To see the other types of publications on this topic, follow the link: Modes of training.
Dissertations / Theses on the topic 'Modes of training'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Modes of training.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Stone, Michael H., and Margaret E. Stone. "Resistance Training Modes: a Practical Perspective." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4677.
Full text
2
Staatsexamen, Sabine Jones. "Various modes of foreign language learning among adults." Thesis, University of Ulster, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328202.
Full text
3
Johnson, Michel J. "Acute and chronic responses to varying modes of activity, a strength training perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0006/MQ44696.pdf.
Full text
4
Campbell, Leanne Sue. "The effects of two modes of exercise on obesity." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0090.
Full textAbstract:
The purpose of this study was to assess the efficacy of two different modes of exercise in an overweight and obese population over a 12-week period. Subjects: Forty-four overweight or obese individuals were recruited from a weight loss organisation. Participants were randomised into one of two groups which were matched according to age, gender and body mass index (BMI). The interventions consisted of either intermittent interval exercise (INT group), or intermittent steady-state exercise (SS group). Participants in both groups were on an identical strict caloric diet during the intervention period. Methods: Baseline and post-intervention testing consisted of the assessment of aerobic fitness, blood lipid profile, resting metabolism, body composition, vascular function, quality of life and activity levels. The exercise regime for the INT group consisted of a 1:2 min ratio of moderate intensity (70 75% V&O2peak) to low intensity exercise (40 45% V&O2peak), while the SS group exercised continuously between 50 55% V&O2peak. Total work per session was the same per group. Exercise consisted of walking/jogging twice daily for 15 mins five days per week. Eighteen participants dropped out of the study leaving 12 in the INT group and 14 in the SS group. Results: Peak oxygen uptake and exercise time to exhaustion increased significantly over time in the interventions (P < 0.001). Significant positive changes occurred in several blood tests, including liver function, insulin like growth factor (IGF- 1) and lipid levels (cholesterol, triglyceride, low density lipoprotein (LDL) and very low density lipoprotein (VLDL) and coronary risk ratio, all P < 0.05 over time). Additionally, uric acid and VLDL levels significantly decreased over time in the SS and INT groups, respectively (P < 0.05), whereas IGF-1 levels significantly increased in the SS group over time (P < 0.05). Body composition measures, including BMI, body mass, fat mass, percent of body fat, gynoid obesity and hip circumference, as well as waist circumference decreased significantly over time (P < 0.05). Several components of the SF-36 quality of life questionnaire (physical function, role physical, bodily pain, general health, vitality, social function and mental health) improved significantly over time (P < 0.05), while mental health also significantly improved over time in the SS group (P < 0.01). Finally, anxiety and depression levels were significantly reduced over time (P < 0.05). However, none of these changes over time significantly differed between the two groups. Conclusion: Both exercise interventions resulted in significant improvement over time in numerous health and fitness variables in an overweight and obese population. No significant differences were found, in the interaction term during a 2-way ANOVA, between the two groups at post-intervention. A longer intervention period, or changes to interval duration and intensities may result in more significant differences between the two training methods.
5
Nelson, Haley. "Comparison of Acquisition and Generalization of Tacts Across Three Stimulus Modes: A Replication Across Skill Levels." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7552.
Full textAbstract:
Individuals with disabilities often have a limited tact repertoire. This study compared the acquisition and generalization of tacts taught using different stimulus modes within discrete trial training (DTT) with children who have a limited tacting repertoire. The three stimulus modes that were compared were videos, pictures, and 3D objects. This research replicated Gómez’s (2015) methodology with a participant pool with lower tacting skills. In addition, this study assessed for generalization of the acquired tacts to a novel exemplar. In this study, tact training required fewer sessions when the picture and 3D object were used as stimulus modes. These results were then replicated across stimulus sets with Abraham and Alex. Finally, in this study greater generalization was observed for the tacts trained with a 3D object.
6
Cocks, Matthew. "The effects of obesity and different modes of training on the skeletal muscle microvasculature." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3816/.
Full textAbstract:
The principle aims of this thesis involved the development of methods to measure enzymes that determine nitric oxide (NO) production (eNOS) and quenching (NAD(P)Hoxidase) within the microvasculature of skeletal muscle, and the use of these techniques to investigate metabolic syndrome and various training modes. Chapter 2 describes the development of reliable methods to analyse enzymes responsible for NO bioavailability within the endothelium of skeletal muscle microvessels. Chapter 3 suggests that impaired eNOS ser1176 phosphorylation is instrumental to the reductions in insulin sensitivity of obese Zucker rats. Chapter 4 reveals that 6 weeks endurance training (ET) and sprint interval training (SIT) in sedentary males induce similar increases in capillary density, and that SIT is more effective than ET at increasing eNOS content. Chapter 5 fails to observe a change in any measure of microvascular structure or function following 6 weeks resistance training in sedentary males. Chapter 6 suggests that 4 weeks of constant-load SIT is an effective intervention to improve the content of endothelial enzymes controlling NO bioavailability in obesity. In conclusion this thesis describes novel techniques which will be valuable tools for future research into microvascular function, and suggests that SIT may be an effective time efficient strategy to improve microvascular function.
7
Westlake, Steven James. "The effects of two weight training modes on selected flexibility measures in college age students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/2195.
Full textAbstract:
The purpose of this study was to investigate the effects of different strength training modes on joint range of motion. The problem of the study was to compare Nautilus to free-weight training modes in terms of selected joints' ranges of motion before and after an eight-week strength training program. The hypothesis asserted was that there was no difference between pre-test and post-test scores when comparing Nautilus to free-weight training modes. Subjects were thirty college-age students enrolled in beginning weight-training classes at the University of the Pacific. The subjects were acquired from intact classes and comprised two groups of 9 males and 6 females each. Pre-test and post-test flexibility measures were acquired by use of a Leighton Flex-o-meter and sit-and-reach protocols. Single joint measures of shoulder flexion, extension and abduction, hip flexion, extension and abduction, elbow flexion, knee flexion, and low back flexion were acquired. For eight weeks, two times per week, each class completed an 8 to 12 repetitions per each exercise protocol following the principles of training asserted by Nautilus. Pre-test data for all bilateral joints were statistically analyzed with paired t-tests in order to determine any differences. No significant bilateral differences were found; consequently, these data were converted to eight single measures of average range of motion of the joints respectively. Pretest data then were analyzed with two-factor ANOV A (group x gender) in order to determine if the two intact classes initially represented the same population. The only measure in which a group difference was found was shoulder extension (p
8
Säfdal, Joakim. "Data-Driven Engine Fault Classification and Severity Estimation Using Interpolated Fault Modes from Limited Training Data." Thesis, Linköpings universitet, Fordonssystem, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173916.
Full textAbstract:
Today modern vehicles are expected to be safe, environmentally friendly, durable and economical. Monitoring the health of the vehicle is therefore more important than ever. As the complexity of vehicular systems increases the need for efficient monitoring methods has increased as well. Traditional methods of deriving models for the systems are today not as efficient as the complexity of the systems increases the time and skill needed to implement the models. An alternative is data driven methods where a collection of data associated with the behavior of the system is used to draw conclusions of the state of the system. Faults are however rare events and collecting sufficient data to cover all possible faults threatening a vehicle would be impossible. A method for drawing conclusions from limited historical data would therefore be desirable. In this thesis an algorithm using distiguishability as a method for fault classification and fault severity estimation is proposed. Historical data is interpolated over a fault severity vector using Gaussian process regression as a way to estimate fault modes for unknown fault sizes. The algorithm is then tested against validation data to evaluate the ability to detect and identify known fault classes and fault serveries, separate unknown fault classes from known fault classes, and estimate unknown fault sizes. The purpose of the study is to evaluate the possibility to use limited historical data to reduce the need for costly and time consuming data collection. The study shows promising results as fault class identification and fault size estimation using the proposed algorithm seem possible for fault sizes not included in the historical data.
9
Callahan, Marcus. "Whole-body and skeletal muscle responses to divergent modes of exercise training and detraining in middle-aged men." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/c28acf2ece910fff15c7b1a560a861c93c1059fab17e5a1a87723e1022b8fbdd/6701717/Callahan_2021_Whole-body_and_skeletal_muscle_responses_to_%5BREDACTED%5D.pdf.
Full textAbstract:
While short-term (~six weeks) HIIT induces rapid increases in skeletal muscle oxidative capacity, the anabolic potential of HIIT for promoting concurrent gains in skeletal muscle mass has received less scientific inquiry. The experiments undertaken for this thesis investigated skeletal muscle adaptive responses following HIIT, resistance exercise training (RET) and endurance exercise training (ENT), and after a subsequent period of detraining, in sedentary, middle-aged men. Thirty-five sedentary, males (39±3 y) performed six weeks of either ENT (n=12), HIIT (n=12) or RET (n=11) followed by 2.5 weeks of detraining. Skeletal muscle gene and protein expression, muscle fiber characteristics, body composition, muscle thickness, muscle strength, aerobic capacity, resting metabolic rate and glucose control were assessed at baseline, and after exercise training and detraining.
Lean mass increased after RET and HIIT (+3.2±1.6% and +1.6±2.1%, P<0.05). Muscle strength (sum of leg press, leg extension and bench press 1RMs) increased after all exercise training interventions (RET: +25±5%; HIIT: +10±5%; ENT: +7±7%, P<0.05). Aerobic capacity increased only after HIIT and ENT (+14±7% and +11±11%, P<0.05). Type I and II muscle fiber size increased for all groups after exercise training and remained elevated after detraining (main effect of time, P<0.05). Following detraining, the gains in lean mass and muscle strength were maintained in RET and HIIT groups, but maximal aerobic capacity declined below post-exercise training levels in HIIT and ENT (P<0.05). Androgen receptor, Akt and mTOR total protein increased after exercise training in all groups. Vitamin D receptor and apelin receptor mRNA increased after exercise training in all groups (main effect of time, P<0.05).
Six weeks of HIIT resulted in the most pronounced skeletal muscle adaptation prior to detraining in middle-aged men. While only HIIT and RET resulted in increases in lean mass and muscle thickness, gene and protein expression of markers implicated in muscle growth responses were largely similar across all exercise training modes. Short-term detraining did not negatively impact gains in muscle size, mass or strength irrespective of exercise modality.
10
Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel : a case study." Thesis, Anglia Ruskin University, 2010. http://arro.anglia.ac.uk/123165/.
Full textAbstract:
The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet. This was a qualitative research using case study within an interpretative paradigm that enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and several teaching dimensions: organisation and representation of data, organisation and management of teaching and different types of interaction. The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions. The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy principally dealt with formative assessment of the students' writing and used virtual communication tools to tighten the teacher-learner inter-personal interaction. The Organisational mode used in education disciplines focused on organisation and management of teaching and learning through the use of computer applications. The Holistic mode employed by teacher-educators in the fields of education and literature, in substance constituted a combination of all the characteristics of the above-mentioned modes with an emphasis given to social presence of both learners and the teacher. Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops. At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
11
Bar-Tal, Smadar. "Teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel: A case study." Thesis, Anglia Ruskin University, 2010. https://arro.anglia.ac.uk/id/eprint/123165/1/SmadarBarTalThesis.pdf.
Full textAbstract:
The introduction of technology and the widespread use of ICT in the wealthier nations have led teacher-educators to integrate technological applications in their teaching environment. The research investigated the new teaching modes created by teacher-educators in teacher-training
colleges in Israel, due to their transition from traditional teaching to distance-teaching through the Internet.
This was a qualitative research using case study within an interpretative paradigm that
enabled the researcher to consider the viewpoints of the informants together with her own viewpoint. The research tools included: 14 open interviews, a non-participatory observation, documentation reading and the writing of a personal log. The rich variety of research tools enabled triangulation of data. The conceptual framework of the research was based on theories of teacher-training, distance-teaching, academic disciplines, and
several teaching dimensions: organisation and representation of data, organisation and
management of teaching and different types of interaction.
The research findings indicated intrinsic and extrinsic motives for the teacher-educators transition to distance-teaching. The transition created a pedagogy characterised by four teaching modes that corresponded to different academic disciplines. Each discipline harnessed the technology for intensive use in one or more of the teaching dimensions.
The Representation mode used by teacher-educators in the natural sciences and statistics used a large variety of data representations and Internet writing characterised by multiple links. The Interactive mode employed by teacher-educators in the field of literacy
principally dealt with formative assessment of the students' writing and used virtual
communication tools to tighten the teacher-learner inter-personal interaction. The
Organisational mode used in education disciplines focused on organisation and
management of teaching and learning through the use of computer applications. The
Holistic mode employed by teacher-educators in the fields of education and literature, in
substance constituted a combination of all the characteristics of the above-mentioned
modes with an emphasis given to social presence of both learners and the teacher.
Analysis of the teaching modes led to the creation of a typology of four modes positioned at different points along the following scales: organisation of teaching, flexible – fixed, types of interaction few – multiple; data representation, creative – conservative; computer literate – computer users. There was a clear contrast between teacher-educators teaching education disciplines as a continuation of traditional frontal teaching and those who had previously taught in workshops.
At the crossroads of pedagogy with technology, the changes in location, time and lesson character have meant that the implementation of the teaching paradigm of Zeichner and the teaching orientations of Feiman-Nemser have taken on fresh dimensions. The new teaching modes necessitate appropriate training for all teacher-educators working in distance-teaching in accordance with their academic disciplines. The research findings
contribute to the reduction of a gap in knowledge concerning the new teaching modes of teacher-educators teaching distance-learning in a teacher-training college in Israel.
12
Schaab, Nancy A. "Comparison of two modes of instruction and two models of skill practice in behavior modeling training : an exploration of Graf's generation effect in learning /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859496393.
Full text
13
Wongchai, Sasicha. "The ability of the Kolbe A Index action modes to predict learners' attitudes and achievements within a Web-based training context." Texas A&M University, 2003. http://hdl.handle.net/1969.1/558.
Full textAbstract:
The purpose of this study was to investigate the ability of the Kolbe A Index to predict learners' attitudes and achievements within a web-based training context. The Index is used to measure the conative capacities of individuals. The Index translates raw scores into four Action Modes: Fact Finder, Follow Thru, Quick Start, and Implementor. A web-based simulation of training on customer service excellence was created containing four modules designed to match the respective learning style of each of the four Action Modes suggested by the Kolbe Corporation. Research questions were as follows. To what extent do the four Kolbe A Index Action Modes predict 1) how well learners will like content formatted to match the learning styles of the four Modes, 2) how well learners will remember content formatted to match the learning styles of the four Modes, and 3) how well the learners will remember the content regardless of the format? Three experts in applications of the Kolbe A Index then validated the simulation. Five other experts, each with a Ph.D. in the social sciences, validated the evaluation of learners' attitudes and achievements. Then a pilot study to collect data for a reliability analysis was conducted.
Sixty graduates from an international program in economics in Thailand participated in this study. Data were collected entirely through the Internet and in English. Multiple linear regression analyses with backward stepping method were performed to answer the research questions. Based on the limitations and data analyses of this study, the Kolbe A Index Action Modes did not predict how well learners liked content formatted to match the learning styles of the four Modes, how well learners remembered content formatted to match the learning styles of the four Modes, nor how well the learners remembered the content regardless of the format. More research is needed to explore how the Kolbe A Index Action Modes can be used to predict learners' attitudes and achievements.
14
Wallaert, Hélène. "Mains agiles, mains d'argile: apprentissage de la poterie au Nord-Cameroun. modes d'acquisition des compôrtements techniques." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211720.
Full text
15
Keukelaere, Camille de. "Modes de coordination interindividuelle et régulation du partage en situation dynamique collaborative : application au handball et au théâtre d'improvisation." Thesis, Brest, 2012. http://www.theses.fr/2012BRES0015/document.
Full textAbstract:
Les études de psychologie des industries et des organisations montrent que la compréhension partagée (CP) conditionne la performance collective. Nous mobilisons le concept de la Team Situation Awareness pour identifier les éléments qui concourent à la CP et à son évolution au cours de l'action. Une analyse en handball nous a permis d'identifier (a) 4 formes typiques d'articulation des activités individuelles, (b) 7 contenus typiques et (c) 6 processus typiques interindividuels. Nos résultats montrent que les formes de partage sont locales et ponctuelles, alternant entre trois modes de coordination en cours d'action : (1) application du plan, (2) ajustement transitoire en fin d’action, (3) adaptation en temps réel au contexte de jeu. L’analyse de la dynamique du partage met en évidence que le sentiment de performance collective est subordonné à une fluidité dans l'enchaînement des actions et au jugement de sécurité quant à l'évaluation de la situation. L'analyse en théâtre d'improvisation conforte la classification proposée dans la première étude. Notre étude a permis d'apporter des éléments sur les activités collaboratives en situation dynamique, et notamment sur la fonction de la CP qui peut être considérée comme un phénomène dynamique dont la principale fonction est de maintenir un potentiel de coordination suffisant entre les partenaires d'une équipe. À partir de nos résultats, nous proposons une modélisation qui rend compte des mécanismes de CP à deux échelles : (1) à l'échelle de l'équipe, nous proposons une modélisation qui renseigne l'alternance des modes de coordination en fonction des contraintes de l'environnement ; (2) à une échelle locale, nous proposons une modélisation qui rend compte de la régulation du partage entre les agent de l'équipe<br>In the field of I/O psychology, most of studies estimate that team performance under temporal pressure is directly related to shared understanding (SU) within a team. In order to account for the dynamics of SU within a team, we have studied the evolution of contents, forms and mechanisms of the sharing process, as a function of context variability and temporal pressure. We primarily work in line with the Team Situation Awareness model, that is usually mobilized in work situations. A first study allowed us to identify the various elements of SU and its dynamics in feminine handball competitions. The analysis permitted to identify (a) four typical forms of shared understanding, (b) seven typical contents shared and (c) six typical interaction processes between teammates. Results shows that sharing forms are local and punctual, alternating between two main modes of SU : either a preestablished plan follow-up, together with possible adaptation to conclude a given action, or a real-time adaptation to the context of action. A second study deals with improvisational theatre, regulated in real time by the director through earphones. Our results show that the sharing typical forms, contents and processes that rise in this activity also correspond to the classification we made in the first field study, which strengthens the genericity of our proposal. These results invite us to think that online regulation may either enhance or hamper the SU and thus the collective performance, respectively by improving the update and interaction processes between actors, or by overloading the cognitive activity of the team members in the course of action. Based on these results, we propose to consider the SU as a process that works over two space and time scales: on the global scale, SU may envolve over long periods within a team; and on a local scale, SU is actually developed through interpersonal updating and in situ adjustment processes. In order to account for these two scales, we proposed a team coordination model together with an interindividual regulation model. Our work opens the way to the study of the correlation between local mechanisms of shared understanding and the global dynamics of a collaborative activity
16
Martin-Niedecken, Anna Lisa [Verfasser], Josef [Akademischer Betreuer] Wiemeyer, and Frank [Akademischer Betreuer] Hänsel. "Towards Balancing Fun and Exertion in Exergames: Exploring the Impact of Movement-Based Controller Devices, Exercise Concepts, Game Adaptivity and Player Modes on Player Experience and Training Intensity in Different Exergame Settings / Anna Lisa Martin-Niedecken ; Josef Wiemeyer, Frank Hänsel." Darmstadt : Universitäts- und Landesbibliothek, 2021. http://d-nb.info/1236694473/34.
Full text
17
Huda, Shamsul. "Hybrid training approaches to Hidden Markov Model-based acoustic models for automatic speech recognition." Thesis, University of Ballarat, 2008. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/39435.
Full text
18
Ozad, Bahire. "The reflective model of teacher training:." Thesis, University of Manchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489331.
Full text
19
Sime, Julie-Ann. "Model switching in intelligent training systems." Thesis, Heriot-Watt University, 1994. http://hdl.handle.net/10399/1396.
Full text
20
Kapadia, Sadik. "Discriminative training of hidden Markov models." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624997.
Full text
21
Mayer, Greta H. "Content Analysis of Gatekeeper Training Models." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397234203.
Full text
22
Doignon, Aurélie. "La "mise en savoirs" des danses africaines : Approche anthropo-didactique des liens entre transposition d’une pratique culturelle et évolution de ses modes de diffusion : le cas du sabar au Sénégal et en France." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0257.
Full textAbstract:
Danse des quartiers populaires de Dakar, le sabar fait l’objet de reconfigurations professionnelles et spatiales. Autrefois défini par la naissance au sein d’une lignée de griots, et un enseignement structuré par des institutions informelles, de nouveaux cadres viennent structurer ce tableau de manière plus formelle, intégrant la danse dans la catégorie « art », qui pose les prémices d’une nouvelle structuration économique. Les griots, dont le savoir relève d’une transmission ataviste ne sont finalement plus en majorité aujourd’hui dans le cercle professionnel de la danse. Ceci entraine de nouvelles attitudes de transmission, de formation et d’apprentissage de la danse. Le sabar s’institutionnalise, pour mieux se rapprocher du champ chorégraphique légitime international. La dialectique entre références traditionnelles (religieuse, aux anciens, etc.) et ancrage dans la modernité est étudiée, à l’aune des stratégies de la nouvelle professionnalisation de ces danseurs. Comment ces processus d’institutionnalisation et de transposition de la pratique du sabar vont permettre et favoriser ces échanges, ces flux de corporéités et de danseurs à travers le monde et de recomposer les espaces ? Devenir danseur de sabar, à un niveau professionnel, relève de parcours protéiformes, à la fois issus des apprentissages « classiques », formels, et des apprentissages quotidiens, informels ; et marque de fait la porosité des catégorisations structurelles des apprentissages. Cette thèse met en relief les modifications multiples qu’entraine cette mise en savoir, des modifications gestuelles et chorégraphiques déjà, mais aussi didactiques et inévitablement sociétales, reconfigurant les modalités de genre et de statut social<br>Dance of the popular districts of Dakar, sabar dance is subject to professional and spatial reconfigurations. This dance was formerly defined as originating from a line of griots and education through informal institutions. New frames structure this dance tradition in a more formal way, integrating it in the "art" category and leading to a new economic structure. The griots, whose knowledge is an atavist transmission, are no longer in the majority in professional circles of dance. This leads to new attitudes of transmission, training and learning of dance. The sabar is institutionalized, to access the international legitimate choreographic field. This thesis studies the dialectic between traditional references (religious, old, etc.) and modern approaches, in light of the new professionalization of these dancers. How do the processes of institutionalization and transposition of the practice of the sabar allow and encourage exchanges and circulation of corporealities and dancers around the world? Becoming a sabar dancer at a professional level means getting one’s education both from "classical" and formal learning, and from everyday, informal learning This overall education marks the porosity of the structural categorizations of learning. This thesis highlights the multiple modifications involved in this learning. It explores choreographic changes and shows how sabar dance is undergoing a reconfiguration in terms of gender and social status
23
Granlund, Rego. "Monitoring distributed teamwork training /." Linköping : Univ, 2002. http://www.bibl.liu.se/liupubl/disp/disp2002/tek746s.pdf.
Full text
24
Kale, Ravindra V. "Evaluation of an Active Colonoscopy Training Model." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.
Full text
25
Brug, Arnold van de. "A framework for model-based adaptive training." Thesis, Heriot-Watt University, 1996. http://hdl.handle.net/10399/1177.
Full text
26
Ellis, Michael, Joseph Nelson, Jeffrey Kartchner, Karl Yousef, William Adamas-Rappaport, and Richard Amini. "Cadaver-based abscess model for medical training." DOVE MEDICAL PRESS LTD, 2017. http://hdl.handle.net/10150/623112.
Full textAbstract:
Ultrasound imaging is a rapid and noninvasive tool ideal for the imaging of soft tissue infections and is associated with a change of clinician management plans in 50% of cases. We developed a realistic skin abscess diagnostic and therapeutic training model using fresh frozen cadavers and common, affordable materials. Details for construction of the model and suggested variations are presented. This cadaver-based abscess model produces high-quality sonographic images with internal echogenicity similar to a true clinical abscess, and is ideal for teaching sonographic diagnostic skills in addition to the technical skills of incision and drainage or needle aspiration.
27
Kryściński, Wojciech. "Training Neural Models for Abstractive Text Summarization." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-236973.
Full textAbstract:
Abstractive text summarization aims to condense long textual documents into a short, human-readable form while preserving the most important information from the source document. A common approach to training summarization models is by using maximum likelihood estimation with the teacher forcing strategy. Despite its popularity, this method has been shown to yield models with suboptimal performance at inference time. This work examines how using alternative, task-specific training signals affects the performance of summarization models. Two novel training signals are proposed and evaluated as part of this work. One, a novelty metric, measuring the overlap between n-grams in the summary and the summarized article. The other, utilizing a discriminator model to distinguish human-written summaries from generated ones on a word-level basis. Empirical results show that using the mentioned metrics as rewards for policy gradient training yields significant performance gains measured by ROUGE scores, novelty scores and human evaluation.<br>Abstraktiv textsammanfattning syftar på att korta ner långa textdokument till en förkortad, mänskligt läsbar form, samtidigt som den viktigaste informationen i källdokumentet bevaras. Ett vanligt tillvägagångssätt för att träna sammanfattningsmodeller är att använda maximum likelihood-estimering med teacher-forcing-strategin. Trots dess popularitet har denna metod visat sig ge modeller med suboptimal prestanda vid inferens. I det här arbetet undersöks hur användningen av alternativa, uppgiftsspecifika träningssignaler påverkar sammanfattningsmodellens prestanda. Två nya träningssignaler föreslås och utvärderas som en del av detta arbete. Den första, vilket är en ny metrik, mäter överlappningen mellan n-gram i sammanfattningen och den sammanfattade artikeln. Den andra använder en diskrimineringsmodell för att skilja mänskliga skriftliga sammanfattningar från genererade på ordnivå. Empiriska resultat visar att användandet av de nämnda mätvärdena som belöningar för policygradient-träning ger betydande prestationsvinster mätt med ROUGE-score, novelty score och mänsklig utvärdering.
28
Warner-Metzger, C., B. C. Reed, John Paul Abner, Janet Todd, and Michele R. Moser. "PCIT training: Applying a Learning Collaborative Model." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4978.
Full text
29
Frühwirth-Schnatter, Sylvia. "Bayesian Model Discrimination and Bayes Factors for Normal Linear State Space Models." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 1993. http://epub.wu.ac.at/108/1/document.pdf.
Full textAbstract:
It is suggested to discriminate between different state space models for a given time series by means of a Bayesian approach which chooses the model that minimizes the expected loss. Practical implementation of this procedures requires a fully Bayesian analysis for both the state vector and the unknown hyperparameters which is carried out by Markov chain Monte Carlo methods. Application to some non-standard situations such as testing hypotheses on the boundary of the parameter space, discriminating non-nested models and discrimination of more than two models is discussed in detail. (author's abstract)<br>Series: Forschungsberichte / Institut für Statistik
30
Nemec, Therese. "Workplace sexual harassment training an online curriculum model /." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005nemect.pdf.
Full text
31
Grigas, Vincas. "Librarian-educator training model in the learning society." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2013~D_20131216_081945-53261.
Full textAbstract:
The dissertation is aimed at theoretical substantiation and framing of the conceptual model of librarian-educator’s training within the university study programme designed for the training of professional librarians.
Pursuing the above-stated objective the need for librarians-educators in the learning society has been analysed and the concept, role and set of competences necessary for the development of information literacy have been defined; current situation in librarian-educator’s trainings has been identified coupling it with the needs of the learning society and the conceptual model of librarian-educator’s training has been framed; the validity of the conceptual model of librarian-educator’s training in real environment has been evaluated and practical application of the said model within the framework of the university study programme aimed at the training of professional librarians has been proposed.
Taking into consideration the fact that in European Union and Lithuanian strategic documents development of information literacy skills is identified as an instrument for the development of the learning society, it can be stated that the training of librarians-educators is relevant and substantiated. Through the training of information literacy skills librarian-educator ensures the development of the learning society as he/she nurtures the ability to identify the nature and scope of required information, effectively access, critically evaluate and creatively use the... [to full text]<br>Disertacijoje siekiama teoriškai pagrįsti ir sukurti bibliotekininko edukatoriaus ugdymo koncepcinį modelį profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje.
Tikslui pasiekti išanalizuotas bibliotekininko edukatoriaus poreikis besimokančioje visuomenėje bei apibrėžta bibliotekininko edukatoriaus samprata, vaidmuo, gebėjimų visuma ugdant informacinį raštingumą; nustatyta dabartinė bibliotekininkų edukatorių rengimo būklė, susiejant ją su besimokančios visuomenės poreikiais bei sukonstruotas bibliotekininko edukatoriaus ugdymo koncepcinis modelis; įvertintas bibliotekininko edukatoriaus ugdymo koncepcinio modelio validumas realioje aplinkoje ir pasiūlytas šio modelio praktinis taikymas profesionalius bibliotekininkus rengiančioje aukštosios mokyklos studijų programoje.
Atsižvelgiant į tai, kad informacinio raštingumo gebėjimų ugdymas Europos Sąjungos ir Lietuvos strateginiuose dokumentuose yra vienas iš instrumentų įgyvendinant besimokančią visuomenę, bibliotekininko edukatoriaus ugdymas yra aktualus ir pagrįstas. Bibliotekininkas edukatorius įgyvendindamas visuomenės informacinio raštingumo gebėjimų ugdymą užtikrina besimokančios visuomenės plėtrą, nes ugdo gebėjimą nustatyti reikalingos informacijos pobūdį ir mastą, efektyviai ir veiksmingai pasiekti reikalingą informaciją, kritiškai ją vertinti bei kūrybiškai pasinaudoti savo asmeniniams, individualiai ar dirbant komandoje efektyviai naudotis informacija siekiant užsibrėžto tikslo ir... [toliau žr. visą tekstą]
32
Sennersten, Charlotte. "Model-based Simulation Training Supporting Military Operational Processes." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00469.
Full textAbstract:
In military training contexts, fast and long term decisions are intermixed where survival and security are prioritized. Simulation-based training, here applied to ground patrols in Afghanistan, can provide preparation for mission critical and life critical operations prior to exposure to real danger. Optimising the effectiveness of simulation-based training raises the need for more detailed representations of the competences required, both for simulation design and for evaluating simulation effectiveness. These needs are here considered in terms of three research questions . The first research question asks how objects trigger dialogue in observational tasks. Eye gaze tracking and recorded dialogue provide a foundation for proposing the cognitive operational structures behind how objects and dialogue are structured when people work together when collaborating in simulation-based training sessions. The objects are tracked along with related observational tasks and the communication between people in a team in ground vehicles and in the Tactical Operations Centre (TOC). The second research question asks how the results of simulation-based training for emergency situations can be described and evaluated. The last research question asks how debriefing and learning create and refine cognitive comprehension, the competency developed in a group. Low level visual cognition in a tactical environment is explored using an eye gaze tracking system integrated with a simulation environment. The integrated system has been evaluated, its accuracy characterized, and the system was then used to evaluate hypotheses related to visual queuing and target selection. The research questions are then explored more broadly based upon two exploratory field studies of simulation-based training sessions held for military staff before leaving for ISAF in Afghanistan. Study methods here include eye gaze tracking, video and audio recording, behavioral observation and retrospective questions. The field studies were conducted at the Swedish Life Guard Regiment sub-departments: International Training Unit(IntUtbE), pre-deployment training for Peace support operations, and Swedish Armed Forces International Centre (SWEDINT), with their Simulation, Modeling and Practical Platform. Based upon data obtained in the field studies, cognitive models of decision processes involved in operational task performance are developed to provide a basis for answering the research questions. Cognitive modelling begins with the Belief, Desire and Intension (BDI) model. This model is then modified in several steps to cover different levels of decision making revealed by the field studies, including an intrapersonal and organizational layer, an educational layer, a layer where objects are build into the algorithm as a basis for purposive behavior, and finally a team competency layer built largely during debriefing sessions. These models can be used to evaluate simulation-based training effectiveness, to provide feedback both in real time and retrospectively to trainees and teams, and potentially could be used in operational systems to provide real-time information about individual and group state during operations, for decision enhancement, and potentially as elements of the implementation of automated operational forces.
33
Patterson, Garry. "A design model for multimedia computer-based training." Thesis, University of Ulster, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387697.
Full text
34
Georgakopoulos, Vassilis. "Food safety training : a model HACCP instructional technique." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340452.
Full text
35
Bester, Marianne. "An outcomes-based training model for textile technologists." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1911.
Full textAbstract:
Thesis (MTech (Education))--Cape Technikon, Cape Town, 2004<br>The textile industry in South Africa is regarded as a labour intensive industry with high
capital investment. Presently, the textile industry is facing the impact that globalisation
will have on the local industry, which emphasises the importance of training and
development in the face of decreasing levels of human resources. These decreasing
levels of employment will result in the loss of highly technical expertise with no
replacement source in the labour market, unless textile technologists are educated to
compensate for the loss.
The White Paper on the Transformation of Higher Education (1997) indicates that one
of the purposes of higher education is to proVide the labour market, in a knowledgedriven
and knowledge-dependent society, with the high-level competencies and
expertise necessary for the growth and prosperity of a modern global economy. The
establishment of the National Qualifications Framework in South Africa has diluted the
rigid boundaries between education and training, requiring of Higher Education to
establish programmes that are responsive to the needs of industry.
The focus of this research project is to develop and evaluate an outcomes-based textile
technologist curriculum based on the education and training needs of the Western
Cape textile industry in particular, as a result of environmental changes impacting on
the South African textile industry in general. The development and evaluation of an
outcomes-based qualification in textile technology take place Within a world of constant
change, where work and education are becoming increasingly interwoven, stressing
the importance for higher education in South Africa to transform by developing
learning programmes in harmony with industry and by specialising in making
knowledge useful and applicable.
36
Holden, Trevor. "Model-driven aviation training family of systems architecture." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/24009.
Full textAbstract:
The Ph.D. project has evolved from focusing on the technical problem of the integration and interoperability of an assemblage of complex systems and SoS within a flight training system to development of a workflow process using frameworks to aid the decision making process for the selection of optimal flight training blending mixes. The focus of the research involved developing a methodology to satisfy research project proposal requirements agreed upon with the industrial sponsor. This thesis investigates the complexity of a modern flight training systems and the need for understanding that it is supported by a complex Family of Systems (FoS) including Virtual Reality Training Environments such as flight simulators, to live training aircraft with various configurations of avionic controls. One of the key technical problems today is how best to develop and assemble a family of flight training system into an integrated Live/Synthetic mix for aircrew training to optimise organisation and training objectives. With the increased use of emulation/synthetic data on aircraft for live training, the synthetic boundary is becoming increasingly blurred. Systematic consideration of the most appropriate blend is needed. The methodology used in the research is model driven and the architecture produced is described at a level of abstraction to enable communication to all stakeholders for the means of understanding the structure involved in the system design process. Relational Oriented Systems Engineering and Technology Trade-Off Analysis (ROSETTA) frameworks are described using Model Based Systems Engineering (MBSE) techniques for supporting capability based trade-off decisions for selection of optimal flight training FoS mixes dependent on capability. The research proposes a methodology and associated methods including a high-level systematic closed loop information management structure for blended device/tool aircrew training and a modelling and analysis approach for the FoS aviation training problem to enhance the existing training programmes to provide a more efficient and agile training environment. The mathematical formalisms used provide a method of quantifying subjective opinions and judgements for trade studies to be accomplished on the suitability of technology for each student pilot in relation to training and organisational objectives. The methodology presented is by no means a final solution, but a path for further research to enable a greater understanding of the suitability of training tools/technology used to train individual pilots at various stages throughout the training pipeline lifecycle(s).
37
Doan, Dai. "An Evaluation of an Intensive Toilet Training Model." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804964/.
Full textAbstract:
The current evaluation assessed the effectiveness of an intensive toilet training procedure for three young boys with autism. The evaluation extended the work of LeBlanc et al. (2005) by assessing parents’ preference to include the usage of urine alarm and positive practice. In addition, we collected descriptor data on challenging behaviors. All three parent participants’ elected not to use the urine alarm and one parent elected to discontinue the implementation of positive practice techniques. Researchers chose a nonconcurrent multiple baseline across participants design to evaluate the effects of the intervention. All three child participants’ increased successful self-initiations for the toilet and decreased accidents across home and clinic settings. Findings suggest that clinicians should partner with parents to develop individualized toileting interventions that are acceptable and effective.
38
Goodnough, Dana L. "Jesus' ministry as a model for discipleship training." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
Full text
39
Ohrt, Gary Thomas. "Surgical simulation training models for orthopaedic fracture surgery." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/4888.
Full textAbstract:
Articular fracture reduction is a complex surgical task that requires surgeons to be competent at multiple surgical skills to successfully complete. The list of skills needed includes the ability to use fluoroscopic images to build a 3D mental model of the fracture during reconstruction, the proper handling and use of surgical instruments, how to manipulate the fracture fragment into a reduced configuration with minimal hand motion, proper k-wire placement, and the preservation of surrounding soft tissues. Current training methodology is based on an apprenticeship model. The resident learns by watching a senior surgeon, and then preforms the procedure on live patients under the guidance of the senior surgeon to gain competence. This endangers the patient and does not provide the best outcome for either patient or resident.
The work presented in this thesis is the early development of an articular fracture reduction simulator, the subsequent use of the simulator in the training of orthopaedic residents, and assessment of the improvement of residents after practice on the simulator. To date, the simulator has been tested on four different groups of residents,3 different groups from the University of Iowa and one group from the University of Minnesota. Considerable effort has been made to validate the improvement seen in resident performance through objective means. The Objective Structured Assessment of Technical Skills (OSATS) is a global rating score and procedural checklist that has been previously validated to objectively measure surgical skill. Other assessment metrics include hand motion capture to count the number of discrete actions and measure distance traveled during the surgical procedure, fluoroscopic usage and radiation exposure, articular `step-off', the surface deviation from an intact or ideal reconstruction, and contact stress exposure.
The results indicate that the goals for the simulator have been met, that the simulator provides a means of training orthopaedic residents, assessing improvement, decreased the cost of training, and improved patient safety. The simulator is not without limitations including sample size, and radiation exposure. The task being trained is complex and can be broken down into basic subtasks that could be trained individually. Even with flaws, the simulator is an improvement over current training methods and is an excellent first step toward creating a surgical skills curriculum to comply with new mandates from orthopaedic surgery's governing bodies.
40
Mathekga, Abbey M. "The impact of in-service training the impact of in-service training and cascade model." Saarbrücken VDM Verlag Dr. Müller, 2004. http://d-nb.info/99112409X/04.
Full text
41
Schultz, George H. "Models of missionary training an assessment of alternative approaches to training for cross-cultural ministry /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full text
42
Weaving, Daniel Alexander. "The effect of training mode on the validity of training load measures for quantifying the training dose in professional rugby league." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:15152.
Full textAbstract:
Establishing the accurate quantification of the training load is a key focus for researchers and sport scientists to maximise the likelihood of appropriate training prescription. In the field, there are numerous methods adopted to quantify the physiological, physical, mechanical, and other loads placed on team sports athletes, including global positioning systems, accelerometry, heart rate and session rating of perceived exertion. Each method can be classified within one of two theoretical constructs: the external or internal training load. Due to the lack of a gold standard criterion, previous research has investigated validity through relationships with criterion measures of load or dose-response associations with chronic changes in physical fitness. The current research designs within investigations into the validity of those methods have failed to consider the influence of the mode of training on the validity of the measures. As strength and conditioning coaches utilise a variety of training modes to stress the various physiological systems to promote the adaptations required to succeed in competition, investigating the influence of training type on training load validity is warranted. To achieve this, the research (Chapters 3-6) was conducted within two professional rugby league clubs, where training load data (global positioning system, accelerometry, heart rate, session rating of perceived exertion) were collected across three twelve week pre-season preparatory periods. Training sessions were demarcated by training mode. The results of the first study showed that meaningful differences in the distances covered within arbitrary speed-and metabolic power-derived-thresholds exist between field-based training modes (small-sided games, conditioning, skills, speed). These differences in external load also led to differences in the perceptual- and heart-rate-derived internal load response. Establishing how those differences in demands influence the relationships between multiple external and internal training load methods is important to establish the validity of individual methods across different modes of training. In our case study approach in study two, the main finding was that when session rating of perceived exertion (sRPE) demonstrated trivial differences across multiple skills training sessions, large variation was present (coefficient of variation range 31-93%) in other training load methods (individualised training impulse [iTRIMP], Body Load™, Total Number of Impacts, high-speed distance) which reduced (coefficient of variation range 3-78%) when sRPE demonstrated trivial differences during small-sided games. This provided initial evidence that training load measures provide different information which might be influenced by the training mode. However, a more comprehensive investigation was needed. In the third study we aimed to examine the influence of training mode on the variance explained between measures of external (arbitrary high-speed distance, Body Load™, total-impacts) and internal (iTRIMP, sRPE) training load over two twelve week pre-season preparatory periods. This was replicated in our fourth study, across a shorter period of training from a different team utilising different methods in which to represent the external (individualised high-speed distance, PlayerLoad™) and internal (heart rate exertion index [HREI], sRPE) training load. During both investigations, we determined the structure of the interrelationships of multiple internal and external load methods via a principal-component analysis (PCA). Within the findings of both investigations, the extraction of multiple dimensions (two principal components) in certain modes of training suggests a single training load measure cannot explain all the information provided by multiple measures used to represent the training load in professional rugby league players. Therefore, if a single measure is used this could underrepresent the actual load imposed onto players. However, establishing the ‘dose-response’ associations between training load and the changes in training outcomes, such as physical fitness is also needed to establish validity. As a result, during study five, we aimed to determine the influence of training mode on the ‘dose-response’ relationship between measures of external (PlayerLoad™ ) and internal (sRPE, HREI) training load and acute changes in physical performance (countermovement jump, 10- and 20-m sprint, Yo-Yo intermittent recovery test level 1) following conditioning and speed training. sRPE was the only training load measure to provide meaningful relationships with changes in Yo-Yo intermittent recovery test level 1 performance. This provides the first evidence of the acute dose-response validity of the sRPE method. No measure provided meaningful relationships with all changes in performance. Therefore, further investigation is warranted to establish whether a combination of measures reflect better those changes than individual measures. The findings of the thesis suggests that practitioner should consider the implementation of both external and internal training load methods within their monitoring practices and researchers should establish multivariate and mode-specific relationships between training load methods to elucidate appropriate evidence of validity.
43
Davis, Richard I. A. "Training Hidden Markov Models for spatio-temporal pattern recognition /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18500.pdf.
Full text
44
Goulding, Jack Steven. "GAPP-IT : a generic IT training model for construction." Thesis, University of Salford, 2000. http://usir.salford.ac.uk/26692/.
Full textAbstract:
Construction organisations are increasingly focussing their energies, resources, and aspirations to the development of strategy. In this context, information technology (IT) is progressively being used as a core tool and enabler of the business strategy (BS), particularly in areas of strategic analysis and knowledge management. However, two major issues should be considered concerning the use of IT; the first of which relates to the technology itself - specifically how this can be used (and evaluated) to support the business; and the second issue concerns implementation - the details of which naturally embraces many aspects, including the provision of (and support for) IT training. From an IT perspective therefore, organisations should endeavour to match opportunity with corporate capability, the edict of which requires appropriately trained and skilled workforce to deliver IT capability (to match skills with demand). Training can be considered an investment, the remit of which aims to prepare organisations to adapt to the changing business environment (to meet current and future business needs). Whilst the provision of training can often lead to improved performance, organisations must however engage appropriate mechanisms to evaluate (and assess) the impact of IT training on the business performance gap. Organisations are therefore increasingly using 'process' to improve business performance, the concepts of which focus on activities (how things are done), rather than the product ('what' is produced). Many large construction organisations are now using maps and protocols to deliver business benefits. In this context, the process approach to IT (and its link with the BS) could therefore enable process users to more readily appreciate (and assess) the impact of IT training on the business performance gap. This research introduces a Generic Assessment Process Protocol model for IT training (GAPP-IT) for specific use in the construction business environment. It engages the Process Protocol (PP) methodology to identify the key sequential stages (gates) and issues required to satisfy (or close) the business performance gap.
45
Nguapa, Ahpu. "Alternative training models for developing empowered Lisu Christian leaders." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p028-0236.
Full text
46
Scherl, Wolfgang Georg. "A model for emotional intelligence training in management education." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582082.
Full textAbstract:
This research has developed a theory to nurture and enhance Emotional Intelligence (El) within professional work. Predicated on this theory El training and writing exercises were devised, operationalised and applied, using management education as the target environment. Much of the research literature states that El can generate several benefits in school, organisations, and private lives. Numerous claims have been made that El can be developed through specific training programmes. In addition there are empirical studies emphasizing the importance of El for corporations and the potential of developing El, particularly within management education. However, much of this prior work has been rather commercially orientated, lacking in rigorous evaluation and not based on well-founded theoretical underpinnings. Therefore, a developmental theory, the ARM Theory (Awareness, Reflection, and Management), was devised which constitutes an approach to enhance El based on the El construct definition of Mayer, Salovey and Caruso (1999). The ARM theory incorporates a cycle of emotional Awareness-Reflection-Management to develop emotion-related abilities. A longitudinal study based on this theory was conducted to investigate whether two different El interventions were able to enhance participants' El. Both ability El and trait El measures were employed to investigate the effectiveness of the ARM theory conceptualised in two and four day El training and writing exercises. In addition, questionnaires were administered to gather further information about participants' evaluation and their self- perceived emotional abilities. This study demonstrated clear improvements in El following training and writing exercises. This suggests that the ARM theory provides a foundation for the development of training packages to nurture emotion-related abilities within management education, and by implication professional development in general.
47
Wilhelmsson, Anna, and Sofia Bedoire. "Driving Behavior Prediction by Training a Hidden Markov Model." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-291656.
Full textAbstract:
Introducing automated vehicles in to traffic withhuman drivers, human behavior prediction is essential to obtainoperation safety. In this study, a human behavior estimationmodel has been developed. The estimations are based on aHidden Markov Model (HMM) using observations to determinethe driving style of surrounding vehicles. The model is trainedusing two different methods: Baum Welch training and Viterbitraining to improve the performance. Both training methods areevaluated by looking at time complexity and convergence. Themodel is implemented with and without training and tested fordifferent driving styles. Results show that training is essentialfor accurate human behavior prediction. Viterbi training is fasterbut more noise sensitive compared to Baum Welch training. Also,Viterbi training produces good results if training data reflects oncurrently observed driver, which is not always the case. BaumWelch training is more robust in such situations. Lastly, BaumWelch training is recommended to obtain operation safety whenintroducing automated vehicles into traffic.<br>N ̈ar automatiserade fordon introduceras itrafiken och beh ̈over interagera med m ̈anskliga f ̈orare ̈ar det vik-tigt att kunna f ̈orutsp ̊a m ̈anskligt beteende. Detta f ̈or att kunnaerh ̊alla en s ̈akrare trafiksituation. I denna studie har en modellsom estimerar m ̈anskligt beteende utvecklats. Estimeringarna ̈ar baserade p ̊a en Hidden Markov Model d ̈ar observationeranv ̈ands f ̈or att best ̈amma k ̈orstil hos omgivande fordon itrafiken. Modellen tr ̈anas med tv ̊a olika metoder: Baum Welchtr ̈aning och Viterbi tr ̈aning f ̈or att f ̈orb ̈attra modellens prestanda.Tr ̈aningsmetoderna utv ̈arderas sedan genom att analysera derastidskomplexitet och konvergens. Modellen ̈ar implementerad medoch utan tr ̈aning och testad f ̈or olika k ̈orstilar. Erh ̊allna resultatvisar att tr ̈aning ̈ar viktigt f ̈or att kunna f ̈orutsp ̊a m ̈anskligtbeteende korrekt. Viterbi tr ̈aning ̈ar snabbare men mer k ̈ansligf ̈or brus i j ̈amf ̈orelse med Baum Welch tr ̈aning. Viterbi tr ̈aningger ̈aven en bra estimering i de fall d ̊a observerad tr ̈aningsdataavspeglar f ̈orarens k ̈orstil, vilket inte alltid ̈ar fallet. BaumWelch tr ̈aning ̈ar mer robust i s ̊adana situationer. Slutligenrekommenderas en estimeringsmodell implementerad med BaumWelch tr ̈aning f ̈or att erh ̊alla en s ̈aker k ̈orning d ̊a automatiseradefordon introduceras i trafiken<br>Kandidatexjobb i elektroteknik 2020, KTH, Stockholm
48
Wilson, Phillip H. "A Model of Salespeople's Training Attitudes and Related Outcomes." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc935559/.
Full textAbstract:
Today many selling organizations are reexamining and revising their philosophy for managing salespeople because of increase costs of hiring and maintaining a sales force. More than everm management is looking for ways to assist salespeople in becoming more productive and effective faster. One avenue for enhancing salespersons' performance is through improved sales training practices. improved sales training practices should help salespeople view training, and how sales training transcends to the job environment. Considering the need for greater understanding concerning salespeople's perceptions of sales training and assuming the influence of those perceptions on job performance and other outcomes, this study develops and executes an analysis of several proposed relationships among personal characteristics, job related characteristics, perceived training needs, sales training variables, and related outcomes. The program of research identifies and evaluates salespeople's attitudes toward sales training and specifies influences of those training perceptions on salesperson' behaviors and general attitudes. As well, a relationship between salespeople's transfer of training materials, their use, and individual performance are evaluated.
49
Bilali, Loubna. "Localization Training: Towards an Industry-based Requirements-Gathering Model." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1532649023272877.
Full text
50
Combrink, Jan Hendrik. "Discriminative training of hidden Markov Models for gesture recognition." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29267.
Full textAbstract:
As homes and workplaces become increasingly automated, an efficient, inclusive and language-independent human-computer interaction mechanism will become more necessary. Isolated gesture recognition can be used to this end. Gesture recognition is a problem of modelling temporal data. Non-temporal models can be used for gesture recognition, but require that the signals be adapted to the models. For example, the requirement of fixed-length inputs for support-vector machine classification. Hidden Markov models are probabilistic graphical models that were designed to operate on time-series data, and are sequence length invariant. However, in traditional hidden Markov modelling, models are trained via the maximum likelihood criterion and cannot perform as well as a discriminative classifier. This study employs minimum classification error training to produce a discriminative HMM classifier. The classifier is then applied to an isolated gesture recognition problem, using skeletal features. The Montalbano gesture dataset is used to evaluate the system on the skeletal modality alone. This positions the problem as one of fine-grained dynamic gesture recognition, as the hand pose information contained in other modalities are ignored. The method achieves a highest accuracy of 87.3%, comparable to other results reported on the Montalbano dataset using discriminative non-temporal methods. The research will show that discriminative hidden Markov models can be used successfully as a solution to the problem of isolated gesture recognition