Relevant bibliographies by topics / Training audience

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

Academic literature on the topic 'Training audience'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Training audience"

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Rupp, Larry A., and Larry Sagers. "TRAINING LANDSCAPE MANAGERS VIA SATELLITE TELECONFERENCE." HortScience 31, no. 3 (June 1996): 325c—325. http://dx.doi.org/10.21273/hortsci.31.3.325c.

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The fabled “wide open spaces” of the west make travel an integral, though expensive, part of most extension programs. As an alternative, Utah State Univ. has been successful in targeting a major extension audience for service via satellite teleconferences. The audience we have worked with consists primarily of landscape managers at institutional facilities, such as schools, cities, churches, hospitals, and parks, who do not have formal training in horticulture. The primary impetus and key to the success of this program is a collaboration between the university (provides content material and production) and an outside institution (provides satellite broadcasting and receives employee training). As a result, the program simultaneously reaches three main audiences: employees of the partnering institution, county extension audiences throughout the state, and any private party with a satellite who watches. Keys to the success of this program include a statewide system of satellite dishes at all county extension offices, close collaboration between content and distance-learning specialists, marketing assistance to county agents, endorsement of the program for employee training by employers, a workbook to supplement broadcast material, administrative support, and careful identification of the target audience. Concepts we are struggling with include bridging regional to national audiences and improved marketing.
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Samuel, Michael. "EDUCATIONAL LEADERSHIP: THE AUDIENCE CREATES THE TEXT." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 31–45. http://dx.doi.org/10.25159/2312-3540/4.

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Alternative conceptions of educational leadership that challenge the performativity culture do not appear substantively to alter the trajectory of practitioner’s everyday choices. This article uses as data the responses from three different audiences to a presentation on such alternative conceptions. The three groups were academics attending an educational leadership conference, circuit managers as part of a post-project workshop, and a group of aspirant school rectors in a training diploma programme. The first two groups were South African and the third a Mauritian audience. The audience responses show how they subverted, re-interpreted and jettisoned the message of the presentation. Three vignettes constitute the analysis of the audiences’ foregrounding of the lived complexities of making alternative leadership choices. The article suggests we need to be aware of how and why practitioners will choose or not to become alternative proponents of the dominant discourses around ‘educational quality’.
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Goodman, R. Irwin. "Measuring unconscious audience reactions to training media." Performance + Instruction 24, no. 3 (April 1985): 6–7. http://dx.doi.org/10.1002/pfi.4150240304.

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Levent, Nina, and Christine Reich. "Museum Accessibility: Combining Audience Research and Staff Training." Journal of Museum Education 38, no. 2 (July 2013): 218–26. http://dx.doi.org/10.1080/10598650.2013.11510772.

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Mittal, Arpit, and Jaya Shankar Kaushik. "Audience Response System Technology for Pediatric Postgraduate Training." Indian Pediatrics 57, no. 3 (March 2020): 263–64. http://dx.doi.org/10.1007/s13312-020-1764-3.

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Schmidt, Regina Leonie. "“I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar." Journal of Academic Writing 10, no. 1 (December 18, 2020): 171–79. http://dx.doi.org/10.18552/joaw.v10i1.611.

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Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.
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LaRose, Julie. "Engaging your audience: The use of audience response systems in safety and health training seminars." Journal of Chemical Health and Safety 19, no. 4 (July 2012): 50. http://dx.doi.org/10.1016/j.jchas.2012.04.052.

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Arksey, Marieka, Marcia Peterson, and Greg Pierce. "Targeting Your Audience." Advances in Archaeological Practice 8, no. 4 (September 24, 2020): 409–19. http://dx.doi.org/10.1017/aap.2020.34.

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ABSTRACTThe Office of the Wyoming State Archaeologist has as one of its main objectives to actively engage the population of Wyoming in archaeological stewardship. To achieve this goal, in the past five years, we have launched the youth-oriented Summer Ventures program and the adult-oriented Wyoming Avocational Archaeology Training Program. Both programs were inspired by existing programs in other parts of the country and were launched following research and target audience surveys on how to best adapt them to Wyoming. Despite this preliminary research, our in-field experiences over the past few years have shown some patterns that are causing us to rethink both programs. This article discusses these initial in-field testing years, the issues we have encountered, and the ways we are redesigning both programs to better target the appropriate audiences in light of the different lifestyles of populations, particularly those of youths, in a rural state.
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Laura Bradley. "Training the Audience: Brecht and the Art of Spectatorship." Modern Language Review 111, no. 4 (2016): 1029. http://dx.doi.org/10.5699/modelangrevi.111.4.1029.

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Tucci, G., E. I. Parisi, A. Conti, M. Corongiu, L. Fiorini, and F. Panighini. "EDUCATIONAL AND TRAINING EXPERIENCES IN GEOMATICS: TAILORED APPROACHES FOR DIFFERENT AUDIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W11 (May 5, 2019): 1097–104. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w11-1097-2019.

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<p><strong>Abstract.</strong> The recent outbreak of geospatial information to a wider audience, represents an inexorable flow made possible by the technological and scientific advances that cannot be opposed. The democratization of Geomatics technologies requires training opportunities with different level of complexity specifically tailored on the target audience and on the final purpose of the digitization process. In this frame, education plays a role of paramount importance, to create in the final users the awareness of the potentials of Geomatics-based technologies and of the quality control over the entire process.</p><p>This paper outlines the current educational offer concerning the Geomatics Academic discipline in the Italian higher education system, highlighting the lack of dedicated path entirely devoted to the creation of specifically trained figure in this field. The comparison with the International panorama further stresses out this necessity. The purpose of this work is to present different educational approaches by distinguishing between the starting knowledge level of the students/participants and the final aim of the training activities. Three main audiences have been identified: i) experts, who already know some basics of Geomatics to understand the theoretical concepts behind its technologies; ii) intermediate audience, who are interested in learning about Geomatics technologies and methodologies, without any previous or poor education concerning these topics; iii) non-experts, a mix of a wide group of people, with different educations and interests, or without any interest at all.</p><p>For each group, the multi-year experience concerning educational and training activities for the geomatics-based knowledge transfer in all the multi-level approaches of the GECO Lab (University of Florence) is presented.</p>
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Dissertations / Theses on the topic "Training audience"

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Dorling, Sebastian. "Performance in public: Young tennis players' reactions to different types audiences." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19160.

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The purpose of this study was to examine the effect audience types have on young tennis athlete’s performance and behaviours and to investigate how previous experiences, social relationships, and audience awareness correlate to audience effect and coping strategies. Participants (n=4) (m=11.5 years) were given 4 weeks task-motivational climate training followed by 2 match days consisting of 5 matches of varying audiences; no audience, family, others, coaches and cameras. Quantitative data was evaluated by experts. Qualitative data was obtained by post-match semi-structured interviews. Each participant displayed different reactions to audience effects. Quantitative results were not generalizable but were used in interviews to stimulate participants. General themes of audience types were found; cameras resulted in physical appearance awareness, coaches resulted in mistake avoidance, and no audience resulted in lower concentration levels. Playing tennis helped develop coping strategies for performance in public, where further training by stimulation of various audience types was highlighted. These results support previous theoretical frameworks but highlight a need of further emphasis on audiences. A Multi-dimensional Model of Audience Effect in Athletic Performance was proposed. Training in front of varying audience types should be implemented in tennis training, and further research into different sports is needed.
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Dubiago, Mariia [Verfasser], Nicola [Akademischer Betreuer] Döring, Alexander [Gutachter] Raake, and Nicole C. [Gutachter] Krämer. "Development and evaluation of an interactive virtual audience for a public speaking training application / Maria Dubiago ; Gutachter: Alexander Raake, Nicole C. Krämer ; Betreuer: Nicola Döring." Ilmenau : TU Ilmenau, 2020. http://d-nb.info/1217595503/34.

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Tudor, Ana-Despina Verfasser], Nicola [Akademischer Betreuer] [Döring, Wolfgang [Gutachter] Broll, and Line [Gutachter] Tremblay. "Development of a virtual audience concept for public speaking training in immersive virtual environments / Ana-Despina Tudor ; Gutachter: Wolfgang Broll, Line Tremblay ; Akademischer Betreuer: Nicola Döring." Ilmenau : Universitätsbibliothek Ilmenau, 2016. http://d-nb.info/1114668370/34.

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Tudor, Ana-Despina [Verfasser], Nicola [Akademischer Betreuer] Döring, Wolfgang [Gutachter] Broll, and Line [Gutachter] Tremblay. "Development of a virtual audience concept for public speaking training in immersive virtual environments / Ana-Despina Tudor ; Gutachter: Wolfgang Broll, Line Tremblay ; Akademischer Betreuer: Nicola Döring." Ilmenau : Universitätsbibliothek Ilmenau, 2016. http://nbn-resolving.de/urn:nbn:de:gbv:ilm1-2015000709.

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Vaughn, Tamala S. "Measuring Leaders' Attitudes About the Use of Story to Communicate Organizational Vision." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1303059296.

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Barbosa, Júnior Protásio de Morais. "Práticas de comunicação integrada na Orquestra do Estado de Mato Grosso (OEMT) e formação de plateia para música de concerto." Universidade Federal de Mato Grosso, 2013. http://ri.ufmt.br/handle/1/571.

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O trabalho, na interface entre comunicação e música, descreve e analisa as estratégias de comunicação integrada da Orquestra do Estado de Mato Grosso (OEMT) na formação de vínculos sociais com seus diversos públicos: imprensa, escolas, comunidades rurais e urbanas, artistas e público. Na perspectiva da comunicação como cultura (LIMA, 2001), a pesquisa considera o processo de divulgação da música de concerto como atividade relevante na formação de plateias. Dessa forma foi relevante avaliar quantidade e alcance de conteúdo jornalístico publicado em revistas (especializadas ou não), programas de televisão, jornais impressos, rádios, sites, mídias sociais digitais e apresentações exibidas pela internet, gravadas ou ao vivo. Somam-se a isso as publicações oficiais da OEMT, como o livro Programa de Concerto lançado a cada temporada contendo informações sobre repertórios, compositores, instrumentistas e maestros, exibindo agenda anual completa. Por fim, faz-se necessário reservar parte dos estudos à formação de campo (BOURDIEU, 2007) e às características de comunicação integrada, delineadas por Margarida Kunsch.
This work, at the interface between communication and music, describes and analyzes the integrated communication strategies of the Orquestra of Mato Grosso (OEMT) in its goal of creation of social ties with its diversity of publics: the press (local and national), schools, rural communities and urban artists and the general public. From the perspective of communication as culture (LIMA, 2001), considers the process of dissemination of concert music as a relevant activity in the formation of audiences. Thus, we analyzed interviews and newspaper articles, magazines (specialized or not), television, radio, websites, social media and digital presentations displayed on the internet. Added to this the official publications of OEMT, as the book Concert Program launched each season containing information about repertoires, composers, instrumentalists and conductors with annual calendars. Furthermore, albums, DVDs, videos and documentaries produced from the Center for Communication OEMT. Finally, it is necessary to reserve part of the study to the creation of the field (Bourdieu, 2007) and the characteristics of the integrated communication, delineated by Margarida Kunsch.
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Treviño, Marlea. "Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12206/.

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Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.
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Horn, Elizabeth. "Developing the Individual to Strengthen the Whole: The Application of Viewpoints Training to Impact the Social Cognitive Development of Actors in a High School Ensemble." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2865.

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This research explores the application of Viewpoints and Composition training with a cast of high school students to measure changes in the social cognitive development (SCD) of individuals and the collective group. The research centers on the writing of Michael F. Mascolo and Deborah Margolis, which takes a coactive approach to the relationship between one's social cognitive development and how it is manifested in his or her actions within a social group. Using this framework, the researcher assesses the personality types within the cast and analyzes how utilizing Viewpoints training creates shifts within these personalities. The researcher approaches this study from both a theoretical standpoint as a student during a two-week intensive training course for adults with SITI Company, and a practical standpoint in the direction of a fully mounted production with high school actors. The objective of the research is to propose a method to implement advanced Viewpoints training within a high school ensemble in order to cultivate ensemble and ultimately aid the social cognitive development of the individual actors.
M.F.A.
Department of Theatre
Arts and Humanities
Theatre MFA
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Books on the topic "Training audience"

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Great session openers, closers, and energizers: Quick activities for warming up your audience and ending on a high note. New York: McGraw-Hill, 1998.

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Presenting and training with magic!: 53 simple tricks you can use to energize any audience. New York: McGraw Hill, 1998.

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Walker, TJ. Presentation training A-Z: A complete guide to your audience understanding, remembering, acting upon, and telling other people about your message. 3rd ed. New York, NY: Media Training Worldwide, 2008.

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Great Britain. Parliament. House of Commons. Home Affairs Committee. (ii) Operation and performance of the Crown Prosecution Service: (General - Association of First Division Civil Servants' survey - discontinuance - CPS and police training - prosecutions of police officers - uncorroborated confessions - reduction in numbers of courts cases - expenditure - rights of audience - treatment of victims and witnesses - charge reductions). London: HMSO, 1994.

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1949-, Irwin LuAnn, ed. The essential guide to training global audiences: Your planning resource of useful tips and techniques. San Francisco, CA: Jossey-Bass, 2008.

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Borzyh, Stanislav. Alternatives. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1487716.

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The monograph is devoted to what the world could be in its alternative manifestations. The five central chapters consistently consider the Universe, life, culture, mind and civilization that are different, but not opposite to ours: the first examines the question of the probability of the presence of such phenomena, and the last describes the expected future that awaits them and all of us. A special approach is used, which does not consist in manipulating known elements and their settings, but in postulating, if possible, completely different components of being and the principles of their action compared to those familiar to us, thanks to which an unusual picture of a parallel landscape emerges, unlike anything else. The work represents the emergence of this genre as such, and not as an auxiliary or additional, its reading does not require special training. It is addressed to a wide audience.
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Andrews, V. C. Dark Angel. New York: Pocket Books, 2019.

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Andrews, V. C. Dark Angel. New York, N.Y: Pocket Books, 1986.

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Andrews, V. C. Dark angel. London: Guild, 1987.

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Andrews, V. C. Dark Angel. New York, N.Y., U.S.A: Pocket Books, 1986.

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Book chapters on the topic "Training audience"

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Wallwork, Adrian. "YOUR AUDIENCE AND PREPARING THEM FOR YOUR PRESENTATION." In Presentations, Demos, and Training Sessions, 19–27. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1796-9_3.

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Wallwork, Adrian. "CONDUCTING A PRESENTATION, DEMO, OR TRAINING COURSE WITH A FACE-TO-FACE AUDIENCE OR VIA VIDEO CONFERENCE." In Presentations, Demos, and Training Sessions, 115–31. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1796-9_11.

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Batrinca, Ligia, Giota Stratou, Ari Shapiro, Louis-Philippe Morency, and Stefan Scherer. "Cicero - Towards a Multimodal Virtual Audience Platform for Public Speaking Training." In Intelligent Virtual Agents, 116–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40415-3_10.

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Monteiro, Diego, Hai-Ning Liang, Hongji Li, Yu Fu, and Xian Wang. "Evaluating the Need and Effect of an Audience in a Virtual Reality Presentation Training Tool." In Communications in Computer and Information Science, 62–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63426-1_7.

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Lo, Siaw Ling, David Cornforth, and Raymond Chiong. "Effects of Training Datasets on Both the Extreme Learning Machine and Support Vector Machine for Target Audience Identification on Twitter." In Proceedings of ELM-2014 Volume 1, 417–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14063-6_35.

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Mawby, Emma, and Richard Penny. "Statistics Training for Multiple Audiences." In Topics from Australian Conferences on Teaching Statistics, 411–18. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_24.

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Stativko, R. U., and A. I. Rybakova. "Fuzzy Modeling of the Assessment of Using an Educational Audience in Order to Improve the Quality of Training of the Educational Process." In Lecture Notes in Electrical Engineering, 923–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39225-3_99.

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Slattery, Darina M., and Yvonne Cleary. "E-Learning and Technical Communication for International Audiences." In Teaching and Training for Global Engineering, 149–72. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119084297.ch7.

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"The Audience - “How Do Adults Learn?”." In Objective-Based Safety Training, 67–82. CRC Press, 1998. http://dx.doi.org/10.1201/9781498728621-12.

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Nelson, Jacob L. "First Imagined, Then Pursued." In Imagined Audiences, 85–104. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197542590.003.0006.

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This chapter draws on Hearken’s efforts to challenge journalism’s audience perceptions—as well as the audience pursuits unfolding within City Bureau and the Chicago Tribune—to explore the connection between the way journalists imagine their audiences and the steps they take to reach them. This chapter also explores another dispute unfolding throughout the news industry: the lens through which journalists conceptualize their own expertise. Traditional journalists tend to take for granted the assumption that their professional training and skills make them significantly better equipped to report the news than the people they hope to reach. This is different from those advocating for more audience engagement, who see their audiences as being more valuable as news collaborators than they are typically given credit for and also view journalists themselves as being in need of exactly this sort of collaboration.
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Conference papers on the topic "Training audience"

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Hallberg, Lisa K. "Training for a wider audience (poster session)." In the 27th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/337043.337171.

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Tudor, Ana-Despina, Sandra Poeschl, and Nicola Doering. "Virtual audience customization for public speaking training procedures." In 2013 IEEE Virtual Reality (VR). IEEE, 2013. http://dx.doi.org/10.1109/vr.2013.6549363.

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Chollet, Mathieu, Kalin Stefanov, Helmut Prendinger, and Stefan Scherer. "Public Speaking Training with a Multimodal Interactive Virtual Audience Framework." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818346.2823294.

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Oppl, Stefan, Anja Gutmann, Ivan Lazic, and Florian Muhlburger. "Examining Audience Retention in Educational Videos - Potential and Method." In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2019. http://dx.doi.org/10.1109/ithet46829.2019.8937364.

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Kubica, Tommy, Ilja Shmelkin, and Alexander Schill. "Towards a Development Methodology for Adaptable Collaborative Audience Response Systems." In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2019. http://dx.doi.org/10.1109/ithet46829.2019.8937354.

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Lori, A. "277. Development of a Multi-Audience Training Program for Exposure Assessment." In AIHce 2003. AIHA, 2003. http://dx.doi.org/10.3320/1.2758049.

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Wendt, Kevin. "Audience and Content Areas of Online Software Engineering Education and Training: A Systematic Review." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.916.

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Poeschl, Sandra, and Nicola Doering. "Virtual training for Fear of Public Speaking — Design of an audience for immersive virtual environments." In 2012 IEEE Virtual Reality (VR). IEEE, 2012. http://dx.doi.org/10.1109/vr.2012.6180902.

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Budnik, E., and E. Novoselova. "The Problem of Russian Reading Training for Chinese Students: State and Prospects." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3103.

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The article aims to discuss the main features of teaching reading in the lessons of RFL (Russian as a foreign language) in the Chinese audience. Foreign language reading is significant speech activity because it is the basis of developing other speech activities. The article analyses the phonetical and methodological barriers, which may meet Chinese students while improving their reading skills, and provide some methods of removing the difficulties in reading. When teaching Russian to Chinese students, especially outside the linguistic environment, teachers do not pay due attention to practicing various types of reading, and, consequently, automating verbal forecasting. In the methodological literature, to overcome oral speech problems, the need to focus on spontaneous oral speech is noted, directly related to reading as a resource for expanding vocabulary and grammatical structures. Using system analysis, comparison, typology, theoretical and methodological forecasting, the work compares the most popular types of reading in China and Russia when teaching international students, analyzes the advantages and disadvantages of using these types of reading. Based on Chinese students’ most frequent difficulties, a developed balanced type text is proposed that considers the most problematic phonetic cases. Also, a system of various exercises is proposed, aimed at developing the skills of oral speech. The exercises and use of phonetically balanced texts might contribute to the further enrichment of RFL methodology. Keywords: reading technique, Chinese interference, Russian as a foreign language, words indentation
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Vanderlinde, William E., and Bhanu P. Sood. "Update on Draft SAE AS6171 Standard—Tools and Techniques for Detection and Mitigation of Counterfeit Electronics." In ISTFA 2015. ASM International, 2015. http://dx.doi.org/10.31399/asm.cp.istfa2015p0152.

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Abstract The Society of Aerospace Engineers (SAE) AS6171 Aerospace Standard standardizes the test and inspection procedures, workmanship criteria, and minimum training and certification requirements to detect counterfeit electrical, electronic, and electromechanical parts. The standard comes in response to a significant and increasing volume of counterfeit electrical, electronic, and electromechanical parts entering the supply chain. This short manuscript and its accompanying talk update the audience on the risk based methodology for detecting potential counterfeiting related defects. The techniques that are discussed in AS6171 slash sheet include film radiography and filmless radiography such as digital radiography, real time radiography, and computed tomography. The analysis is performed on parts to verify that the internal package or die construction is consistent with an exemplar item. AS6171 will provide the counterfeit detection community with standardized test and inspection procedures, workmanship criteria, and minimum training and certification requirements to detect counterfeit electrical, electronic, and electromechanical parts.
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Reports on the topic "Training audience"

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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, June 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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