Готові списки джерел за темами / Counter training

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Добірка наукової літератури з теми "Counter training"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Counter training"

1

Ritchie, G. N. "Counter Disaster Staff Training." Asia-Pacific Journal of Rural Development 10, no. 2 (December 2000): 93–100. http://dx.doi.org/10.1177/1018529120000206.

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2

Tambouratzis, T. "Counter-clustering for Training Pattern Selection." Computer Journal 43, no. 3 (March 1, 2000): 177–90. http://dx.doi.org/10.1093/comjnl/43.3.177.

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3

Riley, William T., Sharon L. Berry, and Wallace A. Kennedy. "Rationale Exposure and Compliance to Relaxation Training." Psychological Reports 58, no. 2 (April 1986): 499–502. http://dx.doi.org/10.2466/pr0.1986.58.2.499.

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Анотація:
Exposure to a rationale as a method to increase compliance with relaxation was tested on 52 subjects with stress-related problems. Subjects were randomly assigned to a rationale or no-rationale condition and were trained in progressive relaxation. Compliance during the subsequent week was measured by electronic tape-rewind counters, self-report, and objective and subjective ratings of performance 1 wk. later. Use of a rationale did not have a significant effect on compliance with relaxation. Although the subjects' self-reported practice and measures of proficiency were correlated, these measures were not significantly correlated with the rewind-counter measure of compliance. Research and clinical applications of these unexpected findings were discussed.
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4

Pratiwi, Febrianti Zarra, Hari Setijono, and Yusuf Fuad. "Effect of Plyometric Front Cone Hops Training and Counter Movement Jump Training to Power and Strenght of Leg Muscles." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 4, no. 1 (May 27, 2018): 105. http://dx.doi.org/10.29407/js_unpgri.v4i1.12073.

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The purpose of this research is to increase performance athletes bolavoli and that basketball with the methods exercise plyometric front cone hops and plyometric counter movement jump. Thirty students who elected in accordance criteria will be conducted pretest to determine division of a group plyometric front cone hops, plyometric counter movement jump or the control group. Back leg dynamometer to measure the muscle power limbs and jump md to measure the power limb muscles.Will be given exercise for 6 weeks to masing-masing groups and treatment 3 times a week. Test results paired sample t-test show a method of exercise plyometric front cone hops significant influence on the variables of strength and power limb muscles, group plyometric counter movement jump significant influence on the variables of power limb muscles. It can be concluded that of the exercise plyometric front cone hops and plyometric counter movement jump more effective for the two components of the physical condition of strength and power limb muscles.
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5

Piatysotska, Svitlana, and Oleksandr Osheka. "Effective methods of shooting training and aiming in an e-sports game Counter Strike: Global Offensive." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(138) (July 27, 2021): 100–104. http://dx.doi.org/10.31392/npu-nc.series15.2021.7(138).21.

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Анотація:
The article deals with the issue of technical training of players in Counter Strike: Global Offensive. The purpose of this work was determine the most effective ways to train shooting and aiming skills in the e-sports discipline Counter Strike: Global Offensive. The study involved 20 players from Counter Strike: Global Offensive, 17-19 years old. At the time of their participation in the study, they had little experience of training and competition at the amateur level. The main sections of training players in eSports are analyzed. The essence and content of technical training in the cybersport discipline Counter Strike: Global Offensive has been determined. The proposed set of exercises for training various types of shooting and aiming. The effectiveness of this set of exercises for players has been investigated
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Teja Yakkali, Ravi, and N. S Raghava. "Neural Network Synchronous Binary Counter Using Hybrid Algorithm Training." International Journal of Image, Graphics and Signal Processing 9, no. 10 (October 8, 2017): 38–49. http://dx.doi.org/10.5815/ijigsp.2017.10.05.

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7

Armitstead, John A., and Deborah C. Burton. "Enhanced pharmacy training for counter-terrorism and disaster response." Journal of Telemedicine and Telecare 12, no. 1_suppl (July 2006): 3–5. http://dx.doi.org/10.1258/135763306777978498.

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Clarke, Alissa. "Laughter and love: creative counter-discourses within performer training." Theatre, Dance and Performance Training 6, no. 3 (September 2, 2015): 291–306. http://dx.doi.org/10.1080/19443927.2015.1086426.

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Spiker, V. Alan, and Joan H. Johnston. "Assessing Counter-Terrorism field training with multiple behavioral measures." Applied Ergonomics 44, no. 5 (September 2013): 680–86. http://dx.doi.org/10.1016/j.apergo.2012.04.015.

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Кrestovskiy, I. A. "Features of conducting training with employees in order to counter in order to counter the legalization of criminal proceeds." Entrepreneur’s Guide 13, no. 2 (May 1, 2020): 79–86. http://dx.doi.org/10.24182/2073-9885-2020-13-2-79-86.

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Анотація:
Conducting training on the topic of counteracting the legalization of proceeds of crime is not an optional element for organizations conducting operations with cash and (or) other property. This type of training is compulsory and is carried out on an ongoing basis for all employees of such organizations, moreover, the fact of its passage is controlled by supervisory authorities.
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Більше джерел

Дисертації з теми "Counter training"

1

Peeni, Manu Hoani. "The Effects of the Front Squat and Back Squat on Vertical Jump and Lower Body Power Index of Division 1 Male Volleyball Players." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/930.

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The purpose of this study was to compare effects of the front squat and back squat on vertical jump and lower body power index of division 1 male volleyball players. Eighteen NCAA Division 1 male volleyball players volunteered for this study and were assigned either to a back squat or a front squat training program group. Subjects followed the training program for 8 weeks. Counter-movement vertical jump (CMVJ) height and lower body power index were measured at 0, 4 and 8 weeks of the study. A 2x3 factorial ANOVA revealed no significant difference in CMVJ height and power index between the training groups (p = 0.921). In addition, changes in power index over 8 weeks were not significant (p = 0.931). There was significant improvement for both groups in CMVJ height from 0 to 4 weeks (p = .001) and from 0 to 8 weeks (p = .000), but not from 4 to 8 weeks (p =.080). Both front squat and back squat strength training programs were both equally effective at enhancing CMVJ performance.
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2

Rankin, Jenny Grant. "Over-the-Counter Data's Impact on Educators' Data Analysis Accuracy." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575082.

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There is extensive research on the benefits of making data-informed decisions, but research also contains evidence many educators incorrectly interpret student data. Meanwhile, the types of detailed labeling on over-the-counter medication have been shown to improve use of non-medication products, as well. However, data systems most educators use to analyze student data usually display data without supporting guidance concerning the data's proper analysis. In this dissertation, the data-equivalent to over-the-counter medicine is termed over-the-counter data: essentially, enlisting medical label conventions to pair data reports with straightforward verbiage on the proper interpretation of report contents. The researcher in this experimental, quantitative study explored the inclusion of such supports in data systems and their reports. The cross-sectional sampling of 211 educators of varied backgrounds and roles at nine elementary and secondary schools throughout California answered survey questions regarding student data reports with varied forms of analysis guidance. Respondents' data analyses were found to be 307% more accurate when a report footer was present, 205% more accurate when an abstract was present, and 273% more accurate when an interpretation guide was present. These findings and others were significant and fill a void in field literature by containing evidence that can be used to identify how data systems can increase data analysis accuracy by offering analysis support through labeling and supplemental documentation. Recommendations for future research include measuring the impact over-the-counter data has on data analysis accuracy when all supports are offered to educators in concert. Keywords: abstract, analysis, data, data-driven decision-making, DDDM, data-informed decision-making, data system, data warehouse, footer, ICT, interpretation guide, report.

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3

Clevidence, Michael W. "The Acute Effects of Differing Conditioning Loads on Counter-Movement Jump Performance in the Recreational Athlete." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1205515602.

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4

Collins, Susan Beckford. "Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055.

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The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the primary phase, during the last century. The findings of a two year investigation are presented and discussed. The study followed a sample of pupils through their final year of the primary phase and first year of the secondary phase shortly after the implementation of the National Curriculum. The report focuses on the initiatives, processes, procedures and practices introduced by one Local Education Authority (LEA) and by three primary phase schools and four secondary phase schools within the same LEA, to promote a shared view of the science curriculum among teachers in the primary and secondary phase and thus facilitate continuity and progression in pupils' learning. Later work from other researchers is considered to show that the findings of this investigation are still relevant and useful. The research used a qualitative approach to investigate the following issues as they related directly to continuity and progression in science education during the transitional phase: • In-service education and training initiatives to enhance the subject knowledge of teachers in the primary phase. • The procedures adopted for the formulation or modification of schemes of work for science in the primary and secondary phase. • Assessment procedures and practices implemented. • Liaison arrangements between primary and secondary phase teachers. • Strategies utilised by teachers in the management and organisation of pupils' learning in science at the macroscopic and microscopic levels in year 6 and year 7. The findings extend those of previous research. They show that within a sample of schools in one LEA, in all the issues studied in the research, the implementation of the National Curriculum for science education was ineffective in addressing the issues which contributed to disjunction in pupils' learning during transition. It also failed to institute a shared view of the science curriculum among teachers in the primary and secondary phase. The introduction of the National Curriculum was not in itself sufficient to overcome difficulties such as the lack of confidence in teachers (particularly in the primary phase) to teach aspects of science in which they lacked qualifications or previous experience. It was also found that other policies, particularly Local Management of Schools and the decline of the ability of Local Education Authorities to develop policies in all schools within the Authority, meant that there was no local coordination available for implementation of the National Curriculum. One major conclusion drawn from the findings of this research is that the decision to perpetuate a break in pupils' education at the point of transition through the introduction of discrete Key Stages for the primary and secondary phases of education not only impeded, but exacerbated the resolution of issues which contributed to a lack of continuity and progression in pupils' learning in science during the transitional phase.
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5

Silva, Gilvaneide Viana Caldas da. "A REFORMA DO ENSINO MÉDIO NA REDE ESTADUAL DO MARANHÃO: o enfoque das competências na formação do trabalhador." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/98.

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Made available in DSpace on 2016-08-17T13:54:01Z (GMT). No. of bitstreams: 1 DissertacaoGILVANEIDEVIANACALDASDASILVA2015.pdf: 830947 bytes, checksum: a436e2020785c4acaa3df722db222cfb (MD5) Previous issue date: 2015-07-10
The study on "high school contrarreforma the State Network of Maranhão: the focus of skills in worker training." Analyzes through a literature review and document the decisions in the training model proposed in the Curriculum Guidelines of the State of Maranhão, relating them to the propositions governing the curricular proposals at the national level, such as: National Curriculum Guidelines for Secondary Education (DCNEM ) seem 15/98 and its updated look 5/2011, which are elements of the educational contrarreforma from the nineties of the last century, and its inclusion with the neoliberal policy. As methodological procedure was structured research as follows: gave emphasis to literature through theoretical and methodological sources that allow apprehend the knowledge developed by various authors studying the subject and developed analysis that makes it possible to situate the problem studied in within the whole. Among the authors are: Mészáros (2002); Harvey (1993); Castells (1999); Braz and Netto (2006); Antunes (2009); Taiule (2001); Milk (2008); Cardozo (2009); Frigotto (2012); Dalbério (2009); Silva (2008); Kuenzer, (2001); Ramos (2012). The documentary research was carried out through the study of national and state curriculum guidelines. It concludes that the Curriculum Benchmarks of high school in Maranhao incorporates the same pedagogical and methodological principles of national education project that undergoes education at the local level to the hegemonic and ideological determinism of the new production model, with emphasis on training for skills, in order to strengthen the ideology of employability for workers.
estudo realizado sobre "A contrarreforma do ensino médio na Rede Estadual do Maranhão: o enfoque das competências na formação do trabalhador". Analisa por meio de uma pesquisa bibliográfica e documental as determinações no modelo de formação proposto nas Diretrizes Curriculares do Estado do Maranhão, relacionando-as com as proposições que regem as propostas curriculares em âmbito nacional, como: Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), parecer 15/98, e sua atualização parecer 5/2011, sendo estes elementos da contrarreforma educacional a partir da década de noventa do século passado, bem como as suas inclusões com a política neoliberal. Como procedimento metodológico estruturou-se a pesquisa da seguinte maneira: deu-se ênfase à pesquisa bibliográfica por meio de fontes teóricas e metodológicas que permitem apreender o conhecimento elaborado por vários autores que estudam a temática e que desenvolveram análises que possibilita situar a problemática estudada no âmbito da totalidade. Dentre os autores, destacam-se: Mészáros (2002); Harvey (1993); Castells (1999); Braz e Netto (2006); Antunes (2009); Taiule (2001); Leite (2008); Cardozo (2009); Frigotto (2012); Dalbério (2009); Silva (2008); Kuenzer, (2001); Ramos (2012). A pesquisa documental foi realizada mediante o estudo das diretrizes curriculares nacionais e estaduais. Conclui-se que os Referenciais Curriculares do Ensino Médio no Maranhão contemplam os mesmos princípios pedagógicos e metodológicos do projeto nacional de educação que, submete a educação em âmbito local ao determinismo hegemônico e ideológico do novo modelo de produção, com ênfase na formação por competências, com vistas fortalecer a ideologia da empregabilidade para os trabalhadores.
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Hedman, Victor. "ÄR EXCENTRISK TRÄNING EN EFFEKTIV METOD FÖR ATT UTVECKLA HOPPHÖJD, MUSKELSTYRKA ELLER EFFEKTUTVECKLING FÖR TRÄNADE OCH SKADEFRIA INDIVIDER? : En översiktsartikel." Thesis, Umeå universitet, Idrottsmedicin, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149464.

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I denna översiktsartikel granskades 17 randomiserade kontroll studier som undersökt hur excentrisk träning har påverkat hopphöjd, muskelstyrka och effektutveckling hos tränade och skadefria individer, med mål att svara på följande två frågeställningar; 1) ”Är excentrisk träning ett effektivt sätt att träna för att utveckla hopphöjd, muskelstyrka och effektutveckling för tränade och skadefria individer?” 2) ”Om det är det, hur bör denna träning i så fall se ut?”. Majoriteten av insamlade studier kunde inte urskilja några signifikanta förändringar till följd av excentrisk träning. Endast sex av 17 studier kunde påvisa akuta såväl som kortsiktiga signifikanta förbättringar av hopphöjd, muskelstyrka och effektutveckling. Dock ifrågasätts relevansen av dessa fynd då effektstorleken inte rapporterats i alla studier samt att utformningen av studierna varierat från en studie till en annan. Sammantaget lyckades inte de granskade studierna bevisa att excentrisk träning är en effektiv metod för att utveckla hopphöjd, muskelstyrka och effektutveckling hos tränade och skadefria individer.
In this review 17 randomized control studies were reviewed that had examined the effects of eccentric training regarding jump height, strength and power for trained and non-injured individuals. The purpose of the review was to answer the following two questions at issue; 1) “Is eccentric training an efficient method to enhance jump height, strength or power for trained and non-injured individuals?” 2) “If so, how should that training regime be designed?”. Most of the included studies could not distinguish any significant changes because of eccentric training. Only six out of 17 studies could show acute as well as short term significant improvements in jump height, strength and power. The relevance of these findings is questioned since effect size has not been reported in all the included studies. The variety between the different interventions in each study also makes it difficult to compare the results between one study and another. In conclusion, the reviewed studies failed to show that eccentric training is an effective method to enhance jump height, strength and power for trained and non-injured individuals.
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Mason, Sally Ann. "Web-based virtual reality for surgical training /." Leeds, 2001. http://www.leeds.ac.uk/library/counter2/compstmsc/20002001/mason-s.doc.

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8

Паржин, Юрій Володимирович. "Моделі і методи побудови архітектури і компонентів детекторних нейроморфних комп'ютерних систем". Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/34755.

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Дисертація на здобуття наукового ступеня доктора технічних наук за спеціальністю 05.13.05 – комп'ютерні системи та компоненти. – Національний технічний університет "Харківський політехнічний інститут", Міністерство освіти і науки України, Харків, 2018. Дисертація присвячена вирішенню проблеми підвищення ефективності побудови та використання нейроморфних комп'ютерних систем (НКС) в результаті розробки моделей побудови їх компонентів та загальної архітектури, а також методів їх навчання на основі формалізованого детекторного принципу. В результаті аналізу і класифікації архітектури та компонентів НКС встановлено, що в основі всіх їх нейромережевих реалізацій лежить конекціоністська парадигма побудови штучних нейронних мереж. Було обґрунтовано та формалізовано альтернативний до конекціоністської парадигми детекторний принцип побудови архітектури НКС та її компонентів, в основі якого лежить встановлена властивість зв’язності елементів вхідного вектору сигналів та відповідних вагових коефіцієнтів нейроелемента НКС. На основі детекторного принципу були розроблені багатосегментні порогові інформаційні моделі компонентів детекторної НКС (ДНКС): блоків-детекторів, блоків-аналізаторів та блоку новизни, в яких в результаті розробленого методу зустрічного навчання формуються концепти, що визначають необхідні і достатні умови формування їх реакцій. Метод зустрічного навчання ДНКС дозволяє скоротити час її навчання при вирішенні практичних задач розпізнавання зображень до однієї епохи та скоротити розмірність навчальної вибірки. Крім того, цей метод дозволяє вирішити проблему стабільності-пластичності пам'яті ДНКС та проблему її перенавчання на основі самоорганізації карти блоків-детекторів вторинного рівня обробки інформації під управлінням блоку новизни. В результаті досліджень була розроблена модель мережевої архітектури ДНКС, що складається з двох шарів нейроморфних компонентів первинного та вторинного рівнів обробки інформації, та яка дозволяє скоротити кількість необхідних компонентів системи. Для обґрунтування підвищення ефективності побудови та використання НКС на основі детекторного принципу, були розроблені програмні моделі ДНКС автоматизованого моніторингу та аналізу зовнішньої електромагнітної обстановки, а також розпізнавання рукописних цифр бази даних MNIST. Результати дослідження цих систем підтвердили правильність теоретичних положень дисертації та високу ефективність розроблених моделей і методів.
Dissertation for the degree of Doctor of Technical Sciences in the specialty 05.13.05 – Computer systems and components. – National Technical University "Kharkiv Polytechnic Institute", Ministry of Education and Science of Ukraine, Kharkiv, 2018. The thesis is devoted to solving the problem of increasing the efficiency of building and using neuromorphic computer systems (NCS) as a result of developing models for constructing their components and a general architecture, as well as methods for their training based on the formalized detection principle. As a result of the analysis and classification of the architecture and components of the NCS, it is established that the connectionist paradigm for constructing artificial neural networks underlies all neural network implementations. The detector principle of constructing the architecture of the NCS and its components was substantiated and formalized, which is an alternative to the connectionist paradigm. This principle is based on the property of the binding of the elements of the input signal vector and the corresponding weighting coefficients of the NCS. On the basis of the detector principle, multi-segment threshold information models for the components of the detector NCS (DNCS): block-detectors, block-analyzers and a novelty block were developed. As a result of the developed method of counter training, these components form concepts that determine the necessary and sufficient conditions for the formation of reactions. The method of counter training of DNCS allows reducing the time of its training in solving practical problems of image recognition up to one epoch and reducing the dimension of the training sample. In addition, this method allows to solve the problem of stability-plasticity of DNCS memory and the problem of its overfitting based on self-organization of a map of block-detectors of a secondary level of information processing under the control of a novelty block. As a result of the research, a model of the network architecture of DNCS was developed, which consists of two layers of neuromorphic components of the primary and secondary levels of information processing, and which reduces the number of necessary components of the system. To substantiate the increase in the efficiency of constructing and using the NCS on the basis of the detector principle, software models were developed for automated monitoring and analysis of the external electromagnetic environment, as well as recognition of the manuscript figures of the MNIST database. The results of the study of these systems confirmed the correctness of the theoretical provisions of the dissertation and the high efficiency of the developed models and methods.
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Паржин, Юрій Володимирович. "Моделі і методи побудови архітектури і компонентів детекторних нейроморфних комп'ютерних систем". Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/34756.

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Дисертація на здобуття наукового ступеня доктора технічних наук за спеціальністю 05.13.05 – комп'ютерні системи та компоненти. – Національний технічний університет "Харківський політехнічний інститут", Міністерство освіти і науки України, Харків, 2018. Дисертація присвячена вирішенню проблеми підвищення ефективності побудови та використання нейроморфних комп'ютерних систем (НКС) в результаті розробки моделей побудови їх компонентів та загальної архітектури, а також методів їх навчання на основі формалізованого детекторного принципу. В результаті аналізу і класифікації архітектури та компонентів НКС встановлено, що в основі всіх їх нейромережевих реалізацій лежить конекціоністська парадигма побудови штучних нейронних мереж. Було обґрунтовано та формалізовано альтернативний до конекціоністської парадигми детекторний принцип побудови архітектури НКС та її компонентів, в основі якого лежить встановлена властивість зв’язності елементів вхідного вектору сигналів та відповідних вагових коефіцієнтів нейроелемента НКС. На основі детекторного принципу були розроблені багатосегментні порогові інформаційні моделі компонентів детекторної НКС (ДНКС): блоків-детекторів, блоків-аналізаторів та блоку новизни, в яких в результаті розробленого методу зустрічного навчання формуються концепти, що визначають необхідні і достатні умови формування їх реакцій. Метод зустрічного навчання ДНКС дозволяє скоротити час її навчання при вирішенні практичних задач розпізнавання зображень до однієї епохи та скоротити розмірність навчальної вибірки. Крім того, цей метод дозволяє вирішити проблему стабільності-пластичності пам'яті ДНКС та проблему її перенавчання на основі самоорганізації карти блоків-детекторів вторинного рівня обробки інформації під управлінням блоку новизни. В результаті досліджень була розроблена модель мережевої архітектури ДНКС, що складається з двох шарів нейроморфних компонентів первинного та вторинного рівнів обробки інформації, та яка дозволяє скоротити кількість необхідних компонентів системи. Для обґрунтування підвищення ефективності побудови та використання НКС на основі детекторного принципу, були розроблені програмні моделі ДНКС автоматизованого моніторингу та аналізу зовнішньої електромагнітної обстановки, а також розпізнавання рукописних цифр бази даних MNIST. Результати дослідження цих систем підтвердили правильність теоретичних положень дисертації та високу ефективність розроблених моделей і методів.
Dissertation for the degree of Doctor of Technical Sciences in the specialty 05.13.05 – Computer systems and components. – National Technical University "Kharkiv Polytechnic Institute", Ministry of Education and Science of Ukraine, Kharkiv, 2018. The thesis is devoted to solving the problem of increasing the efficiency of building and using neuromorphic computer systems (NCS) as a result of developing models for constructing their components and a general architecture, as well as methods for their training based on the formalized detection principle. As a result of the analysis and classification of the architecture and components of the NCS, it is established that the connectionist paradigm for constructing artificial neural networks underlies all neural network implementations. The detector principle of constructing the architecture of the NCS and its components was substantiated and formalized, which is an alternative to the connectionist paradigm. This principle is based on the property of the binding of the elements of the input signal vector and the corresponding weighting coefficients of the NCS. On the basis of the detector principle, multi-segment threshold information models for the components of the detector NCS (DNCS): block-detectors, block-analyzers and a novelty block were developed. As a result of the developed method of counter training, these components form concepts that determine the necessary and sufficient conditions for the formation of reactions. The method of counter training of DNCS allows reducing the time of its training in solving practical problems of image recognition up to one epoch and reducing the dimension of the training sample. In addition, this method allows to solve the problem of stability-plasticity of DNCS memory and the problem of its overfitting based on self-organization of a map of block-detectors of a secondary level of information processing under the control of a novelty block. As a result of the research, a model of the network architecture of DNCS was developed, which consists of two layers of neuromorphic components of the primary and secondary levels of information processing, and which reduces the number of necessary components of the system. To substantiate the increase in the efficiency of constructing and using the NCS on the basis of the detector principle, software models were developed for automated monitoring and analysis of the external electromagnetic environment, as well as recognition of the manuscript figures of the MNIST database. The results of the study of these systems confirmed the correctness of the theoretical provisions of the dissertation and the high efficiency of the developed models and methods.
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Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.

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Cette thèse porte sur la fonction de chef d’établissement. Le travail s’inscrit dans le cadre d’une approche clinique d’orientation psychanalytique et s’appuie sur la mise en œuvre de six entretiens cliniques auprès de chefs d’établissement ayant expérimenté des dispositifs d’analyse de pratiques professionnelles. Dans la première partie, l’expérience de la chercheuse elle-même comme chef d’établissement est relatée dans la perspective d’affiner le questionnement à la base de l’étude. Puis, la méthodologie de l’entretien clinique utilisée pour ce travail ainsi que l’approche théorique choisie sont présentées. L’analyse des textes officiels ainsi que celle de plusieurs recherches et témoignages concernant cette fonction de chef d’établissement, sous l’angle de son évolution récente, en fait ressortir les spécificités actuelles. La deuxième partie est consacrée à l’analyse des six entretiens et à leur mise en perspective. Ces analyses montrent qu’occuper un tel poste influe profondément sur l’identité professionnelle du titulaire, ce dernier se trouvant très mobilisé par l’attention à apporter aux relations humaines dans cette fonction de direction. La question de la formation à mettre en œuvre pour préparer les chefs d’établissement à cette nouvelle situation professionnelle se trouve posée. Enfin, les témoignages des praticiens sur les dispositifs d’analyse de pratiques auxquels ils ont participé permettent d’envisager que ce type de formation puisse leur procurer un accompagnement utile pour négocier au mieux les aspects relationnels de cette profession. Ce dispositif d’analyses de pratiques pourrait ainsi occuper une place plus large au sein de leur formation
The following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
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Книги з теми "Counter training"

1

Counter-trafficking training needs assessment. [Bangkok]: United Nations Inter-Agency Project on Human Trafficking, 2009.

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Hemmington, Nigel. Servicecraft: Counter service workbook. Basingstoke: Macmillan Education, 1988.

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Lachman, Larry. Cats on the counter: Therapy and training for your cat. New York: St. Martin's Press, 2000.

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4

V, Bullough Robert. Counter narratives: Studies of teacher education and becoming and being a teacher. Albany, N.Y: State University of New York Press, 2008.

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5

Strange, Hannah. Before you enlist and after you say no: AFSC's counter-recruitment training manual. Philadelphia, PA: American Friends Service Committee, Youth and Militarism Program, 2006.

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6

John, McGovern. First class in banking: Elementary English for bank counter staff. New York: Prentice Hall, 1998.

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7

Lindell, James W. Counter-assault systems: Use of the CAS-16 and CAS-21 expandable police batons. [Fitzwilliam, N.H: CASCO International, 1990.

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8

Conners, Lawrence P. Mobile training team instructors handbook: Basic counter ambush/terrorist team motorcade operations, Port au Prince, Haiti, (AAR). San Jose, Costa Rica: T.P.A., 1999.

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9

Ordaining the Catholic Reformation: Priests and seminary pedagogy in Fiesole, 1575-1675. Firenze: L.S. Olschki, 2001.

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10

United States. Government Accountability Office. Terrorist financing: Better strategic planning needed to coordinate U.S. efforts to deliver counter-terrorism financing training and technical assistance abroad : report to Congressional Requesters. Washington, D.C: GAO, 2005.

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Частини книг з теми "Counter training"

1

Harding, Scott, and Seth Kershner. "Training Tomorrow’s Activists." In Counter-Recruitment and the Campaign to Demilitarize Public Schools, 41–60. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137493279_3.

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2

Yangarber, Roman. "Mining the Semantics of Text Via Counter-Training." In Progress in Artificial Intelligence, 647–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11595014_63.

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3

Berridge, G. R. "Diplomatic Education and Training: The British Tradition." In The Counter-Revolution in Diplomacy and other essays, 32–49. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230309029_3.

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4

Spiker, V. Alan, and Joan H. Johnston. "Using Behavioral Measures to Assess Counter-Terrorism Training in the Field." In Engineering Psychology and Cognitive Ergonomics, 461–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21741-8_49.

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Silverman, Barry G., David Pietrocola, Nathan Weyer, Ransom Weaver, Nouva Esomar, Robert Might, and Deepthi Chandrasekaran. "NonKin Village: An Embeddable Training Game Generator for Learning Cultural Terrain and Sustainable Counter-Insurgent Operations." In Lecture Notes in Computer Science, 135–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-11198-3_10.

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6

Rusko, Heikki. "Training for Cross Country Skiing." In Handbook of Sports Medicine and Science: Cross Country Skiing, 62–100. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470693834.ch3.

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Losnegard, Thomas. "Strength Training for Cross-Country Skiers." In Concurrent Aerobic and Strength Training, 357–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75547-2_24.

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8

Sood, Bulbul. "Investing in a Resilient and Responsive Healthcare System During COVID-19 Pandemic." In Health Dimensions of COVID-19 in India and Beyond, 27–52. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7385-6_2.

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AbstractStrategies implemented by Jhpiego nationally and in 15 states of India to respond to the COVID- 19 emergency and to counter the devastating impact of the pandemic are discussed. By the time the nationwide lockdown was imposed in March, 2020, Jhpiego’s COVID-19 response strategy was in action. This strategy included strengthening the capacity of the health workforce, supporting the national and the state governments, and ensuring the continuation of essential health services including reproductive health services.Jhpiego mounted a swift multi-sectoral and multi-pronged program to provide technical support for enhancing the preparedness of the healthcare system across 15 states. Training and monitoring activities were conducted using virtual platforms. A decentralized approach was employed to co-design with the community local solutions for health problems. The thrust was on developing community-centered, community-owned, and community-driven programs. Digital technology, including tele-medicine and other innovative solutions, played a key part in these efforts. The program provided technical assistance for building a resilient healthcare system by strengthening governance mechanisms and facility-based preparedness, piloting an integrated disease surveillance system, enhancing the use of data to guide evidence-based decision-making, re-designing public health facilities, and setting-up rapid response teams which could be quickly mobilized to respond to crises.
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Singh, Madhu. "Sharing Learning: Cross-Country Observations." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 159–91. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15278-3_7.

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Gorodner, María Verónica. "What After Training? Returning to Your Own Country." In The American Health Care System, 11–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67594-7_3.

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Тези доповідей конференцій з теми "Counter training"

1

Jarmasz, Jerzy, Alexandra Muller-Gass, Vladimir Zotov, Matt Lamb, Elena Scourtoudis, Dorothy Wojtarowicz, Michael Thomson, and Lora Bruyn-Martin. "Blended solutions for counter-IED training." In the 2010 Spring Simulation Multiconference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878537.1878583.

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2

Maurer, Tana, Kenneth Cook, and John Graybeal. "Counter-mine augmented reality training system (CMARTS)." In Detection and Sensing of Mines, Explosive Objects, and Obscured Targets XXIV, edited by Jason C. Isaacs and Steven S. Bishop. SPIE, 2019. http://dx.doi.org/10.1117/12.2518120.

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3

Yangarber, Roman. "Counter-training in discovery of semantic patterns." In the 41st Annual Meeting. Morristown, NJ, USA: Association for Computational Linguistics, 2003. http://dx.doi.org/10.3115/1075096.1075140.

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4

Palsson, Olafur, and Alan Pope. "Thermal biofeedback - Clinical applications and potential for pilot stress counter-response training." In 33rd Thermophysics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1999. http://dx.doi.org/10.2514/6.1999-3501.

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Barni, Mauro, and Benedetta Tondi. "Optimum forensic and counter-forensic strategies for source identification with training data." In 2012 IEEE International Workshop on Information Forensics and Security (WIFS). IEEE, 2012. http://dx.doi.org/10.1109/wifs.2012.6412649.

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6

Wang, Xiaojun, Shusheng Yan, Kangying Yin, Xiaoyong Lu, and Peng Zhao. "Modified Models Design for Surveillance Radar Electronic Counter-Countermeasure Interaction Training System." In 2016 3rd International Conference on Mechatronics and Information Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icmit-16.2016.9.

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7

Cosentino, Anna Carolina. "Libertarian artistic teaching. A counter-pedagogy?" In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.99.

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The capitalist system maintains the colonial logic in the dialogue between knowledge and ways of life. The accumulation of material wealth, individualism, production of goods and exacerbated consumption have resulted in imbalance, physical and symbolic exhaustion of the planet. The field of arts does not constitute an autonomous system in relation to culture, to the aforementioned cultural modes. In it, the processes of formation of subjects, exclusion and discrimination also result from neoliberalism, which imposes a Promethean education linked to the notion of civility and progress, causing malnutrition of feeling, sensitivity, and imagination. The poetic state is relegated to the background and restricted to literary expression. Artistic practices are inserted in the truth regimes of the hegemonic models that produce them. Building other pedagogies requires thinking about ways to deviate from the totalizing ontologies of the so-called traditional educational thought. The impact of (hegemonic) european theoretical constructions on classroom relationships needs to be considered, as well as racism and the absence of women in the epistemic field. It is in this context that initiatives to rethink the dichotomy between reason and imagination present in westernized culture gain importance. Imagination is an important factor of psychosocial balance, it is through imagination that the whole process of symbolization, signification and de-alienation of human thought takes place. Based on the notion that the imaginary and rationality are not antagonistic psychic spheres, the Pedagogy of the Imaginary proposes the reunion of rational and poetic forms of culture based on the revaluation of the imaginative function and reflection on the purpose and meaning we have given to life and education. This without resorting to a set of teaching techniques or strategies, much less taking the Pedagogy of Imaginary as a discipline whose content deals with the imagination or creativity. This study began with the completion of the discipline Pedagogy of the Imaginary in Visual Arts (2020.2/ UFPE), where the participation of students provided insights into the need to identify forms of resistance to hegemonic cultural modes, in addition to motivating us to think about a Pedagogy of the Imaginary for the Artistic Education. Some questions remain: 1) How can the knowledge about art/ life of students undergoing training in the field of teaching/ learning arts be articulated with studies on decoloniality and the Imaginary?; 2) How can the Pedagogy of the Imaginary be conceived for the field of Artistic Education and how can it be plotted with the debate on decoloniality?; 3) How do undergraduate art students think about the possibilities of deviation within their teacher training and internship practices? The doctoral project “Libertarian artistic education. A counter-pedagogy?” which began its second year in October 2021, at FBAUP, intends to continue this debate.
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8

Bland, Steven. "030 Training the all-hazards approach along a continuum of care – counter-chemical, biological, radiological and nuclear (CBRN) medical training." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.52.

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Lingrui, Zhao. "Research on Problems and Counter Measures of Training Mode of Intellectual Property Talents in China." In Proceedings of the 2019 3rd International Seminar on Education, Management and Social Sciences (ISEMSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isemss-19.2019.30.

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Dang, Trung, Om Thakkar, Swaroop Ramaswamy, Rajiv Mathews, Peter Chin, and Francoise Beaufays. "A Method to Reveal Speaker Identity in Distributed ASR Training, and How to Counter IT." In ICASSP 2022 - 2022 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2022. http://dx.doi.org/10.1109/icassp43922.2022.9746443.

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Звіти організацій з теми "Counter training"

1

Peterson, Dennis C. Counter Trafficking System Development "Analysis Training Program". Office of Scientific and Technical Information (OSTI), December 2010. http://dx.doi.org/10.2172/1117896.

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2

He, Sun, and Soh Kim Geok. Can Self-regulatory Strength Training Counter Prior Mental Exertion? A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0060.

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3

Sergienko, I. V., E. N. Safina, E. B. Sergienko, R. R. Tangatarov, M. A. Kryimova, and YU S. CHuchkalov. Electronic course of additional professional training program «Application of digital and Internet technologies to counter destructive trends in the professional activity of rural teachers». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24854.

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4

Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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Skalli, Hasna. Local 'Job Counters' at Casal del Infants: Personal support to help vulnerable young people into work. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7925.

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After graduating from university, Warda struggled a lot. For a few years, she had to take odd jobs for that had no security, days off or health insurance. Eventually she connected with Youth Participation and Employment (YPE) programme partner Casal Del Infants. With their support, she successfully entered the formal labour market. She was selected by Casal to join a jobs programme, where she was trained for one month as a quality control officer. After completing her training, she obtained a placement in maintenance at an automotive company. This was facilitated through Casal’s ‘Activa Counter’, its employment integration desk. This programme supports internships and helps young people to integrate into the private sector. The programme has gained in popularity over the years and has the potential to help many young people into work.
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Menken, Jane, Ann Blanc, and Cynthia Lloyd. Training and Support of Developing-Country Population Scientists: A Panel Report. Population Council, 2002. http://dx.doi.org/10.31899/pgy5.1011.

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Lucas, Brian. Approaches to Implementing National Action Plans on Women, Peace and Security. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/k4d.2022.049.

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This report aims to identify a selection of programmes and projects undertaken by countries under their respective National Action Plans. It focuses on discrete, large-scale initiatives that specifically target aspects of the WPS agenda and aim to influence change outside the implementing agencies, rather than changing agencies’ own policies and practices. Common themes that appear frequently across these programmes and projects include: supporting global pools of technical capacity on WPS and on peacebuilding generally; training military, police, and other personnel from partner countries, including building women’s professional capacities as well as training personnel in WPS-related good practices; supporting WPS networks and forums to share experience and expertise; extensive use of multilateral mechanisms for channelling funding and for sharing technical capacity; extensive support to and collaboration with civil society organisations; initiatives focusing on combating violent extremism and counter-terrorism; initiatives focusing on preventing sexual exploitation and abuse in peacekeeping and humanitarian contexts; a wide range of commitments to stopping gender-based violence; and support for sexual and reproductive health initiatives. All of the countries discussed in this report also undertake considerable efforts to change policies and practices within their own agencies. In addition, all of the countries discussed in this report undertake a range of initiatives focused on individual countries; smaller donors, in particular, often focus many of their own programmes on single countries while using multilateral mechanisms to engage at the regional and global scales. However, in accordance with the terms of reference for this report, these types of activities are not discussed below. In the time available for this report, it was possible to review six countries’ activities. These countries were selected for inclusion because they had sufficient documentation readily accessible in the form of action plans, implementation plans, and progress reports; they are donor countries with significant international activities that may be considered peers to the UK; and/or they have been cited in the literature as being leaders in promoting the WPS agenda.
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Baudais, Virginie, and Souleymane Maïga. The European Union Training Mission in Mali: An Assessment. Stockholm International Peace Research Institute, April 2022. http://dx.doi.org/10.55163/krbn9926.

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This SIPRI Background Paper provides an overview of the European Union Training Mission in Mali (EUTM Mali) and assesses its impact on Mali’s conflict dynamics since it was established in 2013. The third of three country-specific papers, it is part of a larger SIPRI project analysing the effectiveness of the EU’s training missions in Somalia, the Central African Republic and Mali. All three papers will feed into a synthesis paper that will offer a comparative analysis of the missions and recommendations for the way forward. This paper analyses EUTM Mali’s main training and advisory activities, before assessing its political and operational impacts. It summarizes the main factors that account for the mission’s successes and limitations, and makes three recommendations to augment the future impact of the mission. It concludes that EUTM Mali has made an impact in terms of military capacity building, but that further progress is needed to improve coordination with the Malian Armed Forces (Forces Armées Maliennes, FAMA). In addition, EUTM Mali faces many obstacles that lie largely beyond its control, including the deteriorating security situation in the centre of Mali and in the border region of Liptako-Gourma
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Tian, Tian. City and County PV Training Program, Module 4: Project Financing, Policy, and Incentives. Office of Scientific and Technical Information (OSTI), September 2018. http://dx.doi.org/10.2172/1471554.

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10

McLaren, Joyce A. City and County Solar PV Training Program, Module 1: Goal Setting and Clarification. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1421600.

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