Relevant bibliographies by topics / Barriers to joint education

Contents

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

Academic literature on the topic 'Barriers to joint education'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Barriers to joint education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Barriers to joint education"

1

Davis, Matthew C., Brandon G. Rocque, Ash Singhal, Thomas Ridder, Jogi V. Pattisapu, and James M. Johnston. "State of global pediatric neurosurgery outreach: survey by the International Education Subcommittee." Journal of Neurosurgery: Pediatrics 20, no. 2 (August 2017): 204–10. http://dx.doi.org/10.3171/2017.3.peds16433.

Full text
Abstract:
OBJECTIVENeurosurgical services are increasingly recognized as essential components of surgical care worldwide. The degree of interest among neurosurgeons regarding international work, and the barriers to involvement in global neurosurgical outreach, are largely unexplored. The authors distributed a survey to members of the American Association of Neurological Surgeons/Congress of Neurological Surgeons (AANS/CNS) Joint Section on Pediatric Neurosurgery to assess the state of global outreach among its members and to identify barriers to involvement.METHODSAn internet-based questionnaire was developed by the International Education Subcommittee of the AANS/CNS Joint Section on Pediatric Neurosurgery and distributed to pediatric neurosurgeons via the AANS/CNS Joint Section email contact list. Participants were surveyed on their involvement in global neurosurgical outreach, geographic location, nature of the participation, and barriers to further involvement.RESULTSA 35.3% response rate was obtained, with 116 respondents completing the survey. Sixty-one percent have performed or taught neurosurgery in a developing country, and 49% travel at least annually. Africa was the most common region (54%), followed by South America (30%), through 29 separate organizing entities. Hydrocephalus was the most commonly treated condition (88%), followed by spinal dysraphism (74%), and tumor (68%). Most respondents obtained follow-up through communications from local surgeons (77%). Seventy-one percent believed the international experience improved their practice, and 74% were very or extremely interested in working elsewhere. Interference with current practice (61%), cost (44%), and difficulty identifying international partners (43%) were the most commonly cited barriers to participation.CONCLUSIONSAny coordinated effort to expand global neurosurgical capacity begins with appreciation for the current state of outreach efforts. Increasing participation in global outreach will require addressing both real and perceived barriers to involvement. Creation and curation of a centralized online database of ongoing projects to facilitate coordination and involvement may be beneficial.
APA, Harvard, Vancouver, ISO, and other styles
2

Cortes, Tara. "Building Interprofessional Teams Through Partnerships to Address Quality." Nursing Science Quarterly 32, no. 4 (September 12, 2019): 288–90. http://dx.doi.org/10.1177/0894318419864343.

Full text
Abstract:
Interprofessional collaborative education and practice is essential in the current complex healthcare climate. Barriers to interprofessional education include difficulty scheduling joint activities amid the silos of discipline-specific curricula and the lack of urgency by faculty to find innovative ways to commit to interprofessional training. Barriers in practice include poor understanding of the roles of different professionals and lack of awareness of the concept because the people in the workforce were mostly educated before interprofessional practice and education were prioritized by national bodies representing academic professions. The author of this paper describes opportunities for interprofessional education and practice and describes a way to create an educational-practice partnership to drive quality in healthcare settings.
APA, Harvard, Vancouver, ISO, and other styles
3

Sargsyan, I. "SOME APPROACHES ?? UNDERSTAND THE IDEA OF MULTICULTURAL EDUCATION!" Main Issues Of Pedagogy And Psychology 14, no. 2 (September 2, 2017): 25–29. http://dx.doi.org/10.24234/miopap.v14i2.40.

Full text
Abstract:
The research is supported by the RA MES State Committee of Science, within the framework of the joint Armenian-Russian research project ? 15??-16 At present, multicultural education has become a trend ofthe times. The development of the competent and effective methodology for its implementation is an urgent necessity. This problem is acute not only in multinational countries, but also in mono national states, like Armenia, because the absence of a multicultural society leads to psychological barriers in the implementation of the dialogue of cultures, in intercultural and cross-cultural communication.
APA, Harvard, Vancouver, ISO, and other styles
4

Struessel, Tamara S., Kristin J. Carpenter, John R. May, David A. Weitzenkamp, Elizabeth Sampey, and Paul E. Mintken. "Student Perception of Applying Joint Manipulation Skills During Physical Therapist Clinical Education: Identification of Barriers." Journal of Physical Therapy Education 26, no. 2 (2012): 19–29. http://dx.doi.org/10.1097/00001416-201201000-00005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Crotty, Mikaila M., Julie Henderson, Lee Martinez, and Jeffrey D. Fuller. "Barriers to collaboration in mental health services for older people: external agency views." Australian Journal of Primary Health 20, no. 3 (2014): 250. http://dx.doi.org/10.1071/py12144.

Full text
Abstract:
The need for mental health services for older people living in rural areas is increasing in South Australia. Providing such care requires coordination between several types of services across government, hospital and non-government sectors. The purpose of this study was to identify barriers to collaboration from the perspective of external aged care agencies. A total of 42 responses from an online survey were qualitatively analysed. Four categories emerged, within which participants had identified barriers to collaboration: (1) awareness of services and certainty about responsibilities, in particular, a lack of awareness of which services are available; (2) referral criteria and processes, including the specific criteria needed to be eligible for these services; (3) opportunities to collaborate, with a perceived lack of formal opportunities for collaboration between individuals working across agencies; and (4) education of staff, with more joint education between agencies being recognised as having the potential to increase local knowledge and provide an opportunity for networking and relationship building, with greatest barriers experienced between mental health and social care services.
APA, Harvard, Vancouver, ISO, and other styles
6

Debnath, A., P. L. N. Raju, V. Saikhom, and H. C. Karnatak. "A JOINT EDUCATION PROGRAM IN ONLINE DISTANCE LEARNING MODE FOR NORTH EASTERN REGION OF INDIA." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences V-5-2020 (August 3, 2020): 47–52. http://dx.doi.org/10.5194/isprs-annals-v-5-2020-47-2020.

Full text
Abstract:
Abstract. North Eastern Region of India is a picturesque land of seven sister states of Assam, Arunachal Pradesh, Meghalaya, Mizoram, Manipur, Nagaland, Tripura & the state of Sikkim. The geography of the region is dominated by undulating hilly terrain comprising of Khasi & Garo Hills in Meghalaya, Mizo & Lusai Hills in Mizoram, Patkai Hills in Nagaland and Arunachal Himalayas in Arunachal Pradesh which has made the region relatively inaccessible for developmental planning and infrastructural setup. Educational progress in these states have suffered due to geographic and linguistic barrier, concentration of maximum resources in terms of infrastructure and manpower around major cities, poor economic situation etc. An innovative approach to break these barriers is to take the help of Distance Learning to reach the huge student community. NESAC, established as a unit of Department of Space in Umiam, Meghalaya has a mandate of capacity building in the region. To fulfill the mandate, NESAC, in May 2019, conducted a first-of-its-kind Online Distance Learning Training Program on Remote Sensing & GIS Applications for students and professionals of the region jointly with IIRS, Dehradun which is having rich experience of conducting Distance Learning Programs in the country. The two week long training program was attended by more than 250 participants in online interactive mode and had an ensemble of lecturers taken from IIRS, Dehradun and NESC both. While faculty of IIRS covered the basics of RS & GIS, Geo Web Services, GNSS etc; the scientists of NESAC presented on various thematic applications of RS & GIS conducted by NESAC specific to the region. At the end of theoretical lectures, online exam was also conducted and based on the online evaluation, digital certificates were distributed to the successful candidates. IIRS, Dehradun also extended their help to NESAC in IT infrastructure at all steps of the course. NESAC received large positive feedback of the course, many participants asking for longer duration courses, customized courses and even advanced courses. NESAC has planned to conduct similar course annually.
APA, Harvard, Vancouver, ISO, and other styles
7

Ivukina, Yelena. "Innovation model of relations between Russia and China in the context of science and educational cooperation." SHS Web of Conferences 99 (2021): 01025. http://dx.doi.org/10.1051/shsconf/20219901025.

Full text
Abstract:
This article is devoted to the investigation of Russia-China higher education cooperation. Both countries are involved in the modernization process in the framework of the global educational environment, which stimulates the achievement of a high level of teaching and provides a variety of research forms and international experience in joint adaptation. Special attention is paid to three main constituencies of academic innovative cooperation namely students’ engagement, lecturers and researchers’ involvement and creation of joint universities and research centers with their definite purposes, current status and priorities respectively. The article makes recommendations in terms of strengthening the bilateral Russian-Chinese educational process and overcoming the barriers that arise in this alliance.
APA, Harvard, Vancouver, ISO, and other styles
8

Taylor, Stephanie, Francine Toye, and Karen Barker. "Experience of exercise in people with severe haemophilia: A qualitative study." Journal of Haemophilia Practice 4, no. 1 (January 26, 2017): 65–71. http://dx.doi.org/10.17225/jhp00098.

Full text
Abstract:
Abstract The benefits of regular activity and exercise are well established, yet a third of the population of the European Union does not achieve the recommended levels of activity. For patients with haemophilia, some activity can cause bleeding into joints, leading to potential joint damage, whereas other activities can protect the joint from bleeds and further destruction. This study investigates the understanding and experience of exercise and activity in people with haemophilia (PWH). We conducted semi-structured interviews with six men with severe haemophilia using a consecutive sampling framework and Interpretative Phenomenological Analysis (IPA). We identified five themes: • “I don’t think about haemophilia, I’ve just got to deal with it” A level of acceptance of awareness of their condition, but they do not want it to rule their lives. • “I don’t let my limitations hold me back” Striving to find activities they can participate in, despite joint impairment. • ”The worst thing anyone can do is stop being active” Belief that activity helps to strengthen joints, gives confidence and improves both body and mind. • ”The best thing they did was to not wrap me up in cotton wool” Knowledge of haemophilia, how to treat and recognise bleeds, and finding activities to suit their bodies. • “Time constraints at home” Common barriers to exercise, as in the general population. Our findings provide clinicians with insight into understanding the barriers to exercise and activity in men with severe haemophilia. This can help clinicians to offer the most appropriate support and allow PWH to find an activity or exercise that suits them. Our findings demonstrate that even those with severe haemophilia wish to remain active and do not want to let their limitations prevent them from exercising. Findings also indicate that being given the education and freedom to make independent decisions about exercise and activities are valued. This suggests that clinicians need to provide a therapeutic environment where their patients can feel safe to make sensible choices about types and level of activity.
APA, Harvard, Vancouver, ISO, and other styles
9

Skinder, Marcin. "The Bologna Process and the Law on Higher Education and Science." Białostockie Studia Prawnicze 25, no. 4 (December 1, 2020): 159–71. http://dx.doi.org/10.15290/bsp.2020.25.04.11.

Full text
Abstract:
Abstract The subject of the study is the Bologna Process, its assumptions and course. The article contains an analysis of the Act on university education and science in order to indicate solutions for the harmonization in Poland under the Bologna movement. This movement is characterized as an example of European integration (harmonization) in the sphere of higher education, which was initiated by the Bologna Declaration of 19 June 1999. The main idea behind this declaration was the joint creation of the European Higher Education Area. The process initiated then goes beyond the scope of activities undertaken only by European Union governments. The analysis covers the following parts: The scope of the Bologna Process, Further European actors and the Sorbonne Declaration, The Bologna Process today, Implementation barriers was well as criticism. An integral part of the work is the Bologna Process and the Constitution for Science (Law on university education and science).
APA, Harvard, Vancouver, ISO, and other styles
10

Rodriguez, Anthony M., Debbie Taub, LaRon Scott, Susan R. Copeland, Kendra Williams-Diehm, Leena Jo Landmark, Tracy E. Sinclair, Rhonda S. Black, Susan B. Palmer, and Colleen A. Thoma. "Reflecting on the Education Position Statement of AAIDD and The Arc." Inclusion 8, no. 1 (March 1, 2020): 6–26. http://dx.doi.org/10.1352/2326-6988-8.1.6.

Full text
Abstract:
Abstract This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Barriers to joint education"

1

Harris, John Matthew. "What has motivated previously disadvantaged workers to join ABET classes, and what barriers do they face in undertaking such learning?" Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10657.

Full text
Abstract:
Includes bibliographical references (leaves 66-68).
This thesis focuses on municipal workers from the City of Cape Town's (CCT) electricity department who attend courses at the department's training centre. The starting point of the thesis is a study, which I conducted in 2003, which investigated why workers were not joining Adult Basic Education and Training (ABET) classes. Subsequent to 2003, the number of participants rose substantially. This thesis therefore poses the question: what has motivated previously demotivated workers to join ABET classes? Furthermore, what barriers do they face in undertaking such learning?
APA, Harvard, Vancouver, ISO, and other styles
2

Durgahee, Twalebuddeen. "Joint-appointments in nursing education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305539.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lirette, Patricia R. "Barriers to education in early childhood development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Cline, Tony. "Diversity and education : removing barriers to learning." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ramirez, Esther, and Melissa M. Rodriguez. "Barriers to Higher Education Among CalWORKs Recipients." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/854.

Full text
Abstract:
Individuals and families in poverty face an abundance of barriers to self-sufficiency with the lack of higher education being the most prominent of them. The California Work Opportunity and Responsibility to Kids (CalWORKs) program has been the primary intervention to aid poverty following the welfare reform of 1996. Through their work first approach the CalWORKs program intends to set recipients on the path to self-sufficiency. Although education is the biggest weapon against poverty, CalWORKs recipients face a plethora of barriers while pursuing a college degree, as CalWORKs regulations are rigid and unsupportive toward higher education. Due to the minimal research focusing particularly on CALWORKs recipients, there was a need to further examine the barriers these recipients face while pursuing higher education. This qualitative study explored the barriers hindering CalWORKs recipient’s progression toward college completion. This study administered 11 face to face interviews with active and former CalWORKs recipients in Riverside County, California. The data gathered were transcribed and analyzed to identify recurrent themes regarding barriers toward college completion among CalWORKs recipients. The major themes identified by the study were: lack of knowledge, conflicting roles, lack of self-confidence, and unrealistic requirements by the CalWORKs program. The implications of these findings for CalWORKs stakeholders were discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Palmer, Troy Jeffrey. "Barriers to Male Faculty in Nursing Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6470.

Full text
Abstract:
Men are underrepresented among nursing faculty, providing few role models for male students who might benefit from interaction with male faculty. Male nursing faculty may face barriers similar to those faced by women in male-dominated professions. Diehl and Dzubinski's model of gender-based barriers served as the framework for this quantitative study conducted to identify disparities between male and female nursing faculty that may prevent men from entering, continuing, and advancing in nursing education. The association between the percentage of male nursing faculty with geographic region; institution type (i.e., public, private secular, or private religious); and 4 career variables (i.e., education level, rank, tenure, and administrative position) were investigated in this study. Data were obtained from 20,953 faculty from the American Association of Colleges of Nursing 2017 Annual Survey of Baccalaureate and Graduate Nursing Programs. Chi square analyses indicated significant associations between the percentage of male nursing faculty with both the 4 geographic regions and with institution type as well as with several career variables. Post hoc tests revealed a lower percentage of male nursing faculty in religious institutions in the North Atlantic region; significant associations between the percentage of male nursing faculty and faculty education level, specifically in public institutions in the South and private secular institutions in the West; academic rank in public institutions in the South and West; and tenure status in private secular institutions in the North Atlantic and in public institutions in the South and West. Uncovering these discrepancies could lead to an increase in male nursing faculty which, in turn, would provide more role models for male students and may aid in attenuating the shortage of nurses.
APA, Harvard, Vancouver, ISO, and other styles
7

Lineberry, Robert G. "Joint officer supportability model : joint education and training of U.S. Navy aviators." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA309429.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Miller, Claire Michael. "Overcoming Barriers: Women in the Superintendency." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/49.

Full text
Abstract:
ABSTRACT OVERCOMING BARRIERS: WOMEN IN THE SUPERINTENDENCY by Claire M. Miller Women currently represent the largest number of teachers in the United States but remain underrepresented in the superintendent position. This suggests that the superintendency has been influenced by patriarchy. If women are to break through the barriers that prevent them from attaining a superintendency, we will need to understand the social construction of the position and women superintendents’ experiences with barriers. What do women in the superintendency think about what it means to be one of a few women in a male-dominated occupation? How does gender consciousness play a role in the ability to examine and understand barriers? How do characteristics of the position interacting with gender? Literature is reviewed surrounding these questions and includes barriers with feminine expectations, career mobility, good old boy network, mentors, family obligations, and the selection process. A qualitative approach was used to examine the experiences of five female superintendents. Additionally, race was masked to protect the identities of the women. Patriarchy was identified as the central structure for understanding the women’s experiences with barriers. This study also sought to draw on the theoretical model of sociocultural explanations for the underrepresentation of women in the superintendency. This model analyzes gender differences and focuses on sex role stereotyping, career socialization, and women’s culture to describe women’s experiences. The findings indicate that women are beginning to overcome some of the barriers; however, many of them are still present. This inquiry is important because it allows us to examine the barriers within the superintendency in order to provide a new perspective to the body of literature that has historically been grounded in almost exclusively white, male, and heterosexist epistemologies. This new perspective includes methods to overcome the barriers rather than navigate them.
APA, Harvard, Vancouver, ISO, and other styles
9

Nevenglosky, Erica. "Barriers to Effective Curriculum Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5235.

Full text
Abstract:
An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity.
APA, Harvard, Vancouver, ISO, and other styles
10

Sprague, Patricia. "Instructional school gardens| Opportunities for and barriers to scaling." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174088.

Full text
Abstract:

When children are engaged in school gardens, they aren’t just digging in the dirt. School gardens have been shown to help improve student health by impacting food preferences and physical activity; to enhance learning in many subject areas; to encourage critical thinking skills by utilizing inquiry-based learning; and to engender a positive association with nature. Children from disadvantaged environments disproportionately may miss out on each of these important experiences. School gardens can serve as venues to enhance social justice by helping marginalized students access these advantageous experiences they otherwise might not have. Given the evidence that school gardens improve the educational experiences of students, this study explored how they can expand across varied schools and classes so that more students can enjoy their benefits. The research question posed was: What are the opportunities for and barriers to the expansion of the school garden and cooking program of Grow Pittsburgh, called Edible Schoolyard Pittsburgh (ESY)? As an evaluator, I worked collaboratively with a wide range of stakeholders, convening focus groups and discussions with staff, parents and guardians, classroom teachers, and principals. Incorporating feedback from stakeholders, and using a mixed methods design, I developed four instruments to investigate the research question: a survey of parents and guardians, student interviews, principal interviews, and a principal survey. In addition, an extant student survey concerning willingness to taste and try a new vegetable was used. An analysis of seven Likert scale and two yes-no questions found no significant differences between the parent and guardian responses of two schools surveyed, suggesting the program was implemented equally reliably in both schools. The Parent/Guardian Survey enjoyed a strong return rate of 65.5%. Comprised of two open-ended questions, it generated 768 individual comments, which were transcribed and grouped thematically. The general findings suggest areas of positive impacts in students’ willingness to try fruits and vegetables, students’ comfort in nature, and parents’ and guardians’ connection to their child’s school. These observations merit further study. Barriers as identified by principals, teachers, and parents and guardians included limited instructional time, limited number of grades served, and limited curricula connection to subjects other than science. Opportunities which emerged from the data included overall robust stakeholder commitment, capacity, and confidence (3Cs), including principals choosing to pay for the program from their own budgets, parents and guardians showing strong confidence, and, in some schools, parent-teacher groups raising half the cost of the program. Recommendations of the study for successful scaling include implementing an intentional Improvement Inquiry and measuring and tracking of stakeholder 3Cs. Researchers and practitioners should continue to evaluate impacts of school gardens on students in academics, ecoliteracy, and health.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Barriers to joint education"

1

David, Jane L. Transforming education-- overcoming barriers. Washington, D.C: National Governors' Association, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

C, Sun Jeffrey, American Council on Education, and EDUCAUSE (Association), eds. Barriers to distance education. Washington, D.C: American Council on Education, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Overcoming communication barriers in patient education. Gaithersburg, Md: Aspen Publishers, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

University of California, Berkeley. Black Alumni Club. Ida Jackson: Overcoming barriers in education. [Berkeley, Calif.]: Black Alumni Club, University of California, Berkeley, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

National Joint Council for Lecturers in Further Education in England and Wales. Joint education service circular. London: National Joint Council for Lecturers in Further Education in England and Wales., 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Roy-Stevens, Cora. Overcoming barriers to school reentry. [Washington, D.C.]: U.S. Dept. of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Association, Ontario Public School Boards'. Removing the barriers to cost-effective education. [Toronto]: Ontario Public School Boards' Association, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sperling, Liz. Barriers to women participating in higher education. Salford: University of Salford Department of Politics and Contemporary History, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Massachusetts. Board of Regents of Higher Education. Joint policy on occupational education. Boston]: Commonwealth of Massachusetts, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

United States. Joint Chiefs of Staff. Joint doctrine for barriers, obstacles, and mine warfare. Washington, D.C: Joint Chiefs of Staff, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Barriers to joint education"

1

Murphy, Joseph F., and Joshua F. Bleiberg. "Barriers to Turnaround." In Education, Equity, Economy, 53–72. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01434-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Laurett, Rozélia, and Arminda do Paço. "Sustainability Barriers." In Encyclopedia of Sustainability in Higher Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_188-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Laurett, Rozélia, and Arminda do Paço. "Sustainability Barriers." In Encyclopedia of Sustainability in Higher Education, 1608–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_188.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Simuth, Jozef, and Ivan Sarmany-Schuller. "Online Learning Barriers." In Technological Developments in Education and Automation, 109–11. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rebele, James E., and E. Kent Pierre. "Barriers to Teaching Accounting Ethics." In Accounting Ethics Education, 25–38. New York, NY : Routledge, 2021. | Series: Routledge studies in accounting: Routledge, 2021. http://dx.doi.org/10.4324/9781003017509-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Minton, David. "Barriers to Communication." In Teaching Skills in Further & Adult Education, 157–60. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hornby, Garry. "Barriers to Parental Involvement." In Parental Involvement in Childhood Education, 11–26. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Villar, Richard N. "Education and Hip Arthroscopy." In Hip Joint Restoration, 915–17. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4614-0694-5_98.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Marshall, Catherine A. "Barriers to Accessing Higher Education." In Widening Participation, Higher Education and Non-Traditional Students, 1–18. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94969-4_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Krille, Claudia. "Barriers to Participation in Professional Development." In SpringerBriefs in Education, 27–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Barriers to joint education"

1

Meitzen, Mark E., Lisa Loftus-Otway, Robert J. Grow, Nathan M. Hutson, Ari D. Bruening, and Ron Phillips. "Preserving and Protecting Freight Infrastructure and Routes." In 2012 Joint Rail Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/jrc2012-74097.

Full text
Abstract:
A smoothly functioning freight transportation network is part of the nation’s critical infrastructure and is essential to the operation of the U.S. economy. Rail is a significant component of this infrastructure. There are serious threats to American’s freight rail system caused in large part by intrusion of incompatible land uses, especially in America’s burgeoning megapolitans. Population growth, rising incomes, and other aspects of economic growth have all led to increased competition for the land resources around the freight rail network. Incompatible land uses around freight rail corridors and facilities often results in conflicts between those uses and barriers to efficient freight transportation. This paper discusses the research results from Transportation Research Board (TRB) Project NCFRP 24 that developed a website, www.EnvisionFreight.com, and a report outlining tools and strategies for better planning and design of residential and other structures in proximity to freight corridors and facilities. The paper initially discusses the benefits and importance of an integrated multimodal freight system, and the value of a smoothly functioning freight transportation network. This includes discussion of the freight rail network’s part in the nation’s critical freight transportation infrastructure. The paper then reviews the conflicts and barriers that often occur between incompatible land uses and freight rail assets. Case studies that were conducted during the research are also utilized to show current practices in planning for freight. Finally the paper discusses strategies for preserving and evolving the network of freight rail corridors and access points, which requires foreseeing future areas of conflict and acting proactively in an economically rational manner. Our research found four areas of tools and preservation and protection strategies to minimize and resolve conflicts between freight and other land uses: long-range planning, zoning and design, mitigation, and education and outreach. The research found that tremendous potential exists to significantly affect decision making that impacts freight. With the likely emergence of freight mega-regions that do not respect state or even national boundaries, a new planning dialogue is required to prepare for the next generation freight system to support these regions. Planning decisions that will be made over the next decade will be critical to our future transportation system efficiencies and regional competitiveness. Local and regional freight planning in this context will require highly skilled freight transportation planners, new planning strategies and tools, community support, longer-term regional visioning, and legislative authority.
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.

Full text
Abstract:
Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Madlenakova, Lucia, and Margita Majercakova. "BARRIERS IN ADULT EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tavares, Orlanda, Cristina Sin, Sónia Cardoso, and Pedro Videira. "BARRIERS TO ADULTS’ CONTINUING EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0830.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rutkowski, J., and K. Moscinska. "Barriers in Modern Web-based Education." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Okpala, Paul Chris. "BARRIERS TO CURRICULUM COMPLETION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Galushko, I. G., A. V. Galushko, and K. V. Novikova. "Barriers to communication and overcoming them." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-05.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thayer, Kyle, and Andrew J. Ko. "Barriers Faced by Coding Bootcamp Students." In ICER '17: International Computing Education Research Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3105726.3106176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Meharg, Debbie, and Stephanie Craighill. "Student beliefs as barriers to articulation." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Uliumdzhieva, Valentina, Irina Chernobylskaya, Irina Likhacheva, Elena Notina, and Irina Bykova. "STUDENTS’ PSYCHOLOGICAL BARRIERS TO SPEAKING ENGLISH." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0173.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Barriers to joint education"

1

Vanasse, Margaret M. Joint Planning, Education, and Execution. Fort Belvoir, VA: Defense Technical Information Center, May 2003. http://dx.doi.org/10.21236/ada416157.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Alexander, Renita D. Education: A Joint Transformation Enabler. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada414884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

JOINT CHIEFS OF STAFF WASHINGTON DC. Joint Doctrine for Barriers, Obstacles, and Mine Warfare. Fort Belvoir, VA: Defense Technical Information Center, February 1999. http://dx.doi.org/10.21236/ada434133.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

JOINT CHIEFS OF STAFF WASHINGTON DC. Barriers, Obstacles, and Mine Warfare for Joint Operations. Fort Belvoir, VA: Defense Technical Information Center, April 2007. http://dx.doi.org/10.21236/ada468386.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Miller, Stephen J. Joint Education: Where It Really Should Begin. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada264041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kobylski, Gerald C. Relevant Joint Education at the Intermediate Level Colleges. Fort Belvoir, VA: Defense Technical Information Center, February 2002. http://dx.doi.org/10.21236/ada401840.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Endres, Michael T. Preparing Oficers for Joint Duty: An Analysis of U.S. Joint Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, February 2000. http://dx.doi.org/10.21236/ada378433.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Houghton, John, Sharlene Weatherwax, and John Ferrell. Breaking the Biological Barriers to Cellulosic Ethanol: A Joint Research Agenda. Office of Scientific and Technical Information (OSTI), June 2006. http://dx.doi.org/10.2172/1218382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Holmes, Sharon L. Army Attack Aviation and Joint Air Operations: Doctrinal and Institutional Barriers. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada375025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bacow, Lawrence, William Bowen, Kevin Guthrie, Kelly Lack, and Matthew Long. Barriers to Adoption of Online Learning Systems in U.S. Higher Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Barriers to joint education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography