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Sagedahl, Steve M. "STRENGTH TRAINING MODALITIES: Baseball pitcher Cybex training." National Strength & Conditioning Association Journal 8, no. 2 (1986): 46. http://dx.doi.org/10.1519/0744-0049(1986)008<0046:bpct>2.3.co;2.
LeDuc, Dana, and Bruce W. Meleski. "STRENGTH TRAINING MODALITIES: Strength training with computers." National Strength & Conditioning Association Journal 8, no. 1 (1986): 58. http://dx.doi.org/10.1519/0744-0049(1986)008<0058:stwc>2.3.co;2.
Safe, Scott. "STRENGTH TRAINING MODALITIES: The new Safe strength training shoe." National Strength & Conditioning Association Journal 14, no. 2 (1992): 39. http://dx.doi.org/10.1519/0744-0049(1992)014<0039:tnssts>2.3.co;2.
Flueck, Martin, and Wouter Eilers. "Training Modalities: Impact on Endurance Capacity." Endocrinology and Metabolism Clinics of North America 39, no. 1 (March 2010): 183–200. http://dx.doi.org/10.1016/j.ecl.2009.10.002.
Hooper Lorette, Lineaus. "Strength training modalities: The medicine ball." National Strength & Conditioning Association Journal 7, no. 2 (1985): 18. http://dx.doi.org/10.1519/0744-0049(1985)007<0018:tmb>2.3.co;2.
DaSilva, Debbie. "STRENGTH TRAINING MODALITIES: Vermeilʼs Time Machine". National Strength & Conditioning Association Journal 9, № 6 (1987): 57. http://dx.doi.org/10.1519/0744-0049(1987)009<0057:vstm>2.3.co;2.
Sigmon, Chip, and Daniel E. Duncan. "STRENGTH TRAINING MODALITIES: The hack squat." National Strength & Conditioning Association Journal 12, no. 4 (1990): 28. http://dx.doi.org/10.1519/0744-0049(1990)012<0028:ths>2.3.co;2.
Pauletto, Bruno. "STRENGTH TRAINING MODALITIES: The Speed Chute." National Strength & Conditioning Association Journal 13, no. 4 (1991): 47. http://dx.doi.org/10.1519/0744-0049(1991)013<0047:tsc>2.3.co;2.
Curtis, Terry. "STRENGTH TRAINING MODALITIES: The perfect workout?" National Strength & Conditioning Association Journal 13, no. 6 (1991): 83. http://dx.doi.org/10.1519/0744-0049(1991)013<0083:tpw>2.3.co;2.
Tabachnik, Ben. "STRENGTH TRAINING MODALITIES: The Speed Chute." National Strength & Conditioning Association Journal 14, no. 4 (1992): 75. http://dx.doi.org/10.1519/0744-0049(1992)014<0075:tsc>2.3.co;2.
Porter, Laurel M. "Assessing Teacher Preference for Training Modalities for Behavior Intervention Plans." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7890.
Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for a procedure. At present, there is no standard for training teachers to implement BIP procedures and potentially effective training methods may be impacted by the amount of time training or the intensity of the training procedure. Therefore, the purpose of this study was to assess teacher preference for training modalities and to assess the feasibility of each modality in terms of training time and intensity. The participants in this study overwhelmingly selected self-assessments for both pre- and post-assessment evaluations as well as written instructions for their training modality.
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Akilan, Layla. "Exploring Feedback Modalities Using Wearable Device for Complex Systems Training Programs." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1548197803609102.
Dyck, Ernest M. "Principles for the development of appropriate church planting training modalities in Venezuela." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Bodkin, Amy Winter. "Home-based treadmill training in ambulatory children with hemiplegic cerebral palsy /." Connect to full text via ProQuest. Limited to UCD Anschutz Medical Campus, 2006.
Thesis (Ph.D. in Clinical Science) -- University of Colorado at Denver and Health Sciences Center, 2006. Typescript. Includes bibliographical references (leaves 58-61). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;
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Manrique, Daniel R. "Evaluation of the effectiveness of three instructional modalities for best practices of military training and education." Thesis, TUI University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690543.
This study examined three different instructional delivery modalities in order to identify the best practices for training and education of military personnel from the Department of Defense (DOD) in preparation for supporting civilian authorities during emergencies, disasters, and catastrophic events. This quantitative research sought to identify the best practices for military education recognizing the instructional delivery that results in the highest student academic performance and the highest level of personal learning satisfaction in order to identify program effectiveness and maximize the use of educational budget for DOD.
The population for this research study consisted of nine hundred students (n=900), divided into three groups of 300 students who graduated from the US Army North (USARNORTH) training program for Defense Support to Civil Authorities (DSCA) course level II, conducted from 2012 to 2014. Each group was composed of five courses of 60 students each who have completed the Defense Support to Civilian Authorities (DSCA) program via one of the three instructional delivery methods: face-to-face instruction, n=300; digital instruction, n=300; or web-based instruction, n=300. This study used secondary data collected from 2012 to 2014 from students’ academic final grades and satisfaction survey feedback to identify the best instructional methodology. The finding after conducting all statistical analyses reveled that in fact the overall, type of instruction significantly affected participants’ reported course satisfaction and course success, even when controlling for educational level, branch of service, gender, and instructor teaching experience. Based upon the findings, participants who received face to face instruction had higher course success (final grades) than did participants who had web-based and digital instruction. Participants who had face-to-face instruction also reported higher course satisfaction than did participants who had web-based and digital instruction. When examining the differences between digital and web-based instruction, parametric and nonparametric findings suggests that when controlling for demographic covariates, participants who had web-based instruction were more likely to report higher satisfaction responses than were participants who had digital instruction. However, the results were mixed between webbased and digital instruction for course success. Finally, the results of this study provide a better understanding of the most effective instructional approach and practical contributions that could improve current military education modalities and enhance instruction delivery by supporting face to face education as the instructional method that provides a higher level of students ‘success and satisfaction which can be used to justify allocation of funds and resources for educational programs for DOD which is currently impacted by a ten-year cut in spending due to caps instituted by the Budget Control Act (BCA) of 2011 (Quadrennial Defense Review (QDR2014). xviii
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Heimler, Benedetta. "Mechanisms of learning and plasticity across sensory modalities: insights from bilateral deafness and intense visual training." Doctoral thesis, Università degli studi di Trento, 2013. https://hdl.handle.net/11572/368118.
Interacting with the external environment is an inherently multisensory experience. Therefore, understanding how unisensory deprivations occurring early in life affect this interaction has always been a hot topic of research. In this thesis I aim to contribute to this prolific debate by further investigating the effects on behavior exerted by early-acquired bilateral deafness. In the past decades many studies have extensively investigated this topic, focusing mainly on explaining the changes occurring within the visual modality of deaf people, ultimately aiming at understanding to what extent the intuitive assumption that deaf adults ‘see better’ than hearing controls is really true. This approach proved highly informative, yet many fundamental aspects of behavior remained largely overlooked. The aim of this thesis was to identify these missing aspects and try to address them as systematically as possible. In particular I focused on four critical domains: (i) the investigation of the behavioral reorganization that occurs within the tactile modality of deaf adults (Chapter 2, Study 1; Study 2); (ii) the possible modifications of the interactions between two intact sensory systems (i.e., vision and touch) as a consequence of auditory deprivation (Chapter 3); (iii) the finer-grained definition of which mechanisms of visual attention are modified by bilateral deafness (Chapter 4, Study 1; Chapter 5); (iv) the further understanding of the role of extensive visual training in driving the behavioral improvements reported in the deaf population compared to hearing controls (Chapter 2, Study 3; Chapter 4, Study 1; Study 2; Chapter 5). This set of results highlight that deafness-related plasticity exerts multifaceted effects on behavior, which extend selectively to certain functions but not to others, and that even produced selective aspects of impaired behaviors. Importantly, these data also provide initial evidence that vision and touch might to a certain extent, reorganize independently from one another as a consequence of early bilateral deafness and that also the way they interact with each other shows some modified aspects. Finally, the majority of the behavioral modifications I documented in this thesis depended from deafness per se and was not ascribable to training-related effects. Unexpectedly but very interestingly, what clearly emerged from this set of results is the remarkable flexibility of which are capable the reorganized sensory systems, and in particular the reorganized visual system of deaf adults.
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Heimler, Benedetta. "Mechanisms of learning and plasticity across sensory modalities: insights from bilateral deafness and intense visual training." Doctoral thesis, University of Trento, 2013. http://eprints-phd.biblio.unitn.it/1097/1/Ph.D.-Dissertation_Benedetta_Heimler.pdf.
Interacting with the external environment is an inherently multisensory experience. Therefore, understanding how unisensory deprivations occurring early in life affect this interaction has always been a hot topic of research. In this thesis I aim to contribute to this prolific debate by further investigating the effects on behavior exerted by early-acquired bilateral deafness. In the past decades many studies have extensively investigated this topic, focusing mainly on explaining the changes occurring within the visual modality of deaf people, ultimately aiming at understanding to what extent the intuitive assumption that deaf adults ‘see better’ than hearing controls is really true. This approach proved highly informative, yet many fundamental aspects of behavior remained largely overlooked. The aim of this thesis was to identify these missing aspects and try to address them as systematically as possible. In particular I focused on four critical domains: (i) the investigation of the behavioral reorganization that occurs within the tactile modality of deaf adults (Chapter 2, Study 1; Study 2); (ii) the possible modifications of the interactions between two intact sensory systems (i.e., vision and touch) as a consequence of auditory deprivation (Chapter 3); (iii) the finer-grained definition of which mechanisms of visual attention are modified by bilateral deafness (Chapter 4, Study 1; Chapter 5); (iv) the further understanding of the role of extensive visual training in driving the behavioral improvements reported in the deaf population compared to hearing controls (Chapter 2, Study 3; Chapter 4, Study 1; Study 2; Chapter 5). This set of results highlight that deafness-related plasticity exerts multifaceted effects on behavior, which extend selectively to certain functions but not to others, and that even produced selective aspects of impaired behaviors. Importantly, these data also provide initial evidence that vision and touch might to a certain extent, reorganize independently from one another as a consequence of early bilateral deafness and that also the way they interact with each other shows some modified aspects. Finally, the majority of the behavioral modifications I documented in this thesis depended from deafness per se and was not ascribable to training-related effects. Unexpectedly but very interestingly, what clearly emerged from this set of results is the remarkable flexibility of which are capable the reorganized sensory systems, and in particular the reorganized visual system of deaf adults.
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Kronenberger, Jenna N. "What is the effectiveness of neuromuscular training versus traditional strength training on restoration of knee function in the rehabilitation of non-operative or post-operative anterior cruciate ligament patients? A Systematic Review." Walsh University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1524153666369126.
Wazzani, Rkia. "Effets de l'exercice physique sur le tissu osseux et sa vascularisation : comparaison entre différentes modalités de course." Electronic Thesis or Diss., Amiens, 2022. http://www.theses.fr/2022AMIE0092.
L'exercice physique se caractérise par ses effets bénéfiques sur l'organisme humain. Au niveau osseux, il se traduit par une action ostéogénique permettant d'améliorer la qualité du tissu osseux. Elle se détermine entre autres par la vascularisation et l'angiogenèse. Le réseau vasculaire assure au tissu osseux les apports en oxygène et en nutriments dont les cellules osseuses ont besoin pour leur bon fonctionnement. L'effet de l'exercice physique sur ces différents paramètres dépend de l'intensité, de la fréquence et du type de l'exercice. L'exercice physique en continu n'a que peu d'effet sur le tissu osseux. L'exercice de type intermittent a des effets bénéfices en termes d'ostéogenèse dans des modalisations chez les rats Wistar. Cependant aucune étude, à notre connaissance, ne s'est intéressée à l'effet de l'exercice combiné sur la qualité de tissu osseux et sa vascularisation. Notre objectif est d'analyser les effets de ces différentes modalités d'exercice continu, intermittent et le combiné sur les paramètres architecturaux et micro-architecturaux du tissu osseux, tout en tenant compte des différents mécanismes de mécano-transduction et de vascularisation. Cette étude montre que l'entraînement combiné tend à favoriser l'angiogenèse du fémur distal. Ce phénomène est associé à un effet ostéogénique au niveau de l'os trabéculaire fémoral. La course intermittente, antérieurement connu dans la littérature par son effet ostéogénique, tend à avoir un léger effet angiogénique. La course continue à intensité modérée semble ne pas affecter l'ensemble des paramètres au niveau de l'os fémoral Physical exercise is characterized by its beneficial effects on the human body. At the bone level, it results in an osteogenic action that improves the quality of the bone tissue. This is determined by vascularization and angiogenesis, among other things. The vascular network provides the bone tissue with the oxygen and nutrients that the bone cells need for their proper functioning. The effect of exercise on these different parameters depends on the intensity, frequency and type of exercise. Continuous exercise has little effect on bone tissue. Intermittent exercise has beneficial effects in terms of osteogenesis in Wistar rats. However, no study, to our knowledge, has investigated the effect of combined exercise on bone tissue quality and vascularization. Our objective is to analyze the effects of these different modalities of continuous, intermittent and combined exercise on the architectural and micro-architectural parameters of bone tissue, while taking into account the different mechanisms of mechano-transduction and vascularization. This study shows that combined training tends to promote angiogenesis of the distal femur. This phenomenon is associated with an osteogenic effect on the femoral trabecular bone. Intermittent running, previously known in the literature for its osteogenic effect, tends to have a slight angiogenic effect. Continuous running at moderate intensity does not seem to affect all the parameters in the femoral bone
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Pereira, Reyes Y. I. "Perception and production of English vowels by Chilean learners of English : effect of auditory and visual modalities on phonetic training." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1417190/.
The aim of this thesis was to examine the perception of English vowels by L2 learners of English with Spanish as L1 (Chilean-Spanish), and more specifically the degree to which they are able to take advantage of visual cues to vowel distinctions. Two main studies were conducted for this thesis. In study 1, data was collected from L2 beginners, L2 advanced learners and native speakers of Southern British English (ENS). Participants were tested on their perception of 11 English vowels in audio (A), audiovisual (AV) and video-alone (V) mode. ENS participants were tested to investigate whether visual cues are available to distinguish English vowels, while L2 participants were tested to see how sensitive they were to acoustic and visual cues for English vowels. Study 2 reports the outcome of a vowel training study. To compare the effect of different training modalities, three groups of L2 learners (beginner level) were given five sessions of high-variability vowel training in either A, AV or V mode. Perception and production of English vowels in isolated words and sentences was tested pre/post training, and the participants’ auditory frequency discrimination and visual bias was also evaluated. To examine the impact of perceptual training on L2 learners’ vowel production, recordings of key words embedded in read sentences were made pre and post-training. Acoustic-phonetic analyses were carried out on the vowels in the keywords. Additionally, the vowels were presented to native listeners in a rating test to judge whether the perceptual training resulted in significant improvement in intelligibility. In summary, the study with native English listeners showed that there was visual information available to distinguish at least certain English vowel contrasts. L2 learners showed low sensitivity to visual information. Their vowel perception improved after training, regardless of the training mode used, and perceptual training also led to improved vowel production. However, no improvement was found in their overall sensitivity to visual information.
Quillen, William S. Laboratory manual to accompany Therapeutic modalities for sports medicine and athletic training, fifth edition, William E. Prentice. Boston: McGraw-Hill, 2003.
Workshop on the Cost-effectiveness of Different Training Modalities in Population Education (1988 Male, Maldives). Workshop on the Cost-effectiveness of Defferent [sic] Training Modalities in Population Education: A draft report, 1-4 August 1988. Male, Maldives: Non-formal Education Unit, 1988.
Tauro, Joe, and Robert Pedowitz. "Arthroscopic Skills Training Modalities." In Motor Skills Training in Orthopedic Sports Medicine, 53–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53229-4_6.
Vanhees, Luc, and Dominique Hansen. "Modalities of Exercise Training in Cardiac Rehabilitation." In Textbook of Sports and Exercise Cardiology, 881–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35374-2_42.
Lanzi, Stefano, Lucia Mazzolai, and Luca Calanca. "Exercise Training Modalities in Lower Limb Peripheral Artery Disease." In Practical Issues in Geriatrics, 439–44. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57406-6_44.
Malatesta, Davide, Paolo Fanari, Alberto Salvadori, and Stefano Lanzi. "Physical Activity and Endurance Training Modalities: Evidences and Perspectives." In Rehabilitation interventions in the patient with obesity, 1–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32274-8_1.
Nguyen, Harrison, Simon Luo, and Fabio Ramos. "Semi-supervised Learning Approach to Generate Neuroimaging Modalities with Adversarial Training." In Advances in Knowledge Discovery and Data Mining, 409–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47436-2_31.
Burnel, Jean-Christophe, Luc Courtrai, and Sébastien Lefèvre. "Less Labels, More Modalities: A Self-Training Framework to Reuse Pretrained Networks." In Pattern Recognition, Computer Vision, and Image Processing. ICPR 2022 International Workshops and Challenges, 287–302. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-37731-0_22.
Cooney, Ciaran, Rachel Heyburn, Liam Madigan, Mairead O’Cuinn, Chloe Thompson, and Joana Cavadas. "Unimodal and Multimodal Representation Training for Relation Extraction." In Communications in Computer and Information Science, 450–61. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26438-2_35.
AbstractMultimodal integration of text, layout and visual information has achieved SOTA results in visually rich document understanding (VrDU) tasks, including relation extraction (RE). However, despite its importance, evaluation of the relative predictive capacity of these modalities is less prevalent. Here, we demonstrate the value of shared representations for RE tasks by conducting experiments in which each data type is iteratively excluded during training. In addition, text and layout data are evaluated in isolation. While a bimodal text and layout approach performs best (F1 = 0.684), we show that text is the most important single predictor of entity relations. Additionally, layout geometry is highly predictive and may even be a feasible unimodal approach. Despite being less effective, we highlight circumstances where visual information can bolster performance. In total, our results demonstrate the efficacy of training joint representations for RE.
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Lin, Yankai, Ning Ding, Zhiyuan Liu, and Maosong Sun. "Pre-trained Models for Representation Learning." In Representation Learning for Natural Language Processing, 127–67. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1600-9_5.
AbstractPre-training-fine-tuning has recently become a new paradigm in natural language processing, learning better representations of words, sentences, and documents in a self-supervised manner. Pre-trained models not only unify semantic representations of multiple tasks, multiple languages, and multiple modalities but also emerge high-level capabilities approaching human beings. In this chapter, we introduce pre-trained models for representation learning, from pre-training tasks to adaptation approaches for specific tasks. After that, we discuss several advanced topics toward better pre-trained representations, including better model architecture, multilingual, multi-task, efficient representations, and chain-of-thought reasoning.
Тези доповідей конференцій з теми "Training modalities":
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Tacelli, M., L. Archibugi, M. C. Petrone, M. Kahaleh, P. Fusaroli, J. Iglesias-Garcia, and P. Arcidiacono. "Training in EUS: current state of training modalities from a worldwide survey." In ESGE Days 2024. Georg Thieme Verlag KG, 2024. http://dx.doi.org/10.1055/s-0044-1783218.
Almani, Waleed Abdul-Ameer. "Modern studies of training modalities in the professional sport field." In Journal of Human Sport and Exercise - 2020 - Summer Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc4.07.
Parthasarathy, Srinivas, and Shiva Sundaram. "Training Strategies to Handle Missing Modalities for Audio-Visual Expression Recognition." In ICMI '20: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3395035.3425202.
Austermann, Anja, and Seiji Yamada. "Learning Reward Modalities for Human-Robot-Interaction in a Cooperative Training Task." In RO-MAN 2007 - The 16th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2007. http://dx.doi.org/10.1109/roman.2007.4415124.
Uno, Akira, Jun Tanemura, and Koichi Higo. "Recovery mechanism of naming disorders in aphasic patients: effects of different training modalities." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-208.
Zhao, Zhe, Yudong Li, Cheng Hou, Jing Zhao, Rong Tian, Weijie Liu, Yiren Chen, et al. "TencentPretrain: A Scalable and Flexible Toolkit for Pre-training Models of Different Modalities." In Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 3: System Demonstrations). Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.acl-demo.20.
Suo, Qiuling, Weida Zhong, Fenglong Ma, Ye Yuan, Jing Gao, and Aidong Zhang. "Metric Learning on Healthcare Data with Incomplete Modalities." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/490.
Utilizing multiple modalities to learn a good distance metric is of vital importance for various clinical applications. However, it is common that modalities are incomplete for some patients due to various technical and practical reasons in healthcare datasets. Existing metric learning methods cannot directly learn the distance metric on such data with missing modalities. Nevertheless, the incomplete data contains valuable information to characterize patient similarity and modality relationships, and they should not be ignored during the learning process. To tackle the aforementioned challenges, we propose a metric learning framework to perform missing modality completion and multi-modal metric learning simultaneously. Employing the generative adversarial networks, we incorporate both complete and incomplete data to learn the mapping relationship between modalities. After completing the missing modalities, we use the nonlinear representations extracted by the discriminator to learn the distance metric among patients. Through jointly training the adversarial generation part and metric learning, the similarity among patients can be learned on data with missing modalities. Experimental results show that the proposed framework learns more accurate distance metric on real-world healthcare datasets with incomplete modalities, comparing with the state-of-the-art approaches. Meanwhile, the quality of the generated modalities can be preserved.
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Farooq, Omer, S. Sallis, J. Chambers, and M. Purva. "9 Staff training and test running of new obstetrics service using different simulation modalities." In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.46.
Cantabella, Magdalena, Elisabeth Dominguez de la Fuente, Raquel Martinez-Espana, Belen Ayuso, and Andres Munoz. "Searching for Behavior Patterns of Students in Different Training Modalities through Learning Management Systems." In 2017 International Conference on Intelligent Environments (IE). IEEE, 2017. http://dx.doi.org/10.1109/ie.2017.31.
Yang, Yang, De-Chuan Zhan, Xiang-Rong Sheng, and Yuan Jiang. "Semi-Supervised Multi-Modal Learning with Incomplete Modalities." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/416.
In real world applications, data are often with multiple modalities. Researchers proposed the multi-modal learning approaches for integrating the information from different modalities. Most of the previous multi-modal methods assume that training examples are with complete modalities. However, due to the failures of data collection, self-deficiencies and other various reasons, multi-modal examples are usually with incomplete feature representation in real applications. In this paper, the incomplete feature representation issues in multi-modal learning are named as incomplete modalities, and we propose a semi-supervised multi-modal learning method aimed at this incomplete modal issue (SLIM). SLIM can utilize the extrinsic information from unlabeled data against the insufficiencies brought by the incomplete modal issues in a semi-supervised scenario. Besides, the proposed SLIM forms the problem into a unified framework which can be treated as a classifier or clustering learner, and integrate the intrinsic consistencies and extrinsic unlabeled information. As SLIM can extract the most discriminative predictors for each modality, experiments on 15 real world multi-modal datasets validate the effectiveness of our method.
Звіти організацій з теми "Training modalities":
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Rosas-Shady, David, and Pablo Ibarrarán. Impact Evaluation of the Job Training Component (PROCAJOVEN) of the Assistance Program for the Building of a Training and Employment System in Panama (PN0125). Inter-American Development Bank, July 2006. http://dx.doi.org/10.18235/0008769.
The purpose of this report is to assess whether the job training program PROCAJOVEN has had positive impacts, i.e. to determine if it has increased the employability of its participants, and to determine whether the program has a positive payoff. The main objective of PROCAJOVEN is to "improve prospects for jobless youths and disadvantaged groups" in Panama. To achieve this goal the program has two modalities. The first modality, called insertion modality, provides short-term training for the low-income unemployed youths 18-29 years old. The second modality, called transition modality, focuses in the transition for the first-time job seekers with complete secondary education. The program has a significant effect on employment rates and labor earnings for women especially for those living in Panama City. Within modalities, the general effects are similar.
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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.
In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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Yagci Sokat, Kezban. Understanding the Role of Transportation in Human Trafficking in California. Mineta Transportation Institute, November 2022. http://dx.doi.org/10.31979/mti.2022.2108.
Human trafficking, a form of modern slavery, is the recruitment, transport, and/or transfer of persons using force, fraud, or coercion to exploit them for acts of labor or sex. According to the International Labor Organization, human trafficking is the fastest growing organized crime with approximately $150 billion in annual profits and 40.3 million individuals trapped in slave-like conditions. While it is not compulsory to involve transportation for human trafficking, the transportation industry plays a critical role in combating human trafficking as traffickers often rely on the transportation system to recruit, move, or transfer victims. This multi-method study investigates the role of transportation in combatting human trafficking in California by conducting a survey followed up with semi-structured in-depth interviews with key stakeholders. The expert input is supplemented with labor violations and transit accessibility analysis. Experts emphasize the importance of education, training, and awareness efforts combined with partnership, data, and analysis. Screening transportation industry personnel for human trafficking is another step that the industry can take to combat this issue. Particularly, sharing perpetrator information and transportation related trends among transportation modalities and local groups could help all anti-trafficking practitioners. In addition, the transportation industry can support the victims and survivors in their exit attempts and post/exit life. Examples of this support include serving as a safe haven, and providing transportation to essential services. Transportation should ensure that all of these efforts are survivor-centric, inclusive for all types of trafficking, and tailored to the needs of the modality, population, and location.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
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Widmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Doing development differently rests on deliberate efforts to reflect and learn, not just about what programmes are doing and achieving, but about how they are working. This is particularly important for an action research programme like Child Labour: Action- Research-Innovation in South and South-Eastern Asia (CLARISSA), which is implemented by a consortium of organisations from across the research and development spectrum, during a rapidly changing global pandemic. Harnessing the potential of diverse skills and complementary strengths across partners in responding to the complex challenge of the worst forms of child labour, requires capacity to work together in novel ways. This Research and Evidence Paper documents how CLARISSA approached capacity development, and what we learnt from our challenges and successes. From the start, the programme incorporated a capacity development strategy resting on self-assessment of a wide range of behavioural and technical competencies that were deemed important for programme implementation, formal training activities, and periodic review of progress through an after-action review (AAR) process. An inventory of capacity development activities that took place during the first year of implementation reveals a wide range of additional, unplanned activities, enabled by the programme’s flexibility and adaptive management strategy. These are organised into eight modalities, according to the individual or collective nature of the activity, and its sequencing – namely, whether capacity development happens prior to, during, or after (from) implementation. We conclude with some reflections on the emergent nature of capacity development. Planning capacity development in an adaptive programme provides a scaffolding in terms of time, resources, and legitimacy that sustains adaptiveness. We also recognise the gaps that remain to be addressed, particularly on scaling up individual learning to collective capabilities, and widening the focus from implementation teams to individuals working at consortium level.
