Дисертації з теми "Active methods training"
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1
Vannini, Geneviève. "Les CEMEA et leur action en Europe et en Afrique de 1937 à la fin du XXe siècle. Une contribution originale à la diffusion de l'éducation nouvelle." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040007.
Повний текст джерелаАнотація:
Les Centres d’entraînement aux méthodes d’éducation active (CEMEA), nés en 1937 en réponse au cruel manque de cadres de colonies de vacances, connaissent très rapidement une expansion considérable.Animés d’un grand enthousiasme et d’une foi inébranlable en l’éducation nouvelle, les nombreux militants de cette grande association développent au cours du XXe siècle une activité riche et diversifiéedans tous les domaines touchant l’éducation, étendant leur influence bien au-delà des frontières de laFrance. Des associations CEMEA naissent d’abord en Europe, puis dans les DOM-TOM et en Afrique,formant des relais efficaces de promotion des nouvelles méthodes pédagogiques. La pédagogie active dustage de moniteurs de colonies de vacances, dont les grandes lignes sont fixées en 1937, reste à la base detoute action éducative. Si les formations d’animateurs de centres de vacances représentent encoreaujourd’hui un vaste secteur d’activité, au moins en France, le travail social et les actions en faveur desjeunes en difficulté prennent une importance croissante, aussi bien en Europe qu’en Afrique ou dans lesDOM-TOM. S’intégrant dans de vastes plans de développement, les CEMEA élaborent des programmespluriannuels de formation dans de nombreux pays. Les multiples activités internationales reflètent lesentreprises éducatives conduites en France. Mais la complexité des différents cadres institutionnels,politiques, économiques, culturels dans lesquels elles s’inscrivent oblige les CEMEA à préciserrégulièrement les principes qui sous-tendent leur actionThe Centres d’entraînement aux méthodes d’éducation active (CEMEA) were created in 1937 as ananswer to the severe lack of managerial staff for children's holiday camps, and quickly enjoyed aconsiderable expansion. Driven by enthusiasm and a steadfast faith in the new educational methods, themany activists of this important association develop a rich and diversified activity throughout the XXthcentury in all fields regarding education, and largely expand their influence beyond the French borders.CEMEA associations are initially created in Europe, then in the French Overseas departments andterritories and in Africa, and thus constitute efficient intermediaries for the promotion of new pedagogicalmethods. The active educational method of holiday camp supervisors, whose guidelines are laid down in1937, remains the basis of all educational action. Although the training courses for leaders of holidaycentres still represent a large sector of activities until now, social work and actions towards young peoplein difficulty are increasing, in Europe as well as in Africa or in the Overseas departments and territories.The CEMEA, who integrate themselves in wide-ranging development plans, elaborate long-term trainingprogrammes in many countries. The many international activities reflect the educational undertakingsconducted in France. But the complexity of the various institutional, political, economical, and culturalframeworks they are part of compel the CEMEA to give regular precisions on the underlying principlesof their action
2
Гура, Тетяна Віталіївна. "Формування управлінської компетентності випускників електромашинобудівних спеціальностей технічних університетів". Thesis, Класичний приватний університет, 2011. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17629.
Повний текст джерелаАнотація:
Дисертація на здобуття наукового ступеня кандидата педагогічних наук зі спеціальності 13.00.04 – теорія і методика професійної освіти. – Класичний приватний університет. – Запоріжжя, 2011.
У дисертації розглянуто питання формування управлінської компетентності у вищому технічному закладі. Уточнено поняття "компетентність", "управлінська компетентність". Визначено основні структурні компоненти управлінської компетентності у майбутніх інженерів електромашинобудівного напряму. Виокремлено комплекс педагогічних умов формування управлінської компетентності. В результаті експериментальної перевірки педагогічних умов встановлено, що впровадження авторської моделі та певних педагогічних умов сприяє формуванню управлінської компетентності випускників електромашинобудівних спеціальностей технічних університетів.The dissertation on gaining of a candidate’s scientific degree of pedagogical sciences on a speciality 13.00.04 – theory and method of professional education. – Classic Private University. – Zaporozhye, 2011. In the dissertation the issues of formation of the managerial competence in the higher technical establishment are considered. The concept of "competence", "managerial competence" are clarified. The basic structural components of the managerial competence of the future engineers of electromachinebuilding directions are covered. The complex of pedagogical conditions for the managerial competence formation is determined. In the course of the experimental validation of the pedagogical conditions it is established that the introduction of author’s model and certain pedagogical conditions leads to formation of the managerial competence of the graduates of electromachinebuilding specialties of technical universities.
3
Assumpção, Herman Renato. "Aula Operatória: formação continuada de professores de Ciências da Natureza." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-02052017-110650/.
Повний текст джерелаАнотація:
A presente pesquisa tem como base a formação continuada de professores do Ensino Médio, que ministram as disciplinas pertencentes à área de Ciências da Natureza, tendo como objetivo aplicar uma metodologia didática que busca o desenvolvimento de habilidades dos alunos, denominada nessa pesquisa de \"Aula Operatória\", e analisar seu efeito na prática pedagógica de professores de Ciências da Natureza. Dessa forma, a partir do ajuste das metodologias utilizadas pelos professores, as aulas possam ser mais motivadoras, interessantes e envolventes, promovendo a melhoria do ensino. As bases teóricas utilizadas para essa pesquisa foram de Cleide do Amaral Terzi e Paulo Afonso Caruso Ronca - que fundamentam as bases do entendimento a respeito de Aula Operatória -, e Philippe Perrenoud, esclarecendo a respeito das competências dos professores, necessárias nos dias de hoje, e fundamentando a parametrização utilizada pelo pesquisador, no processo avaliativo que teve enfoque qualitativo. Buscando as raízes conceituais e práticas da Aula Operatória no decorrer da história, a pesquisa traz os fundamentos do trabalho didático com foco no desenvolvimento de habilidades dos discentes, apresentando John Dewey e as bases da operacionalização do conhecimento, dentro da sua visão instrumentalista; Jean William Fritz Piaget e a teoria desenvolvimentista; Lev Semenovitch Vygotsky e a concepção da aprendizagem mediada; Louis Raths e a importância do \"pensar\". Considerando o problema do baixo índice de aprendizagem e de interesse dos alunos, nas disciplinas pertencentes à área de Ciências da Natureza no cenário da educação no Brasil e no mundo, esta pesquisa propõe a Aula Operatória como prática na formação continuada de professores para a mudança no ensino, visando ao desenvolvimento das habilidades dos alunos. Os professores das disciplinas foram escolhidos de forma voluntária, e a formação para a Aula Operatória se deu nas seguintes etapas: análise diagnóstica realizada a partir de observações qualificadas individuais para planejamento das ações; encontros formativos para oportunizar aos professores a reflexão sobre a própria prática, e para repertoriálos teoricamente com as bases para o desenvolvimento de Aulas Operatórias; execução de Aula Compartilhada como estratégia formativa prática; avaliação final com entrevista e relatório da coordenadora pedagógica em cada caso. Os resultados, de modo geral, mostraram resistência inicial à aplicação da nova metodologia, eliminada com o apoio fornecido pelo pesquisador na elaboração e planejamento das atividades. Posteriormente, foi possível verificar mudança na abordagem dos temas em sala de aula, por parte dos professores, ao empregar os princípios da Aula Operatória, mas mantiveram o registro de planejamento sem mudanças significativas. Desta forma, conclui-se pela necessidade de acompanhamento contínuo para que não haja a retomada de hábitos antigos.The present research is based on the continuing education of high school teachers, who teach the subjects belonging to the area of Natural Sciences, aiming to apply a teaching methodology which seeks the development of abilities of students, named in this research of \"Operative Classroom\" and analyze your effect on pedagogical practice of teachers of natural sciences. In this way, from the set of methodologies used by teachers, classes may become more motivating, engaging and interesting, promoting the improvement of education. The theoretical bases used for this research were Cleide do Amaral Terzi and Paulo Afonso Caruso Ronca - that underlie the basis of understanding regarding Operative Classroom -, and Philippe Perrenoud, clarifying the competences of teachers, needed these days, and basing the parameterization used by the researcher, in the evaluation process that had a qualitative approach. Seeking practical and conceptual roots of the Operative Classroom in the course of the story, the research brings the basics of didactic work with focus on developing skills of students, featuring John Dewey and the bases of the operationalization of the knowledge within its instrumentalist vision; Jean William Fritz Piaget and theory development; Lev Semenovitch Vygotsky and mediated learning design; Louis Raths and the importance of \"thinking. Considering the problem of the low content of learning and interest of students, in the subjects belonging to the area of natural sciences in education in Brazil and in the world, this research proposes the Operative Classroom practice on continuing education of teachers for change in education, aiming at the development of the skills of the students. Teachers of disciplines were chosen voluntarily, and training for the Operative Classroom took the following steps: diagnostic analysis undertaken from qualified individual observations for planning of actions; formative meetings to provide opportunities for teachers to reflect on their own practice, and for the repertoriár in theory with the bases for the development of Operative Classroom; executing Shared Lessons as formative strategy practice; final review with interview and report the pedagogical coordinator in each case. The results generally showed initial resistance to the application of the new methodology, eliminated with the support provided by the researcher in the development and planning activities. Later, it was possible to verify change in approach the topics in the classroom, on the part of teachers, to employ the principles of Operative Classroom, but they held the record of planning without significant changes. Thus, it is concluded by the need for ongoing monitoring to prevent the resumption of old habits.
4
Чорненька, Жанетта Анатоліївна. "Case method – one of the forms of active student training." Thesis, Актуальні питання вищої медичної та фармацевтичної освіти: досвід, проблеми, інновації та сучасні технології: матеріали навчально-методичної конференції (Чернівці, 17 квітня 2019 р.). – Чернівці, 2019. – С. 419-421, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14716.
Повний текст джерела
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Rossi, Marion O. "Life skills and actor training : pedagogical attitudes and approaches /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-197). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.
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Greer, Deborah A. "Actor training and charismatic group structure : a comparative study /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072585.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.
7
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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Rupsch, Stephen Joseph. "Sublime union : the pedagogy of ecstasy, an examination of the superconscious state in acting training /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190504.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 198-203). Also available for download via the World Wide Web; free to University of Oregon users.
9
Dennis, Daniel C. "Sing Together! Choral Singing as a Supplementary Training Method for Actors." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1163.
Повний текст джерелаАнотація:
Voice and speech training for the actor has traditionally defined itself as distinct from the vocal training of the musical theatre or opera singer. The separation in philosophy and practice by trainers of actors and singers reflects the resultant capabilities and proclivities of our performers. Those performers generally sing or act, and if asked, will sometimes do both, but may damage their voices in the process. This study aims to explore and reveal how actors may develop a greater sense of courage and trust, have easy access to breath, find freedom in their bodies and voices, become better listeners and therefore more engaging actors, uncover untold depths of characterization, unearth resonance that communicates easily, and discover the music of rhythm and melody in their spoken voices, all through the use of ensemble singing in the actor's voice and speech classroom.
10
Inouye, Kevin. "Method in Motion: Grounding a Movement Pedagogy in the Lessons of Stanislavski." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2690.
Повний текст джерелаАнотація:
This thesis is an exploration of movement pedagogy as a continuation of basic acting lessons from Stanislavski. Using the example of an introductory semester of movement instruction, physical acting and movement concepts are explained in terms of their connection to and derivation from universally accepted acting terminology and ideas. This is put forth as a way to facilitate the synthesis of movement instruction with other acting curriculum, as well as providing a new way to view some familiar acting concepts. Several specific examples are explored in more depth as case studies in physical equivalents to the intellectual, visual, or emotional techniques familiar to all with a basic knowledge of Stanislavski based acting principles.
11
Filiagos, Dimitrios E. "Developing an after action review system for a 3D interactive training simulation using XML." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Mar%5FFiliagos.pdf.
Повний текст джерелаАнотація:
Thesis (M.S. in Computer Science and M.S. in Modeling, Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, March 2004.Thesis advisor(s): Rudolph Darken. Includes bibliographical references (p. 57). Also available online.
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Detzer, Ariel Danlys. "Neurodiversity in the Classroom: Pilot of a Training Resource for Teachers Educating Autistic Inclusion Students in a General Education Setting." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1503604209741393.
Повний текст джерела
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Silva, Emerson Almeida Silva e. "A consciência corporal que antecede a cena: aspectos anatômicos e cinesiológicos das ações físicas na preparação do ator." Escola de Teatro, 2015. http://repositorio.ufba.br/ri/handle/ri/27069.
Повний текст джерелаАнотація:
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Esta dissertação tem por objetivo analisar e apresentar possibilidades que facilitem a consciência corporal do ator para o desempenho da cena, apoiando-se nos conceitos da anatomia e da cinesiologia. Parte-se do pressuposto de que o ator, ao conhecer a sua estrutura orgânica, estimula a sua percepção corporal e a consciência dos movimentos necessários à criação do papel. No campo das Artes Cênicas a pesquisa se apóia na ideia de proporcionar o treinamento do ator por meio de técnicas corporais que o levem a ampliar o conhecimento de si próprio para atingir prontidão necessária à encenação e tem como eixo o trabalho das ações físicas e como referências o Método das Ações Físicas de Stanislávski, o Teatro Laboratório de Grotowski e a Antropologia Teatral de Barba. Além das referências e cruzamentos teóricos a pesquisa é caracterizada como estudo de caso com enfoque descritivo, de abordagem qualitativa, uma vez que discute e questiona, por meio de relatos de atores e experiências práticas realizadas em salas de ensaio, se a inserção de conteúdo relativo ao construto orgânico do ser humano no contexto da preparação corporal, sob o ponto de vista da anatomia e da cinesiologia, com o suporte do Pilates e da Reeducação Postural Global (RPG), pode propiciar o ator a acessar a consciência corporal no intuito de facilitar o processo de composição das ações físicas na construção de um papel.
This thesis aims to analyze and present possibilities to facilitate body awareness actor for the performance of the scene, leaning on the concepts of anatomy and kinesiology. It starts from the assumption that the actor, to know its structure, stimulates your body perception and awareness of movements needed to create the role. In the Performing Arts field the research is based on the idea of providing the actor's training through body techniques that lead to increase the knowledge of himself to achieve readiness needed for staging and its axis is the work of physical actions referenced by Method of Physical Actions of Stanislavsky, Grotowski Laboratory Theatre and the Theatrical Anthropology Barba. Beyond references and theorists cross the search, characterized as a case study with a descriptive and qualitative approach, discusses and questions, through reports of actors and practical experiments carried out in rehearsal rooms, if the inclusion of content related to organic construct the human body in the context of preparation, from the point of view of anatomy and kinesiology, with the support of Pilates and Global Postural Reeducation (RPG), may provide the actor to access the body awareness in order to facilitate the composition process of physical actions over the development of a scenario.
14
Dao, Catherine H. "An exploratory study of the methods and strategies implemented to integrate unaccompanied minors in five residential home in Sweden." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21306.
Повний текст джерелаАнотація:
The aim of the study was to explore what methods the personnel in five residential care homes in Götaland, Sweden, implement to integrate unaccompanied minors. The study investigated how and what methods are constructed as well as how the social interaction between the unaccompanied minors and the personnel at the homes bring about the learning of the methods. Five face-to-face semi-structured interviews were conducted and analysed through the perspective of social construction and social learning theory. The result revealed that the methods are not clearly identified by the personnel. The personals are still learning how to work with unaccompanied minors from their experiences. This indicates that the practice is at its infant stage. The study found a wide variety of methods, which were based on the child and where some methods intend to build good relationship, to integrate the children into society and to facilitate the development of strategies and methods. The study also addresses the issue of how the methods and strategies can be affected by the dynamic migratory flow and the question of evidence based practice within this field.
15
Cormier, Jason Briggs. "Learning to listen the collaboration and art of the SITI Company /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133357032.
Повний текст джерела
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Grisham, Linda G. "The influence of departmental affiliation and pedagogical training on faculty adoption of innovative pedagogical methods in Georgia technical colleges." 2009. http://proquest.umi.com/pqdweb?did=1934063451&sid=9&Fmt=2&clientId=14215&RQT=309&VName=PQD.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.Title from title screen (site viewed February 25, 2010). PDF text: xiv, 162 p. : ill. ; 3 Mb. UMI publication number: AAT 3386754. Includes bibliographical references. Also available in microfilm and microfiche formats.
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CHEN, YA-WEN, and 陳雅雯. "An investigation of the needs and training methods of active aging courses among the staff in an age-friendly hospital." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9ju4d5.
Повний текст джерелаАнотація:
碩士國立中正大學
成人及繼續教育學系碩士在職專班
105
The aim of this study was to explore the needs and training methods of active aging courses among the staff in an age-friendly hospital. A survey design with stratified random sampling was used. Questionnaires were distributed to the staff of the Dalin Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation. A total of 892 questionnaires were distributed, and 872 of them were returned. Of them, 867 had no missing responses (response rate of valid questionnaires = 97.2%). Data were analyzed using descriptive statistics, t-test, one-way analysis of variance, Chi-squared test, and multiple linear regression analysis. Effect size was also calculated to evaluate the practical significance of the results. Findings of this study indicated that there was a middle-high level of overall needs for active aging courses. Among various courses, “exercise and health maintenance” showed the greatest need while “contribution of services” exhibited a low need. Regarding the overall needs for active aging courses, female sex, a job type of nurses, medical technicians, or administrative staff, expected to retire after 21 years, and had previously participated in similar courses showed a higher need. Moreover, the needs for overall and individual active aging courses were lowest among physicians but greatest among those who had participated in similar courses in the past. Regarding the format of training, the most favorable type was seminar talks. However, for “contribution of services”, action learning received the top preference. In addition, Saturdays and Sundays were the preferred days for training. Each training session was preferably to be one to two hours in length, and the hospital was the choice for the training venue. Nurses, medical technicians, and administrative staff all hoped that the training to be cost-free. Furthermore, for those who had participated in similar courses in the past indicated that they preferred each training session to be at least two hours in length. In conclusion, there was a high need for active aging courses among the staff in the age-friendly hospital investigated in this study. The study participants indicated that they preferred the courses could be held in the hospital, cost-free, conducted in the weekends, and of one to two hours in length. In addition, seminar talks and action learning were the preferable training format. Keywords：Age-friendly hospital, active aging curriculum, needs, training methods
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Mohammed, Awol Ahmed. "A model for teaching learning methods of geography in the Ethiopian colleges of teacher education." Thesis, 2014. http://hdl.handle.net/10500/18342.
Повний текст джерелаАнотація:
In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed.
The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings.
The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines.
Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Калиниченко, Богдан Любомирович, та Bohdan Kalynychenko. "Дослідження вразливостей мережі офісу «ZoomSupport» та методів їх усунення". Master's thesis, 2019. http://elartu.tntu.edu.ua/handle/lib/30612.
Повний текст джерелаАнотація:
Роботу виконано на кафедрі кібербезпеки Тернопільського національного технічного університету імені Івана Пулюя
Керівник роботи:
доктор фізико-математичних наук, доцент
Грод Іван Миколайович Тернопільський національний технічний університет імені Івана Пулюя,
Рецензент:
Кандидат фізико-математичних наук, професор, завідувач кафедри інформатики та математичного моделювання
Михайлишин Михайло Стахович Тернопільський національний технічний університет імені Івана Пулюя,
олотий Роман Захарійович
Тернопільський національний технічний університет імені Івана Пулюя
Захист відбудеться 23 грудня 2019 р. о 9.00 годині на засіданні екзаменаційної комісії №32 у Тернопільському національному технічному університеті імені Івана Пулюя за адресою: 46001, м. Тернопіль, вул. Руська, 56, навчальний корпус №1, ауд. 806.Об'єкт дослідження: комп’ютерна мережа офісу ZoomSupport Мета роботи (проекту): Провести аналіз мережі офісу ZoomSupport та вразливостей, та запропонувати заходи, які необхідно провести для покращення здатності протистояти потенційним загрозам Методи дослідження: аналіз, системний підхід, методи: статистичні, контрольованого навчання, неконтрольованого навчання, на основі щільності розподілу набору даних, кластеризації та класифікації. У спеціальній частині детально описано та проаналізовано процес внутрішньої фішингової атаки та її результати. Також опписано результат захисту від зовнішньої фішингової атаки на мережу офісу В економічному розділі визначено економічну ефективність від розробки і реалізації запропонованого алгоритму. Практичне значення роботи полягає в можливості інтеграції розробленого алгоритму в існуючу систему виявлення аномалій для покращення ефективнотсі проведення навчання персоналу. Результати проведених в дипломній роботі досліджень можуть бути використані для подальшої роботи над удосконаленням систем розробки захищенних мереж. Наукова новизна дослідження полягає в вдосконалення методу виявлення вразливостей з метою зменшення кількості можливих загроз для мережі та підвищення ефективності її роботи.
Object of Study: The ZoomSupport Office Computer Network Purpose of the project: To analyze the ZoomSupport office network and vulnerabilities, and to suggest measures that need to be taken to improve the ability to withstand potential threats. data, clustering, and classification. The special part describes and analyzes in detail the process of internal phishing attack and its results. The result of protection against external phishing attack on the office network is also described. The economic section defines the economic efficiency from the development and implementation of the proposed algorithm. The practical value of the work lies in the possibility of integrating the developed algorithm into the existing anomaly detection system to improve the efficiency of staff training. The results of the research carried out in the thesis can be used to further work on improving the systems of development of secure networks. The scientific novelty of the research is to improve the method of vulnerability detection in order to reduce the number of possible threats to the network and increase its efficiency.
ПЕРЕЛІК МОВНИХ ПОЗНАЧЕНЬ .... 8 ВСТУП .. РОЗДІЛ 1 ЗАБЕЗПЕЧЕННЯ БЕЗПЕКИ В КОМП’ЮТЕРНИХ МЕРЕЖАХ ..11 1.1 Загальна характеристика системи безпеки. Рівні захисту мережевих систем ... 11 1.2 Персональна ідентифікація ....12 1.3 Надання права на доступ, автентифікація і реєстрація підключень ... 13 1.4 Захист мережі з використанням брандмауерів та серверів-посередників ...15 1.5 Захищені з’єднання та віртуальні приватні мережі ....18 1.6 Шифрування даних ...22 1.7 Цифрові сертифікати ...... 24 1.8 Захист з використанням маршрутизаторів ....25 1.9 Висновки до розділу 1...30 РОЗДІЛ 2 ДОСЛІДЖЕННЯ ВРАЗЛИВОСТЕЙ МЕРЕЖІ ТА ПРОД КТ КОМПАНІЇ .... 31 2.1 Структура мережі та її характеристика .... 31 2.2 Active Directory .... 32 2.3 Протокол 802.1x .. 34 2.4 Hypervisor ..... 36 2.5 Доступ до мережі Інтернет .... 40 2.6 Забезпечення безпеки системи .... 43 2.7 Висновки до розділу 2..... 48 РОЗДІЛ 3 ОТРИМАННЯ НЕСАНКЦІОНОВАНОГО ДОСТ П ДО МЕРЕЖІ МЕТОДОМ ФІШИНГ ... 49 3.1 Фішинг і його спосіб реалізації..... 49 3.2 Спроба реалізації фішингу ...50 3.3 Спроба захисту ... 51 3.4 Висновки до розділу 3..... 52 РОЗДІЛ 4 СПЕІАЛЬНА ЧАСТИНА .... 53 4.1 Знаходженя вразливостей додатків, які використовуються в мережі офісу ... 53 4.2 Висновки до розділу 4...54 РОЗДІЛ 5 ОБГР НТ ВАННЯ ТЕХНІКО-ЕКОНОМІЧНОЇ ЧАСТИНИ РОБОТИ 55 5.1 Економічна складова .... 55 5.2 Висновки до розділу 5.... 57 РОЗДІЛ 6 ОХОРОНА ПРАЦІ ТА БЕЗПЕКА В НАДЗВИЧАЙНИХ СИТ АЦІЯХ 58 6.1 Охорона праці .... 58 6.2 Особливості роботи та розлади здоров'я користувачів комп'ютерів, що формується під впливом роботи за комп’ютером .... 60 РОЗДІЛ 7 ЕКОЛОГІЯ ...... 64 7.1 Методи визначення якості та обсягу забруднень.. 64 7.2 Статистична оцінка техногенних впливів .... 66 ВИСНОВКИ .... 72 БІБЛІОГРАФІЯ ..... 73 ДОДАТКИ ..... 75
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Oats, Reginald. "The responsiveness of social studies teacher training curriculum towards democratic citizenship education in Botswana." Thesis, 2014. http://hdl.handle.net/10500/13307.
Повний текст джерелаАнотація:
This is a qualitative interpretive study undertaken through a case study design. The study was carried out to investigate the responsiveness of Social Studies teacher training curriculum towards democratic citizenship education (DCE) with two colleges of education (primary) in Botswana, and the University of Botswana. The following instruments were used as a means to gather data: individual interviews, group interviews, qualitative-questionnaire and document analysis. The participants for the study were drawn from colleges of education Social Studies lecturers and student-teachers with Social Studies as a major subject and the University of Botswana lecturers in the Faculty of Education.
The study was inspired by the quest for democratisation of the school system in Botswana through a responsive curriculum. Botswana is dubbed a shining example of democracy, yet active participation of citizens in the national agenda is far to be admired. The best genesis for this enormous task is with teacher training because teachers play a pivotal role in transforming the society through the diffusion of requisite knowledge, skills, behaviours and attitudes. Thus, this argument positions this study to explore the responsiveness of teacher training curriculum at primary teacher training colleges towards DCE. This study was informed by the constructivist perspective on education and teaching. Constructivism is defined by Darforth and Smith (2005) as a broad set of interrelated theories that suggest that knowledge is human creation. This means that, the ideas, attitudes and practices referred to as constructivism are about how humans who learn by building knowledge cooperatively through social interaction and application of prior knowledge in a continual interpretation of ongoing experiences. Moreover, this explains that people explore events and environments, interact among themselves and confront situations and challenge they encounter.
The findings of the study show that the teaching of DCE at colleges of education has not been successful as was expected. Firstly, according to the participants, the curriculum does not have adequate content on DCE. Secondly, the values of DCE which are capable of developing student-teachers to be effective citizenship education teachers are not well included in the syllabus. Thirdly, college lecturers believe in active methods of teaching for DCE but perform the opposite in their classes. Lastly, colleges have a lot of challenges that hamper effective transmission of DCE. These range from lack of appropriate educational material for DCE to college leadership that does not recognise the voices of the students in decision making. This study, however, recognises efforts made by colleges to train formidable Social Studies teachers for the transmission of DCE.
The study elevates an argument that in-service teachers need support in their effort to transmit DCE to pupils in primary schools. Thus, in the light of the pervasive influence of findings from this study I recommend that policy makers and curriculum planners should consider updating lecturers about the type of Social Studies teacher they are expected to produce. Also I recommend that colleges should review their study materials to align them to the ideals of DCE, with a view to fill the gaps and deficiencies that exist in some topics.
Lastly, the study concludes by raising an essential argument that with the current teacher training curriculum and classroom atmosphere in colleges of education, Botswana’s goal of training effective and functional citizenry is an illusion.Curriculum and Instructional Studies
D. Ed. (Curriculum studies)
21
Белобородов, А. М., та A. M. Beloborodov. "Исследование эмоционального интеллекта у студентов : магистерская диссертация". Master's thesis, 2015. http://hdl.handle.net/10995/35748.
Повний текст джерелаАнотація:
The thesis presents the results of an empirical study of emotional intelligence on a sample of psychology students and managers, describes the features of socially-psychological training and seminars as active methods of formation of emotional intelligence.В диссертации представлены результаты эмпирического исследования эмоционального интеллекта на выборке студентов-психологов и управленцев, описаны особенности социально-психологического тренинга и семинарских занятий как активных методов формирования эмоционального интеллекта.
22
CHALUPOVÁ, Zuzana. "Aktivizující metody a techniky učení v předmětu český jazyk a literatura na základní škole." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-79495.
Повний текст джерелаАнотація:
The thesis ?Activating methods and techniques of teaching in the subject of Czech language and literature at elementary school? is based on actively methods and their influence over increasing effectiveness education and creativity of pupils. Aim work is evidence effectiveness suitable techniques of teaching activating methods in education subject Czech language and literature. Endeavour was to raise activity pupils, suitable lead lesson side mull over subject matter and get higher creativity by laboratory group of pupil at the end research.
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Reis, Tânia Sofia Alves dos. "Políticas de formação profissional: comparação entre Alemanha, Espanha e Portugal." Master's thesis, 2018. http://hdl.handle.net/10071/18421.
Повний текст джерелаАнотація:
Esta pesquisa visa analisar as políticas de formação profissional em três países europeus,
Alemanha, Espanha e Portugal entre os anos 2000 e 2014. Para tal, utiliza a informação do
LABREF (Labour Market Reforms Database) e analisa 54 políticas definidas pelos países em
análise.
O objetivo central desta pesquisa é identificar características comuns, bem como
diferenças entre países com mercados de trabalho distintos. Portugal e Espanha partilham
algumas características, designadamente o elevado desemprego que ocorreu durante o período
de crise instalada nos países.
A metodologia adotada é de natureza qualitativa e apoia-se numa análise documental
das medidas de política de formação.
Após a análise, os resultados mostram que há diferenças importantes entre os países da
Península Ibérica e a Alemanha. A criação de infraestruturas física e de informação,
designadamente o catálogo de qualificações que prevalece em Portugal e Espanha, enquanto na
Alemanha há uma preocupação mais profunda para melhorar as competências dos adultos
empregados. Pode verificar-se essas tendências pelo número de políticas de formação
destinadas a esses fins. Em todos os países, existem medidas direcionadas para os jovens e
adultos desempregados, sendo que em Portugal e Espanha há uma preocupação mais relevante
com os jovens.
Os resultados desta pesquisa permitiram identificar os principais públicos-alvo de
medidas nos três países. Permitiram igualmente evidenciar quais os tipos de políticas de
formação mais prevalecentes em cada país.This research aims at analyzing vocational training policies in three European countries, Germany, Spain and Portugal between the years 2000 and 2014. To do so, it uses the LABREF (Labor Market Reforms Database) information and analyzes 54 policies defined by the countries under analysis. More specifically, the central goal of this research is to identify common characteristics, as well as differences, between countries with different labor markets. The methodology adopted is of a qualitative nature and is based on a documental analysis of training policy measures. After the analysis, the results show that Portugal and Spain share some characteristics, namely a high unemployment rate during the period of crisis in the countries. There are also important differences between the countries of the Iberian Peninsula and Germany. The creation of physical and information infrastructure, namely the catalog of qualifications that prevails in Portugal and Spain, while in Germany there is a deeper concern to improve the skills of adults employed. These trends can be seen by the number of training policies for these purposes. In all countries there are measures aimed at unemployed youth and adults, and in Portugal and Spain there is a more relevant concern with young people. Overall, the results of this research allowed to identify the main target groups of measures in the three countries. They also highlighted the types of training policies most prevalent in each country.
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Wells, Gregory D. "A new method of training and defining a mechanism of action." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80279&T=F.
Повний текст джерела
25
Sentelle, Christopher. "Practical Implementations of the Active Set Method for Support Vector Machine Training with Semi-definite Kernels." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6178.
Повний текст джерелаАнотація:
The Support Vector Machine (SVM) is a popular binary classification model due to its superior generalization performance, relative ease-of-use, and applicability of kernel methods. SVM training entails solving an associated quadratic programming (QP) that presents significant challenges in terms of speed and memory constraints for very large datasets; therefore, research on numerical optimization techniques tailored to SVM training is vast. Slow training times are especially of concern when one considers that re-training is often necessary at several values of the model's regularization parameter, C, as well as associated kernel parameters.
The active set method is suitable for solving SVM problem and is in general ideal when the Hessian is dense and the solution is sparse-the case for the l1-loss SVM formulation. There has recently been renewed interest in the active set method as a technique for exploring the entire SVM regularization path, which has been shown to solve the SVM solution at all points along the regularization path (all values of C) in not much more time than it takes, on average, to perform training at a single value of C with traditional methods. Unfortunately, the majority of active set implementations used for SVM training require positive definite kernels, and those implementations that do allow semi-definite kernels tend to be complex and can exhibit instability and, worse, lack of convergence. This severely limits applicability since it precludes the use of the linear kernel, can be an issue when duplicate data points exist, and doesn't allow use of low-rank kernel approximations to improve tractability for large datasets.
The difficulty, in the case of a semi-definite kernel, arises when a particular active set results in a singular KKT matrix (or the equality-constrained problem formed using the active set is semi-definite). Typically this is handled by explicitly detecting the rank of the KKT matrix. Unfortunately, this adds significant complexity to the implementation; and, if care is not taken, numerical instability, or worse, failure to converge can result. This research shows that the singular KKT system can be avoided altogether with simple modifications to the active set method. The result is a practical, easy to implement active set method that does not need to explicitly detect the rank of the KKT matrix nor modify factorization or solution methods based upon the rank.
Methods are given for both conventional SVM training as well as for computing the regularization path that are simple and numerically stable. First, an efficient revised simplex method is efficiently implemented for SVM training (SVM-RSQP) with semi-definite kernels and shown to out-perform competing active set implementations for SVM training in terms of training time as well as shown to perform on-par with state-of-the-art SVM training algorithms such as SMO and SVMLight. Next, a new regularization path-following algorithm for semi-definite kernels (Simple SVMPath) is shown to be orders of magnitude faster, more accurate, and significantly less complex than competing methods and does not require the use of external solvers. Theoretical analysis reveals new insights into the nature of the path-following algorithms. Finally, a method is given for computing the approximate regularization path and approximate kernel path using the warm-start capability of the proposed revised simplex method (SVM-RSQP) and shown to provide significant, orders of magnitude, speed-ups relative to the traditional “grid search” where re-training is performed at each parameter value. Surprisingly, it also shown that even when the solution for the entire path is not desired, computing the approximate path can be seen as a speed-up mechanism for obtaining the solution at a single value. New insights are given concerning the limiting behaviors of the regularization and kernel path as well as the use of low-rank kernel approximations.Ph.D.
Doctorate
Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering
26
Hayes, Janys, University of Western Sydney, College of Arts, and School of Education. "The knowing body : meaning and method in Yat Malmgren's actor training technique." 2008. http://handle.uws.edu.au:8081/1959.7/42182.
Повний текст джерелаАнотація:
Little has been written of Yat Malmgren’s actor training technique, despite its international influence in mainstream western actor training. Created originally for the construction and performance of characters in theatrical and screen realism, at the Drama Centre, London, in the 1960-1970s, Malmgren’s actor training process, known as Character Analysis, forms a body of knowledge, which is transmitted practically and experientially to trainee actors. This thesis outlines the Malmgren technique’s traditions, processes of transmission and centres primarily on the modes of understanding that underlie this practical system. This research sets a series of widening contextualistations of understandings of the modalities of embedded/embodied knowledge disseminated through the training process. Interwoven throughout this thesis, the researcher’s voice appears as a Researcher’s Journal, placing the embodied awareness of the researcher, as one of the principal Malmgren trainers in Australia. The material and engendered locus for this research is my own embodied consciousness. This research differentiates Malmgren’s training process both from Laban’s movement techniques and from other twentieth century western actor training processes. It begins with the traditions of Rudolf Laban’s movement theories, from which the Malmgren technique arose, Hermeneutic phenomenology is the methodological framework used to investigate the meaning of the Malmgren technique to those studying it, taking into account contemporary performance and communication theories of agency and embodiment. Benner’s (1994) hermeneutic phenomenological method of data collection and analysis, used previously in nursing research, is newly applied to the field of acting. Participants from three full-time acting courses, where Yat Malmgren’s technique is the principal mode of actor training, provide the interview data to articulate a series of phenomenological themes. This research uses Maurice Merleau-Ponty’s image of the chiasm, where materiality and consciousness interweave as an underlying metaphorical structure for embodiment. This research proposes a six-step progression, through which Malmgren’s technique enables trainee actors to develop a growing performative awareness of their bodily-located behaviours. This research also posits the generation of heightened differentiation of sensory inputs and expressions for trainee actors through the Malmgren technique, and how this opens up possibilities for transformation in modes of embodiment for the trainee. Using feminist theories, this research links this development of embodied awareness, in particular the awareness of non-verbal communication and the ‘unspoken’, with a greater understanding of alterity. Whilst the Malmgren technique was developed for purposes of theatrical realism, this research indicates that the technique’s impact facilitates a range of modes of performance by investigating the less articulated forms of performative communication.Doctor of Philosophy (PhD)
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Slater, B. L., R. Lawton, Gerry R. Armitage, J. Bibby, and J. Wright. "Training and action for patient safety: embedding interprofessional education for patient safety within an improvement methodology." 2012. http://hdl.handle.net/10454/7014.
Повний текст джерелаАнотація:
INTRODUCTION: Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. METHODS: Kirkpatrick's "levels of evaluation" model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). RESULTS: All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. DISCUSSION: This program is an example of interprofessional education in practice and demonstrates that team-based learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations.
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Diemont, Alix. "Changing minds : Training educators to use drama as an alternative method for life orientation teaching." Thesis, 2008. http://hdl.handle.net/10539/5835.
Повний текст джерелаАнотація:
South Africa’s education system has undergone substantial changes in the last
ten years. The shift to Inclusive Education attempts to provide all learners,
regardless of their disability, learning difficulty, or disadvantage with access to
education (Department of Education1, 2001). Curriculum 2005, in the context of
an Outcomes Based Education (OBE) philosophy was an attempt by the
Education Department to address the inadequate ‘Bantu’ education of the past.
OBE was intended to replace teacher-centred approaches by encouraging
children to become actively involved in the learning process, to gain knowledge
as well as skills, and to think independently and creatively (DoE, 1998b). School
‘subjects’ of the past were changed to ‘Learning Areas’ some undergoing
dramatic shifts in content and teaching strategies. These new Learning Areas
also emerged with alternative assessment practices. Life Orientation (LO) is one
such learning area. Many educators were suddenly required to teach these new
Learning Areas, despite having little or no training in them. As a result many
educators experienced frustration with the demands now placed upon them, and
some felt unable to teach effectively. This study used a qualitative actionresearch
design to obtain an in-depth understanding of the educators’ capacities
to change their teaching practices in their Life Orientation classrooms. Six
educators in a public primary school setting participated in a series of workshops
aimed to introduce them to drama methods to be used in their Life Orientation
teaching. The workshops were highly experiential in nature and were designed
with the specific personalities and needs of each educator in mind. The results of
the research indicate that educators are highly responsive to training, provided
that they feel acknowledged as individuals and provided that the training builds
upon their current expertise rather than attempting to change their practices
altogether. Another key finding from the training was the opportunity for the
educators to engage in the training as human beings with their own difficulties
and frustrations being openly acknowledged. Many of the educators experienced
the workshops as therapeutic and reported that this made the training both useful
and personally fulfilling.
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Steiger, Amy Lynn. "Actors as embodied public intellectuals: reanimating consciousness, community and activism through oral history interviewing and solo performance in an intertextual method of actor training." Thesis, 2006. http://hdl.handle.net/2152/3502.
Повний текст джерела
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Lowane, Nkateko Eudora. "The impact of the Educhange and Research Foundation (ERF) Self-awareness Programme on learners' reactions and learning." Diss., 2015. http://hdl.handle.net/10500/20034.
Повний текст джерелаАнотація:
Text in EnglishThe aim of the current study was to explore the impact of the Educhange and Research Foundation (ERF) self-awareness programme on the participants’ reactions, experiences, and changes in opinion regarding their knowledge of concepts of self-awareness. This study constitutes an evaluation of a workshop presented by the ERF which is a Non-Governmental Organisation (NGO) aimed at generating solutions toward a better education for all learners through the application of Kirkpatrick’s model of evaluating education and training programmes. Kirkpatrick’s model follows the goal-based evaluation approach and is based on four levels of evaluation. These four levels are widely known as reaction, learning, behaviour, and results. Due to the feasibility of the research, only the reaction and learning evaluation levels were researched. The population identified for the study comprised 15 grade 9 to 11 secondary school learners from Soweto in South Africa which were encouraged to volunteer to take part in the study at their convenience. The sample consisted of all the learners who attended the self-awareness workshop, in effect making this a purposive, convenience sampling. The ERF Board were responsible for the sample selection for their scholarship programme. One of the minimum criteria of selection to take part in the programme was that the learner must have obtained 70% and stem from poor backgrounds. The relatively small sample size possesses the potential to limit the generalisation of the findings. A mixed method approach was employed for this research. Positivist paradigm is the epistemological stance adopted due to the social reality investigated. The sources of data consisted of pre- and post-evaluation questionnaires on self-awareness. The results were thematically and statistically analysed. Thematic analysis included familiarisation with the data and first finding meaning, and then identifying patterns of recurring meaning by generating initial codes and lastly generating themes that run through these meanings.Statistical analysis was conducted through comparison of the data before and after the workshop using chi-square. Objective self-awareness theory and the self-regulation theory were the theoretical framework that informed the current research study. The main finding from this study was that the programme was perceived to have raised positive subjective opinions and feelings of most of the participants, although one participant raised negative subjective opinions about the programme and made suggestions for improvement. After the workshop, the participants felt that they had gained a better understanding of the key concepts of self-awareness, although most items were found to be statistically insignificant.
Psychology
M.A. (Psychology)