil Engineering department. The team for healthy buildings at the Arctic Cluster cooperates with the university's good indoor air and building health team. This is a position paper, where we introduce the operational priorities of the building cluster and the healthy buildings team, cooperation with the indoor air and building health group at Oulu University and the trends which will affect and change the building branch. There are still shortcomings in solutions to indoor conditions problems, which are caused by several factors. Education and training must be developed. Knowledge in hygrothermal performance of buildings is essential to improve it into interdisciplinary and comprehensive approach. Civil engineers must recognize factors that affect building health. Health care staff then investigate the consequences. Different actors should be brought together better than at present.
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Schuster, Christian. Strategies to Professionalize the Civil Service: Lessons from the Dominican Republic. Inter-American Development Bank, wrzesień 2014. http://dx.doi.org/10.18235/0010594.

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Drawing on a case study of recent reforms in the Dominican Republic, this technical note derives lessons about strategies to professionalize the civil service. As in other countries with less professionalized civil services, the Dominican Republic's political economy is biased against reform: promises of public employment tend to be important to successful electoral mobilization. Nonetheless, passage of a new public service law and its partial implementation were achieved. The case study finds that the construction of a broad societal coalition demanding reform may account for this puzzle. For legislative approval, alliance formation extended to not only traditional reform allies, such as the international community, NGOs, business associations, the media, progressive governing legislators and a politically influential minister, but also novel allies, including opposition parties. Reform implementation was fostered by the periodic and well-publicized societal monitoring of an achievable set of reform objectives aligned with the strategic priorities of the Ministry of Public Administration. As a result, political incentives were tilted towards legal reform passage and incremental compliance in civil service subsystems such as organizational structures, information systems and training not perceived as threatening to core electoral mobilization interests, yet not in more politically contentious subsystems, such as recruitment and selection. The case study underscores the desirability of constructing broad societal coalitions to enable civil service professionalization particularly in contexts where potential societal veto actors with vested interests, such as public sector unions, are largely absent. It also underscores the continued weight of political economy constraints in conditioning the subsystems in which civil service reform implementation may be achieved.
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