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Добірка наукової літератури з теми "Practice tasks"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "Practice tasks"

1

Senior, Tim. "Two tasks." British Journal of General Practice 68, no. 670 (April 26, 2018): 242. http://dx.doi.org/10.3399/bjgp18x696089.

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2

Truntaeva, T. I. "Practice-oriented tasks in predicate logic." CONTINUUM. MATHS. INFORMATICS. EDUCATION, no. 1 (2021): 57–64. http://dx.doi.org/10.24888/2500-1957-2021-1-57-64.

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3

VAN CLEAVE, MATTHEW, and CHRISTOPHER GAUKER. "Linguistic Practice and False-belief Tasks." Mind & Language 25, no. 3 (June 2010): 298–328. http://dx.doi.org/10.1111/j.1468-0017.2010.01391.x.

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4

Bentivegna, Darrin C., Christopher G. Atkeson, and Gordon Cheng. "Learning tasks from observation and practice." Robotics and Autonomous Systems 47, no. 2-3 (June 2004): 163–69. http://dx.doi.org/10.1016/j.robot.2004.03.010.

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5

Musakhanova, Gulnora M. "INDEPENDENT EDUCATION AND WAYS OF ITS APPLICATION IN PRACTICE." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 49–53. http://dx.doi.org/10.37547/tajiir/volume04issue11-08.

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In this article, the author reflects on the practical situation of independent educational activities of students today, the tasks they perform in the process of independent education organized in the higher education system, and the problems encountered in performing these tasks.

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6

Pollatou, E., E. Kioumourtzoglou, N. Agelousis, and G. Mavromatis. "Contextual Interference Effects in Learning Novel Motor Skills." Perceptual and Motor Skills 84, no. 2 (April 1997): 487–96. http://dx.doi.org/10.2466/pms.1997.84.2.487.

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The present study investigated the generalizability of contextual interference effects by extending previous laboratory and field research to novel movements controlled by different motor programs. 30 men and 33 women learned novel throwing and kicking tasks, practicing with blocked, serial, or random schedules. The subjects practiced the tasks four days a week for two weeks and then were given a postest. One week later subjects were given a retention test. Significant improvements in performance were found for all groups for both tasks; however, a significant effect for practice condition was found only for the throwing task during retention, for which the random practice schedule led to better learning than the blocked and the serial practice. These findings suggest that the blocked, serial, and random practice methods could be effectively used for tasks controlled by different motor programs but must be practiced in the same teaching session, without expecting one to be more effective in learning than any other.

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7

Yeung, Eugene YH, and Roxanna SD Mohammed. "What tasks can physicians delegate to pharmacists?" British Journal of General Practice 68, no. 676 (October 25, 2018): 519.1–519. http://dx.doi.org/10.3399/bjgp18x699509.

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8

Singh, Carter. "What tasks can physicians delegate to pharmacists?" British Journal of General Practice 69, no. 678 (December 27, 2018): 14.1–14. http://dx.doi.org/10.3399/bjgp19x700649.

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9

Borisova, A. M. "About the plots of practice-oriented tasks." Mathematics in School, no. 5 (2022): 3–12. http://dx.doi.org/10.47639/0130-9358_2022_5_3.

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10

Nazarova, G. A., G. E. Sadykanova, and A. Zh Berdenkulova. "THE CONTENT OF RESEARCH TASKS USED IN THE COURSE OF COMPREHENSIVE FIELD PRACTICE IN BIOLOGY." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 99–106. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.012.

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This article discusses issues related to the methodology of organizing a comprehensive field training practice of students in the specialty "Biology". Field training practice in the specialty 6B01517 - " Biology" is conducted comprehensively in the disciplines of "Soil Science","Plant physiology","Genetics","Methods of teaching biology" and "Evolution". In field training practice in biological disciplines, the requirements for the preparation of research assignments are systematized. In addition, the content of the stages of students' activities in the process of performing educational research tasks is described. In a comprehensive field training practice, the content of tasks is given, which should set the student a task that he must solve, and teach him to solve it with the help of appropriate experiments and observations. Each task performed in field training practice should teach the student to solve a problem that helps him to make decisions through experiment and observation. If necessary, each work should be reviewed, and it should be a small, simple, complete study. The student should be able to discuss the results of his experience with the teacher, as well as draw conclusions from it so that he can get a clear and precise answer to the question posed. It is important that every experience ends to the end. These basic strict pedagogical rules must be followed. When developing the content of the educational field of biology practice, we are guided by the following provisions: integration of education support through the use of interdisciplinary connections; differentiation of scientific information-to preserve the internal structure of the discipline, the development of the scientific information system and its systemic perception, optimization of the logical structure of the topic is necessary; strengthening the direction of professional training. The article also discusses a number of requirements that research tasks must meet during field training in a biological discipline. The content of educational field practice is described in the form of an accumulated system of educational and research tasks in biological disciplines

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Дисертації з теми "Practice tasks"

1

Torrie, Heather Colleen. "A Web-based Tool for Oral Practice and Assessment of Grammatical Structures." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1972.pdf.

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2

Gibson, Chad D. (Chad Daniel). "Influence of formal techniques and design fixation on idea generation tasks in engineering practice." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/106238.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, Engineering and Management Program, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 63-65).
The outcome of the idea generation process often lays the groundwork for the overall success of an engineering project, which highlights the need for an effective process. However, the factors that impact this stage of engineering problem solving are often not considered by practicing engineers, who generally do not often use formal idea generation techniques, and instead usually conform to what is considered best practice at their respective organizations. This thesis is structured to answer two research questions. Does a formal technique improve idea generation performance over the informal best practice in an engineering organization? Also, do example solutions hinder the idea generation process by artificially constraining the perceived design options, known as design fixation, when using either the formal or informal techniques? The formal technique used was a modified version of C-Sketch. The results of the experimental groups were compared across four metrics: quantity, variety, novelty, and quality of functional ideas. The results showed that using a formal idea generation technique statistically outperformed the defacto approach on all metrics, whereas the negative effect of design fixation was not seen. From experimental observation it is surmised that the formal approach was superior to the de-facto approach because it reduced social loafing, used time more efficiently, reduced the need for group consensus, mitigated premature idea evaluation, and increased the positive effects of peer evaluation.
by Chad D. Gibson.
S.M. in Engineering and Management

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3

Bitter, James, M. Sonstegard, and P. Robertson. "Universal Tasks and the Meaning of Life: Applications to Daily Living and Professional Practice." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/6061.

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4

Birk, Dawn Marie. "Reaction Time in Elderly Subjects: The Effects of Practice on 'Iwo Different Reaction Time Tasks." DigitalCommons@USU, 1989. https://digitalcommons.usu.edu/etd/5998.

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Анотація:

The reaction time of four groups of elderly human subjects were examined to determine the effects of stimulus presentation and task practice. Each group practiced different tasks, each requiring a response when more than one alternative was available. Two tasks involved making responses based on either visually or auditorily presented stimuli only. One task required decisions to be made on the basis of both auditory and visual stimuli. The fourth group acted as a comparison group and did not practice a reaction-time task; although they did perform a task on the computer and their reaction times were measured. Before and after practicing these tasks, each group was given a single trial involving a completely different decision-making task, and reaction time was measured. Results show that practice led to decreased reaction times on the practiced task in all treatment groups. The comparison group did not improve. Practicing any of the three reaction time tasks also led to decreased reaction time on the unpracticed task. These findings indicate that elderly individuals can decrease their reaction time with practice and that after practicing one task, changes will generalize to a different task. If the older population can alter performance on this task, then they nay also be capable of altering performance on other tasks.

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5

Kaipa, Ramesh. "Evaluation of principles of motor learning in speech and non-speech-motor learning tasks." Thesis, University of Canterbury. Communication Disorders, 2013. http://hdl.handle.net/10092/10349.

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Principles of motor learning (PMLs) refer to a set of concepts which are considered to facilitate the process of motor learning. PMLs can be broadly grouped into principles based on (1) the structure of practice/treatment, and (2) the nature of feedback provided during practice/treatment. Application of PMLs is most evident in studies involving non-speech- motor tasks (e.g., limb movement). However, only a few studies have investigated the application of PMLs in speech-motor tasks. Previous studies relating to speech-motor function have highlighted two primary limitations: (1) Failure to consider whether various PMLs contribute equally to learning in both non-speech and speech-motor tasks, (2) Failure to consider whether PMLs can be effective in a clinical cohort in comparison to a healthy group. The present research was designed to shed light on whether selected PMLs can indeed facilitate learning in both non-speech and speech-motor tasks and also to examine their efficacy in a clinical group with Parkinson’s disease (PD) in comparison to a healthy group. Eighty healthy subjects with no history of sensory, cognitive, or neurological abnormalities, ranging 40-80 years of age, and 16 patients with PD, ranging 58-78 years of age, were recruited as participants for the current study. Four practice conditions and one feedback condition were considered in the training of a speech-motor task and a non-speech- motor task. The four practice conditions were (1) constant practice, (2) variable practice, (3) blocked practice, and (4) random practice. The feedback was a combination of low-frequency, knowledge of results, knowledge of performance, and delayed feedback conditions, and was paired with each of the four practice conditions. The participants in the clinical and non-clinical groups were required to practise a speech and a non-speech-motor learning task. Each participant was randomly and equally assigned to one of the four practice groups. The speech-motor task involved production of a meaningless and temporally modified phrase, and the non-speech-motor task involved practising a 12-note musical sequence using a portable piano keyboard. Each participant was seen on three consecutive days: the first two days served as the acquisition phase and the third day was the retention phase. During the acquisition phase, the participants practised 50 trials of the speech phrase and another 50 trials of the musical tune each day, and each session lasted for 60-90 min. Performance on the speech and non-speech tasks was preceded by an orthographic model of the target phrase/musical sequence displayed on a computer monitor along with an auditory model. The participants were instructed to match their performance to the target phrase/musical sequence exactly. Feedback on performance was provided after every 10th trial. The nature of practice differed among the four practice groups. The participants returned on the third day for the retention phase and produced 10 trials of the target phrase and another 10 trials of the musical sequence. Feedback was not provided during or after the retention trials. These final trials were recorded for later acoustic analyses. The analyses focused on spatial and temporal parameters of the speech and non-speech tasks. Spatial analysis involved evaluating the production accuracy of target phrase/tune by calculating the percentage of phonemes/keystrokes correct (PPC/PKC). The temporal analysis involved calculating the temporal synchrony of the participant productions (speech phrase & tune) during the retention trials with the target phrase and tune, respectively, through the phi correlation. The PPC/PKC and phi correlation values were subjected to a series of mixed model ANOVAs. In the healthy subjects, the results of the spatial learning revealed that the participants learned the speech task better than the non-speech (keyboard) task. In terms of temporal learning, there was no difference in learning between the speech and non-speech tasks. On an overall note, the participants performed better on the spatial domain, rather than on the temporal domain, indicating a spatial-temporal trade-off. Across spatial as well as temporal learning, participants in the constant practice condition learned the speech and non-speech tasks better than participants in the other practice conditions. Another interesting finding was that there was an age effect, with the younger participants demonstrating superior spatial and temporal learning to that of the older participants, except for temporal learning on the keyboard task for which there was no difference. In contrast, the PD group showed no significant differences on spatial or temporal learning between any of the four practice conditions. Furthermore, although the PD patients had poorer performances than the healthy subjects on both the speech and keyboard tasks, they showed very similar pattern of learning across all four practice conditions to that of the healthy subjects. The findings in the current study tend to have potential applications in speech-language therapy, and are as follows: (1) a constant practice regime could be beneficial in developing speech therapy protocols to treat motor-based communication disorders (e.g., dysarthria), (2) speech therapists need to exercise caution in designing speech therapy goals incorporating similar PMLs for younger and older adults, as the application of similar PMLs in younger and older adults may bring about different learning outcomes, (3) and finally, it could be beneficial for patients to practise speech tasks which would require them to focus either on the spatial or temporal aspect, rather than focussing on both the aspects simultaneously.

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6

Segal, Carolyn. "Training and Practice Effects on Performance Attributions Among Non-Depressed and Depressed Older Persons." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331879/.

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Previous research examining the impact of training and practice effects on modifying performance of fluid intelligence tasks (Gf) and crystallized intelligence tasks (Gc) were extended to include self-rated performance attributions among non-depressed and depressed older persons. The following general questions were addressed. How does level of depression affect performance on Gf and Gc measures and performance attributions? How does level of depression and degree of benefit from either training or practice relate to changes in attributional styles? The framework used for predicting shifts in attributional styles was the reformulated learned helplessness model. Three hundred twenty-five community-dwelling older persons completed the Gf/Gc Sampler, Beck Depression Inventory, and Attributions for Success/Failure Questionnaire at pretest, posttest (one week), and follow-up (one month). Between the pretest and posttest sessions, subjects participated in one of three experimental conditions; (a) cognitive (induction) training, (b) stress inoculation training, and (c) no-contact control groups. The results from univariate and multivariate analysis of covariance procedures provided partial support for the hypotheses. At pretest, both non-depressed and depressed older persons had internal attributional styles, although based on differential performance outcomes. The depressed persons were found to have more failure experiences as a result of their significantly poorer performance on Gf tasks, versus the non-depressed. Specific Gf training effects were documented regarding attributional shifts for the non-depressed, while there were no changes on their attributional style due to practice on either Gf or Gc tasks. In contrast, only differential practice effects were documented for depressed subjects across Gf and Gc tasks. The importance of assessing personality dimensions in older persons and their xelationship to training and practice effects were discussed, in addition to limitations of the study and suggestions for future research.

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7

Scazzieri, Roberto. "Tasks, processes and technical practice : a contribution to the theory of the scale of production." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328001.

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8

Tang, Ka-Man, and 鄧嘉敏. "Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177072.

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This action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher‘s PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention‘s emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students‘ability and learning style as well as available resources.
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Education
Master
Master of Education

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9

Albert, Jeanne. "The effect on teachers of using mathematical investigation tasks as tools for assessment." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2489.

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This study set out to determine the relationship between assessment practices and teaching methods. I wanted to investigate whether making mathematical investigation assessment tasks available to elementary-school mathematics teachers would have a positive effect on their teaching. Research tells us that standardized tests influence instruction. My research explored whether a national Assessment Task Bank of mathematical investigative tasks could influence teachers.With these aims in mind, the following research questions were formulated:1. Will the teachers' use of mathematical investigation tasks for assessment purposes influence their view of mathematics?2. Will the teachers' use of mathematical investigation tasks for assessment purposes influence the way they teach, and if so, in what ways?3. Will the teachers' use of mathematical investigation tasks for assessment purposes influence the way they assess their students, and if so, in what ways?My research was divided into two parts: 1) a national study involving teachers-leaders throughout the country; and 2) an intensive study in a small Israeli community, called Sharon. The first part examined how the national courses on assessment that I conducted affected the participating teacher-leaders in terms of their concept of mathematics, their teaching methods and their assessment practices. The second part examined the same issues with regard to the mathematics coordinators in the Sharon community. In each case, I have detailed my experiences so that the reader can gain a view of all facets of the study.The research methodology adopted was based on a constructivist paradigm, sometimes referred to as a "naturalistic inquiry", utilizing ethnographic principles wherein the data collection and analysis procedures were eclectic. In the course of the five years of my research, I used many strategies of data collection - for example, unstructured participant-observations, interviews, questionnaires and content analysis of artifacts (tests and tasks written by teachers).The ideas of reform mathematics (as defined in Ch 2 of this thesis) are based on a broadened vision of mathematics with emphasis on higher-order thinking. My research indicated that the use of mathematical investigation tasks helped the teachers in my study reach the awareness that mathematics, even on the elementary school level, involves generalizations, justifications and even creativity.Prior to my research, and because of my position, I was aware that Israeli teachers were concerned primarily with teaching routine procedures and that their work sheets for the most part involved single-answer exercises. My research indicated that the use of mathematical investigation tasks indeed influenced the way teachers teach. Verbalization-having the students explain "Why"-has become integral to the teaching practices of the participants in my study. Nowadays, the Israeli teachers I worked with use "authentic tasks" in their classrooms: real-life situations that involve some mathematics. Unfortunately, these tasks are not always planned properly.My research demonstrated that teachers attending my professional courses found the mathematical investigation tasks to be useful for assessment purposes, providing them with additional information about their pupils, not obtainable through conventional assessment methods. The additional criteria (I introduced) for evaluating the pupils' work aided in defining these additional areas. I found that while teachers were quite willing to use the mathematical investigation tasks to supplement the conventional tests, they were reluctant to use them as replacements.Exposure to the Assessment Task Bank influenced to a certain degree, the way the teachers in my study assessed their students. The tests of the teachers who were participants in my study now regularly include elements that were previously absent: questions requiring explanations and questions with more than one possible answer.Although the teachers of my study were increasingly using questions that required higher-order thinking, the tendency was to use the tests in a summative manner, rather than formatively. In other words, many teachers found it difficult to use test results for planning their subsequent lessons. While they were able to analyze their students' work and could report in some detail on each student's performance, they failed to understand how this should affect their teaching. Before they were exposed to the tasks they had administered tests merely in order to provide grades, whereas now the teachers were often trying to understand the students' thinking.While long-term change is still elusive, my research has demonstrated that exposure to reform mathematics through the mathematical investigative tasks of the Assessment Task Bank did have some influence on the teachers' view of mathematics, as well as their teaching and assessment practices.

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10

Malhotra, Neha Deepak. "Exploring the role of movement specific reinvestment during practice and performance of tasks of varying complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208559.

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Six experiments were conducted in order to examine the role of movement specific reinvestment in performance of a range of tasks of varying complexity under different performance contexts. The first experiment investigated the role of movement specific reinvestment in performance of a fundamental laparoscopic skill under time pressure. It was found that individuals with a lower propensity for movement specific reinvestment were able to meet task demands by performing faster under time pressure than individuals with a higher propensity for movement specific reinvestment. Although movement specific reinvestment is often treated as a uni-dimensional construct, it is comprised of two dimensions of conscious processing; movement self-consciousness and conscious motor processing. These dimensions appear to exert a differential influence on performance in different contexts. The second experiment therefore investigated the differential influence of the two dimensions of movement specific reinvestment on performance of a fundamental laparoscopic skill early and later in practice and on performance of a more complex, cross-handed laparoscopy task. Movement self-consciousness was found to play a more dominant role early and later in practice of a relatively simple, fundamental, laparoscopic skill than conscious motor processing, which played a more dominant role in performance of a more complex, cross-handed laparoscopic skill. The third and fourth experiments examined the differential influence of the two dimensions of movement specific reinvestment on a complex golf-putting skill early and later in practice (Experiment 3) and under low- and high-anxiety conditions (Experiment 4). Experiments 3 and 4 also examined the kinematic mechanisms underlying the influence of the two dimensions on putting performance. Findings from Experiment 3 revealed that movement self-consciousness and conscious motor processing positively influenced putting performance early in practice, when learners were consciously engaged in the control of movements. However, later in practice movement self-consciousness alone positively influenced putting performance. Analysis of kinematic measures suggested that reduced variability of both impact velocity and putter face angle at impact mediated the positive influence of both movement self-consciousness and conscious motor processing on putting performance. Findings from Experiment 4 revealed that movement self-consciousness positively influenced performance in the low-anxiety condition (and appeared to reduce variability of impact velocity), but not in the high-anxiety condition. It was argued that the attention demanding nature of anxiety (Eysenck & Calvo, 1992) potentially subdued the influence of movement self-consciousness under high-anxiety conditions. The fifth experiment confirmed this proposition as the positive influence of movement self-consciousness on quiet standing performance was no longer evident when an attention demanding dual-task was performed concurrently with a primary quiet standing task. The final experiment examined the unique influence of the two dimensions on laparoscopic performance during practice and under anxiety in a real-world anxiety provoking situation, the objective structured clinical examination (OSCE) (Muldoon, Biesty, & Smith, 2014; Nasir et al., in press). The findings of the six experiments are discussed within the framework of the Theory of Reinvestment (e.g., Masters, 1992; Masters & Maxwell, 2008).
published_or_final_version
Human Performance
Doctoral
Doctor of Philosophy

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Книги з теми "Practice tasks"

1

The other architecture: Tasks of practice beyond design. Wien: SpringerWienNewYork, 2011.

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2

Graham, Crookes, and Gass Susan M, eds. Tasks and language learning: Integrating theory and practice. Clevedon [England]: Multilingual Matters, 1993.

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3

Graham, Crookes, and Gass Susan M, eds. Tasks in a pedagogical context: Integrating theory and practice. Clevedon: Multilingual Matters, 1993.

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4

Bikson, Tora K. Flexible interactive technologies for multi-person tasks: Current problems and future prospects. Santa Monica: Rand Corporation, 1988.

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5

Mirshuk, Tat'yana. Accounting: theory and practice. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018057.

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The textbook contains a brief summary of the theoretical foundations and methodological aspects of accounting, practical tasks for working in seminars, independent work of students and its control. Meets the requirements of the Federal state educational standards of secondary professional education of the latest generation. It is intended for students studying in the fields of "Economics and accounting (by industry)", "Operational activities in logistics", " Commerce (by industry)", "Finance".

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6

Pivovarov, Aleksandr. Business communication: theory and practice. 2nd ed. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/01913-9.

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The purpose of studying the textbook is to increase the level of communicative competence in business communication. The focus is on the basic form of business communication, from which all its other varieties have arisen — business conversation. All stages of a business conversation are considered in detail — establishing contact, problem orientation, discussion and decision-making, as well as opposition to manipulation and assertive behavior. The updated edition includes a chapter on business e-mail correspondence and features of Internet communication. Each chapter is provided with exercises and practical tasks.

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7

Meeting, Gerontological Society of America Scientific. Program abstracts: 53rd Annual Scientific Meeting : Linking research to policy, practice, and education : lessons learned, tasks ahead. Washington, DC: Gerontological Society of America, 2000.

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8

Gerontological Society of America. Scientific Meeting (53rd 2000 Washington, D.C.). Program abstracts, 53rd Annual Scientific Meeting: "Linking research to policy, practice, and education: lessons learned, tasks ahead". Washington, D.C: Gerontological Society of America, 2000.

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9

Get organized in the digital age: Use technology to save time, simplify tasks, and stay sane in a high-speed world. New York: New American Library, 2002.

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10

Maslevich, Tat'yana. Business process management: from theory to practice. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1037144.

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The textbook examines the theoretical foundations of business process management of a modern enterprise, presents a practical approach to the identification, classification of processes and implementation of process management, which can be applied in practice in the activities of organizations in the context of innovation and digital transformation of business. At the end of the chapters, there are questions, test and practical tasks for the purpose of self-control on the development of the material. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for use by teachers, undergraduate and graduate students and students of MBA programs studying in economic disciplines, management and management activities, as well as specialists of economic, consulting, innovation, and planning departments of enterprises.

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Частини книг з теми "Practice tasks"

1

Jing, Tony. "Practice, Tasks, and Experiences." In Hacking Product Design, 27–37. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3985-8_3.

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Litvinavicius, Taurius. "Practice Tasks for Server-side." In Exploring Blazor, 133–51. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5446-2_7.

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Litvinavicius, Taurius. "Practice Tasks for Client-side." In Exploring Blazor, 153–78. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-5446-2_8.

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Grant, S. G., Kathy Swan, and John Lee. "Tasks Matter, Too!" In Inquiry-Based Practice in Social Studies Education, 53–77. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003262800-4.

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Rojot, Jacques. "The Tasks in Negotiating." In Negotiation: From Theory to Practice, 197–216. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-11445-0_9.

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Zandstra, Matt. "Performing and Representing Tasks." In PHP Obejcts, Patterns, and Practice, 195–226. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-6032-5_11.

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Zandstra, Matt. "Performing and Representing Tasks." In PHP Objects, Patterns, and Practice, 235–76. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-1996-6_11.

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Zandstra, Matt. "Performing and Representing Tasks." In PHP Objects, Patterns, and Practice, 189–220. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-2926-1_11.

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Zandstra, Matt. "Performing and Representing Tasks." In PHP 5 Objects, Patterns, and Practice, 185–218. Berkeley, CA: Apress, 2004. http://dx.doi.org/10.1007/978-1-4302-0403-9_11.

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Zandstra, Matt. "Performing and Representing Tasks." In PHP 8 Objects, Patterns, and Practice, 363–419. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6791-2_11.

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Тези доповідей конференцій з теми "Practice tasks"

1

Tolmacheva, Natalia Aleksandrovna, Elena Valerievna Shlyakova, and Natalia Leonidovna Kuzovova. "Development of competence-oriented tasks in physics." In International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-210767.

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Denny, Paul, Andrew Luxton-Reilly, Michelle Craig, and Andrew Petersen. "Improving complex task performance using a sequence of simple practice tasks." In ITiCSE '18: 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197091.3197141.

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3

Bentivegna, Darrin, Christopher Atkeson, and Gordon Cheng. "Learning Similar Tasks From Observation and Practice." In 2006 IEEE/RSJ International Conference on Intelligent Robots and Systems. IEEE, 2006. http://dx.doi.org/10.1109/iros.2006.281989.

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Salogub, Tatiana Aleksandrovna, and Galina Aleksandrovna Antropova. "Test tasks Application for Effective Assessment of Student Performance." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86108.

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The article deals with the actual problem of using test tasks to control students' knowledge, practical recommendations for the development of test tasks. The existing model of education focuses students on independence, mobility, and obtaining a competitive profession. The acquisition of the necessary competencies, from school to University, is accompanied by pedagogical training of students, with constant monitoring of training. At all stages of training, tested knowledge control is applied, and it becomes important to correctly compile and apply test tasks as a means of evaluating the quality of students' knowledge.

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Zhou Zhong, Junzhong Gu, YuanYuan Zhang, and Xin Lin. "Enhancing applications interoperability in context management for practice tasks." In 2013 IEEE International Multi-Cognitive Methods in SituationDisciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support (CogSIMA 2013). IEEE, 2013. http://dx.doi.org/10.1109/cogsima.2013.6523834.

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Lushnikova, Irina I., and Ekaterina A. Drozdova. "PRE-READING TASKS IN LMS FROM THEORY TO PRACTICE." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-463-473.

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Nikishkin, Aleksandr Vladimirovich, Igor Valerevich Stepanov, and Olga Andreevna Popovich. "Airport security, the main tasks and implementation in practice." In V International Scientific and Practical Conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-470135.

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Nigmatulina, Ehlmira Alfredovna. "Practice-oriented tasks when teaching computer skills to pupils." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112143.

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Buriev, Rashidbek Uktamjanovich, and Bakhrom Mukhtarovich Dumanov. "Independent tasks of practical content impact on efficiency rising of chemisty teaching at school." In VII Research-to-Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80910.

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Mikailov, Vitaly Vladislavovich. "Influence of the presentation form of test tasks on its quality indicator." In XI International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463543.

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Звіти організацій з теми "Practice tasks"

1

Lang, Mitchell. Developmental Tasks of Older People: Implications for Group Work Practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2735.

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Camenzind, Lauren, Molly Kafader, Rachel Schwam, Mikayla Taylor, Zoie Wilkes, and Madison Williams. Space Retrieval Training for Memory Enhancement in Adults with Dementia. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0013.

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The final portfolio contains 8 research articles from national and international journals. Study designs include one systematic review, one randomized control trial with pretest-posttest design, three small-scale randomized control trials, one quasi-experimental study with no control, one time-series study, and one case study. All studies relate directly to components of the evidence-based practice question and will be used to draft new recommendations for implementation regarding spaced retrieval training for memory enhancement in adults with dementia. Seven out of the eight articles looked at the effects of SR techniques on functional tasks. Articles looked at eating difficulty (1), independent use of walkers (1), iADL function (3), use of technology (1), and ADL function (1). One out of eight articles looked at benefits of spaced retrieval techniques on episodic memory, which is not necessarily a functional task, but is needed to perform functional tasks.

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Ludwig, Michel, and Rafael Peñaloza. Error-Tolerant Reasoning in the Description Logic EL. Technische Universität Dresden, 2014. http://dx.doi.org/10.25368/2022.209.

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Developing and maintaining ontologies is an expensive and error-prone task. After an error is detected, users may have to wait for a long time before a corrected version of the ontology is available. In the meantime, one might still want to derive meaningful knowledge from the ontology, while avoiding the known errors. We study error-tolerant reasoning tasks in the description logic EL. While these problems are intractable, we propose methods for improving the reasoning times by precompiling information about the known errors and using proof-theoretic techniques for computing justifications. A prototypical implementation shows that our approach is feasible for large ontologies used in practice.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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SOLOVEVA, N., and V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.

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Qamhia, Issam, and Erol Tutumluer. Evaluation of Geosynthetics Use in Pavement Foundation Layers and Their Effects on Design Methods. Illinois Center for Transportation, August 2021. http://dx.doi.org/10.36501/0197-9191/21-025.

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This report presents findings of a research effort aimed at reviewing and updating existing Illinois Department of Transportation (IDOT) specifications and manuals regarding the use of geosynthetic materials in pavements. The project consisted of three tasks: evaluate current IDOT practice related to the use of geosynthetics; review research and state of the practice on geosynthetics applications, available products, design methods, and specifications; and propose recommendations for geosynthetic solutions in pavements to modernize IDOT’s practices and manuals. The review of IDOT specifications revealed that geotextiles are the most used geosynthetic product in Illinois, followed by geogrids. Several of IDOT’s manuals have comprehensive guidelines to properly design and construct pavements with geosynthetics, but several knowledge gaps and potential areas for modernization and adoption of new specifications still exist. Based on the review of the available design methods and the most relevant geosynthetic properties and characterization methods linked to field performance, several updates to IDOT’s practice were proposed. Areas of improvement are listed as follows. First, establish proper mechanisms for using geogrids, geocells, and geotextiles in subgrade restraint and base stabilization applications. This includes using shear wave transducers, i.e., bender elements, to quantify local stiffness enhancements and adopting the Giroud and Han design method for subgrade restraint applications. Second, update IDOT’s Subgrade Stability Manual to include property requirements for geogrids, geotextiles, and geocells suitable for subgrade restraint applications. Third, establish proper standards on stabilization, separation, and pumping resistance for geotextiles by incorporating recent research findings on geotextile clogging and permeability criteria. Fourth, promote the use of modern geosynthetic products, such as geotextiles with enhanced lateral drainage, and fifth, elaborate on proper methods for construction/quality control measures for pavements with geosynthetics.

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Jore Ali, Aisha, Javier Fuenzalida, Margarita Gómez, and Martin Williams. FOUR LENSES ON PEOPLE MANAGEMENT IN THE PUBLIC SECTOR. People in Government Lab, May 2021. http://dx.doi.org/10.35489/bsg-peoplegov-wp_2021/001.

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We review the literature on people management and performance in organisations across a range of disciplines, identifying aspects of management where there is clear evidence about what works as well as aspects where the evidence is mixed or does not yet exist. We organise our discussion by four lenses, or levels of analysis, through which people management can be viewed: (i) individual extrinsic, intrinsic, and psychological factors; (ii) organisational people management, operational management, and culture; (iii) team mechanisms, composition and structural features; and (iv) relationships, including networks, leadership, and individuals’ relationships to their job and tasks. Each of these four lenses corresponds not only to a body of literature but also to a set of management tools and approaches to improving public employees’ performance; articulating the connections across these perspectives is an essential frontier for research. We find that existing people management evidence and practice have overemphasised formal management tools and financial motivations at the expense of understanding how to leverage a broader range of motivations, build organisational culture, and use informal and relational management practices. We suggest that foregrounding the role of relationships in linking people and performance – relational public management – may prove a fertile and interdisciplinary frontier for research and practices.

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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