Готові списки джерел за темами / Conductor training

Добірка наукової літератури з теми "Conductor training"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 20 лютого 2023

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Статті в журналах з теми "Conductor training"

1

Xize, Chen. "ON THE CONDUCTOR TRAINING SYSTEM IN CHINA (methodological observations)." Arts education and science 1, no. 1 (2021): 24–29. http://dx.doi.org/10.36871/hon.202101003.

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The article, which has a historical and methodological orientation, focuses on issues that are indicative both for the development of orchestral music in China and for the training of students in conducting. This work reveals the typology of expressive possibilities of mono-timbre and poly-timbre folk orchestras, as well as certain provisions concerning the mutual influence of folk instrument orchestras and symphony ensembles. The conductor's curriculum adopted at The Central Conservatory of China is presented and its specific features are reviewed. It is noted that due to the intensive development of symphony orchestras and symphonic genres, as well as compositions for musical theater, the process of training conductors and composers in conservatories and music faculties of universities in China is being improved. The cumulative world pedagogical experience was selected to develop the conductor training programs in Chinese conservatories, taking into account the positions most important for national pedagogical adaptation. The educational program for conducting was created in China considering the practice of the Saint Petersburg and Moscow conservatories.
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2

Deliana, Frida, and Suprayitno. "Training of Moria choir conductor members and conductors in efforts to improve quality in Medan city." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, no. 1 (May 30, 2020): 1–6. http://dx.doi.org/10.32734/abdimastalenta.v5i1.4017.

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In ecclesiastical worship activities in the Christian community, singing activities both in the format of 'choir', congregational singing and others are integrated in a series of worship services in the church. It is also found among members of the Runggun Benameriah Protestant Karo Batak Church (GBKP) congregation who also use the choir format in activities to praise and glorify God. For Christians singing is a spiritual need. In both churches there are several types of choirs, both the choir moria (mothers), mamre choirs (fathers) gem choirs or youth / youth and elderly choirs. Each choir has a trainer (amateur) who also acts as choir leader, referred to as Dirigen. The problem is that often the quality of the choir that is displayed is low. This means that there are always a lot of technical errors and un-melodious voices from the choir members during the choir presentation. If this condition continues and occurs continuously, the presence of the choir can eventually interfere with the implementation of worship. Another condition is that almost all Dirigens in the GBKP choir are people who have limited musical abilities, and have no background in formal music education. His managerial ability and technical ability to teach choir is very weak. Dirigen's lack of musical knowledge and technical ability will certainly have a profound impact on the quality of the choir he leads. Therefore this dedication team will improve the choir management ability in vocal material and the ability of conducting to all participants so as to minimize the technical difficulties found in the preparation and presentation of the choir. This community service activity is expected that members and conductors / choir leaders can utilize their knowledge and experience as professionals in the field of choir training among community members in general.
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3

Andriy, Strilets. "The theoretical fundamentals of the training the folk instruments orchestra conductor." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 61, no. 61 (December 31, 2021): 26–49. http://dx.doi.org/10.34064/khnum1-61.02.

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Анотація:
Statement of the problem. The relevance of the topic is due to the current state of the training of the folk instruments orchestra conductors in the system of higher art education. High achievements of the modern Ukraine folk-academic musical art have significantly increased the requirements for a conductor as for a creative personality. However, currently the scientific sources devoted to the training of the folk instruments orchestra conductors are focused on certain professional components and presented in a small number (Murza, 2021; Gorbal, 2019, Biasutti, 2013; Adenot, 2015, and some others), and theoretical foundations of such training are barely presented in modern domestic scientific literature. The objective of the study is the theoretical recognizing and conceptualizing of the training process of the folk instruments orchestra conductor. The development of the topic required an interdisciplinary synthesis, including an appeal to the psychology of creativity, and the use of methods of activity, interpretive, communicative analysis. For the first time the methodic fundamentals of scientific and professional training of a young conductor is systematized in the study. Results. The article contains thematic blocks devoted to the conductor’s activity in the higher art education system (“Organizational principles”, “Content of conductor’s training”) and to the components of conducting activity (“Technology. Psychology. Conductor’s interpretation. Conductor’s thinking”). It was found that the content of the conductor’s training is revealed through the algorithm of conductor’s practical activity. The definition of the term “conducting” is given. It is proved that the specifics of the conductor’s activity at all its levels are revealed through interpretation as a way of thinking, ensuring the conceptualization of the latter in all participants in the creative process. Conclusions. The theoretical principles of the training of the folk instruments orchestra conductors are conceptualized as a system of three obligatory components: “conducting technology – psychology of a creative process – conducting interpretation”; its functioning ensured by organizational work. The qualitative result of the action of the specified system is the final insight leading to the fact of a concert performance revealing a high-level professional complex. All the aspects of the conductor’s practice are related to the processes of, on the one hand, performing thinking, on the other hand, communication. Conductor’s work as a guarantee of the success functioning of the orchestra provides a communicative connection between the music being represented and the listener. Quality sound and positive communication brings the training orchestra a different, higher status. In such conditions the creative maturity of each of the participants and especially the conductor’s one is being acquired. It must be mentioned that the proposed algorithm for the analysis of the conductor’s profession and the triangle “technology – psychology of a creative process – interpretation”, in our opinion, is versatile for musicians of any specialization. However, its projection on another field requires further research.
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4

Sverliuk, Yaroslav, Olga Oleksiuk, Dmytro Mazur, Olga Fabryka-Protska, Olena Rebrova, and Liliia Sverliuk. "Actualization of the professional self-concept in the future orchestra conductors training." LAPLAGE EM REVISTA 7, Extra-E (July 27, 2021): 1–12. http://dx.doi.org/10.24115/s2446-622020217extra-e1155p.1-12.

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Professional training of orchestra conductors is traditionally aimed at performing primarily educational and creative tasks. At the same time, the inner world of a conductor as a leader of the ensemble still needs deeper study. In particular, formation of the conductor’s professional competence will not be effective without necessary personal qualities, self-awareness, self-concept, which involves a total reflection of his activities. The phenomenon of the orchestra conductor’s self-concept is presented not only as a set of ideas and attitudes towards oneself, which has certain characteristics, but also as a subject, which is entrusted with cultural and aesthetic professional responsibilities. The study of the self-concept will facilitate understanding the regulation and management of the internal process in the professional activities of the orchestra conductor. The study relevant because it can reorient the purpose of the educational process from the formation of knowledge, skills and abilities to a broad understanding of the multifunctionality of future conducting and orchestral activities.
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5

Hilpert, Hermann R. "The Place of the Training Group Analyst and the Problem of Personal Group Analysis in Block Training." Group Analysis 28, no. 3 (September 1995): 301–11. http://dx.doi.org/10.1177/0533316495283006.

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This article describes the place of the training group analyst in a block training scheme. It stresses that the training institute is an outstanding and inestimable transference object, which thrusts itself into the relationship between training group and group conductor. The article discusses the dynamics of the system `group-conductor-institute' with its effects on the transference/countertransference field, the boundaries and the principle of abstinence.
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6

Shevchenko, Inha. "PECULIARITIES OF ORGANIZATION OF DISTANCE LEARNING IN THE STUDY OF EDUCATIONAL DISCIPLINE “CHORAL CONDUCTING”." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 281–84. http://dx.doi.org/10.36550/2415-7988-2022-1-204-281-284.

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Information technologies play a main role in realizing the needs of the modern person in self-improvement. Modern scholars believe that informatization is a significant resource for improving the quality of education. Hence the problem of information technologies and their implementation in the educational process of all parts of the Ukrainian education system is relevant. Solving the problem of integrated information and technological re-equipment of higher education is connected with the creation of a single information and technological space of higher education. The professional development of a future teacher-musician involves not only the acquisition of knowledge, skills and abilities, but also personal self-improvement. The formation of a new type of teacher is possible only if the higher education approaches to real professional and pedagogical activities. The fundamental changes in all aspects of society make high demands to the individual of the manager of the choral collective. Upgrade of higher musical-pedagogical education involves the education of specialists who could freely operate knowledge, possess the ability to skillfully conduct the music lessons. In this context acquires relevance the problem of preparing students for productive activities, especially in the field of conducting choral training. The core subjects of conducting cycle include the choral conducting, staging the voice, choir class. The conductor's profession has several features that are the basis of the psychological and musical impact of the conductor for the collective. The levels of the formation of professional orientation and self-conductor thinking, emotions and will affect on the creative formation and development of personality of the conductor. An important place in the development of professional pedagogical orientation and professional self-esteem takes conductor’s practice, conductor student contests, rehearsal work. These forms of the activity make it possible to check of professional abilities, conductor skills, professionally important qualities and to adequately assess the level of professional self-esteem. Given many-components activity of the choirmaster, the prominence it has independence training. To enhance the professional skills of special importance is the participation of students in competitive tests. Contests of conductors promote to the opening of new names of young conductors choirmaster. The purpose and the main task of the contest in Volodymyr Vynnychenko Central Ukrainian State Teacher Training University are education of the student's conducting culture, promote of the choral works of Ukrainian composers, identifying talented young choral conductors, the exchange of experiences for professional training. In 2022 the competition is devoted to the 20th anniversary of memory to Ivan Karabyts.
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7

Kovalenko, Inna. "3. The Particuliarities of Choir Conductor Training of the Chinese Student at Musical and Pedagogical Institutions in Ukraine." Review of Artistic Education 21, no. 1 (June 1, 2021): 20–25. http://dx.doi.org/10.2478/rae-2021-0003.

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Abstract This article deals with the problem of choir conductor training of the Chinese students. It discloses the peculiarities and the difficulties in their training at higher musical and pedagogical institutions in Ukraine.
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8

Kachurynets, Lilia. "TO THE QUESTION OF CHOICE OF REPERTURE IN PROFESSIONAL TRAINING OF THE CONDUCTOR." Research Notes, no. 1 (June 28, 2020): 91–98. http://dx.doi.org/10.31654/2663-4902-2020-pp-1-91-98.

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9

Horozhankina, Oksana, and Nadiia Ryzhenko. "Future Music Teachers’ Associative Thinking in the Course of Conductor and Choral Training." Research Notes, no. 1 (March 30, 2017): 76–82. http://dx.doi.org/10.31654/2663-4902-2017-pp-1-76-82.

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PEREVERZEVA, Elena. "STAGES OF CONDUCTOR AND CHORAL TRAINING OF THE FUTURE TEACHER OF MUSICAL ART." Humanities science current issues 2, no. 55 (2022): 277–82. http://dx.doi.org/10.24919/2308-4863/55-2-44.

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Дисертації з теми "Conductor training"

1

Sinclair, Robert Louis. "The conducting pedagogy of B.R. Henson : a systematic approach to conductor training /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999315.

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2

Stewart, Robert D. "Reflections on the Choral Rehearsal Cycle: An Approach to Professional Practice." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/411530.

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This dissertation explores and reflects on the professional practice of the author and a group of five experts through case studies. Incorporating interviews, observations, reflective journals, video footage, and a choral project, this research aims to explore how five expert choral conductors work in the rehearsal setting. Rehearsal techniques are as diverse as the individuals who practise them. Yet, even though conductors have their differences, the varied outcomes can still be judged as satisfactory. These techniques are not necessarily skills that have been taught in an undergraduate conducting class. Conducting courses and textbooks focus on beat patterns and other skills that must be mastered by the novice and which, in turn, lend themselves more readily to assessment. However, the running of a rehearsal is a complex mixture of musicianship and teaching skills that are continually developed over a lifetime of practice. The following questions emerge: how, then, do highly successful conductors work in rehearsal? What do they consider to be important parts of their own practice? What skills and attributes are crucial for successful ensemble leadership? For this research, five expert choral conductors were observed on site in multiple rehearsals and in working with a variety of vocal ensembles. They also participated in a wide-ranging, semistructured interview that further explored their approaches to conducting, repertoire selection, planning, personal philosophy, and reflections on their craft. The author used the data generated from the case studies and through a survey of core literature to experiment with their own practice during a 12-week rehearsal period that culminated in a performance of Haydn’s Missa in angustiis. The research project revealed that, while each case study conductor had an individualistic approach to their rehearsal delivery, five main characteristics appeared to be common amongst them all: they recognised the conductor’s role as a teacher; they were interested in working towards a sound ideal; they believed in their responsibility to develop skills; they included performance opportunities in the rehearsal setting; and they emphasised the importance of building community. As a result, these concepts formed the foundation of the author’s work with their own ensemble. These findings have implications for the author’s own practice as well as broader implications for other conductors and the training of student conductors. The results appear to advocate a more holistic approach to conducting and conductor training as well as the importance of developing community within the avocational choir.
Thesis (Professional Doctorate)
Doctor of Musical Arts (DMA)
Queensland Conservatorium
Arts, Education and Law
Full Text
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3

Gravani, Anthansia. "Investigating training of staff in the conduct of clinical trials." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.742993.

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4

Convery, Andrew. "Identity issues in the conduct and reporting of teacher research." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296561.

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5

Gregory, Michael Lee. "A profile of scientist and engineer training conducted by the Naval Avionics Center." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26714.

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6

La, Reau Marcia Ann. "An auralization-based curriculum as a methodology for advanced aural skills training for wind band conductors /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245899952.

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Suess, Alyssa Nicole. "An evaluation of generalization, renewal, and resurgence during functional communication training conducted via telehealth." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1769.

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Previous research suggests that differential reinforcement procedures may inadvertently strengthen problem behavior, resulting in treatment relapse (i.e., recurrence of problem behavior) when chges (e.g., intentional treatment withdrawal or treatment fidelity errors) are encountered following successful treatment. The current study evaluated one potential solution to the problem of treatment relapse based on the procedures proposed by Mace et al. (2010), which involved initially implementing treatment within a context with a minimal history of reinforcement for problem behavior rather than in the treatment context. Treatment relapse was then evaluated by conducting renewal and resurgence analyses at different points of time during treatment. Participants were four young children diagnosed with autism whose problem behavior was maintained by negative reinforcement. The children's caregivers implemented all procedures in their homes within multielement and reversal designs with coaching provided by a behavior consultant via telehealth. Interobserver agreement was collected on 34.2% of sessions and averaged 97.9% across participants. Following a functional analysis and an extinction baseline, functional communication training (FCT) was initially implemented in alternative contexts (i.e., play and neutral tasks) that had minimal history of reinforcement for problem behavior. This was conducted in order to strengthen manding and task completion without inadvertently strengthening problem behavior. I programmed for the generalization of mands and task completion by training sufficient exemplars (three alternative contexts) and programming common stimuli (picture cards, safespot, microswitch). FCT was then implemented in the treatment context (target demand), and extinction probes were conducted intermittently throughout treatment. Results demonstrated that problem behavior was reduced on average by 97.8% across all participants by the end of treatment. Treatment maintenance results showed that only minimal treatment relapse occurred. Clinically significant renewal of problem behavior only occurred with one participant, and little or no resurgence of problem behavior occurred for two participants during the first extinction probe. With minimal demand fading, resurgence was reduced during the second extinction probe for the other two participants. Manding and task completion generalized to the treatment context for most participants. These behaviors also persisted during the extinction probes showing that they were strengthened across treatment. Thus, these results showed substantial improvement in achieving maintenance than what has been achieved in previous studies evaluating treatment maintenance following FCT.
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8

Gruner, Greg L. "The design and evaluation of a computer-assisted error detection skills development program for beginning conductors utilizing synthetic sound sources." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861377.

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The purposes of this study were to design and to evaluate an online system designed to enhance communication skills and project tracking of computer software courses at Ball State University (BSU). Student Online Project Planning and Tracking System (SOPPTS) was designed and field tested to provide real-time feedback from faculty on student progress, offer online guidance for software project planning, produce tracking automation, and facilitate communication between faculty and students.SOPPTS technology was designed under the supervision of W. Zage and D. Zage, professors in the Computer Science Department at BSU.Participants in this study included six BSU undergraduate students, six BSU graduate students and seven BSU faculty members. Each participant was interviewed for one hour in an instructor’s office in the BSU Computer Science Department. With the participants’ permission, each interview was audio-taped and coded with a letter and number.Data evaluation consisted of narrative summaries of the interviews, an analysis of the evidence in terms of the research questions and the compilation of data to show both emerging themes and major trends.Analysis of the data showed that learning was definitely enhanced, and that faculty evaluations were also strongly enhanced. Participants recommended more SOPPTS applications, both industrial and academic. The emerging themes showed that faculty and students:1) Had more and easier access to information; students' work was better organized; student team spirit grew; students were more accurately evaluated by instructors;2) Had more efficient methods for report submission and record keeping; students interaction with teachers increased; students found SOPPTS better than email;3) Students and teachers could work from various locations, with greater access to record retrieval and submission of reports, so that documents submitted were available to all instead of getting lost;4) Students were motivated by the nature of online task assignment and tracking because of greater accountability; faculty members were happy to see students' project progress online;5) Improved time and project management through greater awareness of milestones,deadlines and date/ time "stamping" of report submissions.Major trends show that improved access to information and communication facilitated learning, and that planning and tracking skills improved.
School of Music
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9

Stanley, Sybil S. "The effectiveness of self-control training on a child with a conduct disorder." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1686.

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Self-control training will decrease the frequency of aggressive behaviors displayed by subject of this paper. Support was found for a decline in the frequency of aggressive behaviors that were sustained for a period of time. However, it cannot be assumed that the intervention was entirely responsible for changes in behavior.
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O'Keeffe, Breda Victoria. "The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/452.

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Improving educational outcomes involves many variables, including identifying effective interventions and ensuring that they are effectively implemented in schools. Within a "response to intervention" model, treatment integrity of academic interventions has become increasingly important. However, recent research has suggested that ensuring treatment integrity by instructional staff may require intensive coaching, including daily or weekly performance feedback. This system may be unsustainable in typical schools because of limited resources for supervision. Some studies have found that treatment integrity can be achieved with intense prior training that includes extensive practice followed by feedback in the training setting. Fluency-based instruction has the advantage of providing multiple practice opportunities in a relatively short amount of time. A fluency training package for paraprofessionals using the Corrective Reading: Decoding curriculum was evaluated in a multiple baseline design across individuals. The primary dependent variables included paraprofessionals' presentation rate and praise rate. Additional dependent variables included paraprofessionals' accuracy in presenting error correction procedures, ratio of positive to negative comments, students' on-task behavior, and word reading accuracy. Participants included five paraprofessionals delivering supplemental reading instruction to students in small groups, and one student from each of the paraprofessionals' groups. We provided five hours of fluency training to paraprofessionals over five days in a group setting. Following fluency training we observed paraprofessionals during a maintenance phase. Paraprofessionals generally increased their presentation rates, praise rates, and percentage of accurate error correction steps with fluency training. Three paraprofessionals with variable positive-to-negative comments ratios decreased this variability during fluency training. We subsequently provided performance feedback if a paraprofessionals' presentation rate or praise rate did not maintain at criterion levels. Four of the five paraprofessionals required performance feedback on at least one skill. Performance feedback had mixed effects on paraprofessionals' skills. Most students maintained adequate word reading accuracy throughout the study, with no clear effects when interventions for paraprofessionals were introduced and withdrawn. Students' on-task behavior was variable throughout the study, with decreases in variability for three students corresponding with fluency training for paraprofessionals.
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Книги з теми "Conductor training"

1

Yendell, Muriel. Let them sing: A practical guide to choral training and conducting for the amateur conductor. London: Salvation Army, 1989.

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2

Bailey, Wayne. Aural skills for conductors. Mountain View, Calif: Mayfield Pub. Co., 1992.

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3

Successful performing: Ideas for choral conductors and conductors-in-training. San Diego, Calif: Neil A. Kjos Music Co., 2006.

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4

Telfer, Nancy. Singing in tune: Strategies & solutions for conductors, conductors-in-training, & voice teachers. San Diego, Calif: N.A. Kjos Music, 2000.

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5

Telfer, Nancy. Singing high pitches with ease: Strategies & solutions for conductors, conductors-in-training & voice teachers. San Diego, Calif: Kjos Music Press, 2003.

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6

Pospeev, Konstantin, Vitaliy Chernyh, Andrey Mayorov, and Il'mirovich Ruslan. Fire training. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1845930.

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The textbook contains material on the legal foundations of the use of firearms, the basics of shooting, safety measures when handling weapons and ammunition, the material part of firearms and hand fragmentation grenades, the organization and conduct of shooting in the units of internal affairs bodies. The content of the textbook reflects the peculiarities of the formation of students' professional competencies in the academic discipline "Fire training" that meet the requirements of the Federal State Educational Standard of secondary vocational education in the specialty 40.02.02 "Law Enforcement". For teachers of secondary vocational and higher education, students (cadets) studying in the specialty 40.02.02 "Law enforcement", as well as for employees of internal affairs bodies.
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7

Agency, Teacher Training. Conduct of the Teacher Training Agency's business: [consultation paper]. [London]: TTA, 1995.

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8

Munson, Lawrence S. How to conduct training seminars: A complete reference guide for training managers and professionals. 2nd ed. New York: McGraw-Hill, 1992.

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9

Evans, Kenneth L. Direct observation in the conduct of training impact analyses. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2000.

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10

Conduct disorder and behavioural parent training: Research and practice. London: Jessica Kingsley Publishers, 2005.

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Частини книг з теми "Conductor training"

1

Luxton, David D., Eve-Lynn Nelson, and Marlene M. Maheu. "Telesupervision and training in telepractice." In A practitioner's guide to telemental health: How to conduct legal, ethical, and evidence-based telepractice., 97–107. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14938-009.

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2

Jordan, Sara R., and Phillip W. Gray. "Responsible Conduct of Research Training for Engineers: Adopting Research Ethics Training for Engineering Graduate Students." In Philosophy of Engineering and Technology, 213–28. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18260-5_13.

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3

Murrihy, Rachael C. "Social Competency CBT-Based Group Training for Youth in Alternative School Settings." In Clinical Handbook of Assessing and Treating Conduct Problems in Youth, 295–332. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6297-3_12.

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4

McMahon, Robert J., Nicholas Long, and Rex L. Forehand. "Parent Training for the Treatment of Oppositional Behavior in Young Children: Helping the Noncompliant Child." In Clinical Handbook of Assessing and Treating Conduct Problems in Youth, 163–91. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-6297-3_7.

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Kotzian, Peter, Thomas Stöber, and Barbara E. Weißenberger. "Reducing Antitrust Violations: Do Codes of Conduct and Compliance Training Make a Difference?" In Competition Law Compliance Programmes, 59–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44633-2_4.

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Foulkes, S. H. "The Conductor As A Person And His Training." In Group-Analytic Psychotherapy, 157–66. Routledge, 2018. http://dx.doi.org/10.4324/9780429475368-10.

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Farberman, Harold. "Training conductors." In The Cambridge Companion to Conducting, 249–61. Cambridge University Press, 2003. http://dx.doi.org/10.1017/ccol9780521821087.019.

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A. Markovics, Jen. "Training the Conductor of the Brainwave Symphony: In Search of a Common Mechanism of Action for All Methods of Neurofeedback." In Artificial Intelligence. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98343.

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There are several different methods of neurofeedback, most of which presume an operant conditioning model whereby the subject learns to control their brain activity in particular regions of the brain and/or at particular brainwave frequencies based on reinforcement. One method, however, called infra-low frequency [ILF] neurofeedback cannot be explained through this paradigm, yet it has profound effects on brain function. Like a conductor of a symphony, recent evidence demonstrates that the primary ILF (typically between 0.01–0.1 Hz), which correlates with the fluctuation of oxygenated and deoxygenated blood in the brain, regulates all of the classic brainwave bands (i.e. alpha, theta, delta, beta, gamma). The success of ILF neurofeedback suggests that all forms of neurofeedback may work through a similar mechanism that does not fit the operant conditioning paradigm. This chapter focuses on the possible mechanisms of action for ILF neurofeedback, which may be generalized, based on current evidence.
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"Conduct Initial Training Workshops." In Operational Excellence, 179–84. Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118990162.ch11.

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Fitzpatrick, Peter, Sundhya Pahuja, Richard Joyce, Kathleen Birrell, and Ben Golder. "A training in conduct." In Routledge Handbook of International Law and the Humanities, 75–88. Routledge, 2021. http://dx.doi.org/10.4324/9781003170914-8.

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Тези доповідей конференцій з теми "Conductor training"

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Cavalieri, Lorenzo, Maura Mengoni, and Michele Germani. "A Gesture-Based Application for Aspiring Orchestra Conductors." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59505.

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A product is chosen by users not only for the features it offers but also for the perceived experience of use. This statement widely recognized in literature highlight that key issues for the success of interactive products are the practical, experiential, affective, meaningful and valuable aspects of interaction. In the last years, gesture-based interfaces have been introduced to make the experience of interaction more emotional, intuitive and natural. For this reason, the design and development of products integrated gesture-based interfaces represent a challenging issue. In this context, a User-Centered Design (UCD) method to implement novel interaction paradigms into traditional consumer products is proposed. Its application in a real case study addresses the development and prototyping of a system exploiting gesture-based interaction to train aspiring conductors of orchestra. If a young musician wants to play a guitar, it is usually no great problem to find one, but if a musician wants to learn the ins and outs of being a conductor, the problem shifts to search for an electronic device managed by hands as used by conductors. The developed system provides three main functionalities: tempo control, velocity control and instruments activation. It represents both a use case to validate the proposed UCD method and an innovative solution in the context of aspiring conductor’s training.
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Tanaka, Kazuo. "Education and training in optics conducted at Canon." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468680.

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Kuebler, Stephen M., Jonathan Beever, and Laurie Pinkert. "Curricular Structure for Teaching Ethical and Professional Conduct in Optics and Photonics." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2021. http://dx.doi.org/10.1364/etop.2021.w4a.3.

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Lobato, Laura, Josep Vidal, Ariadna Miquel, Angel Lizana, Alba Peinado, Irene Estévez, Claudio Ramírez, Juan Campos, and María J. Yzuel. "Multidisciplinary educational activity based on optical experiments conducted within an art context." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223182.

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Lang, Virginia A., and David Nalan. "Combination Product Patient Training: How Are Patients Trained and Who Conducts the Training?" In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6956.

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Patients are frequently prescribed a medication that must be administered either by a nasal spray, an inhaler, or a self-injection device. These devices are classified as combination devices by the Food and Drug Administration (FDA) and the Medical Device Regulations (MDR). However, there has been an issue of who and how do these patients get trained. It has long been the stance of the pharmaceutical companies they will not provide training because they provide an Information for Use (IFU) and/or a demo on their website. The issues with either of these means is that neither the FDA, nor the MDR permit them as mitigation for use errors. And, in human factors testing there are considerable numbers of use errors when patients attempt to use the devices.
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"Study the Importance of College Students' Code of Conduct in College Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000989.

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Uspuriene, Aiste Barbora, and Matas Simanavičius. "Competencies of Health Educators for Sports Injury Prevention." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-541400.

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According to the analysis of literature, it can be stated in, that there is a lower risk of experiencing sports injury during training, working with such health educators who has higher education in sports science. It is also can be stated that there are few studies which would determine the education of health educators, the quality of training and sports injuries suffered by clients and their frequency during the conducted trainings (Waryasz, Daniels, Gil, Suric, & Eberson, 2016). Research aim – to determine competencies of health educators for sports injury prevention.
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Joy, Mirasol. "Statistical human resource development: the case of bukidnon state university, philippines." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09503.

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Two trainings on Confirmatory and Exploratory Data Analyses and Data Mining were conducted to enhance capacity of faculty and step up their development in basic and advanced statistical methodological skills, so with their research capability. Training designs were perceptively prepared to address the variability of the participants’ educational status. Issues and challenges raised during the trainings include among others: existing researches are limited and confined only within the parameters of the workplace, wanting for a more in depth and comprehensive research utilizing data mining as a tool, and aggressive collaboration efforts and linkage among funding institutions. The training likewise motivated and enhanced faculty skills in the use of appropriate statistics methods useful in their research undertakings. Initial results revealed a significant increase in the number of quality and collaborative researches consistent with the vision of the university and established linkage from the local support institutions.
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Hadiyanto, Mr, Mr Syahrial, Akhmad Habibi, Nunung Fajaryani, Ms Masbirorotni, and Ms Failasofah. "Lecturers' Instructional Practice based on Students' Core Competencies Development: A Study Conducted at English Education Department." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.27.

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Kuebler, Stephen M., Jonathan Beever, and Laurie Pinkert. "Curricular structure for teaching ethical and professional conduct in optics and photonics." In Sixteenth Conference on Education and Training in Optics and Photonics: ETOP 2021, edited by A. Danner, A. Poulin-Girard, and N. Wong. SPIE, 2022. http://dx.doi.org/10.1117/12.2635587.

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Звіти організацій з теми "Conductor training"

1

SHirinskaya, N. E., O. A. Kozhevnikova, and E. A. Veselkova. ORGANIZATION AND CONDUCT OF TRAINING. OFERNIO, December 2020. http://dx.doi.org/10.12731/ofernio.2020.24721.

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Rinke, Helen Mae. Conduct of Training P781-1. Office of Scientific and Technical Information (OSTI), August 2019. http://dx.doi.org/10.2172/1557203.

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3

Shipley, Dawnmarie, and John Hunter. Conduct of Training Course #34576. Office of Scientific and Technical Information (OSTI), May 2022. http://dx.doi.org/10.2172/1868209.

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Sniezek, Frank. Environmental Assessment: Conduct Air Force Security Training at the Army Clinton Training Site. Fort Belvoir, VA: Defense Technical Information Center, April 2005. http://dx.doi.org/10.21236/ada630481.

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Cadwell, L. L., M. A. Simmons, J. L. Downs, and C. M. Sveum. Sage grouse on the Yakima Training Center: A summary of studies conducted during 1991 and 1992. Office of Scientific and Technical Information (OSTI), April 1994. http://dx.doi.org/10.2172/10147390.

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Eberhardt, L. E., and L. A. Hofmann. Sage grouse on the Yakima Training Center: A summary of studies conducted during 1989 and 1990. Office of Scientific and Technical Information (OSTI), March 1991. http://dx.doi.org/10.2172/6029071.

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Jette, Steven D., Joan M. Cembrola, Glenn H. Mitchell, and Thomas N. Fetherston. Marine Mammal Acoustic Effect Modeling Conducted for the Undersea Warfare Training Range Preferred Site at Onslow Bay. Fort Belvoir, VA: Defense Technical Information Center, October 2005. http://dx.doi.org/10.21236/ada521707.

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Regan, Jack, and Robin Zevotek. Evaluation of the Thermal Conditions and Smoke Obscuration of Live Fire Training Fuel Packages. UL Firefighter Safety Research Institute, March 2019. http://dx.doi.org/10.54206/102376/karu4002.

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Firefighters routinely conduct live fire training in an effort to prepare themselves for the challenges of the fire ground. While conducting realistic live fire training is important, it also carries inherent risks. This is highlighted by several live fire training incidents in which an inappropriate fuel load contributed to the death of participants. NFPA 1403: Standard on Live Fire Training Evolutions was first established in response to a live fire training incident in which several firefighters died. Among the stipulations in NFPA 1403 is that the fuel load shall be composed of wood-based fuels. The challenge of balancing safety with fidelity has led instructors to explore a variety of different methods to create more realistic training conditions. A series of experiments was conducted in order to characterize common training fuels, compare these training fuels to furnishings, and examine the performance of these training fuels in a metal container prop. Heat release rate (HRR) characterization of training fuels indicated that wood-based training fuels had a constant effective heat of combustion. Depending on the method used, this value was between 13.6 and 13.9 MJ/kg. This indicates that, even in engineered wood products, wood is the primary material responsible for combustion. In order to further explore the conclusions from the HRR testing, additional experiments were conducted in an L-shaped metal training prop. The results of these experiments highlighted a number of considerations for firefighter training. Thermal conditions consistent with “realistic fires” could be produced using NFPA 1403 compliant fuels, and in fact the thermal conditions produced by larger wood-based fuel packages were more severe than those produced by fuel packages with a small amount of synthetic fuel. The fuel package used in training evolutions should reflect the training prop or building being used, the available ventilation, and the intended lesson. Fuel load weight and orientation are both important considerations when designing a fuel package. The training considerations drawn from this report will help to increase firefighters’ understanding of fire dynamics, and help instructors better understand fuel packages and the fire dynamics that they produce.
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KOSHEVENKO, S. THE KEY HR TRENDS IN CORPORATE TRAINING. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2070-7568-2021-10-5-1-49-53.

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The article examines the main trends in corporate training in 2021. The author conducted an analysis of research in the field of hr-training, highlighted the main needs and directions of changes in corporate personnel training systems. The article identifies the main trends in the training of personnel of organizations in the period after the pandemic in 2021.
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Witmer, Bob G. Device-Based Gunnery Training and Transfer between the Videodisk Gunnery Simulator (VIGS) and the Unit Conduct of Fire Trainer (UCOFT). Fort Belvoir, VA: Defense Technical Information Center, May 1988. http://dx.doi.org/10.21236/ada197769.

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