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Добірка наукової літератури з теми "Group relations training"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 29 липня 2024

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Статті в журналах з теми "Group relations training"

1

Halton, William. "Group Relations: Achieving a New Difference." Organisational and Social Dynamics 10, no. 2 (October 31, 2010): 219–37. http://dx.doi.org/10.33212/osd.v10n2.2010.219.

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This paper explores the possibilities of achieving a new difference in relation to personal identity through group relations conferences. It gives a theoretical exposition of a group relations conference as an empty organisational structure with the primary task of reflection. Three routes for achieving a new sense of personal identity are described. One is the self-challenge of trying out new roles; the second is through assimilating a diversity of ‘big pictures’; the third is by creating new models of working in response to negative feedback. A critique of the traditional Leicester model in relation to contemporary organisations identifies two missing elements, leading to two new events that explore the dynamics of delegated authority and on-task competition. The link with a new training group is described.

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2

McGinty, Jenny, Chris Ninness, Glen McCuller, Robin Rumph, Andrea Goodwin, Ginger Kelso, Angie Lopez, and Elizabeth Kelly. "Training and Deriving Precalculus Relations: A Small-Group, Web-Interactive Approach." Psychological Record 62, no. 2 (April 2012): 225–42. http://dx.doi.org/10.1007/bf03395799.

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3

Greene, Les R. "Object Relations Group Psychotherapy: The Group as an Object, a Tool and a Training Base." International Journal of Group Psychotherapy 42, no. 1 (January 1992): 161–64. http://dx.doi.org/10.1080/00207284.1992.11732588.

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4

Mullan, Hugh. "Object Relations Group Psychotherapy: The Group as an Object, a Tool and a Training Base." American Journal of Psychotherapy 44, no. 4 (October 1990): 611–12. http://dx.doi.org/10.1176/appi.psychotherapy.1990.44.4.611.

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5

ACKLIN, MARVIN W. "Object Relations Group Psychotherapy: The Group as an Object, a Tool, and a Training Base." American Journal of Psychiatry 148, no. 9 (September 1991): 1255—a—1256. http://dx.doi.org/10.1176/ajp.148.9.1255-a.

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6

Barwick, Nick. "Bearing Witness: Group Analysis as Witness Training in Action." Group Analysis 37, no. 1 (March 2004): 121–36. http://dx.doi.org/10.1177/0533316404040999.

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Анотація:

This paper argues that productive and co-operative thinking best happens in the context of spatial, rather than linear relations. The latter is characterized by illusions of merger and polarity, the former by a capacity to tolerate similarity and difference. This capacity is manifested in the activity of ‘bearing witness’; an activity vital to the mature psychological development of the individual and the development and maintenance of a just society. The author seeks to develop Foulkes’s ‘model of three’ with insights gained from contemporary group-analytic and post-Kleinian thinking. The paper concludes that the witness, in bearing and being the bearer of difference, is key in the development of a mature, thinking group.

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7

Heinskou, Torben. "Organizational Psychology Programme at the Institute of Group Analysis (Copenhagen): A Training Programme in Group Analysis and Group Relations." Group Analysis 35, no. 2 (June 2002): 271–86. http://dx.doi.org/10.1177/0533316402035002843.

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8

Toji, Hideki, Kensaku Suei, and Masahiro Kaneko. "Effects of Combined Training Loads on Relations Among Force, Velocity, and Power Development." Canadian Journal of Applied Physiology 22, no. 4 (August 1, 1997): 328–36. http://dx.doi.org/10.1139/h97-021.

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Анотація:

The effects of different training programs on the force-velocity relation and the maximum power output from the elbow flexor muscles were examined in 12 male adults. The subjects were divided into two equal groups (G30 + 100 and G30 + 0), In the G30 + 100 group, training was performed with five, repetitions at 30% maximum strength (Fmax) and five isometric contractions (100% Fmax) and in the G30 + 0 group with five repetitions at 30% Fmax and five contractions with no load (0% Fmax). Training was performed 3 days a week for 11 weeks. Maximum power increased significantly in both groups after training. The power increase was significantly greater in the G30 + 100 group. Maximum strength was significantly higher only in the G30 + 100 group, while maximum velocity increased in both groups. No significant difference in strength or velocity gain was observed between the two groups. These results suggest that isometric training at maximum strength (100% Fmax) is a more effective form of supplementary training to increase power production than no load training at maximum velocity. Key words: muscle training, force-velocity relation, muscle power

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9

Assaf Bitan, Racheli. "From an intrapsychic to an interpersonal symptom: Relations Training in Action." Group Analysis 53, no. 4 (September 10, 2020): 515–29. http://dx.doi.org/10.1177/0533316420955038.

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Анотація:

This article proposes a conceptualization of symptoms from an interpersonal perspective and advocates group analysis as an appropriate medium for treatment. Psychoanalytic theory has traditionally conceptualized symptoms using the language of intrapsychic conflicts in the individual’s mind. In this article, drawing on ideas from group analysis and contemporary psychoanalytic theories, I propose an interpersonal conceptualization of symptomatic phenomenology. In addition, I introduce a concept that describes a treatment process based on this perspective: Relations Training in Action1. I will argue that a symptom occurring in one person symbolizes an inadequate interpersonal relations pattern, and that recognition of the pathological relations pattern in therapy enables a process which paddles the creation of healthier communication. Furthermore, I suggest group therapy as a space which offers a rich set of opportunities for the repetition and reparation of relations disorder (Friedman, 2007), and that the transition from the language of intrapsychic symptoms to the language of relationships plays a significant role in broadening the areas of interpersonal communication (Foulkes, 1964). Therapy based on an interpersonal perspective regarding symptoms will facilitate participation in a meaningful and significant relationship with the other, improve the mental health of patients and decrease their need to cling to the symptom.

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10

Малгожата, Франц. "INTERPERSONAL RELATIONS IN THE EMPLOYEE TEAM." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 20, no. 2 (November 23, 2021): 159–68. http://dx.doi.org/10.35387/od.2(20).2021.159-168.

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Анотація:

Interpersonal relationships depend on: linguistic competence (biologically determined), communicative competence (socioculturally determined), knowledge of the principles of effective interpersonal communication and personal skills of interpersonal communication. As it turns out, the potential of linguistic knowledge, knowledge of the rules of communication and the effectiveness of their application are necessary, but insufficient. Interpersonal skills become the element that ensures the achievement of a better level of cooperation.Interpersonal relationships in the group/team are also due to: intellectual and emotional interaction of team members, group norms, a common goal, social structure of the team (social roles), a sense of originality of the team in relation to other groups. The effectiveness of the activities carried out by the team depends largely on the interpersonal relationships in the work team. Establishing these relationships and improving them is possible through the author's training «Interpersonal relationships in the team».The article presents the theoretical purpose of the author's training, which allows establishing interpersonal relationships in the work team; cognitive purpose in terms of describing the author's training and analysis of its components; practical purpose in terms of establishing interpersonal relationships that have developed in the work team, analysis of difficulties in establishing and maintaining proper interpersonal relationships, measures aimed at eliminating or minimizing incorrect interpersonal relationships, when it is necessary for the benefit of the team and its effectiveness; recommendations to the head of the working team on the application of author's workshop.Key words: interpersonal communication; interpersonal relations; working team; communication styles in the organization; workshop.

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Дисертації з теми "Group relations training"

1

Underwood, William L. "Cultural awareness sensitivity training." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=187.

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2

Finlay, Richard G. "Trust-maintenance in small groups." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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3

Hunter, Dale, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Facilitation of sustainable co-operative processes in organisations." THESIS_CAESS_SELL_Hunter_D.xml, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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Анотація:

This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
Doctor of Philosophy (PhD)

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4

Kleidon, Norbert. "A Marriage seminar for Prince of Peace Lutheran Church." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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5

Price, Richard D. "A ministry of marriage enrichment through the process of individual affirmation." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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6

Mok, Sui-tong. "The effects of social skills training for a group of F.1 pupils." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627310.

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7

Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.

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8

Klein, Cameron Robert. "What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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9

Zweitzig, Jerry W. "A new program for marriage enrichment in Calvary Bible Church, Lewistown, Pa." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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10

Wever, David H. "The effectiveness of a community-based marital distress intervention." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Книги з теми "Group relations training"

1

MEd, French Robert, and Vince Russ, eds. Group relations, management, and organization. New York: Oxford University Press, 1999.

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2

Gerald, Corey, ed. Group techniques. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1988.

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3

Gerald, Corey, ed. Group techniques. 2nd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1992.

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4

1937-, Reddy W. Brendan, Henderson Clenard C, NTL Institute for Applied Behavioral Science., and University Associates, eds. Training theory and practice. Arlington, Va: NTL Institute for Applied Behavioral Science, 1987.

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5

Cytrynbaum, Solomon. Group dynamics, organizational irrationality, and social complexity: Group relations reader 3. Jupiter, Fla: A.K. Rice Institute, 2004.

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6

Massarik, Fred. Bibliography on human relations training and related subjects. Arlington, Va: NTL Institute, 1985.

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7

Gerald, Corey, ed. Group techniques. 3rd ed. Pacific Grove, CA: Brooks/Cole-Thomson Learning, 2004.

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8

Gerald, Corey, ed. Group techniques. 3rd ed. Pacific Grove, CA: Brooks/Cole-Thomson Learning, 2004.

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9

Nava, Rosenwasser, Nathan Liron, Merkaz le-ḥinukh ḳehilati ʻa. sh. Ḥayim Tsipori (Jerusalem) та Ḥevrah le-matnasim (Israel), ред. Hanḥayat ḳevutsot: Miḳraʼah. Yerushalayim: ha-Merkaz le-ḥinukh ḳehilati ʻa. sh. Ḥayim Tsipori, 1997.

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10

Geerinck, Terri. Interpersonal and group skills for law enforcement. [Scarborough, Ont.]: Prentice Hall Canada Career & Technology, 2000.

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Частини книг з теми "Group relations training"

1

Patel, Meera, and Ruediger Oehlmann. "Discovering Chances for Organizational Training Strategies from Intra-group Relations." In Lecture Notes in Computer Science, 57–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11893011_8.

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2

Kherigi, Intissar, and Tasnim Chirchi. "Social Accountability in Tunisia: Processes of Learning in Civic Innovation Between 2011 and 2021." In EADI Global Development Series, 83–137. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51322-0_4.

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AbstractThis chapter explores the different conceptions of social accountability held by Tunisian civil society actors and public officials in the context of the country’s transition from authoritarian rule between 2011 and 2021. It analyses the strategies and methods used by civil society actors to engage citizens in demanding accountability, to exact accountability from public officials and to enforce commitments. The chapter draws on qualitative research methods, namely semi-structured interviews, one focus group discussion and three in-depth case studies conducted between April and September 2021. We find that four main factors were important to the success of SA initiatives: first, the need for civil society to build credibility with both citizens and officials over time; second, the importance of tackling both ends of the accountability equation by working with citizens and officials to strengthen the commitment of both to accountability; third, the need to build coalitions of CSOs and local–national civil society linkages; and fourth, utilising cooperative as well as confrontational strategies towards officials that involve multiple methods, such as media campaigns, community mobilisation and training for officials. When these factors were present, SA initiatives were seen to advance downward accountability and reshape state–society relations.

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3

Langeland, Eva, Liv Hanson Ausland, Hrafnhildur Gunnarsdottir, Susanna H. Arveklev, and Hege Forbech Vinje. "Promoting Salutogenic Capacity in Health Professionals." In The Handbook of Salutogenesis, 611–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_55.

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AbstractFrom a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-the-job training of healthcare professionals working in childcare services.The chapter discusses the concept of “self-tuning,” referring to habitual self-sensitivity, reflection, and mobilising of resources, which can play a central role in all types of training. This chapter emphasises that trainers should strive to “live the talk,” developing their personal salutogenic capacity – in other words, do what you teach and be what you teach.

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4

Hillmert, Steffen, Andreas Hartung, and Katarina Weßling. "Studying Influences of Socio-economic Contexts and Spatial Effects on Educational Careers." In Methodology of Educational Measurement and Assessment, 249–70. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_11.

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AbstractSocio-economic contexts and spatial effects have received increasing attention at the intersection of sociology and education. This research group has laid substantial groundwork in this emerging field of research by developing concepts and methodological techniques for analysing spatial contexts, by collecting and preparing relevant contextual data that can be linked with survey data, and by measuring the impact of socio-structural contextual characteristics on educational aspirations and chances of transition from school to vocational and academic training. For at least this specific stage in educational careers, the end of secondary schooling, we have been able to demonstrate that socio-spatial contextual settings (neighbourhoods and regional contexts) are relevant for educational inequalities. Our research has also demonstrated that the relation between socio-economic contexts and inequalities in education is complex. In particular, little is known about the temporal, spatial, and interpersonal variation in contextual effects. This chapter provides an overview of analytical concepts, measurements, and empirical findings that relate socio-spatial context conditions to educational outcomes, and it outlines promising avenues of future research.

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5

Zhao, Yanmin, Marc Kleinknecht, and James Ko. "Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement." In Effective Teaching Around the World, 207–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.

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AbstractThe study aims to explore students’ learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students’ learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students’ involvement in collaborative learning and promotes interactions between students’ classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students’ career learning and work-based instructions.

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6

Bailey, Beth. "Education and Training." In An Army Afire, 124–52. University of North Carolina PressChapel Hill, NC, 2023. http://dx.doi.org/10.5149/northcarolina/9781469673264.003.0006.

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Abstract Institutional logic dictated that the US Army would see education and training as a key solution to its racial crisis. The Army chief of staff made race relations training mandatory, shifting training hours to focus on race even as leaders worried that new inductees were insufficiently trained for combat in Vietnam. Army leaders demonstrated how flexible and creative the institution could be when confronted with a major problem by employing the T-group, sensitivity training, and encounter group methods adopted by forward-thinking corporations and public institutions in the early 1970s. These techniques, however, in efforts to produce “authenticity,” had the potential to take a functioning unit and create divisions among its members, especially in the hands of semi-trained facilitators. This chapter traces the rise and function of the Department of Defense Race Relations Institute (DRRI) and the work of psychiatrist Avrom Segal at Fort Benning.

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7

Ramsay, Sheila. "After the Conference is Over." In Group Relations, Management, and Organization, 251–64. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198293675.003.0017.

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Abstract I have a vivid memory from the first time I was a member of the Leicester conference on ‘Leadership, Authority and Organization’ sponsored by the Group Relations Training Programme of the Tavistock Institute of Human Relations. Sitting in my room at the end of a long day I had the sudden realization that ‘I can’t unlearn this’, although at that point I could not articulate exactly what ‘this’ was. I realized however that my understanding of how organizations worked, and how I related to them and to the roles I held within them, was irrevocably changed. This realization was both exciting and frightening because it meant that my way of working and being in those organizations would also change, with unknowable consequences. Sixteen years on from that conference, with considerably more experience both of group relations work and of being in different roles in organizations, including senior management roles, I am aware of how that learning is integral to how I go about my daily business and take up my role in my work situation. And yet, trying to relate exactly how I have used the learning from my conference experiences feels like an elusive and complex task.

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8

Gould, Laurence J. "Fraternal disciplines: group relations training and systems psychodynamic organizational consultation." In Experiential Learning in Organizations, 37–62. Routledge, 2018. http://dx.doi.org/10.4324/9780429474415-4.

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9

Hauri, Sandro, and Slobodan Vucetic. "Group Activity Recognition in Basketball Tracking Data – Neural Embeddings in Team Sports (NETS)." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230373.

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Анотація:

Like many team sports, basketball involves two groups of players who engage in collaborative and adversarial activities to win a game. Players and teams are executing various complex strategies to gain an advantage over their opponents. Defining, identifying, and analyzing different types of activities is an important task in sports analytics, as it can lead to better strategies and decisions by the players and coaching staff. The objective of this paper is to automatically recognize basketball group activities from tracking data representing locations of players and the ball during a game. We propose a novel deep learning approach for group activity recognition (GAR) in team sports called NETS. To efficiently model the player relations in team sports, we combined a Transformer-based architecture with LSTM embedding, and a team-wise pooling layer to recognize the group activity. Training such a neural network generally requires a large amount of annotated data, which incurs high labeling cost. To alleviate this problem, we pretrain the neural network on a self-supervised trajectory prediction task and fine-tune it using a mix of strong and weak labels. We used a large tracking data set from 632 NBA games to evaluate our approach. The results show that NETS is capable of learning group activities with high accuracy, and that self- and weak-supervised training in NETS have a positive impact on GAR accuracy.

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Madden-Dent, Tara. "Bridging Academic and Industry Skills via Digital Collaboration." In Advances in Business Strategy and Competitive Advantage, 21–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8169-8.ch002.

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Анотація:

As culturally responsive, social-emotional learning (SEL) competencies continue being essential skills in a 21st century workforce, both university and industry will continue placing greater focus on effective training for students and employees to strengthen workforce readiness. The following chapter introduces one example of how Polish Fulbright scholars prepared for a U.S. assignment through a digital training program, taken before participants departed their home country, as a way to support post arrival integration, safety, and success in the U.S. Compared to the control group, research findings from this phenomenological research study indicated that the four-week training program supported increases in self-awareness and self-management skills, social skills and cultural awareness, English communication skills, academic and professional readiness skills, and responsible decision-making skills in the treatment group. This study contributes one new strategy to strengthen internationalization efforts, global leadership skills, and cross-cultural relations.

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Тези доповідей конференцій з теми "Group relations training"

1

Wang, Xiaoyang, Jimin Xiao, Bingfeng Zhang, and Limin Yu. "CARD: Semi-supervised Semantic Segmentation via Class-agnostic Relation based Denoising." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/202.

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Recent semi-supervised semantic segmentation methods focus on mining extra supervision from unlabeled data by generating pseudo labels. However, noisy labels are inevitable in this process which prevent effective self-supervision. This paper proposes that noisy labels can be corrected based on semantic connections among features. Since a segmentation classifier produces both high and low-quality predictions, we can trace back to feature encoder to investigate how a feature in a noisy group is related to those in the confident groups. Discarding the weak predictions from the classifier, rectified predictions are assigned to the wrongly predicted features through the feature relations. The key to such an idea lies in mining reliable feature connections. With this goal, we propose a class-agnostic relation network to precisely capture semantic connections among features while ignoring their semantic categories. The feature relations enable us to perform effective noisy label corrections to boost self-training performance. Extensive experiments on PASCAL VOC and Cityscapes demonstrate the state-of-the-art performances of the proposed methods under various semi-supervised settings.

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Torres, Ana, Sérgio Soares, and Maribel Carvalhais. "Nursing Relational Laboratory: Educational, dialogical and critical projet." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8170.

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Nursing is a relational profession and communication is the basic instrument in its practice. The Nursing Relational Laboratory aims to collaborate in the development of communication skills of students of the Nursing, using Portuguese sign language, dramatization and emotional facial expression. 73 students participated (Experimental group; EG; n=38; Control group; CG; n=35). General self-efficacy scale(GSES), the Patient Health Questionnaire-9 Depression Module(PHQ-9), assertiveness questionnaire(ASS), Emotional Thermometer(ET), Inventory of Barrett-Lennard interpersonal relations(OS-M-40), and autoscopies, are used. The main results were as follows: a) better outcomes of EG on final autoscopy; b) significant reduction of the levels of assertiveness and revolt from the beginning to the end in EG; c) lower levels of emotional distress and need for help of EG, compared with CG at the beginning; d) lower levels of emotional distress, anxiety, need for help, empathy and congruence, and higher levels of revolt and unconditionality in EG, at the end; e) teachers recognize the high potential of the LRE. The LRE allowed the development of communicational skills of GE students through sign language, drama and emotion analysis. It is incentivized the development of projects in the area and reinforces the importance of this skills training in health professionals.

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Salehi, Faezeh, Fatemeh Pariafsai, and Manish Dixit. "Cognitive efforts associated with spatial ability under altered spatial conditions: An eye-tracking study." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004480.

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Spatial ability is the ability to generate, store, retrieve, and transform visual information to mentally represent a space and make sense of it. This ability is a critical facet of human cognition that affects knowledge acquisition, productivity, and workplace safety. Although having improved spatial ability is essential for safely navigating and perceiving a space on earth, it is more critical in altered environments of other planets and deep space, which may pose extreme and unfamiliar visuospatial conditions. Such conditions may range from microgravity settings with the misalignment of body and visual axes to a lack of landmark objects that offer spatial cues to perceive size, distance, and speed. These altered visuospatial conditions may pose challenges to human spatial cognitive processing, which assists humans in locating objects in space, perceiving them visually, and comprehending spatial relationships between the objects and surroundings. The main goal of this paper is to examine if eye-tracking data of gaze pattern can indicate whether such altered conditions may demand more mental efforts and attention. The key dimensions of spatial ability (i.e., spatial visualization, spatial relations, and spatial orientation) are examined under the three simulated conditions: (1) aligned body and visual axes (control group); (2) statically misaligned body and visual axes (experiment group I); and dynamically misaligned body and visual axes (experiment group II). The three conditions were simulated in Virtual Reality (VR) using Unity 3D game engine. Participants were recruited from Texas A&M University student population who wore HTC VIVE Head-Mounted Displays (HMDs) equipped with eye-tracking technology to work on three spatial tests to measure spatial visualization, orientation, and relations. The Purdue Spatial Visualization Test: Rotations (PSVT: R), the Mental Cutting Test (MCT), and the Perspective Taking Ability (PTA) test were used to evaluate the spatial visualization, spatial relations, and spatial orientation of 78 participants, respectively. For each test, gaze data was collected through Tobii eye-tracker integrated in the HTC Vive HMDs. Quick eye movements, known as saccades, were identified by analyzing raw eye-tracking data using the rate of change of gaze position over time as a measure of mental effort. The results showed that the mean number of saccades in MCT and PSVT: R tests was statistically larger in experiment group II than in the control group or experiment group I. However, PTA test data did not meet the required assumptions to compare the mean number of saccades in the three groups. The results suggest that spatial relations and visualization may require more mental effort under dynamically misaligned idiotropic and visual axes than aligned or statically misaligned idiotropic and visual axes. However, the data could not reveal whether spatial orientation requires more/less mental effort under aligned, statically misaligned, and dynamically misaligned idiotropic and visual axes. The results of this study are important to understand how altered visuospatial conditions impact spatial cognition and how simulation- or game-based training tools can be developed to train people in adapting to extreme or altered work environments and working more productively and safely.

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Turturean, Monica, and Ciprian Turturean. "COMPARATIVE ANALYSIS OF TRAINING NEEDS OF STUDENTS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-058.

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The purpose of the study is to identify the training needs of students and ways in which higher education aims can be achieved. The study is based on data obtained from the application of a sample survey which studies the opinion of students regarding the quality of education process. The sample survey was applied to a non-probabilistic sample. Students were randomly selected from two universities: \\\\\\\"Alexandru Ioan Cuza\\\\\\\" University of Iasi and \\\\\\\"Stefan cel Mare\\\\\\\" University of Suceava. The investigative technique used was the auto-questionnaire survey administered in group. The sample size was 446 students (257 students from „Alexandru Ioan Cuza” University of Iasi and 189 from „Stefan cel Mare” University of Suceava. Each student completed simultaneously two non-standardized questionnaires. The results of the study were very interesting and unexpected and we will show some of them below: there is a student dissatisfaction regarding the way in which the higher education level is done, which involves: conditions (material and not only) provided by universities (13.2%), lack of interest from students and teachers too, poor practice, tense relations teacher-student (12.4%), a moral profile of teacher less appropriate to its mission, courses contain too old information or inconsistent with market demands, etc. A very interesting aspect in is that students have not very different opinions, although they are part of different universities with different profiles, which means that it is a state of dissatisfaction overall, although in different situations, students expressed their satisfaction regarding some teaching activities, related to how they are evaluated, etc. As a conclusion, it is useful to know that this study may be a part of a more complex research conducted at national level. Thus, significant differences were recorded can be a basis for future studies, surveys, in which can be proposed various hypotheses that could explain there results.

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Andreeva, Varvara Vladimirovna. "Methodology of teaching bachelors of "Management in the business of design" in the discipline of "Basics of design in Fashion", demonstrated on the example of a project assignment on researching brands: "FASHION DNА"." У International Scientific and Practical Conference. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-555561.

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The article discusses the principles of interdisciplinary relations required to train the students of "Management in business of design", who specialize in the fashion industry. A description of a tested methodology of a design project on research and definition of the "DNA of fashion brands" is provided. The article substantiates the application of the project method in business education and design education, which has established itself as effective in training future specialists at different levels of professional training. This method provides the opportunity to integrate students into the creative process and motivate them to solve unconventional problems. Working on this project in a group allows students to acquire teamwork skills and get acquainted with the functioning of global manufacturers of clothing and accessories. The result of the project is a presentation in which all stages of research, analytical process.

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Fang, Yuchun, Zhengyan Ma, Zhaoxiang Zhang, Xu-Yao Zhang, and Xiang Bai. "Dynamic Multi-Task Learning with Convolutional Neural Network." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/231.

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Multi-task learning and deep convolutional neural network (CNN) have been successfully used in various fields. This paper considers the integration of CNN and multi-task learning in a novel way to further improve the performance of multiple related tasks. Existing multi-task CNN models usually empirically combine different tasks into a group which is then trained jointly with a strong assumption of model commonality. Furthermore, traditional approaches usually only consider small number of tasks with rigid structure, which is not suitable for large-scale applications. In light of this, we propose a dynamic multi-task CNN model to handle these problems. The proposed model directly learns the task relations from data instead of subjective task grouping. Due to its flexible structure, it supports task-wise incremental training, which is useful for efficient training of massive tasks. Specifically, we add a new task transfer connection (TTC) between the layers of each task. The learned TTC is able to reflect the correlation among different tasks guiding the model dynamically adjusting the multiplexing of the information among different tasks. With the help of TTC, multiple related tasks can further boost the whole performance for each other. Experiments demonstrate that the proposed dynamic multi-task CNN model outperforms traditional approaches.

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ANDRIEȘ, Vasile, and Marina COSUMOV. "Particularitățile activităților nonformale în cadrul cercurilor școlare în viziunea cadrelor didactice." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p308-319.

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The non-formal activity as an educational phenomenon allows the efficient and pleasant use of students’ free time, the development of associative life, the development of the abilities to work in a group and to cooperate in solving complex tasks, the development of the will and the formation of positive character traits. The purpose of non-formal activities within school circles consists in developing special skills, training students in activities as varied and rich in content as possible, cultivating interest in socio-cultural activities, facilitating integration into the school environment, providing support for school success as a whole, the fruition of personal talents and the correlation of skills with character attitudes. The activity within the school circles presents a series of particularities and is subject to specific pedagogical requirements that all teachers involved in this field must know and capitalize on. Here, the teaching staff will show a creative attitude, including, through the application of various methodologies, both in the way of carrying out the actual activities and, especially, in the relations/communication with the students.

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Krömmer, W., and P. Heinrich. "What are the Benefits of an Association Such as GTS for a Thermal Spray Company?" In ITSC2011, edited by B. R. Marple, A. Agarwal, M. M. Hyland, Y. C. Lau, C. J. Li, R. S. Lima, and A. McDonald. DVS Media GmbH, 2011. http://dx.doi.org/10.31399/asm.cp.itsc2011p0411.

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Abstract GTS is now almost 20 years old and has nearly 200 members from all thermal spray sectors. In this time, a great deal has been accomplished and GTS members are already using those tools GTS has made available to them and which are important for them. Here, the original idea of enhancing the quality of our technology and maintaining it at a high level continues to be an essential building block. In addition, many areas have been accessed in which an association can make more effective progress than each company on its own. With respect to issues such as further education and training, safety, environment, REACH and the compilation of guidelines, to name but a few, this idea has been successfully applied. The work of many in our organization has yielded many fruits and continues to make a difference. However, the benefits for each of us only become visible if we all actively work together. What is central to all the advantages which GTS offers is the candid discussion among its members and the opportunity for each member to quickly find his place in the group and to put these benefits to good use. The fundamental idea which GTS represents has therefore not changed in all this time: a high quality standard, cooperation, education and training, public relations all combined within the association’s guidelines and many working papers which are available to its members.

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Ivanov, Ivan, Lyudmil Trenev, Zdravko Stefanov, Galina Rusimova, Dimitar Zagorski, Ivan Janakiev, Ognian Tishinov, Danail Trenev, and Antonio Antonov. "BIOMECHANICAL JUMP CHARACTERISTICS OF CHILDREN (9 - 12 YEARS) BASEBALL PLAYERS AFTER STRETCHING PROGRAM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/89.

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ABSTRACT The correlation of lower extremity technique with upper extremity performance of adolescent baseball players is essential for the overall sporting achievement. The purpose of this study was to estimate and compare the important biomechanical jump characteristics of children (9-12-year-old) baseball players (n=14) with control children group (n=17) at the same age. Chronojump contact platform, detecting a single jump with one phase of flight, was used to evaluate five important biomechanical jump characteristics – jump height at squat, countermovement and Abalakov jumps, lower limb elasticity index (IE) and use of arms index (AUI). The results obtained showed statistically significant elevation of jump height in the three jumps used at baseball team. Interesting tendencies were received for the other two calculated indices as well. The lack of statistically significant difference for the IE allows us to suggest an increase of the duration, frequency, and number of stretching exercises in the athletes training program. This would increase the lower limbs elasticity index and will improve force increment due to the elastic energy accumulated during the shortening-stretching cycle. The trend for AUI index is elevated in the control group relative to the team. In addition, the presented data draw attention to improving coordination between the lower and upper body, emphasizing the individual characteristics of each athlete. From the presented relations it is clear that the excellent sports achievement is a result from the complete set of all factors that determine it. However, a more comprehensive analysis, using similar biomechanical methods, is needed for a complete comparison.

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Слабинский, В. Ю., Н. М. Воищева, and А. А. Преображенская. "ASSESSMENT OF THE EFFECTIVENESS OF POSITIVE ECOTHERAPY IN THE THERAPY OF THE BASIC CONFLICT IN THE “I-FEMININE” SPHERE (PILOT RESEARCH)." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.65.42.001.

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Необходимость внедрения природоподобных технологий в психотерапии и психологическом консультировании находит все больше сторонников. Появилось зонтичное понятие – «экотерапия» для всех форм включения природы или каких-либо природных элементов в работу специалиста. В исследовании С. К. Нартовой-Бочавер (2020) показана взаимосвязь позитивного самоотношения и любви к растениям. М. В. Рагулина (2010) распределила экотерапию к индивидуальному квадранту «Я», в этом контексте понимая под природной средой продолжение личности человека, в ней находящегося. В методе позитивной динамической психотерапии личность понимается как система отношений по В. Н. Мясищеву. Все многообразие отношений распределяется на три кластера – отношение к себе, отношение к значимому другому и отношение к миру в целом. В методе разработано более 50 авторских методик, направленных на реституцию, реконструкцию и гармонизацию всех кластеров отношений личности. Одной из этих методик является позитивная экотерапия В. Ю. Слабинского, А. А. Преображенской, Н. М. Воищевой. В 2022 году А. А. Преображенская провела тренинг по позитивной экотерапии в группе из 14 женщин. Средний возраст 41,57±7,51 года. Тренинг состоял из 4 встреч с эпизодичностью один раз в неделю. В дизайне психотерапии использовалась модель «Идентификации», позволяющая описать и исследовать кластер самоотношения. В начале и в конце цикла участники проходили тестирование в методе Позитивной динамической психотерапии.Методики. 1. The Hospital Anxiety and Depression scale (HADS) – Госпитальная шкала тревоги и депрессии (Zigmond A. S., Snaith R. P., 1983). 2. Опросник «БАК-конфликт» В. Ю. Слабинского – позволяет исследовать три кластера системы отношений по В. Н. Мясищеву. 3. Zimbardo Time Perspective Inventory (ZTPI) – изучение системы отношений личности к временному континууму (Зимбардо, Бойд, 2010). Вся выборка была поделена на 2 группы по показателю «Я-женское» теста «БАК-конфликт». Группа 1 (6 человек) – женщины с базовым конфликтом и показателями по шкале «Я-женское» от 3 до 5 баллов (отвержение женского), группа 2 (8 человек) – женщины с показателями по шкале «Я-женское» от 6 баллов (норма). Проведенный анализ по критерию МаннаУитни показал, что эти группы помимо различий по шкале «Я-женское» (р=0,002), характеризуются достоверным отличием следующих показателей: чистоплотность (р=0,021), искренность (р=0,048), общительность (р=0,030), вера/мировоззрение (р=0,003). То есть низкая женская самооценка влияет на характер и проявляется в снижении чистоплотности, искренности, общительности и устойчивости мировоззрения. Для выявления значимых изменений применялся критерий Уилкоксона (р≤0,05). Анализ динамики Группы 1 показал достоверное улучшение показателя в сторону укрепления женской самооценки (Z=-2,060, р=0,039), что позволяет сделать вывод о том, что методика «Позитивная экотерапия» в описанном выше варианте, может применяться для работы с низкой самооценкой, улучшения отношения к себе и терапии базового конфликта в сфере «Я-женское». Так же в Группе 1 выявляются достоверное снижение показателя по шкале «Духовность», что можно проинтерпретировать как перераспределение жизненной энергии по другим сферам. В процессе прохождения методики женщины были сосредоточены на выполнении заданий (сфера «Результативность»), их мысли были заняты конкретными вопросами и размышлениями о себе и о близких (сфера «Социальность»), при этом женщины гуляли, дышали свежим воздухом, слушали птиц и другие звуки природы (сфера «Индивидуальность / Телесность»). Одна из гипотез – некоторые их мечты наполнились конкретными символическими смыслами природных образов и таким образом стали более осязаемыми и реальными. Вероятно, по тем же самым причинам в Группе 2 у женщин с нормальной самооценкой после тренинга наблюдалось значимое снижение показателей тревожности, значимое усиление перспективы будущего и увеличение аккуратности. The necessity of nature-based psychotherapy techniques integration into psychological consulting finds more and more proponents. An umbrella concept – "ecotherapy" – has appeared for all forms of inclusion of nature or any natural elements in the work of the specialist. In S. K. Nartova-Bochaver's (2020) study, the interrelation of positive self-attitude and fondness for plants was shown. М. V. Ragulina (2010) distributed ecotherapy to the individual quadrant of the "Me", in this context understanding the natural environment as an extension of the personality of the person who is in it. In the method of positive dynamic psychotherapy personality is understood as a system of relations according to V.N. Myasishchev. The entire variety of attitudes is divided into three clusters - attitude to oneself, attitude toward the significant other and attitude toward the world as a whole. The method has developed more than 50 author's techniques aimed at restitution, reconstruction and harmonization of all clusters of personality relations. One of these techniques is positive ecotherapy by V. Y. Slabinsky, A. A. Preobrazhenskaya and N. M. Voishcheva. In 2022, A.A. Preobrazhenskaya conducted positive ecotherapy training in a group of 14 women. The average age was 41.57±7.51 years. The training consisted of 4 meetings with episodic frequency once a week. The psychotherapy design used the Identity Model to describe and explore the self-concept cluster. At the beginning and at the end of the cycle, participants were tested in the Positive Dynamic Psychotherapy method. Methods. 1. The Hospital Anxiety and Depression scale (HADS) (Zigmond A. S., Snaith R. P., 1983). 2.The BAC-conflict questionnaire by V. Y. Slabinsky – allows to investigate three clusters of the system of relationships according to V. N. Myasishchev. 3. Zimbardo Time Perspective Inventory (ZTPI) – examines the system of personality relations to the time continuum (Zimbardo, Boyd, 2010). The entire sample was divided into 2 groups according to the " I-Feminine" indicator of the BAC-Conflict test. Group 1 (6 people) were women with a basic conflict and scores from 3 to 5 on the self-feminine scale (feminine rejection), Group 2 (8 people) were women with scores from 6 on the "I-Feminine" scale (normal). Mann-Whitney test analysis showed that these groups, in addition to differences on the "I-Feminine" scale (p=0.002), are characterized by a significant difference in the following indicators: cleanliness (p=0.021), sincerity (p=0.048), sociability (p=0.030), faith/worldview (p=0.003). That is, low female self-esteem affects character and manifests itself in a decrease in cleanliness, sincerity, sociability, and stability of worldview. Wilcoxon criterion (p≤0.05) was used to identify significant changes. Analysis of Group 1 dynamics showed a significant improvement in the direction of strengthening female self-esteem (Z=-2,060, p=0,039) which allows to conclude that the Positive Ecotherapy method in the variant described above, can be used to work with low self-esteem, improve self-concept and therapy of the basic conflict in the " I-Feminine". Also in Group 1, a significant decrease in the "Spirituality" scale was detected, which can be interpreted as a redistribution of life energy to other spheres. In the course of the methodology, the women were focused on completing tasks (the "Performance" sphere), their thoughts were occupied with specific questions and thoughts about themselves and their loved ones (the "Sociality" sphere), and the women were out walking, breathing fresh air, listening to birds and other sounds of nature (the "Individuality/Body" sphere). One hypothesis is that some of their dreams were filled with concrete symbolic meanings of natural images and thus became more tangible and real. Probably for the same reasons, in Group 2, women with normal self-esteem showed a significant decrease in anxiety scores, a significant increase in future perspective, and an increase in neatness after the training.

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Звіти організацій з теми "Group relations training"

1

Kelly, Luke. Evidence on the Role of Civil Society in Security and Justice Reform. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2022.031.

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This rapid review focuses on the role of civil society in SSR in several contexts. It finds that donor driven SSR is seen to have failed to include civil society, and that such efforts have been focused on training and equipping security forces. However, in some contexts, donors have been able to successfully develop civil society capacity or engage civil society groups in reforms, as in Sierra Leone. There are also several examples of security and justice reforms undertaken by local popular movements as part of regime change, namely Ethiopia and South Africa. In other contexts, such as Indonesia, the role of civil society has led to partial successes from which lessons can be drawn. The theoretical and empirical literature attributes several potential roles to civil society in SSR. These include making security and justice institutions accountable, mobilising a range of social groups for reform, publicising abuses and advocating for reform, offering technical expertise, and improving security-citizen relations. The literature also points to the inherent difficulties in implementing SSR, namely the entrenched nature of most security systems. The literature emphasises that security sector reform is a political process, as authoritarian or predatory security systems are usually backed by powerful, skilled and tenacious vested interests. Dislodging them from power therefore requires significant political will – civil society can be one part of this. The evidence base for the topic is relatively thin. While there is much literature on the theory of SSR from a donor perspective, there are fewer empirical studies. Moreover, scholars have identified relatively few successful examples of SSR. The role of civil society is found to be greater in more economically developed countries, meaning there is less discussion of the role of civil society in many African SSR contexts, for example (except to note its absence). In addition, most research discusses the role of civil society alongside that of other actors such as donors, security services or political elites, limiting analysis of the specific role of civil society.

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Ghana and Guatemala: Clients and providers need better support and guidance on IUDs. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1012.

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The intrauterine device (IUD) is a safe, effective, and reversible contraceptive method, however in many countries use of the IUD is stagnant or declining in relation to other contraceptive methods. In 2002, the Population Council investigated the reasons for low utilization of IUDs among women in Ghana and Guatemala. The studies examined clients’ and providers’ knowledge and attitudes about IUDs as well as factors within the health system that affect their use and availability. The studies took place at public, private, and nongovernmental health centers and clinics in both rural and urban settings. Researchers collected qualitative data using a combination of focus group discussions, in-depth interviews with providers, and visits from simulated clients enacting profiles of women wishing to space or limit pregnancies. The studies also included a secondary analysis of service statistics from government and private clinics. As concluded in this brief, lack of knowledge among providers and clients, logistical problems, and cumbersome guidelines contributed to low use of the IUD in Ghana and Guatemala. Efforts to improve use should include more comprehensive training for providers, education for clients, and logistical support.

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