Relevant bibliographies by topics / Support du superviseur

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Support du superviseur'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Support du superviseur"

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Engelbrecht, Lambert. "Cultural friendliness as a foundation for the support function in the supervision of social work students in South Africa." International Social Work 49, no. 2 (March 2006): 256–66. http://dx.doi.org/10.1177/0020872806061240.

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English In South Africa it is essential that the cultural diversity of the social work student population be accommodated in supervision. This is possible if cultural friendliness forms the foundation of support in supervision. Cultural friendliness is a disposition that forms part of the supervisor's identity. French En Afrique du sud, il est essentiel que la fonction de supervision s'assure d'accommoder la diversité culturelle de la population étudiante en travail social. Cela est possible si une amitié culturelle forme la base des activités de soutien et de supervision. L'amitié culturelle est une attitude ou disposition faisant partie intégrante de l'identité du superviseur. Spanish En Sudáfrica es esencial que en la supervisión del trabajo social se tenga en cuenta la cultura del estudiante. Esto es posible si la amabilidad cultural es la base de la función de apoyo de la supervisión. La amabilidad cultural es una disposición que forma parte de la identidad del supervisor.
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Törnquist, Anna, Sarah Rakovshik, Jan Carlsson, and Joakim Norberg. "How Supervisees on a Foundation Course in CBT Perceive a Supervision Session and what they Bring Forward to the Next Therapy Session." Behavioural and Cognitive Psychotherapy 46, no. 3 (September 14, 2017): 302–17. http://dx.doi.org/10.1017/s1352465817000558.

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Background: There is limited research into the effect of supervision in cognitive behavioural therapy (CBT) from the supervisees’ perspective. Aims: The aim of the study was to acquire knowledge from the supervisees’ perspective as to what in particular in the supervision process contributes to the therapy process. Method: Fourteen supervisees on a foundation course participated in the study. A qualitative approach was used with thematic analysis of the participants’ written diaries after supervision and therapy sessions. Results: Analyses of supervisees’ experiences suggested that a variety of therapeutic interventions were easier to implement if one had the supervisor's support and felt free to decide if and when the suggested interventions could best be implemented. Evaluation in the form of positive feedback from the supervisor indicating that the supervisee was ‘doing the right thing’ was perceived to be important. A unifying theme when supervisees felt they were not getting anything out of the supervision was that the supervisees did not have a supervision question. Conclusions: The results of this research suggest that the supervisor's support during training is perceived to be important for the supervisee. Receiving positive feedback from one's supervisor in an evaluation is perceived to have a great impact on whether the therapist implements the suggested therapeutic interventions discussed in the previous supervision.
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Chou, Paul. "The Importance of Supervisor Support during Organizational Change." SIJ Transactions on Industrial, Financial & Business Management 03, no. 06 (December 30, 2015): 01–08. http://dx.doi.org/10.9756/sijifbm/v3i6/03010020102.

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Virtue, Claire, and Christa Fouché. "Multiple holding: A model for supervision in the context of trauma and abuse." Aotearoa New Zealand Social Work 21, no. 4 (January 1, 2009): 64–72. http://dx.doi.org/10.11157/anzswj-vol21iss4id262.

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This paper reports on a grounded theory study involving eight practitioners; four supervisees and four supervisors took part in individual interviews and two separate focus groups.The core finding of the research is that multiple holding is needed to provide adequate support for professionals working with trauma and abuse. Multiple holding is a term for the processes practitioners can use to enable them to remain working in the field of trauma and abuse and includes relational supervision, knowledge and skills and the use of resources outside the supervision relationship. The identified outside resources are: spirituality; personal therapy; collegiality; and training specific to trauma and abuse. Supervisors need to be part of a chain of holding where they in turn are held by their own supervisors, who, in turn, in an ongoing sequence, are also held in a chain of supervision and holding. Being able to choose a supervisor was found to be important to build a high level of trust in the supervisee/supervisor relationship.
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Brady, Geraldine, and Shirley Durell. "Two People, One Path: A Supervisor and Supervisee Talk About Doctoral Support." Women in Higher Education 24, no. 12 (November 30, 2015): 13–14. http://dx.doi.org/10.1002/whe.20263.

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Saleem, Tooba, and Nasir Mahmood. "Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 8. http://dx.doi.org/10.22555/joeed.v5i2.1851.

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<p><em>The nature of supervisory relationship is dynamic that changes over the course of candidacy. Subsequently, the supervision demands of supervisees also change to help them in performing certain tasks at specific research stages. In this context, this research is proposed to investigate the supervision experiences of supervisees in four different research stages (i.e. Stage 1: developing synopsis, Stage 2: collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light of six supervision aspects (i.e. Project management, Intellectual support, pertinent research skills, Inter-personal communication skills, Workload management and Supportive skills) the quality of supervision was assessed from supervisees’ perspective. Cross-sectional survey design was used to assess the supervision experiences of (N=422) supervisees in four distinct stages of research supervision. The data were collected from 12 public and private universities of the Punjab. For this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the need to train the supervisors to manage their time not just in terms of teaching and supervision of research students, but also keeping the stages of their research in mind. By addressing the stage specific needs of supervisees the quality of supervision could be improved.</em></p><p><strong>Keywords</strong>: quality of supervision, research stages, supervision dynamics, supervision experiences</p>
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Rankine, Matt. "Making the connections: A practice model for reflective supervision." Aotearoa New Zealand Social Work 29, no. 3 (September 25, 2017): 66–78. http://dx.doi.org/10.11157/anzswj-vol29iss3id377.

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INTRODUCTION: Over several decades, social work in Aotearoa New Zealand has undergone major alterations in service delivery in response to the management of risk and surveillance of practice within the neoliberal government agenda. Working in such an environment, social workers struggle to critically explore their position and professionally develop their practice. To support current professional practice in social work, reflective supervision has become a necessity for analysing and amplifying positive practice outcomes that benefit practitioners and service users. METHOD: A four-layered practice model of reflective supervision has been developed by the researcher from a theoretical analysis of a study involving key informant and supervisory dyads. The purpose of the reflective supervision model is to support the agenda, task and process in the supervisory relationship towards critical reflection of practice. FINDINGS: The four-layered practice model highlights the interrelationship between the social worker, the organisation, relationships with others, and the systemic contexts where practice occurs. The supervisee and supervisor have vital roles in order for reflection to occur in each supervision session.CONCLUSIONS: Reflective supervision is seen as a co-constructed partnership between the supervisor and supervisee and the four-layered practice model assists in providing a structure for the session. The four-layered model supports critical thinking in the socio-political and socio-cultural environment, promotes social justice strategies and has versatility within a number of practice settings.
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Dounavi, Katerina, Brian Fennell, and Erin Early. "Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support." International Journal of Environmental Research and Public Health 16, no. 12 (June 13, 2019): 2098. http://dx.doi.org/10.3390/ijerph16122098.

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Background: Supervision of behavior analysts seeking certification and supervision of service delivery are key processes in the provision of quality behaviour analytic services to individuals with developmental disabilities. Our study is the first to examine international supervisory practices within the field of applied behaviour analysis. Method: An online survey was distributed to 92 professionals internationally, assessing supervisory practice, supervisor support, work demands, job satisfaction, and burnout. Results: Findings indicate high satisfaction with the supervisor and supervisory experience. Excessive work demands positively correlate with high burnout and low job satisfaction. Half of all professionals only worked with one or two clients before certification. Supervisor and collegial support seem to decrease the likelihood of suffering burnout and increase job satisfaction, although relationships were not statistically significant. Conclusions: Supervisor and collegial support warrant further research as protective factors. Implications for an evidence-based supervisory practice that produces ethical and competent supervisees are discussed.
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Fajardo, Michael A., Laura Hudswell, Shirley Lu, Ryan M. Saunderson, and Harriet Hulme. "First-year school counsellor in training professional experience in NSW: A qualitative study." Journal of Psychologists and Counsellors in Schools 30, no. 2 (June 4, 2020): 264–74. http://dx.doi.org/10.1017/jgc.2019.24.

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AbstractThe professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.
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Nahum-Shani, Inbal, Melanie M. Henderson, Sandy Lim, and Amiram D. Vinokur. "Supervisor support: Does supervisor support buffer or exacerbate the adverse effects of supervisor undermining?" Journal of Applied Psychology 99, no. 3 (2014): 484–503. http://dx.doi.org/10.1037/a0035313.

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Dissertations / Theses on the topic "Support du superviseur"

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Bhar, Jane (Jane Frances) Carleton University Dissertation Management Studies. "Developing a measure of supervisor support." Ottawa, 1995.

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Merat, Sepehr. "Clustering Via Supervised Support Vector Machines." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/857.

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An SVM-based clustering algorithm is introduced that clusters data with no a priori knowledge of input classes. The algorithm initializes by first running a binary SVM classifier against a data set with each vector in the set randomly labeled. Once this initialization step is complete, the SVM confidence parameters for classification on each of the training instances can be accessed. The lowest confidence data (e.g., the worst of the mislabeled data) then has its labels switched to the other class label. The SVM is then re-run on the data set (with partly re-labeled data). The repetition of the above process improves the separability until there is no misclassification. Variations on this type of clustering approach are shown.
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Pehrson, Jakob, and Sara Lindstrand. "Support Unit Classification through Supervised Machine Learning." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-281537.

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The purpose of this article is to evaluate the impact a supervised machine learning classification model can have on the process of internal customer support within a large digitized company. Chatbots are becoming a frequently used utility among digital services, though the true general impact is not always clear. The research is separated into the following two questions: (1) Which supervised machine learning algorithm of naïve Bayes, logistic regression, and neural networks can best predict the correct support a user needs and with what accuracy? And (2) What is the effect on the productivity and customer satisfaction of using machine learning to sort customer needs? The data was collected from the internal server database of a large digital company and was then trained on and tested with the three classification algorithms. Furthermore, a survey was collected with questions focused on understanding how the current system affects the involved employees. A first finding indicates that neural networks is the best suited model for the classification task. Though, when the scope and complexity was limited, naïve Bayes and logistic regression performed sufficiently. A second finding of the study is that the classification model potentially improves productivity given that the baseline is met. However, a difficulty exists in drawing conclusions on the exact effects on customer satisfaction since there are many aspects to take into account. Nevertheless, there is a good potential to achieve a positive net effect.
Syftet med artikeln är att utvärdera den påverkan som en klassificeringsmodell kan ha på den interna processen av kundtjänst inom ett stort digitaliserat företag. Chatbotar används allt mer frekvent bland digitala tjänster, även om den generella effekten inte alltid är tydlig. Studien är uppdelad i följande två frågeställningar: (1) Vilken klassificeringsalgoritm bland naive Bayes, logistisk regression, och neurala nätverk kan bäst förutspå den korrekta hjälpen en användare är i behov av och med vilken noggrannhet? Och (2) Vad är effekten på produktivitet och kundnöjdhet för användandet av maskininlärning för sortering av kundbehov? Data samlades från ett stort, digitalt företags interna databas och används sedan i träning och testning med de tre klassificeringsalgoritmerna. Vidare, en enkät skickades ut med fokus på att förstå hur det nuvarande systemet påverkar de berörda arbetarna. Ett första fynd indikerar att neurala nätverk är den mest lämpade modellen för klassificeringen. Däremot, när omfånget och komplexiteten var begränsat presenterade även naive Bayes och logistisk regression tillräckligt. Ett andra fynd av studien är att klassificeringen potentiellt förbättrar produktiviteten givet att baslinjen är mött. Däremot existerar en svårighet i att dra slutsatser om den exakta effekten på kundnöjdhet eftersom det finns många olika aspekter att ta hänsyn till. Likväl finns en god potential i att uppnå en positiv nettoeffekt.
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Shah, Anuj R. "Improving protein remote homology detection using supervised and semi-supervised support vector machines." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/A_Shah_042408.pdf.

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Youngcourt, Satoris Sabrina. "Examination of supervisor assessments of employee work-life conflict, supervisor support, and subsequent outcomes." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3180.

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Research in the work-life area has typically concerned individuals' assessments of their own conflict. The current study went beyond this by examining supervisor assessments of employee conflict and how they relate to the support given to employees. This support, traditionally measured using a unidimensional measure of support, was measured with a multidimensional measure that differentiates eight separate forms of support, including listening, emotional, emotional challenge, reality confirmation, task appreciation, task challenge, tangible assistance, and personal assistance support. Additionally, the amount of personal contact between the supervisor and the employee and the extent to which the supervisor likes the employee were examined as potential moderators of the relationship between supervisor assessments and the support given. Further, employee satisfaction with supervisor support, as well as the potential moderating role of the need for support on the relationship between the provided support and the employee's satisfaction with the support, were explored. Finally, employee satisfaction with the eight forms of support and subsequent outcomes (i.e., subsequent work-life conflict, job satisfaction, turnover intentions, organizational commitment, and job performance) as they relate to the provided support were examined. Data were collected from 114 pairs of employees and supervisors. Employees were assessed at two time periods two weeks apart whereas supervisors were assessed at one time period, within five days of the employee's first time period. Results showed that supervisor assessments of employee work-life conflict were either unrelated or negatively related to the eight forms of support. Additionally, it appears that when supervisors perceived employees as having a high degree of work-to-life conflict, they provided relatively high and relatively equal amounts of emotional challenge and reality confirmation support to employees regardless of how much they liked them. When supervisors perceived employee work-to-life conflict as being low, however, they provided significantly more emotional challenge and reality confirmation support when they liked the employee as opposed to when they did not like the employee. Furthermore, the relationship between emotional challenge support and job satisfaction was mediated by satisfaction with emotional challenge support, the relationship between task appreciation support and affective commitment was mediated by satisfaction with task appreciation support, and the relationship between task appreciation support and job satisfaction was mediated by satisfaction with task appreciation support. Finally, when emotional challenge support was provided, greater levels of support led to greater employee satisfaction, especially if there was a need for the support. However, when reality confirmation support was provided, employees were less satisfied with the support when a large amount of support was provided and the employees' need for support was low.
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Schenkel, Aubree A. "Perceptions of Supervisor Support for Work-Life Balance." Xavier University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396713191.

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Yu, Chongxin Organisation &amp Management Australian School of Business UNSW. "The influences of HR effectiveness and supervisor support on workers." Awarded by:University of New South Wales. Organisation & Management, 2009. http://handle.unsw.edu.au/1959.4/44695.

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Migrant workers in China tend to suffer from inferior status and hardship in the workplace. Domestic private enterprises have become highly market-oriented and have been criticized for exploiting workers; however, some of them have started to pay increasing attention to motivating and retaining workers. The well-being of migrant workers is worthy of study. This study collected survey data from migrant workers in two Chinese private enterprises in the cosmetics industry, aiming to probe how a harmonious and supportive working environment may benefit workers. It is argued that HR???s assistance to line managers can be conveyed to workers via supervisors, leading to perceptions of a supportive working system (represented by the behaviour of HR, managers and supervisors). This kind of system is likely to promote employees??? identification with the organisation and social exchanges with organisational members. Further, these may improve workers??? psychological state and cooperative worker relations. This thesis starts by presenting migrant workers??? experience and discussing how HRM is practised in Chinese private enterprises. Studies of organisational support are introduced as a foundation to explore the influences of HR on employee outcomes???emotional exhaustion and co-worker assistance???through the mechanism of supervisor support. The results validate the substantial role of effective HR assistance to line managers and the role of the supportive supervisor in improving employees??? well-being and in facilitating helping behaviour among co-workers. Finally, implications for management practices and future research are considered.
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Anderson, Suzanne Michelle. "Influences of supervisor and peer support on transfer of training." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2802.

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Student employees (N=86) at a major research institution participated in a new hire orientation training and then responded to questionnaires measuring ten transfer behaviors and eight work environment constructs measuring support, frequency of contact, cohesion, and general means efficacy. Supervisor ratings of trainee performance were used to measure transfer behaviors.
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Sucharski, Ivan Laars. "Influencing employees' generalization of support and commitment from supervisor to organization." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 191 p, 2007. http://proquest.umi.com/pqdweb?did=1253510051&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Benbrahim, Houda. "A fuzzy semi-supervised support vector machine approach to hypertext categorization." Thesis, University of Portsmouth, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494145.

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As the web expands exponentially, the need to put some order to its content becomes apparent. Hypertext categorization, that is the automatic classification of web documents into predefined classes, came to elevate humans from that task. The extra information available in a hypertext document poses new challenges for automatic categorization. HTML tags and linked neighbourhood all provide rich information for hypertext categorization that is no available in traditional text classification.
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Books on the topic "Support du superviseur"

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Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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Simpson, Christine. Support in the first year of health visiting: Perceptions of supervisees and supervisors about the support required by newly qualified health visitors. Leicester: De Montfort University, 2001.

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Reid, Dennis H. The supervisor training curriculum: Evidence-based ways to promote work quality and enjoyment among support staff. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2011.

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Corporation, National Learning. Support Collection Supervisor. National Learning Corp, 2005.

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Jane, Mary, and Gillian Dale. AQA Extended Project Supervisor Support File. Oxford University Press, 2009.

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Goldberg, Andrew, and Xiaojin Zhu. Introduction to Semi-supervised Learning (Synthesis Lectures on Artificial Intelligence and Machine Learning). Morgan & Claypool Publishers, 2008.

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Cave, Bright Light Publishng. Don't Panic! I'm a Professional Administrative Support Supervisor : Customized 100 Page Lined Notebook Journal Gift for a Busy Administrative Support Supervisor: Far Better Than a Throw Away Greeting Card. Independently Published, 2020.

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A Review of state agency position allocations, support services supervisor series, office manager series. Salem, Or: Audit Program, Human Resource Services Division, Dept. of Administrative Services, 1996.

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Book chapters on the topic "Support du superviseur"

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Wisker, Gina. "Study and support at a distance and for part-time students." In The Good Supervisor, 301–16. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-02423-7_13.

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Jayadeva, Reshma Khemchandani, and Suresh Chandra. "TWSVM for Unsupervised and Semi-supervised Learning." In Twin Support Vector Machines, 125–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46186-1_6.

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Wang, Xue Z. "Supervised Learning for Operational Support." In Data Mining and Knowledge Discovery for Process Monitoring and Control, 85–117. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-0421-6_5.

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Prastyo, Dedy Dwi, Halwa Annisa Khoiri, Santi Wulan Purnami, Suhartono, Soo-Fen Fam, and Novri Suhermi. "Survival Support Vector Machines: A Simulation Study and Its Health-Related Application." In Unsupervised and Semi-Supervised Learning, 85–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22475-2_5.

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Steidl, Gabriele. "Supervised Learning by Support Vector Machines." In Handbook of Mathematical Methods in Imaging, 1–54. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-3-642-27795-5_22-5.

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Benbrahim, Houda. "Fuzzy Semi-supervised Support Vector Machines." In Machine Learning and Data Mining in Pattern Recognition, 127–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23199-5_10.

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Steidl, Gabriele. "Supervised Learning by Support Vector Machines." In Handbook of Mathematical Methods in Imaging, 959–1013. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-92920-0_22.

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Steidl, Gabriele. "Supervised Learning by Support Vector Machines." In Handbook of Mathematical Methods in Imaging, 1393–453. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-0790-8_22.

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Felter, Ralf. "Die Beraterfunktionen: Eine Supervisor-Funktion, über die der Entscheider den Ablauf des Entscheidungsprozesses auf einfache und komfortable Weise kontrollieren und steuern kann." In Decision Support Assistant, 145–55. Wiesbaden: Deutscher Universitätsverlag, 1989. http://dx.doi.org/10.1007/978-3-322-91018-9_5.

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Shi, Yong, Yingjie Tian, Gang Kou, Yi Peng, and Jianping Li. "Unsupervised and Semi-supervised Support Vector Machines." In Advanced Information and Knowledge Processing, 61–79. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-504-0_4.

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Conference papers on the topic "Support du superviseur"

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"A Project Management Perspective of PhD Supervision Process – Towards Effective and Efficient Model [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4349.

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Aim/Purpose: Continuing low percentage of on-time-completion of doctoral studies suggest the exploration of new approaches to the process is desirable. Background: PhD studies may be viewed as a project- it is a temporary endeavor undertaken to create a unique product. Project management practices have proven to be helpful in numerous domains. Methodology: Process analysis method will be applied, using: 1) semi-structured interviews with supervisors and supervisee, 2) data gathered by the school of advance graduate studies in higher education institute. Contribution: The research will explore the appropriated measurable indicators of successful PhD and identify project management practices that promote better process and outcomes of PhD studies. Impact on Society: Better and more efficient process will support lower individual and national spending on doctoral studies Future Research: Further research should explore relevance of the findings in various settings (characteristics of the supervisor and supervisee, higher education system etc.)
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Hashigami, Yasutaka, and Masaharu Tsujimoto. "Hierarchical Differences in Supervisor Support and Coworker Support." In 2018 Portland International Conference on Management of Engineering and Technology (PICMET). IEEE, 2018. http://dx.doi.org/10.23919/picmet.2018.8481893.

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Finley, Thomas, and Thorsten Joachims. "Supervised clustering with support vector machines." In the 22nd international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1102351.1102379.

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Zhu, Dingzhen, Xin Wang, Heng Chen, and Rui Wu. "Semi-supervised support vector machines regression." In 2014 IEEE 9th Conference on Industrial Electronics and Applications (ICIEA). IEEE, 2014. http://dx.doi.org/10.1109/iciea.2014.6931500.

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Jourdan-Ionescu, Colette, Serban Ionescu, Francine Julien-Gauthier, Michael Cantinotti, Sara-Jeanne Boulanger, Dieudonné Kayiranga, Liette St-Pierre, et al. "Fostering the resilience of graduate students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13006.

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This paper originates from research carried out by an international team of university professors interested in protective factors promoting the resilience of graduate students, in particular regarding the student-supervisor relationship. Following a literature review on the subject, the paper presents the resilience factors affecting the student and those relating to the supervisor. The main factors that appear to promote the resilience of graduate students are individual, family and environmental protective factors (as gender, temperament, cultural background, personal history of schooling, motivation, family support, being childless, wealth of the social support network, means offered by the supervisor and the university). For the supervisor, the main protective factors appear to be individual (experience, style and role assumed towards the student, support the student’s empowerment as his/her schooling progresses). The reciprocal adjustment throughout the studies between the supervisor and the student appears essential to promote their tuning for the resilience and the success in the graduate studies.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Camps-Valls, Gustavo, Jordi Munoz-Mari, Luis Gomez-Chova, and Javier Calpe-Maravilla. "Semi-Supervised Support Vector Biophysical Parameter Estimation." In IGARSS 2008 - 2008 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2008. http://dx.doi.org/10.1109/igarss.2008.4779554.

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Shim, Simon, Gaurav Chodwadia, Kavish Jain, Chirag Patel, Ekta Sorathia, and Chang Choo. "Supervised question answering system for technical support." In 2018 IEEE 8th Annual Computing and Communication Workshop and Conference (CCWC). IEEE, 2018. http://dx.doi.org/10.1109/ccwc.2018.8301764.

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Mustafa, Kadhim, Hongjun Wang, Yuan Zhou, and Jian Song. "Semi-supervised cluster ensemble based on density peaks." In Conference on Data Science and Knowledge Engineering for Sensing Decision Support (FLINS 2018). WORLD SCIENTIFIC, 2018. http://dx.doi.org/10.1142/9789813273238_0082.

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Bender, Dieter, Ali Jalali, and C. Nataraj. "Prediction of Periventricular Leukomalacia Occurrence in Neonates Using a Novel Unsupervised Learning Method." In ASME 2014 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/dscc2014-6304.

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Prior work has documented that Support Vector Machine (SVM) classifiers can be powerful tools in predicting clinical outcomes of complex diseases such as Periventricular Leukomalacia (PVL). A preceding study indicated that SVM performance can be improved significantly by optimizing the supervised training set used during the learning stage of the overall SVM algorithm. This preliminary work, as well as the complex nature of the PVL data suggested integration of the active learning algorithm into the overall SVM framework. The present study supports this initial hypothesis and shows that active learning SVM type classifier performs considerably well and outperforms normal SVM type classifiers when dealing with clinical data of high dimensionality.
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Reports on the topic "Support du superviseur"

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Mansfield, Layla. Organizational Calling and Safety: The Role of Workload and Supervisor Support. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6118.

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Truxillo, Donald, John MacArthur, Leslie Hammer, and Talya Bauer. Evaluation of an Eco-driving Intervention: Changing Knowledge, Attitudes, and Behavior by Means of Supervisor Support. Portland State University, December 2016. http://dx.doi.org/10.15760/trec.155.

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Loomis, Mary, and Mark Lipp. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 26. Distributed Request Supervisor Development Specification. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada181710.

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Althoff, J. L., and M. L. Apicella. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 27. Distributed Request Supervisor Product Specification. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada182014.

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Althoff, J. L., and M. L. Apicella. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 26. Distributed Request Supervisor Development Specification. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada250463.

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Althoff, J. L., and M. L. Apicella. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 27. Distributed Request Supervisor Product Specification. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada250464.

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Deal, Jennifer, Kristin Cullen, Sarah Stawiski, William Gentry, and Marian Ruderman. World Leadership Survey Biannual Report on Employee Commitment and Engagement 2013–2014. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2048.

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" From the Executive Summary: ""The purpose of the World Leadership Survey (WLS) is to provide a window into how professionals, managers, and executives view their life within the organization. This view of the employee experience will help leaders of organizations understand what employees experience, and what the organization can do to improve commitment and reduce turnover. The good news for organizations in the United States and Canada (the sample for this report) is that respondents are mostly committed to their organizations, satisfied with their jobs and their pay, work more than the typical 40-hour workweek, and do not currently intend to leave their jobs. The professionals, managers, and executives surveyed feel supported by their organization and by their direct supervisor, and think that their organizations are economically stable. Unfortunately they also feel overloaded, with their work disproportionately interfering with the rest of life, and that there is a high level of political behavior within their organization. Both overload and overt political behavior can reduce individual and organizational effectiveness. This report describes the current employee experience, and what organizations can focus on to maintain and improve commitment and engagement."
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Warehouse supervisor dies after being caught between a pallet stacking machine and a storage rack support - Virginia, July 9, 1992. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, February 1993. http://dx.doi.org/10.26616/nioshface9226.

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