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Journal articles on the topic "371 37"
OKAZAKI, Masakazu, Ayaka METOKI, and Rajivgandihi Subramanian. "OS0609-371 Characteristics of Early Stage Creep Crack Growth around Cold Spots." Proceedings of the Materials and Mechanics Conference 2015 (2015): _OS0609–37—_OS0609–37. http://dx.doi.org/10.1299/jsmemm.2015._os0609-37.
Full textHashimoto, H., and J. Pullen. "Two Unpublished Letters of Malthus, with Notes on the Connections between Malthus and William Smith, MP." History of Political Economy 37, no. 2 (June 1, 2005): 371–79. http://dx.doi.org/10.1215/00182702-37-2-371.
Full textSALMON, CHRISTINE. "Reviews." Notes and Queries 37, no. 3 (September 1, 1990): 371–72. http://dx.doi.org/10.1093/nq/37-3-371.
Full textFuson, G. B., H. L. Presley, and H. J. Phaff. "Deoxyribonucleic Acid Base Sequence Relatedness among Members of the Yeast Genus Kluyveromyces." International Journal of Systematic Bacteriology 37, no. 4 (October 1, 1987): 371–79. http://dx.doi.org/10.1099/00207713-37-4-371.
Full textHerrera Lozano, Jennifer Stefania, and Bertha Musi Lechuga. "Evaluación de un programa piloto para desarrollar la conducta prosocial en niños de edad escolar." Revista Digital Internacional de Psicología y Ciencia Social 6, no. 2 (July 2020): 355–71. http://dx.doi.org/10.22402/j.rdipycs.unam.6.2.2020.270.355-371.
Full textChung-Delgado, Kocfa, and Laura Navarro Huaman. "El valor económico de la vacuna contra dengue: un estudio de valoración contingente." Gerencia y Políticas de Salud 18, no. 37 (November 7, 2019): 1–19. http://dx.doi.org/10.11144/javeriana.rgps18-37.vevc.
Full textESPI, A., J. M. PRIETO, M. FERNANDEZ, and M. ALVAREZ. "Serological prevalence to six leptospiral serovars in cattle in Asturias (Northern Spain)." Epidemiology and Infection 124, no. 3 (June 2000): 599–602. http://dx.doi.org/10.1017/s0950268899003969.
Full textBeams, Daniel, Arthur Murphy, and Hunter Young. "Can-Running in Huaco." Practicing Anthropology 11, no. 1 (January 1, 1989): 12–20. http://dx.doi.org/10.17730/praa.11.1.n3785g261384x888.
Full textWinters, Brian, Navonil De Sarkar, Sonali Arora, Hamid Bolouri, Funda Vakar-Lopez, MD, Heather H. Cheng, Evan Y. Yu, et al. "Distinct genomic hallmarks exist between metastatic upper and lower tract urothelial carcinoma." Journal of Clinical Oncology 37, no. 7_suppl (March 1, 2019): 371. http://dx.doi.org/10.1200/jco.2019.37.7_suppl.371.
Full textPal, Sumanta K., Julia Andrea Elvin, Siraj Mahamed Ali, Jean H. Hoffman-Censits, Jo-Anne Vergilio, James Suh, Badar Mian, et al. "Comprehensive genomic profiling of urothelial carcinoma of the kidney and ureter: Comparison with urothelial carcinoma of the bladder and impact on potential for targeted therapy selection." Journal of Clinical Oncology 34, no. 2_suppl (January 10, 2016): 371. http://dx.doi.org/10.1200/jco.2016.34.2_suppl.371.
Full textDissertations / Theses on the topic "371 37"
Valenzuela, Escriche Tomás. "Estudio de la influencia de la relación entre los problemas, el conocimiento previo del sujeto y la instrucción sobre el transfer en ciencias." Doctoral thesis, Universitat de València, 2003. http://hdl.handle.net/10803/9632.
Full textThe aim of this research is to analyse the transfer of mathematical learning on to physics in problem solving in secondary education.This paper is divided into two distinctive parts, namely theory and experimentation.Two key issues are analysed in the first section: problem solving in Science Education and the study of transfer in solving word problems.The second section includes three experiments within the secondary education framework.Experiment 1 included 83 students. Mathematical tools did not prove to be the origin of failure in the mathematics - physics / chemistry transfer as far as problem solving is concerned.Experiment 2 consisted of 2 groups: the control one included 71 subjects and the experimental one 78 individuals. Subjects in the experimental group were explicitly instructed on analogical transfer strategies and then compared to the controls. To that end, Reed's structure mapping module was used. The treatment proved more successful in establishing an analogical link between base and target problems, which helped us improve the construction of the situational model.Finally, Experiment 3 included a sample of 40 subjects from the control group and 34 from the experimental one. In the instruction of the experimental group, analogical links were explicitly established between the base problem and the target problem, as was the case in Experiment 2. In addition, the word generalisation and translation processes of the problems were formulated as algebraic expressions. This was done using a model proposed by Luis Puig. The treatment observed by the experimental group led to higher success in algebra problem solving in Physics and Chemistry. As a consequence, improvement was achieved in the construction of the problem model or mathematical model.
Sales, Arasa Cristina. "Análisis de las estrategias de enseñanza con tecnologías de la información. ¿Un nuevo contexto metodológico de secundaria?" Doctoral thesis, Universitat de València, 2005. http://hdl.handle.net/10803/9654.
Full textThe fundamental aim of this thesis is to study in depth into the relation that in the centers of secondary education is formed between the didactic We start for it from two fundamental premises: first, the strategies of teaching go beyond the concrete actions of the teacher in the classroom when a technology uses and, second, the technologies of the information (IT) are cultural devices that form a part of a social and political speech and of social practices and this is something that also is going to affect in the methodological context that conforms in secondary education around it.The above mentioned aim of investigation is approached in three parts. The first one represents the theoretical frame of the realized study and offers answers to questions as What does say the investigation on the object of the investigation? How the didactic method has been approached and how do we raise it in this thesis? Of what way do we conceive the Technologies of the Information? What interactions that can be given in the school institution between the Technologies of the Information and the didactic method? etc. With similar theoretical frame, the second part constitutes the methodological approach of the investigation: it is a study of two cases. A third final part interprets the field work in the light of the theoretical frame and presents the general conclusions that stem from the study.This Thesis reveals the way in which the methodological context of the secondary education, receives IT, indicating both the difficulties with which one finds the necessary methodological change in the light of the Technologies of the Information (formation of the professorship, habits and routines of the teachers, dificulty to approach the technological culture of the pupils...) and the observations of change that already are observed in the centers.
Sangrà, Morer Albert. "La integració de les tic a la universitat: models, problemes i reptes." Doctoral thesis, Universitat Rovira i Virgili, 2008. http://hdl.handle.net/10803/8947.
Full text1.The university in the context of the knowledge society. For more than a decade any publication related to social sciences has been alert to the changes that are happening in our societu.It is even said that a new society is emerging.This new society would be the so called Third Wave(Toffler 1981) succeeding the two former ones, namely the agricultural society around 10.000bc and the industrial societu that started developing around 1700 ad. Both brought about important changes in the way peoplee lived. These changes lead to modifications in the social structure and organization of everyday life. Giving up a nomadic lifestyle based on hunting and fishing for sedentary agricultural structures implied a substantial change in the development of mankind. In the same way the organization of labour was enormously affected by the arrival of machines that brought about division of labour and a new culture not only in industry, but also in the way people organized their lives taking advantage of the industrial progess: transportation saw considerable changes and distances have definitely shrunk. Indeed, today we also stand at the beginning of a number of changes that are changing the social,economical,political and cultural conditions of our society. We are looking at changes that according to Castells (1997) allow us to say that we live in a new society because it has transformed its way of development.
Some manifestations of these changes are the following:
.Economical globalization
.An ever more competitive labour market
.The advent of a media culture
.Education and training as the foundations that help to confront the change
.The democratization of the access to information and knowledge
.The delocalization of knowledge and the disappearance of distances
.The growth of accumulated knowledge
.New operators in the training market
Every time change happens, or is close to happening we are invaded with insecurity due to the uncertainty they generate.But often change also brings about new opportunities-opportunities for progress, for a general improvement in societu and particularly in the everiday life of the citizens.The convergence of the latest scientific discoveries in telecommunications and technology in general, have begun to allow for important changes in information production, storage and access and have initiated what people already know as the third revolution,the post-industrial revolution or the information and Knowledge Society.
Holgado, García Josep. "Pautes per a la formació inicial del professorat a partir de l'ús de les aplicacions educatives de la vídeo consola de sobretaula a les aules d'educació infantil." Doctoral thesis, Universitat Rovira i Virgili, 2010. http://hdl.handle.net/10803/37365.
Full textChacón, Corzo Maria Auxiliadora. "La enseñanza reflexiva en la formación de los estudiantes de pasantías de la carrera de Educación Básica Integral." Doctoral thesis, Universitat Rovira i Virgili, 2006. http://hdl.handle.net/10803/8921.
Full textPalabras Clave: Formación inicial docente, Educación Básica, reflexión, crítica, enseñanza reflexiva.
Teacher development is a controversial area, and nowadays, the need to develop committed teachers with a life long learning attitude is being discussed. This need demands an effort to develop teachers' potential from the beginning of the career. From this perspective, this investigation conducted with the Practicum student teachers at the University of Los Andes Tachira "Dr. Pedro Rincon Gutierrez" in Venezuela, took place in two stages. In the first one, the major goal was to explore the students' conceptions about the Practicum and the reflective learning experiences they had acquired as well as to examine the critical reflective competences they had, and how they applied them in the Practicum. Based on the findings, during the second stage the objectives aimed at designing and implementing an intervention through a Reflective Teaching Program. In the first stage, the study used an interpretative qualitative paradigm to understand and interpret the phenomenon. In the second stage, action research was introduced as an approach to tackle improvement and change in the initial development program of the school teachers. Qualitative instruments such as interviews, observation, and student diaries as well as a questionnaire were used to explore the students' perceptions. As a result of the analysis, interpretation, and comparison of data, findings show that intervention helped improve student teachers' competencies to reflect because it fostered reflection-in-practice and on-practice. Likewise, the participants in the study made progress in their levels of reflection aimed at in the investigation. Therefore, it can be concluded that reflective teaching is an alternative to develop intellectual teachers who research their own practice, and therefore, construct their own knowledge about teaching.
KEY WORDS: developing teachers, elementary school, reflection, critical, reflective teaching.
Jiménez, González José Miguel. "La formación continua como elemento clave para la transformación y modernización de la Administración Local." Doctoral thesis, Universitat Rovira i Virgili, 2001. http://hdl.handle.net/10803/41554.
Full textPinya, Medina Carme. "Els assessors del CEP en la formació permanent del professorat no universitari." Doctoral thesis, Universitat de les Illes Balears, 2012. http://hdl.handle.net/10803/97302.
Full textDonat, Roca Rafel. "El E-Learning en la formación del voluntariado de fisioterapia en cooperación internacional. Diseño e implementación de un modelo formativo." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/276963.
Full textThis thesis shows the results of the creation, implementation and development of an educational model based on the ASSURE instructional design. It seeks to address the training deficiencies volunteer physiotherapists in International Cooperation experience which were already detected in a previous study (2010) using a mixed research on collegiate physiotherapists in Catalunya (n=100) which ended in :a quasi-experimental study evaluated by semi-structured questionnaires (2011) and a qualitative study evaluated focus groups (2012). As the outstanding results we'd like to refer to the suitability of the e-learning format for its flexibility, the users eagerness to be trained, the adequacy of the learning methodology to ensure student interaction and the motivation during the training process. The suitability of the content is highlighted to correct training deficiencies. Finally the training model as a referent in the virtual campus of the Col.legi de Fisioterapeutes de Catalunya to facilitate lifelong learning among their members.
Ilvento, María Celia. "Las representaciones sobre el campo profesional en ciencias de la educación. La incidencia de las prácticas pre-profesionales." Doctoral thesis, Universitat Rovira i Virgili, 2003. http://hdl.handle.net/10803/8897.
Full textAn intrinsic and instrumental case study in which a naturalistic and interpretative approach is privileged, gives way to the research on representational systems about the'.professional field" in Educational Sciences.
The investigative line chosen and developed is justified by the need to face the
challenge to get into an intersubjective reality which embodies great complexity and update and which is immerse in a deep political, economic, and socio-cultural transformation.
Its objective is to analyse, describe, understand and interprete the representations or images on the professional field of Educational Sciences that are built and recreated by beginners (students and professors) of this university career taught in the northwest of Argentina.
Based on a temporal axis, there appear comparisons between the schemes for conferring meaning and sense generated by students and professors who are beginners in the different instances of the professionally socialized activities, all of which is mediated by the pre-professional practices that constitute the practicum.
The findings that result from this research lead to the rebuilding of the professional field in Educational Sciences, in which the constituent dimension of "the professional aspect" emerge. These are explaneid in the conclusions and retaken in a later revision and theoretical reconstruction of the object of research.
El contenido de esta tesis ha sido estructurado a partir de un trabajo de investigación desarrollado durante los afios 2000 a 2002 en la Universidad Nacional de Salta, Republica Argentina.
A partir de un estudio de caso intrínseco e instrumental, en el que se privilegia un abordaje naturalista e interpretativo, se indagan los sistemas representacionales sobre el "campo profesional" en Ciencias de la Educación.
La línea de investigación desarrollada se justifica a partir de la necesidad de
enfrentar el desafío de adentrarse en una realidad intersubjetiva de suma complejidad y actualidad, inmersa en una profunda transformación política, económica y socio- cultural.
Puede sintetizarse su intencionalidad en analizar, describir, comprender e interpretar las representaciones que sobre el campo profesional en Ciencias de la Educación construyen y reconfiguran los alumnos y profesores principiantes de esta carrera universitaria que se imparte en el noroeste argentino.
En base a un eje temporal, se comparan los esquemas de atribución de sentido y
significado generados por los alumnos y los profesores principiantes en las diferentes instancias de su socialización profesional, todo ello mediado por las practicas pre-profesionales propias del practicum.
Los hallazgos que se desprenden de este estudio permiten reconstruir el campo
profesional en Ciencias de la Educación, en el que emergen las dimensiones constitutivas de "10 profesional". Estas son explicitadas en las conclusiones y retomadas en una posterior revisión y reconstrucción teórica del objeto investigado.
Santandreu, Pascual M. Mercè. "La formació en tecnologies de la informació i la comunicació del professorat de matemàtiques." Doctoral thesis, Universitat Rovira i Virgili, 2005. http://hdl.handle.net/10803/8915.
Full textLa formación en Tecnologías de la Información y la Comunicación del Profesorado de Matemáticas
La realización de la Tesis Doctoral sobre La Formación en Tecnologías de la Información y la Comunicación del Profesorado de Matemáticas, contextualizada en los centros públicos de secundaria de las comarcas de la provincia de Tarragona, tenía como principales objetivos investigar cuáles eran los conocimientos, uso y necesidades formativas, del colectivo consultado, respecto a los recursos tecnológicos, con la finalidad de poder extraer elementos importantes que pudieran servir de guía para su formación futura.
Teniendo como marco de referencia este problema de estudio, se escogió realizar una investigación descriptiva por ser la opción más adecuada -dada la finalidad exploratoria del estudio- para examinar, describir, contrastar e interpretar los aspectos y visiones del profesorado sobre su formación en los recursos tecnológicos. Abordamos el desarrollo de la investigación mediante el método de Encuesta, apoyando su ejecución en el uso del cuestionario como instrumento de recogida de datos. La población objeto de estudio la formaban los 254 profesores de matemáticas de los centros públicos de secundaria de la provincia de Tarragona.
La tesis está estructurada en nueve capítulos organizados en dos bloques. El primero (capítulos 1, 2, 3 y 4) corresponden al Marco Teórico, y en el se realiza la investigación bibliográfica sobre la que basamos el Estudio Empírico correspondiente al segundo bloque (capítulos 5, 6, 7, 8, y 9).
En el primer bloque o Marco Teórico dedicamos: el Cap.1 a la incidencia en la educación de la evolución de la Sociedad de la Información y el Conocimiento, propiciada por los avances tecnológicos producidos, sobre todo en lo que se refiere al impacto de estos cambios en la educación matemática y la formación de los ciudadanos, especialmente de aquellos que han de formarlos: el profesorado; en el Cap.2 nos acercamos a la figura del profesor de matemáticas, intentando dar una visión: de su perfil y de cuáles son sus roles, funciones y competencias que se le piden al docente en los tiempos actuales, así como de la disposición que muestra hacia los medios tecnológicos y el uso que hace de ellos; dedicamos el Cap.3 a la formación del profesorado y la formación en TIC, haciendo referencia particular al profesorado de secundaria y de matemáticas, y a los elementos que giran alrededor de esta formación, tratando de poner en evidencia la situación actual y las necesidades formativas de este colectivo; dado que el estudio se centraba en la demarcación de Tarragona, creímos necesario dedicar el Cap. 4 a analizar la formación permanente del profesorado en Cataluña, revisando la línea de acción de los últimos quince años, haciendo hincapié en las iniciativas impulsadas en relación a la formación en TIC.
En el segundo bloque desarrollamos el trabajo Empírico adentrándonos en el problema de investigación y los objetivos (cap. 5); la metodología (Cap.6); la presentación, interpretación y discusión de los resultados (Cap. 7); en las conclusiones y orientaciones generales para el diseño de un plan de formación (Cap. 8); y en las posibles líneas futuras de investigación (Cap.9).
La información obtenida del colectivo consultado sobre su situación formativa, configura una de las aportaciones más valiosas de nuestro trabajo, más por tratarse de uno de los primeros estudios sobre el tema, dada la escasez de investigaciones sobre la formación del profesorado de matemáticas y en particular sobre su formación en TIC. La valoración del estudio se hace más positiva por el hecho que los resultados y conclusiones del mismo provienen de la opinión de más del 85% de la población de profesores de matemáticas y por la eficacia del cuestionario, confirmada por una alta fiabilidad del mismo.
En líneas generales podemos decir que a pesar de que el profesorado manifiesta, de forma masiva, tener conocimientos sobre las TIC, la realidad es que el nivel de competencia, tanto técnica como didáctica, alcanzado es muy bajo, lo que confirma que los planes de formación -con una fuerte fundamentación técnica y estética (formación para los medios), descuidando la valoración de los medios como instrumentos didácticos (formación con los medios)- no han sido eficaces para ayudar al profesorado en la integración curricular de los medios y recursos didácticos. Se constata que el profesorado de matemáticas no tiene suficientes hábitos al respecto y que se encuentra muy lejos de integrarlos en el currículum del área. El uso que realiza de los recursos tecnológicos es escaso -sin sacar provecho de sus beneficios- y cuando lo hace lo destina a pocas y elementales funciones relacionadas con la presentación y transmisión de información, sin provocar cambios en su práctica docente. Al mismo tiempo el profesorado consultado apuesta por mejorar y aumentar sus conocimientos, constatando al respecto, una fuerte demanda técnica y didáctica en aquellos aspectos referidos a la propia área y en el dominio técnico de la mayoría de recursos TIC, a la vez que crece su interés en adquirir formación en el diseño y creación de los mismos. Para lo cual considera la formación presencial -en el propio centro educativo y en cualquiera de las posibles estrategias- y la autoformación, como las mejores opciones.
Los resultados del estudio nos dejan constancia de la necesaria transformación del modelo formativo para los docentes, debiéndose implantar un enfoque educativo más apropiado y en el que se tenga que valorar, entre otras cosas, las potencialidades de las TIC para la interacción, creación y divulgación del conocimiento pedagógico. En este sentido apostamos por reestructurar el sistema de formación inicial, estableciendo un grado (generalista) y un postgrado de especialización y planteando cambios importantes en los enfoques metodológicos sobre los que se sustenten estos programas formativos, incluyendo las TIC en los procesos, potenciando proyectos colaborativos y, en definitiva, enseñando a los futuros docentes como queremos que luego enseñen ellos. Así mismo son necesarios cambios en la formación permanente del profesorado, en concreto sobre la formación del profesorado para la inserción de las TIC en las diferentes materias, proyectando el despliegue de los mismos en los centros educativos con el objetivo de crear un contexto de E/A basado en el uso de estos recursos tecnológicos; para lo cual debería elaborarse un plan de formación en TIC del profesorado de matemáticas, con contenidos formativos específicos de acuerdo a las necesidades detectadas, diversificación de las estrategias integrando los diferentes modelos existentes y potenciando la creación de entornos virtuales de intercambio y colaboración.
DOCTORAL THESIS
Training the Mathematics Teaching Staff in Information and
Comunication Tecnhmologies
The doctoral Thesis about Training the Mathematics Teaching Staff in Information and Comunication Technologies, based on the secondary education schools of the Tarragona regions, had, as its main aims, to do research into the knowledge, use and educational needs of the teaching staff who were consulted on the technological resources, in order to take out important elements which could be used as a guide for their future training.
Taking this problem into account, it was chosen to do a descriptive research since it was the most suitable option -due to the exploratory aim of this research- in order to test, describe, contrast and interpret the teaching staff's view about their training in technological resources. We started on the development of this research through the method of the inquiry, based on the use of a questionnaire as a tool to collect data. The population who were inquired were formed by 254 mathematics teachers from the secondary education schools of the Tarragona regions.
The thesis is arranged in nine chapters which are organized in two blocks. The first one (Chapters 1, 2, 3 and 4) deals with the Theoretic Frame wich is a bibliographical research and the groundwork for the Empirical Work carried out in the second block (capters 5, 6, 7, 8 and 9).
The first block or Theoretic Frame deals with: chapter 1 is about the impacte on education of the evolution of the society of Information and knowledge caused by the technological advances. Mainly the impact of these changes on the mathematical education and the training of people, chiefly of the ones who have to teach, the teaching staff; in chapter 2 we approach the figure of the mathematics teacher, trying to give a complete view of this features and of the roles, duties and competences he has to know well, and his concern for the technological advances and their applications; capter 3 deals with the education of the teaching staff and their training in ICT, with special reference to the secondary education teaching staff of mathematics, and to all the elements that take part in this training process, showing the present situation and the educational needs of these teachers; since this research is focused on the Tarragona demarcation, we thought it was necessary to devote chapter 4 to analize the constant training of the teaching staff in Catalonia, going through the action line of the last fifteen years and insisting on the initietives promoted by the ICT teaching.
Te second block deals with au Emperical Work which is focused on the problem of investigation and its objectives (chapter 5); the methodology (chapter 6); the presentation, interpretation and discussion of the results (chapter 7); in the conclusions and guiance for the design of a training plan (chapter 8); and in the possible future lines of investigation (chapter 9).
The information aboot the training situation of those teachers who have been consulted stands for the most useful contribution of our research, since it has been on the first survey about this topic and because of the lack of information about the training of the mathematics teachers and specially about their training in ICT. The asessment of this research is more positive because the conclusions and results come from the opinion of more than 85% of mathematics teachers and because of the effectiveness of the questionnaire.
As a general rule, we can state that although most of the teachers have good knowledge of the ICT, the fact of the matter is that their level of competence, both technical and didactic, is very poor. This fact proves that the training plans -with a strong technical and aesthetic base- have not been effective to help the teaching staff to make up the syllabus and their didactic resources. It is a fact that the mathematics teachers lack habits of integration and that they are very far from making up their habits in the syllabus of the subject. The use of technological resources on the part of teachers is limited -withoust benefiting from their advantages- they are only used for a few and basic functions related to the presentation and transmission of information, without bringing about changes in their way of teaching. At the same time those teachers who have been inquined bet on improving and increasing their knousledge about the ICT resources. For this reason a type of training in the school where they are working and a selftraining are the best options.
Te results of this research show evidence oft he necessary change of the training model for the teaching staff. So, it is necessary to introduce a more suitable training approach that assesses the ICT potencialities in order to relate, create and spread the pedagogical knowledge. To this effect, we bat on restructuring the initial training system, setting up a first stage (common) and a second stage (specialized). We also propose important changes related to the methodological approaches of these training programs including the ICT in the processes, promoting collaborative projects and teaching how the future teachers have to teach. So, some changes in the way of training are necessary, specifically those changes related to the insertion of the ICT in all the subjects. In this way, the main aim is to create a context of E/A based on the use of these technological resources. To sum up, a training plan based on the ICT for the mathematics teaching staff would have to be created; a plan with specific training contents in agreement with all the needs, and different models and promoting the creation of several virtual settings of exchange and collaboration.
Books on the topic "371 37"
Mann, J. Y. Variations in the static properties, unnotched and notched fatigue life behaviour of 13 batches of 2L.65 aluminium alloy extruded bar. Melbourne, Victoria: Aeronautical Research Laboratory, 1987.
Find full textJoe, Sewell, ed. A-37/T-37 Dragonfly in action. Carrollton, TX: Squadron/Signal Publications, 1991.
Find full textGrzegorzewski, Jerzy. Samolot bojowy Saab 37 Viggen. Warszawa: Wydawnictwo Ministerstwa Obrony Narodowej, 1990.
Find full textThe emperor's favourite. Manchester: Published for the Malone Society by Manchester University Press, 2010.
Find full textCynk, Jerzy B. Samolot bombowy PZL P-37 "Łoś". Warszawa: Wyd. komunikacji i Łączności, 1990.
Find full textCynk, Jerzy B. Samolot bombowy PZL P-37 "Łoś". Warszawa: Wyd. Komunikacji i Ła̜czności, 1995.
Find full textGriffin, Miriam T. Nero: The end of a dynasty. New Haven: Yale University Press, 1985.
Find full textBook chapters on the topic "371 37"
Liebenberg, Merion M., and Zacharias A. Pretorius. "Common Bean Rust: Pathology and Control." In Horticultural Reviews, Volume 37, 1–99. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch1.
Full textBehera, Tusar K., Snigdha Behera, L. K. Bharathi, K. Joseph John, Philipp W. Simon, and Jack E. Staub. "Bitter Gourd: Botany, Horticulture, Breeding." In Horticultural Reviews, Volume 37, 101–41. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch2.
Full textHolzapfel, Bruno P., Jason P. Smith, Stewart K. Field, and W. James Hardie. "Dynamics of Carbohydrate Reserves in Cultivated Grapevines." In Horticultural Reviews, Volume 37, 143–211. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch3.
Full textCharlebois, Denis, Patrick L. Byers, Chad E. Finn, and Andrew L. Thomas. "Elderberry: Botany, Horticulture, Potential." In Horticultural Reviews, Volume 37, 213–80. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch4.
Full textRodov, Victor, Shimshon Ben-Yehoshua, Nehemia Aharoni, and Shabtai Cohen. "Modified Humidity Packaging of Fresh Produce." In Horticultural Reviews, Volume 37, 281–329. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch5.
Full textMattoo, Autar K., and John R. Teasdale. "Ecological and Genetic Systems Underlying Sustainable Horticulture." In Horticultural Reviews, Volume 37, 331–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470543672.ch6.
Full text"Article 37 Multiple applications." In Community Design Regulation, edited by Gordian N. Hasselblatt, 371–74. Nomos Verlagsgesellschaft mbH & Co. KG, 2018. http://dx.doi.org/10.5771/9783845296111-371.
Full textKlamert, Marcus, Maria Moustakali, and Jonathan Tomkin. "Chapter 3 Prohibition of Quantitative Restrictions between Member States." In The EU Treaties and the Charter of Fundamental Rights. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759393.003.112.
Full text"Front Matter." In ALT 37, i—viii. Boydell & Brewer, 2019. http://dx.doi.org/10.2307/j.ctvktrxt0.1.
Full textWAHU-MUCHIRI, NG’ANG’A. "From Grace Ogot to Yvonne Owuor:." In ALT 37, 64–76. Boydell & Brewer, 2019. http://dx.doi.org/10.2307/j.ctvktrxt0.10.
Full textConference papers on the topic "371 37"
Doorn, Bradley, David Toll, and Ted Engman. "NASA's Applied Sciences for Water Resources." In World Environmental and Water Resources Congress 2010. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41114(371)37.
Full textJing, G., H. Isakari, T. Matsumoto, T. Yamada, and T. Takahashi. "Topological sensitivity of the objective function defined on morphing boundaries of two-dimensional heat conduction problems." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370011.
Full textRavnik, J., E. Strelnikova, V. Gnitko, and U. Ogorodnyk. "A BEM and FEM analysis of fluid–structure interaction in a double tank." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370021.
Full textZhang, J., C. Lu, Y. Zhong, G. Xie, and Y. Dong. "An adaptive element subdivision technique for evaluating 3D weakly singular boundary integrals." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370041.
Full textKansa, E. J., and L. Ling. "Collocation and optimization initialization." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370051.
Full textSladek, V., J. Sladek, B. Musil, and L. Sator. "The study of porous elastic plates by mesh-free methods." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370061.
Full textKarageorghis, A., and C. S. Chen. "A Kansa-RBF method for Poisson problems in annular domains." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370071.
Full textOchiai, Y. "A meshless stress analysis of nonhomogeneous materials using the triple-reciprocity boundary element method." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370081.
Full textPoljak, D., V. Dorić, and D. Čavka. "Surface integral equation analysis of the electromagnetic interference (EMI) impact of wind turbines on radar systems." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370091.
Full textWang, X., B. Hou, and Z. Lan. "Boundary element method application for the impressed current cathodic protection of an offshore platform." In BEM/MRM 37. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/be370101.
Full textReports on the topic "371 37"
Little, E. C., P. J. Holme, and D. E. Kerr. Surficial geology, Icebound Lakes (southwest), Baffin Island, Nunavut, NTS 37-G/3, NTS 37-G/4, NTS 37-G5 and NTS 37-G6. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2015. http://dx.doi.org/10.4095/297270.
Full textUtting, D. J., E. C. Little, and D. E. Kerr. Surficial geology, Conn Lake (southwest), Baffin Island, Nunavut, NTS 37-E/3, NTS 37-E/4, NTS 37-E/5, and NTS 37-E/6. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2015. http://dx.doi.org/10.4095/297242.
Full textWarner, M. J., D. J. Son, and D. M. Lester. 37-Inch Cryogenic Demonstration Tank. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada397863.
Full textDavid W. Brekke. Task 37 - Ash Deposition Course. Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/6829.
Full textBoundy, Robert Gary. Transportation Energy Data Book: Edition 37. Office of Scientific and Technical Information (OSTI), January 2019. http://dx.doi.org/10.2172/1493136.
Full textTrevisan, Giovani, Daniel Linhares, Edison Magalhaes, Leticia C. M. Linhares, Bret Crim, Poonam Dubey, Kent J. Schwartz, et al. Swine Disease Reporting System Report #37. Ames (Iowa): Iowa State University, March 2021. http://dx.doi.org/10.31274/swinedisease_reports-20210621-036.
Full textMaienschein, J., and J. Koerner. EDC-37 Deflagration Rates at Elevated Pressures. Office of Scientific and Technical Information (OSTI), January 2008. http://dx.doi.org/10.2172/925991.
Full textBriere, Michael, and Dan E. Warkander. Kirby Morgan Dive Helmet 37 Evaluation (Unmanned). Fort Belvoir, VA: Defense Technical Information Center, January 2007. http://dx.doi.org/10.21236/ada480163.
Full textSaumur, B. M., D R Skipton, S. Zhang, M. R. St-Onge, E. R. Bros, P. Acosta-Góngora, C. J. Kelly, M. E. O'Brien, O. M. Weller, and S. T. Johnston. Bedrock geology, Nina Bang Lake, Baffin Island, Nunavut, NTS 37-F west and part of 37-C west. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2020. http://dx.doi.org/10.4095/314876.
Full textOlfe, J. California cooperative oceanic fisheries investigations. Reports volume 37, January 1--December 31, 1995. Office of Scientific and Technical Information (OSTI), October 1996. http://dx.doi.org/10.2172/419080.
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