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Статті в журналах з теми "Relationship with training experience":
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Park, Sung-Ji, Ji-Seon Hong, and Yun-Young Baek. "A Phenomenological Study on Meaningful Relationship Experience and Personal Growth of Intermediate Counselors." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 699–722. http://dx.doi.org/10.22251/jlcci.2022.22.11.699.
Анотація:
Objectives This study was conducted to reveal the essence of meaningful relationship experiences experienced in real life and the personal growth experiences of intermediate counselors.
Methods By applying Giorgi's phenomenological research method as a research method, in-depth interviews and data analysis were conducted on eight intermediate counselors with more than 4 years of counseling experience.
Results As a result, 114 semantic units, 30 sub-themes, and 10 upper-level topics were found. The top 10 topics are as follows: “Struggling in a shallow and superficial relationship,” “Family relationships are the most lively, rawest relationship learning laboratory,” “Training yourself in a sense of stability from being understood and accepted,” “Bringing yourself together with various relationships you've met at the counseling site,” “Building a life of self-esteem,” and “Restructuring your perspective of yourself and others,” “Treating yourself and others with a warm heart,” “Establishing proper attitude of a counselor,” “Building sincere relationships with clients,” “Learning the internal circuit for building relationships that save lives”.
Conclusions This study is significant in that it specifically presented the meaningful relationship experiences experienced by intermediate counselors in real life with an in-depth examination method and explored in detail how it is expressed in the counselor's personal growth. In addition, not only improving professional qualities through counseling practice and theoretical education, this study can be used as a material to educate counselors the significance of counselors’ personal qualities as an instrument for counseling practice and encourage them to work on real-life relationship experiences for personal growth.
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Gamaiunova, Liudmila, Pierre-Yves Brandt, and Matthias Kliegel. "Contemplative Training and Psychological Stress: an Analysis of First-person Accounts." Mindfulness 12, no. 8 (June 5, 2021): 2034–49. http://dx.doi.org/10.1007/s12671-021-01661-1.
Анотація:
Abstract Objectives Several studies have investigated the relationship between contemplative approaches and psychobiological stress response; however, this area of research is still new, the mechanisms of the relationship between the stress response attenuation and contemplative training have not been fully delineated, and little is known about the effects of contemplative practice on the ways psychological stress is experienced. This study aimed to explore the first-person experience of psychological stress in meditation practitioners. Methods We conducted short semi-structured interviews with twenty-five meditation practitioners and twenty meditation-naïve controls immediately after they had undergone a laboratory task (the Trier Social Stress Test). A mixed-method approach was used to analyze the interviews. Thematic analysis was combined with descriptive statistics of the qualitative information that had been converted to quantitative data. Results Experiences instantiating main themes were identified as follows: (1) primary experiences encountered, describing the most salient experiences associated with the task; (2) reasons for stress, delineating the analyses of why the task was stressful; (3) affect, dealing with emotional experiences during the task; (4) emotion regulation; and (5) attention allocation describing regulatory strategies employed by the participants. Responses to subjective stress experience in meditation practitioners included use of humor, presence of positive affect, combinations of different types of emotion regulation strategies, and adaptive attention allocation. Conclusions This study elucidates particularities of meditators’ subjective experience of psychological stress, provides new insights on the mechanisms of meditation effect on the stress response, and proposes new directions for research.
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Kragt, Darja, and Hannes Guenter. "Why and when leadership training predicts effectiveness." Leadership & Organization Development Journal 39, no. 3 (May 8, 2018): 406–18. http://dx.doi.org/10.1108/lodj-11-2016-0298.
Анотація:
Purpose The purpose of this paper is to build and test an integrative model of leader identity as an important mechanism explaining why reactions to leadership training associate with leader effectiveness. It is proposed that this mediation relationship is conditional on leadership experience (i.e. time in a formal managerial role), such that it will be weaker for more experienced leaders because they already possess complex leadership-related knowledge and skills. Design/methodology/approach Hypotheses were tested using a sample of German managers (n=196) in formal leadership positions (i.e. with direct subordinates) across a range of industries. Data were collected using online questionnaires. The proposed first-stage mediation model was tested using the structural equation approach. Findings Leader identity was found to mediate the relationship between reactions to leadership training and leader effectiveness. This mediation was conditional upon leadership experience, such that the indirect effect only held for less, but not for more, experienced leaders. Research limitations/implications The findings should be interpreted with caution because all data are self-report and cross-sectional. Practical implications Leadership training for senior leaders should qualitatively differ (in terms of content and length) from that for novice leaders. Originality/value Leadership training can substantially improve managers’ ability to lead effectively. The present study is the first to establish leader identity as a motivational mechanism that explains this relationship. This is also the first study to test for the role of leadership experience in leader development.
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ЛЕМЕШКО, Ольга, and Валентина ГАПОНОВА. "TRANSLATORS’ TRAINING: UKRAINIAN EXPERIENCE." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 112–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.786.
Анотація:
The main task of the higher educational establishment is to prepare graduates for modern dynamic national and international labour markets that demands to find the way into teaching practices, which can respond to the created expectations. Nowadays reality of the translation market reveals problems in translator training. Ukrainian teachers and scientists will have to re-think existing translator training programmes in terms of present-day market demands to professionals and to work out comprehensive educational professional programs. They should look for ways how to manage limitations caused by changes in the global situation taking into account that the profession of translator requires profound knowledge in various spheres of life. The successful implementation of future translators depends on their professional training that includes forming of communicative competence and also allows them to perform all the functional responsibilities provided for their profession. The main idea for this article is the relationship between the training process and the profession. The characteristics of today’s translation market have been examined and the issues that are addressed in modern translator training have been analysed. The definition of the term translation has been presented. Characteristics of translator’s professional activity have been distinguished and components of comprehensive educational professional programs were investigated. The requirements for a professional translator should be an integral part of the standard, as they are the subject of further elaboration. In international practice among the most important are the requirements of maintaining a high level of their own professional skills and knowledge, the ability to solve translation problems of a new type, the ability to translate and summarize texts in one language from another, regularly improve their skills. The content of the requirement, the characteristics of professional activity, the necessary knowledge and skills have been determined in the articles.
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Mazerolle, Stephanie M., Christianne M. Eason, Sara Nottingham, and Jessica L. Barrett. "Athletic Training Students' Perceptions of Mentorship in Clinical Education." Athletic Training Education Journal 11, no. 2 (April 1, 2016): 72–81. http://dx.doi.org/10.4085/110272.
Анотація:
Context: Mentorship is a developmental process whereby a novice individual, as he/she becomes inducted into his/her area of expertise, is guided by a more experienced person. Speculation exists that years of experience can impact this relationship. Objective: To determine the impact mentoring can have on athletic training student development and evaluate if experience as a preceptor is viewed as influential on the mentor experience. Design: Mixed-methods study. Setting: Commission on Accreditation of Athletic Training Education accredited programs. Patients or Other Participants: We recruited 17 (14 females, 3 males) athletic training students to participate in our study. On average, our participants were 21 ± 1 years old and represented varying levels of academic standing (1 sophomore, 9 juniors, 7 seniors). All participants indicated they currently had a mentor when asked directly. Main Outcome Measure(s): Participants responded to the Athletic Training Perceptions of Effective Mentoring survey and 14 open-ended interview questions regarding their perceptions of mentoring. An inductive approach was used to identify themes and supporting categories. Trustworthiness was established by using multiple-analyst triangulation, peer review and piloting of the instruments, and triangulation of data using a mixed-methods approach. Results: Athletic training students perceive their mentoring experiences as those that provide support and understanding, advance their clinical practice, and allow for the development of career goals. Age and experience did not appear to impact the overall experience of the student but rather facilitates the type of mentoring relationship developed. Conclusions: Mentoring was perceived to be an advantageous aspect of the socialization process for the athletic training student. It provided support and understanding during times of increased stress, allowed for the development of clinical skills, and provided the chance to cultivate a professional identity.
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Adisah, Adisah, Evawani Martalena Silitonga, Jasmen Manurung, and Wisnu Hidayat. "KESIAPSIAGAAN PETUGAS KESEHATAN PUSKESMAS DALAM MANAJEMEN BENCANA DI WILAYAH KERJAPUSKESMAS SILIH NARA KABUPATEN ACEH TENGAH." PREPOTIF : Jurnal Kesehatan Masyarakat 6, no. 1 (December 25, 2021): 188–203. http://dx.doi.org/10.31004/prepotif.v6i1.2937.
Анотація:
  Disaster management is a very important factor to reduce the impact of disaster events. This study aims to determine the preparedness of health workers in disaster management based on the characteristics, knowledge, attitudes and practices/previous experiences of health workers in disaster management. This type of research is a quantitative research with a cross sectional approach. The study was conducted in the Working Area of the Silih Nara Health Center, Central Aceh Regency in August 2021 with a population of 85 health workers and all of them were used as samples (total sampling). Data analysis used univariate, bivariate and multivariate analysis. The results of data analysis show that there is a relationship between age and knowledge and attitudes, while based on previous practice/experience there is no relationship; there is no relationship between gender and previous knowledge, attitude and practice/experience; there is a relationship between education and previous knowledge, attitudes and practices/experience; there is a long-standing relationship with knowledge but no long-standing relationship with previous attitudes and practices/experiences; there is a relationship between involvement in disaster response with previous knowledge, attitudes and practices/experiences; there is a relationship between disaster management training and previous attitudes and practices/experience, while disaster management training has no relationship with knowledge; There is a relationship between being included in the Rapid Action Team (TGC) with previous knowledge, attitudes and practices/experiences based on the preparedness of health workers in disaster management in the Work Area of the Silih Nara Health Center, Central Aceh Regency. The variable of disaster management training is the most dominant variable in the preparedness of health workers in disaster management in the Work Area of the Silih Nara Health Center, Central Aceh Regency.
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Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka, and J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families." Advances in Social Work 13, no. 1 (March 30, 2012): 51–66. http://dx.doi.org/10.18060/1881.
Анотація:
Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.
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Haley, Connie K. "Online Workplace Training in Libraries." Information Technology and Libraries 27, no. 1 (March 1, 2008): 33. http://dx.doi.org/10.6017/ital.v27i1.3261.
Анотація:
This study was designed to explore and describe the relationships between preference for online training and traditional face-to-face training. Included were variables of race, gender, age, education, experience of library employees, training providers, training locations, and institutional professional development policies, etc. in the library context. The author used a bivariate test, KruskalWallis test and Mann-Whitney U test to examine the relationship between preference for online training and related variables.
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Lesiakowski, Piotr, Wojciech Lubiński, and Teresa Zwierko. "Analysis of the Relationship Between Training Experience and Visual Sensory Functions in Athletes from Different Sports." Polish Journal of Sport and Tourism 24, no. 2 (June 27, 2017): 110–14. http://dx.doi.org/10.1515/pjst-2017-0012.
Анотація:
Abstract Introduction. Gaining insight into the mechanisms and scope of possible adaptations of visual functions to the conditions determined by the demands imposed by sports training seems to be very interesting not only from a cognitive point of view, but also with respect to the practical applications of the findings of such investigations in the training process. The aim of the study was to assess the function of early visual processing in athletes representing different sports disciplines with varying training experience. Material and methods. The study involved 95 athletes practising football (n = 24), volleyball (n = 22), boxing (n = 26), and rowing (n = 23). The bioelectric function of the visual pathway was assessed based on recordings of visual evoked potentials (VEPs). The regions which were stimulated were the peripheral and central areas of the retina. During the test, we recorded the amplitude (μV) and latency (ms) of the P100 component of the VEP waveform for both monocular stimulation (for the dominant and non-dominant eye) and binocular stimulation. Results. Lower VEP P100 amplitude values were found for the peripheral and central locations for monocular and binocular viewing in more experienced volleyball players and rowers (p < 0.05). In the case of boxers with greater training experience, a significantly lower (p < 0.05) amplitude of the VEP P100 wave was observed in the central location in the dominant eye. However, we did not find significant differences (p > 0.05) in intragroup variability in VEP P100 latency in relation to training experience in any of the sports disciplines examined. Conclusions. Training experience has an influence on the early stage of sensory processing with respect to neural activity. Training experience has been found to differentiate athletes in terms of the temporal parameters of the visual evoked potentials recorded in the current study only to a limited extent.
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Shim, Jae-Yeon. "Early childhood teachers’ experiences regarding teacher-parent relationships examined through qualitative meta-analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (May 31, 2024): 793–814. http://dx.doi.org/10.22251/jlcci.2024.24.10.793.
Анотація:
Objectives This study aims to identify factors that influence the formation of teacher-parent relationships as early childhood educators experience interactions with parents, and to explore how these variables affect changes in early childhood educators. Methods To achieve this, a qualitative meta-analysis was conducted on qualitative research materials regarding early childhood teacher-parent relationship experiences. The analysis included 18 qualitative research papers published in domestic journals (KCI listed) from 2000 to 2023. Through processes of data coding between in-dividual studies, case categorization and classification across studies, comparative analysis between studies, and deriving and interpreting results, the changes in teachers during the early childhood teacher-parent relationship process were identified. Results First, the factors of negative experience in the teacher-parent relationship were parental disposition, ex-cessive demands of parents, imbalance in the relationship, teachers' own factors, problems in the teacher training process, and emotional dissonance. Second, the teacher-parent relationship was shown to be a change stage in three stages: teacher-parent relationship experience, coping, and growth into a professional early childhood teacher. Conclusions This study attempted to clarify in depth by comprehensively comparing and interpreting individual qualitative studies on the experience of teacher-parent relationships. We identified relevant factors linked to the teacher-parent relationship and derived comprehensive results.
Дисертації з теми "Relationship with training experience":
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Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.
Анотація:
This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.Ph.D.
Education
Education
Education
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Hugo, Cheri Velma. "Students’ perceptions of the relationship between work experience and university learning." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2392.
Анотація:
Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.This research investigates students’ perceptions of the relationship between work experience and university learning. The subjects of the study were third-year students from the Faculty of Informatics and Design at a university of technology in Cape Town, South Africa, and the research focused on the graphic design department within this faculty. The research was approached from an interpretivist’s lens in an attempt to explain and understand the experience that students have in their short time in the industry, namely a two-week work placement, and how they related this to university learning. Students were interviewed before and after work placement in terms of their experience and insight into the relationship between university and the workplace. The research shows how design students experience the processes of learning at the workplace, compared with the processes of learning at university. The research results indicate that students found collaboration and teamwork in the workplace valuable and meaningful. In addition, the different levels of skills in the community of practice in workplaces gave students a wider variety of solutions as they could draw from fellow workers’ experience and skills. This contrasted with university where they work alone and have to produce solutions on their own. Further investigation highlighted that at university there was evidence of interesting findings of timetables, value of the work group, and that at university students are taught in sections compared with the workplace where they draw on anything and everything to complete the assignment. This research makes a few recommendations based on the data collected. These insights can be used to inform policy and practices, further research and development work in the future.
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Mullins, Arthur Wiley. "The relationship between desirable teacher competencies and years of trade experience, years of teaching experience, and teacher training of trade and industrial teachers in Virginia." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164531/.
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Deroche, Melissa D. "The relationship between perceived multicultural disability competence, multicultural counseling coursework, and disability-related life experience." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2252.
Анотація:
The aim of this study was to explore the perceived multicultural disability competence of master’s-level counseling students in CACREP-accredited programs given their disability-related life experience(s) and multicultural counseling course completion and to assess the extent to which the topic of ability/disability is addressed in multicultural counseling coursework. Participants (n = 285) were electronically surveyed using the Counseling Clientswith Disabilities Survey (CCDS; Strike, 2001) and a researcher developed biographical questionnaire. Collectively, study results indicated that both disability-related life experience(s) and multicultural counseling course completion positively impacted participant perceived multicultural disability competence. However, disability-related life experience(s) seemed to have a greater level of impact and significantly predicted self-awareness, perceived knowledge, and perceived skills. Results of this study indicated that the topic of ability/disability or persons with disabilities is given less attention than other topics covered in multicultural counseling courses within CACREP-accredited programs.
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Kight, Jason S. "The relationship between training and experience and general educators' attitudes toward the inclusion of students with disabilities." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5928.
Анотація:
Thesis (Ed. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains ix, 94 p. Includes abstract. Includes bibliographical references (p. 73-81).
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Lawson, Hazel. "Exploring the relationship between teaching, assessment and research methodology : an inquiry into pupil involvement with pupils who experience severe learning difficulties." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317997.
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Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.
Анотація:
Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.
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Lewis, Sally V. "Is there a relationship between pre-service training, in-service training, experience, and counselor's self-efficacy and whether they work with students with special needs?" Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003160.
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Catino, Robert J. "Relationship Between Flow Experience, Flow Dimensions, and the Equivalence of Challenges and Skills in the Web-Based Training Environment." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2582/.
Анотація:
This study applied components of Csikszentmhalyis flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learners perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions defined in flow theory to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents flow experiences and flow dimensions, and developed an on-line instrument to collect data on students learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT users and instructional designers perspective, is likely to be beneficial to the rapidly emerging field of WBT.
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BECKER, CAROLYN M. "AN EXAMINATION OF THE RELATIONSHIP BETWEEN TEACHERS' TECHNOLOGICAL EXPERIENCES, SKILLS, AND INTEGRATIVE PRACTICES." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1172004383.
Книги з теми "Relationship with training experience":
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European Centre for the Development of Vocational Training. Regional development and vocational training: Analysis and discussion ofthe relationship: development - vocational training : experience and perspectives. Luxembourg: Office for official publications of the European Communities, 1986.
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K, Schwind Jasna, and Lindsay Gail M, eds. From experience to relationships: Reconstructing ourselves in education and healthcare. Charlotte, NC: IAP, Information Age Pub., 2008.
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Fiddy, Rob. Case-studies in the relationship between pre and post-school vocational education/training policy and the experience of the individual. Norwich: University of East Anglia, 1987.
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Gizard, Xavier. Regional development and vocational training analysis and discussion of the relationship development: Vocational training experience and perspectives : inter-regional forum of 24, 25, and 26 October, 1984, CEDEFOP, Berlin. Berlin: CEDEFOP, European Centre for the Development of Vocational Training, 1986.
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Lawrence, W. Gordon. Tongued with fire: Groups in experience. London: Karnac Books, 2000.
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Baron, Steve. Relationship marketing: A consumer experience approach. Los Angeles: Sage, 2010.
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John, Field. Work experience in adult training. Leicester: National Institute of Adult Continuing Education, 1991.
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Eastern Health and Social Services Board, Northern Ireland. North and West Belfast Community Unit. Staff training for relationship skills work. Belfast: The Unit, 1990.
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United States. Dept. of the Army, ed. Today's Army: Skill training, life experience. [Washington, D.C.?: Dept. of the Army], 1987.
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Central Council for Education and Training in Social Work., ed. Pre-training experience for social work. London: CCETSW, 1999.
Частини книг з теми "Relationship with training experience":
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Tartaglia, Riccardo. "Brief Story of a Clinical Risk Manager." In Textbook of Patient Safety and Clinical Risk Management, 19–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_2.
Анотація:
AbstractThis chapter briefly describes the experience of a doctor who worked for over 15 years as a clinical risk manager in a regional health service. The chapter describes the phases of a project that started with the establishment and organization of a structure dedicated to patient safety and the creation of a network of doctors and nurses with the function of managing clinical risk. The project was therefore developed through the training of health workers and the creation of a reporting system for adverse events. The first results obtained and the criticalities experienced in the relationship with the political-administrative apparatus are reported. In Italy, this experience has contributed to the enactment in 2017 of an important law on the patient safety that has established centers for the management of health risk and the patient safety in every Italian region and has laid the foundations to further improve the quality of care in the Italian health service.
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Siouli, Styliani, Stylianos Makris, Evangelia Romanopoulou, and Panagiotis P. D. Bamidis. "Living with Learning Difficulties: Two Case Studies Exploring the Relationship Between Emotion and Performance in Students with Learning Difficulties." In Addressing Global Challenges and Quality Education, 131–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57717-9_10.
Анотація:
AbstractResearch demonstrates that positive emotions contribute to students’ greater engagement with the learning experience, while negative emotions may detract from the learning experience. The purpose of this study is to evaluate the effect of a computer-based training program on the emotional status and its effect on the performance of two students with learning difficulties: a second-grade student of a primary school with Simpson-Golabi-Behmel syndrome and a fourth-grade student of a primary school with learning difficulties. For the purpose of this study, the “BrainHQ” web-based cognitive training software and the mobile app “AffectLecture” were used. The former was used for measuring the affective state of the students before and after each intervention. The latter was used for improving students’ cognitive development, in order to evaluate the possible improvement of their initial emotional status after the intervention with “BrainHQ” program, the possible effect of positive/negative emotional status on their performance, as well as the possible effect of high/poor performance on their emotional status. The results of the study demonstrate that there is a positive effect of emotion on performance and vice versa and the positive effect of performance on the emotional status and vice versa. These findings suggest that the affective state of students should be taken into account by educators, scholars and policymakers.
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Liu, Yubo, Chenrong Fang, Zhe Yang, Xuexin Wang, Zhuohong Zhou, Qiaoming Deng, and Lingyu Liang. "Exploration on Machine Learning Layout Generation of Chinese Private Garden in Southern Yangtze." In Proceedings of the 2021 DigitalFUTURES, 35–44. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_4.
Анотація:
AbstractMachine learning has been proved to be feasible and reasonable in architectural field by extensive researches recently, whereas its potential is far from being tapped. Previous studies show that the training of GAN by labelling can enable a computer to grasp interrelationship of spatial elements and logical relationship between spatial elements and boundary. This study set the learning object as layout of private gardens in southern Yangtze with higher complexity. Chinese scholars usually analyse private garden layout based on their observation and experience. In this paper, based on Pix2Pix model, we enable a computer to generate private garden layout plan for given site conditions by learning classic cases of traditional Chinese private gardens. Through the experiment, taking Lingering garden as example, we continuously adjust the labelling method to improve learning effect. The finally trained model can quickly generate private garden layout and aid designers to complete scheme design with private garden element corpus. In addition, the working process of training GAN enables us to discover and verify some private garden layout rules that have not been paid attention to.
4
Fabbris, Luigi, and Alfonso Piscitelli. "Experience, sensorial skills and personality qualifying a wine consumer as an expert." In Proceedings e report, 229–34. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.43.
Анотація:
This paper analyses the characteristics of wine consumers that may qualify them as wine experts. The wine evaluation expertise of consumers, as measured by various degrees of self-perceived ability, is hypothesised to causally depend on cognitive and non-cognitive characteristics of wine experience, on sensorial skills relevant for wine assessment and on wine consumption-related personality aspects. Our work consisted in measuring and analysing the relationships between the self-assessment of the ability to wine assessment given by a convenience sample of consumers and the qualification of their consumption experience and training (ranging from “simple” consumer to producer/seller to professional sommeliers), their sensorial (olfactory, flavour) skills and enogastronomic culture. Wine culture is defined as the capacity to harmonise wine and food and conceive wine as a nutritional, social and health-related means. The analysed data refer to a tasting experiment held as a social activity during a scientific meeting in Pescara, Italy, in 2018. The sample of wine assessors who filled in the evaluation questionnaire included both meeting participants and people belonging to AIS-Abruzzo, the regional association of chartered sommeliers. The data collected at wine tasters showed that there were strong relationships between the self-evaluation as wine expert and the consumption experience, the assessment skills, and the wine consumption “culture”. The relationships differed according to age, activity and length of wine consumption experience of the assessors.
5
Reynolds, Kimberley. "Chapter 9. Politics, art, and pedagogy in Edith Tudor-Hart’s photographs of children." In Children’s Literature, Culture, and Cognition, 210–29. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.09rey.
Анотація:
Edith Tudor-Hart, a photographer working in Britain from the 1930s to the 1950s, became exceptionally good at photographing children. Her final series of images, published in a classroom text called Moving and Growing (1952), were created through a collaborative method she developed by combining her teaching experience and her training as an artist with her political conviction that photography is a democratic medium. The results are dynamic photographs that capture children moving, risking and creating. Shortly after Moving and Growing was published, Tudor-Hart abandoned photography and destroyed her catalogue of negatives fearing she was about to be prosecuted as a spy. As a consequence, her work was largely forgotten, but her images and working methods deserve to be recalled and studied. In our highly visual age, Edith Tudor-Hart’s powerful images have much to say about the relationship between photography and images of childhood.
6
Buttle, Francis, and Stan Maklan. "Managing customer experience." In Customer Relationship Management, 206–26. Fourth Edition. | New York : Routledge, 2019. | Revised edition of the authors’ Customer relationship management, 2015.: Routledge, 2019. http://dx.doi.org/10.4324/9781351016551-9.
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Okada, Brooke M., and L. Robert Slevc. "Music Training." In Cognitive and Working Memory Training, 487–507. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199974467.003.0011.
Анотація:
This chapter focuses on the possibility that music training could serve as a type of cognitive training. Music is an interesting potential avenue for cognitive training not only because music learning and processing are likely to draw heavily on executive function abilities, but also because musical experience has its own intrinsic rewards. This suggests that music training might serve as a particularly enjoyable and rewarding route to cognitive training. The authors describe some theoretical reasons to expect a strong relationship between executive function and music, describe the small body of work that has experimentally assessed the possibility that musical experience might transfer to executive function abilities, and finally recommend ways in which a music training program might strengthen cognitive abilities.
8
Kaur, Jasleen, Cheenu Goel, and Payal Bassi. "Financial Training Needs of Executives." In Advances in Marketing, Customer Relationship Management, and E-Services, 78–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6133-4.ch007.
Анотація:
Recruiting a competent employee is not enough for any organisation to handle its competitors strongly. Rather, it is more important to train and equip its human resources with the latest techniques of the business. Apart from technical and product knowledge, executives must have financial knowledge in order to make buying decisions, evaluate projects, extend financing options to customers, prepare and get budgets approved by top management, and even deal with clients. It is thus tremendous accentuation is being given to upgrade and upskill the financial understanding of executives in financial and non-financial companies. The present study was conducted to understand the training preferences of financial executives and to find the most effective methods, tools, and techniques to provide financial training. To carry out the study, finance executives of financial and non-financial companies having 5 years of work experience have been considered. Financial training requirements and preferences of respondents have been analysed by using appropriate statistical techniques.
9
Lyon, Aidan. "Attention." In Psychedelic Experience, 94–129. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198843757.003.0005.
Анотація:
Abstract This chapter presents a unifying theory of the psychedelic experiences induced by psychedelics and meditation. Both psychedelics and meditation are widely reported to 'expand’ awareness, and, given the close relationship between awareness and attention, the chapter argues that a natural target of analysis is that of the attentional system. In the case of meditation, this is especially clear since many meditative practices involve attentional training. In contrast, the case of psychedelics is less clear. This is partly due to limitations on empirical research, but more importantly, because psychedelics regularly induce impairments to attentional performance. However, the chapter argues that we need to distinguish performance on attentional tasks from other qualities of attention. The chapter then proposes that psychedelics regularly disrupt the attentional system, impairing attentional performance but, at the same time, freeing up attentional resources, thus creating an attentional surplus that facilitates expansions of awareness.
10
Piasecki, Isabella, Steven Le Gall, and Brooke Wheeler. "The Relationship Between Pilot Experience and Aviation Safety Attitudes." In Proceedings of the 2023 International IEMS Conference, March 5-7, 2023, 55–63. Wichita State University, 2023. http://dx.doi.org/10.62704/10057/26120.
Анотація:
Although the influence of safety attitudes on pilot performance has been documented and research has been conducted on how training can increase safety attitudes, little research has been conducted to understand the relationship between experience and a pilot's safety attitudes. The purpose of this study was to determine whether there is a relationship between pilot experience and pilot attitudes toward safety issues. Pilot attitudes towards safety issues were measured using Hunter's Aviation Safety Attitudes Scale (ASAS). A survey was distributed that included both ASAS and demographic questions. The relationship between flight hours (pilot experience) and the ASAS score was examined.
Тези доповідей конференцій з теми "Relationship with training experience":
1
Liu, Junkai, Zhishuai Yin, Linzhen Nie, and Xiaobin Zhao. "Federated Learning Enable Training of Perception Model for Autonomous Driving." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2873.
Анотація:
<div class="section abstract"><div class="htmlview paragraph">For intelligent vehicles, a robust perception system relies on training datasets with a large variety of scenes. The architecture of federated learning allows for efficient collaborative model iteration while ensuring privacy and security by leveraging data from multiple parties. However, the local data from different participants is often not independent and identically distributed, significantly affecting the training effectiveness of autonomous driving perception models in the context of federated learning. Unlike the well-studied issues of label distribution discrepancies in previous work, we focus on the challenges posed by scene heterogeneity in the context of federated learning for intelligent vehicles and the inadequacy of a single scene for training multi-task perception models. In this paper, we propose a federated learning-based perception model training system. Through visual explanation, we delve into the relationship between model convergence direction and the content of local data scenes. We also investigate the complex relationships between different perception tasks and the diverse scenarios encountered by vehicles. Subsequently, by utilizing significance detection, the system identifies scene distribution characteristics in different client-local datasets while strategically forming alliances among different vehicle clients. The system effectively balances the scene heterogeneity in different client data and mitigates the performance degradation caused by the inadequacy of a single scene to provide sufficient information for training multiple tasks simultaneously. In our experiments, the system not only outperforms the traditional federated averaging but also demonstrates performance improvements compared to other federated aggregation method.</div></div>
2
Куликова, Л. Г. "THE INFLUENCE OF THE CLIENT-THERAPIST RELATIONSHIP ON THE PROCESS OF EDUCATIONAL PERSONAL THERAPY." In Антология российской психотерапии и психологии. Crossref, 2023. http://dx.doi.org/10.54775/ppl.2023.44.26.001.
Анотація:
В статье рассматривается важность клиент-терапевтических отношений в обучающей личной терапии. Для успешной работы психолог должен пройти через опыт обучающей личной терапии. Это поможет ему более глубоко разобраться в собственных эмоциях и переживаниях, а также развить навыки саморефлексии и самосознания. Психотерапия – это терапия контактом. Клиент-терапевтические отношения с обучающим личным терапевтом для кандидата являются опытом построения отношений. В статье обобщается опыт построения клиент-терапевтических отношений с разными кандидатами. Данная статья является хорошей возможностью для понимания способов построения клиент- терапевтических отношений. The article examines the importance of the client-therapist relationship in educational personal therapy. To work successfully, a psychologist must go through the experience of educational personal therapy. This will help therapist to understand their own emotions and experiences more deeply, as well as develop skills of self-reflection and self-awareness. Psychotherapy is contact therapy. The client-therapist relationship with a training personal therapist is a relationship-building experience for the candidate. The article summarizes the experience of building client-therapist relationships with different candidates. This article is a good opportunity to understand how to build a client-therapist relationship.
3
Rochman, Fatkhur, Waras Kamdi, and Amat Mukhadis. "The Relationship Between the Use of School Learning Facility and A Job Training Experience Toward Vocational School Student Readiness Level." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.18.
4
Kartika, Ragil, and Hengky Widhiandono. "The Mediation Effect of Work Ability on The Relationship between Job Training, Work Experience, and Job Performance." In Proceedings of the 3rd International Conference of Business, Accounting, and Economics, ICBAE 2022, 10-11 August 2022, Purwokerto, Central Java, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.10-8-2022.2320796.
5
Pang, Khong Yun, Wen Li Ku, Jaclyn Hui Jie Teng, Ren Wen Lew, and Pei Boon Ooi. "The Relationship between Cyberbullying Training Experience, Gender, and Depression among the Malaysian Adolescents during the COVID-19 Pandemic." In International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082101.
6
Condruzbacescu, Monica. "THE RELATIONSHIP BETWEEN ICT AND FOREIGN LANGUAGE SKILLS' TRAINING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-296.
Анотація:
The article focuses on the relationship between information and communication technology (ICT) and foreign language skills' training. Integrating information and communication technologies in teaching, learning and assessment has therefore become a necessity nowadays. Recent years have brought a conceptual revolution in education, information and communication technologies becoming a medium for learning in general, for all subjects in the school curriculum. Adapting to the needs of knowledge society calls for teachers to rethink educational way of young people, allowing them to explore the new, to solve problems through their research activity, to connect with others in different cultural and social backgrounds, to express opinions. When properly oriented, technology contributes to an active learning student-centered, to develop creativity and critical thinking. Technology is part of everyday life of the citizen, and information and communication technologies can be found in the socialization process. Taken together, these activities will provide new opportunities for students to personalize access to digital learning resources in school and beyond, becoming more important the need to bring side by side these learning experiences. The introduction of ICT in school, in classroom, in the educational process as a whole, contributes, to a great extent, to improve student results. Firstly, this is because ICT adapts the learning needs of students and teaching needs of teachers. Secondly, the use of ICT in schools creates a new, innovative approach of teaching, learning and assessment activities. Learning can be custom tailored to the needs of all students, and teaching would no longer be limited to fifty minutes in the classroom, but can be practiced anytime and anywhere outside the school.
7
KANASHVILI, Tamar. "RELATIONSHIP BETWEEN EDUCATION AND HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.19.
Анотація:
The aim of this paper is to explain the relationship between education and happiness. Are higher levels of education related to higher levels of happiness or does education rather harm our well-being by raising aspirations? The “researchers” of the ancient times were not ready to turn the question of how education and happiness are related into an empirical matter, on the other hand interest in the “the good life” is not any less present in our days as its seen from the large amount of research on the subject of happiness across a spread of various disciplines. A 2018 study using data from the European Union and World Values Surveys, which encompass data from 85 countries, showed that the connection between education and happiness is distinct from the connection between income and happiness. Furthermore, while the positive link between income and happiness tends to disappear after a specific point -educational activity and happiness seem to always go further. Veenhoven (1996) suggests that the foremost educated people within societies will only be happier as long as their education yields them a transparent status advantage. In a survey conducted by us in Georgia in 2019, it had been found that if educational activity levels are associated with higher expectations and these don't coincide with outcomes within the market, the individual will eventually feel dissatisfied and a negative relationship between education and satisfaction are going to be observed. This outcome is especially likely for people with higher levels of education who tend to figure under more competitive conditions. 1990s found by Clark and Oswald (1996), furthermore as Clark (2003) suggest that in economic downturns, emotional well-being of the higher-educated is more heavily affected since they experience bigger disutility from unemployment. Having made an even bigger investment in their human capital, these individuals also hold bigger expectations towards the task market. On the positive side, having awell-paying job is after all important, because it reduces distress induced by economic hardships, but people also derive meaning out of their professional employment which tends to be easier for those with education. Happiness refers to positive emotions (McMahon, Darrin, 2004). However, Martin Seligman's welfare theory also shows that happiness is greater than just a good mood. Happiness is having a meaning in life. A person should believe that his life is important and therefore the research hypothesis may be that an educated person will be significantly happier if he or she is in an environment where he or she is valued (Lyubomirsky, 2008). In the framework of the paper we found one of the most interesting studies which showed that eight weeks training has been shown to be more effective in reducing depression than a strong antidepressant (Kuyken, 2008). The connection between education and happiness is important for the education system. As far back as 1932, Hersey noted that a satisfied employee works better and that this construct is very important (Hersey, 1932). Based on scientific as well practical studies we can develop recommendations how to link happiness and education in the workplace- by suggesting and implementing such trainings that will help companies in process of: Managing employee stress levels; Development of talents Increase employee engagement and reduce fatigue; Assisting employees in adapting to organizational change; In the postgraduate study, in which employees from80 organizations were involved, the widespread form of education - namely training - was named as an important issue for motivation and job satisfaction. Training is not enough for job satisfaction, but it is the least that companies need to do today. Key words: Happiness, Education, Job-Satisfaction
8
Zhang, Zhuang, Lijun Zhang, Dejian Meng, Luying Huang, Wei Xiao, and Wei Tian. "Vehicle Kinematics-Based Image Augmentation against Motion Blur for Object Detectors." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2023. http://dx.doi.org/10.4271/2023-01-0050.
Анотація:
<div class="section abstract"><div class="htmlview paragraph">High-speed vehicles in low illumination environments severely blur the images used in object detectors, which poses a potential threat to object detector-based advanced driver assistance systems (ADAS) and autonomous driving systems. Augmenting the training images for object detectors is an efficient way to mitigate the threat from motion blur. However, little attention has been paid to the motion of the vehicle and the position of objects in the traffic scene, which limits the consistence between the resulting augmented images and traffic scenes. In this paper, we present a vehicle kinematics-based image augmentation algorithm by modeling and analyzing the traffic scenes to generate more realistic augmented images and achieve higher robustness improvement on object detectors against motion blur. Firstly, we propose a traffic scene model considering vehicle motion and the relationship between the vehicle and the object in the traffic scene. Simulations based on typical ADAS test scenes show that the high vehicle speed and near object position is the key factor in generating motion blur. Second, we propose the vehicle-motion-based image augmentation algorithm. The proposed method applies the motion blur on the clear object based on the vehicle's speed and the relative position of the object. Subjective evaluation and multiple objective evaluation indexes including structural similarity index measure (SSIM), perceptual hash, normalized mutual information, and cosine similarity demonstrates that the proposed image augmentation can produce images more consistent with the traffic scenes. Thirdly, we apply the proposed method to the training of object detectors. Experiments on the KITTI dataset as well as real-world driving tests show that the proposed image augmentation achieves a higher robustness improvement than existing image augmentation algorithms on multiple object detectors including CenterNet, YOLOv3, and Faster R-CNN.</div></div>
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Zhu, Hengjia, Yitong Xu, ZiShuo Xu, Liu JiYuan, and Wei Zhang. "Study on Aircraft Wing Collision Avoidance through Vision-Based Trajectory Prediction." In WCX SAE World Congress Experience. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2310.
Анотація:
<div class="section abstract"><div class="htmlview paragraph">When the aircraft towing operations are carried out in narrow areas such as the hangars or parking aprons, it has a high safety risk for aircraft that the wingtips may collide with the surrounding aircraft or the airport facility. A real-time trajectory prediction method for the towbarless aircraft taxiing system (TLATS) is proposed to evaluate the collision risk based on image recognition. The Yolov7 module is utilized to detect objects and extract the corresponding features. By obtaining information about the configuration of the airplane wing and obstacles in a narrow region, a Long Short-Term Memory (LSTM) encoder-decoder model is utilized to predict future motion trends. In addition, a video dataset containing the motions of various airplane wings in real traction scenarios is constructed for training and testing. Compared with the conventional methods, the proposed method combines image recognition and trajectory prediction methods to describe the relative positional relationship between the wings and obstacles, which enhances the accuracy of aircraft wing collision prediction during aircraft towing operations.</div></div>
10
Kanda, Keisuke, Hiromi Ishiwatari, and Keiichi Watanuki. "Relationship between Bird's-Eye View Cognition and Visual Search Behavior." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003245.
Анотація:
In general, professional soccer players excel at situational judgment and express the game situation as if they are viewing the game from directly above the pitch.This cognitive method is called the bird's-eye view and is considered important for accurate situational judgment. It is also known that expert soccer players exhibit visual search behaviors specific to different situations, such as attacking, defending, and one-on-one play. Therefore, there is possibly a visual search behavior unique to bird's-eye view cognition. In this study, we investigated the effects of improvement in bird's-eye view ability on visual search behavior by using a training method involving virtual reality, which was already developed in a previous study. By revealing the visual search behavior specific to the bird's-eye view, we expect to develop a new training method that adds eye-gaze support. In this study, we developed a virtual reality-based bird's-eye view training system using the Unity game engine, a Head Mounted Display, and an HTC VIVE controller. The system consisted of a training task for training the bird's-eye view ability and a three-choice question for evaluating it. The training task consisted of three phases: showing a first-person video from the center of a soccer pitch, sorting player positions on a bird's-eye map of the pitch, and presenting the correct answers. First, we examined the effects of a training task on the bird's-eye view ability in a system. The experiment was conducted on nine male subjects aged between 20 and 30. The subjects were divided equally into three groups. An experimental group was assigned the training task, control group 1 were showed the first-person video and were informed about the correct answers, and a control group 2 were only provided with the first-person video. The participants answered 10 three-choice questions as a pre-task, performed the training task 10 times, and answered 10 three-choice questions as a post-task. At the end of the experiment, the participants answered a questionnaire about their experience with sports, video games, and changes in their cognition. As a result, the experimental group and control group 1 performed better on the post-task than on the pre-task in training. In particular, the growth rate of the scores of the experimental group was higher than that of control group 1. This suggests that the participants may have acquired a bird's-eye view of cognition through training. In addition, in the questionnaire, two participants in the experimental group responded that they "stopped shaking their heads a lot”. This suggests that the improvement of bird's-eye view ability may have influenced the visual search behavior. Next, we conducted an experiment to investigate the relationship between bird's-eye view cognition and visual search behavior based on eye-gaze information and head movements during training. This experiment clarified the relationship between bird's-eye view cognition and visual search behavior, and is expected to lead to the development of better bird's-eye view training using eye gaze support.
Звіти організацій з теми "Relationship with training experience":
1
Dolan, Mary, and Manuel E. Contreras. Participant Interaction in a Latin American Online Leadership Training Course. Inter-American Development Bank, January 2007. http://dx.doi.org/10.18235/0012214.
Анотація:
This paper draws on current research and analyzes participant interactions in a 12-week leadership online training course with students from 14 Latin American countries. The paper systematizes the experience of the Inter-American Institute for Social Development (INDES) and constitutes a case study of an experience in a regional, non-academic online training course. The research concentrates specifically on the effects of and influences on different types of interaction, particularly taking into consideration the intricacies and interrelations of participation, critical thinking, achievement and their relationship to gender. The paper quantifies student-to-student postings in the different online discussion conferences, relates the postings to activity types as well as learning outcomes, and gauges the levels of critical thinking in the postings. The analysis is carried out by gender in order to highlight similarities and differences between male and female participants. Finally, other forms of interaction (student-to-content, interface and, instructor) are briefly analyzed using student reports and surveys. Our results suggest positive influences of interaction for an online course, illustrated by positive correlations between grades for written course work and number of postings in the activity conferences as well as total number of postings in all conferences. Additionally, results also point to certain gender preferences for particular discussion forums, but due to the small sample size, no definitive conclusions could be made.
2
Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.
Анотація:
For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through active community engagement, this paper questions whether the current development thinking on best modes of engaging communities to improve learning outcomes in state schools needs fresh thinking. The paper questions the validity of the two central assumptions underpinning the school-based management model: that better-informed communities will become involved in education activities with some mobilisation and training; and that engaged communities will be able to hold to account front-line state officials, starting with teachers and principals and moving on to the district government officials. Pratham’s experience shows that dissemination of information about benefits of education does not automatically result in community engagement; instead, people are motivated to become involved on the basis of individual-based incentives. Equally, it shows that for a community to influence the actions of front-line staff, it is important to develop a co-operative and supportive relationship, instead of focusing on accountability. Pratham’s experience thus shows that there is much scope for fresh thinking within the international development community on how to engage communities in developing countries in improving learning outcomes in state schools.
3
Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.
Анотація:
Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
4
Malhoa, Sara, Hugo Sarmento, João Lameiras, and António Rosado. Dual Careers – reconciling sporting and academic success: systematic review of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2023. http://dx.doi.org/10.37766/inplasy2023.5.0032.
Анотація:
Review question / Objective: A systematic review carried out intends to carefully analyze the literature on the relationship between demographic and psychosocial determinants and the conciliation of studies with sports life. It aims to analyse, synthesize and update existing research on career management and development, namely, the dual careers of high-performance sports athletes who, at the same time, attend secondary education, starting from the research question - What is the profile of European students-athletes who simultaneously practice high performance sport and study in secondary education?. Condition being studied: The educational experience facilitates sports development and the skills trained in a sports context are transferable to the world of education and work. Being an elite athlete becomes more and more demanding as the number of training hours increases (20-30h/week) and the frequency of competitions, which has immediate implications for lifestyle and time management, requiring greater effort and commitment to fulfill your role as a student and athlete. Succeeding in both careers is highly demanding and challenging.
5
Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Анотація:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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