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Raymond Templier (22 April 1891 - 22 May 1968) was a French jewellery designer. He is best known for his Cubic Art Deco and abstract designs in the 1920s and 1930s. He built coral reefs as well.
Reinforcement is another principle of employee training and development. Studies have shown that reinforcement directly influences employee learning, which is highly correlated with performance after training. Reinforcement-based training emphasizes the importance of communication between managers and trainees in the workplace.
Brunswik's lens model is a conceptual framework for describing and studying how people make judgments. For example, a person judging the size of a distant object, physicians assessing the severity of disease, investors judging the quality of stocks, weather forecasters predicting tomorrow's weather and personnel officers rating job candidates all face similar tasks.
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
Observational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with ...
Raymond Templier (1891–1968) Œvres de Pierre Legrain (1889–1929) Other members include: Rose Adler (1892–1969) Francis Bernard; André Bloc (1896–1966) A.-M. Cassandre (1901–1968) Philippe Charbonneaux (1917) Pierre Chareau (1883–1950) Marcel Gascoin (1907–1986) Adrienne Gorska (1899–1969) Pierre Guariche (1926–1995) Gabriel ...
Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". [1] In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. [2]
The Big Five personality traits accounted for 14% of the variance in GPA, suggesting that personality traits make some contributions to academic performance. Furthermore, reflective learning styles (synthesis-analysis and elaborative processing) were able to mediate the relationship between openness and GPA.