Relevant bibliographies by topics / Centre for Continuing Education

Contents

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

Academic literature on the topic 'Centre for Continuing Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Centre for Continuing Education"

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Reichl, Franz, Sabine Payr, Gottfried S. Csanyi, and Ursula E. Vierlinger. "Joint European Continuing Engineering Education Courses with Facilitated Open Distance Learning." Industry and Higher Education 15, no. 5 (2001): 323–32. http://dx.doi.org/10.5367/000000001101295858.

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To cope with new challenges, universities of technology need to team up and complement their continuing engineering education programmes with open distance learning. The European FACILE project provided a starting point for collaboration among universities in providing continuing engineering education with facilitated open distance learning. Facilitated open distance learning combines the flexibility of open learning with support of the learning process through local support centres. Following experiences with FACILE, European centres will form a network acting as a geographically separated vi
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Sellick, Scott M., Karen Charles, Joanne Dagsvik, and Mary L. Kelley. "Palliative Care Providers’ Perspectives on Service and Education Needs." Journal of Palliative Care 12, no. 2 (1996): 34–38. http://dx.doi.org/10.1177/082585979601200207.

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To obtain the information necessary for coordinated regional program development, we examined (a) the multidisciplinary viewpoint of palliative care service provision and (b) the continuing education needs reported by non-physician service providers. Of 146 surveys distributed to care providers from multiple settings, 135 were returned. Respondents cited these problems: fragmented services, poor pain and symptom control, lack of education for providers, lack of public awareness, problems with the continuity and coordination of care, lack of respite, and lack of hospice beds. Stress management
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Mannir, ABBA PhD. "Continuing Education Needs of Custodial Adult Inmates for Sustainable Community Development in Zamfara State, Nigeria." International Journal of Social Science And Human Research 06, no. 05 (2023): 2984–92. https://doi.org/10.5281/zenodo.7965650.

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This study assessed the Continuing Education Needs of Custodial Adult Inmates for Sustainable Community Development in Zamfara State, Nigeria. Two research questions and two null hypotheses guided the study. The population of the study was 762 respondents in the 5 Nigerian Correctional Custodial Centres of Zamfara State. Purposive sampling technique was used to sample 351 Custodial Adult Inmates comprising all the 266 male and 85 female convicted inmates of the Gusau Central Custodial Centre for the study. The instrument used for data collection was self-structured questionnaire tagged “
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MacKinnon, Allan. "Post-Secondary Education Development in South East Asia: A Model for Curriculum Development in Continuing Education." Alberta Journal of Educational Research 58, no. 4 (2013): 600–613. http://dx.doi.org/10.55016/ojs/ajer.v58i4.55679.

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This article presents a model for continuing education that emanated from the author’s involvement in the Participatory Action Research (PAR) component of Simon Fraser University’s Adult Education for Economic Development (AEED) Project, funded by the Canadian International Development Agency (CIDA). The project’s goal was to develop new centers for continuing education at the Royal University of Phnom Penh (RUPP) in Cambodia and the National University of Laos (NUOL) in Lao People’s Democratic Republic, with assistance and mentorship from the Centre for Continuing Education at Chulalongkorn U
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Davies, David. "From the further education margins to the higher education centre? Innovation in continuing education." Education + Training 39, no. 1 (1997): 4–13. http://dx.doi.org/10.1108/00400919710157114.

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Shimlina, I. "University As a Center of Multi-Level Continuing Education: Approaches, Principles, Experience of Implementation." Profession-Oriented School 10, no. 6 (2022): 33–41. http://dx.doi.org/10.12737/1998-0744-2022-10-6-33-41.

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The article discusses the approaches and principles of creating a regional model of continuing education on the example of the university campus of the Siberian State Industrial University to solve the problems of providing quality education, providing opportunities to meet the broad educational needs of students and creating conditions for solving problems that contribute to the sustainable development of the territory. The model of development of the university's continuing education system is implemented through the integration and continuity of educational programs at all levels of trainin
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Etong Ndzok, Hilarion. "Formation et perfectionnement des fonctionnaires au Cameroun : le CENAM." Revue française d'administration publique 45, no. 1 (1988): 105–13. http://dx.doi.org/10.3406/rfap.1988.2052.

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Civil Servants Training and Continuing Education in the Cameroons (Centre National d’Administration et de Magistrature). The training and continuing education of civil servants and magistrates in the Cameroons was significantly modified by the establishment of CENAM, the national magistrate center. CENAM coordinates the activity of two civil service training institutes (École nationale d’administration et de magistrature and Institut des techniques administratives et financières) and of Institut supérieur de management public, the institute of advanced studies. CENAM has all the features of a
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Panigrahi, Ritanjali, and Praveen Ranjan Srivastava. "Tweeting Continuing Education." International Journal of Strategic Decision Sciences 9, no. 1 (2018): 79–101. http://dx.doi.org/10.4018/ijsds.2018010106.

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The rapid growth of technology has transformed education from conventional classroom teaching to learner centred, flexible learning anytime anywhere resulting in the popularity of Massive Open Online Courses (MOOCs). It is evident that many MOOCs have adopted social media tools to engage their learners through information sharing, participation, and collaboration to create and consume information. In addition to this, social media is the best place to understand crowd sentiments considering the massive amount of data being generated. This study through text mining of MOOC providers related Twi
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Lines, Larry. "Foundation supports Calgary's continuing education center." Leading Edge 21, no. 8 (2002): 740. http://dx.doi.org/10.1190/tle21080740.1.

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Smith, John S. "The Making of Modern Orkney. Centre for Continuing Education, University of Aberdeen." Northern Scotland 16 (First Serie, no. 1 (1996): 207–8. http://dx.doi.org/10.3366/nor.1996.0017.

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Dissertations / Theses on the topic "Centre for Continuing Education"

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Al-Ansari, Eissa. "Facilitating adult learning through continuing education : a case study of the Centre for Community Service and Continuing Education at Kuwait University." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320420.

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Hauer, Debra. ""That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.

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Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others
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Bester, Andries Jacobus. "Guidelines for structuring and managing multi-purpose community learning centres." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-12092005-123401.

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Leung, Yau-chi Franklin. "The University of Hong Kong, School of Professional and Continuing Education (SPACE) : branch building : a life long learning center in Central /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953011.

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Thesis (M. Arch.)--University of Hong Kong, 2000.<br>Includes special report study entitled: The computer workstation as the determinant in learning space. Added title page title: HKU Space Branch Building-a Lifelong Learning Centre in Central. Includes bibliographical references.
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Ciccone, Dana B. "Assessing organizational effectiveness in continuing education subunits : a preliminary study using Cameron's dimension called organizational health /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096641.

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McCann, Lisa Nicole. "Overall satisfaction ratings of training programs provided by the Continuing Education Center of the University of Wisconsin Stout in Region V." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999mccannl.pdf.

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Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.

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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qua
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Leung, Yau-chi Franklin, and 梁友智. "The University of Hong Kong, School of Professional and Continuing Education (SPACE): branch building : a lifelong learning center in Central." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985312.

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Marshall, G. B., and n/a. "Black and white decision making : a theoretical approach to innovation and the resolution of inter-organizational conflict - with application to a Tasmanian Centre for Continuing Education of Teachers course in aboriginal studies." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060907.100512.

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The following study, in examining theoretical constructs and their practical implications, as they relate to organization management, innovation, and ethnicity, notes the inter-relationship of all aspects of administration. It also recognizes that organizations are social entities which have a nonrational component. These non-rational elements can lead to prejudice, discrimination, and hostility, particularly across organizations and across ethnic boundaries. In the field of education it is contended that innovation or change is only acceptable where effective communication across all involved
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Alves, Raquel Pereira 1959. "A formação continuada de professores/as nas cidades de Campinas e Hortolândia : um balanço do período de 2000 a 2012." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253998.

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Orientador: Vicente Rodriguez<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-27T12:31:47Z (GMT). No. of bitstreams: 1 Alves_RaquelPereira_M.pdf: 4788841 bytes, checksum: 89f309862fdd52ff24c130c10154bfe0 (MD5) Previous issue date: 2015<br>Resumo: Essa pesquisa tem como propósito investigar o papel que os Centros de Formação de Professores das cidades de Campinas e de Hortolândia vêm desempenhando na condução das políticas de formação continuada, através do levantamento e da análise dos Programas de Formação ofertados
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Books on the topic "Centre for Continuing Education"

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(India), National Literacy Mission, ed. Learning materials for neo-literates: A catalogue of state resource centre publications. National Literacy Mission, Directorate of Adult Education, Dept. of School Education & Literacy, Ministry of Human Resource Development, Govt. of India, 2009.

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Business and Technician Education Council. Implementation of continuing education policy: Guidance to centres. BTEC, 1986.

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Lobry, Jean. Culture ouvrière, éducation permanente et formation professionnelle, ou, L'histoire méconnue du Centre de culture ouvrière. L'Harmattan, 2008.

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Fort Carson Education Center (U.S.). Educational opportunities: Education services brochure, FY 87-88. Fort Carson Army Education Center, 1986.

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Centre de lecture publique de la communauté française (Liège, Belgium), ed. Les Centres de documentation des organisations d'éducation permanente. Centre de lecture publique de la communauté franc̦aise ASBL, 1986.

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Yi, Kyŏng-a. Pʻyŏngsaeng kyoyuk konggongsŏng kanghwa rŭl wihan pi yŏngni minʼgan tanchʻe wa konggong pʻyŏngsaeng kyoyuk hyŏmnyŏk pangan yŏnʼgu. Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Yi, Kyŏng-a. Pʻyŏngsaeng kyoyuk konggongsŏng kanghwa rŭl wihan pi yŏngni minʼgan tanchʻe wa konggong pʻyŏngsaeng kyoyuk hyŏmnyŏk pangan yŏnʼgu. Hanʼguk Kyoyuk Kaebarwŏn, 2007.

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Downes, Paul. Community based lifelong learning centres: Developing a European strategy informed by international evidence and research. European Commission Network of Experts on the Social aspects of Education and Training?], 2012.

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Garry, Anna. Continuing professional development: A learner-centred strategy. Further Education Unit, 1986.

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Atwaru, Denis Okello. The establishment and the development of university adult education at Makerere, 1953-1980. Centre for Continuing Education, 1992.

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Book chapters on the topic "Centre for Continuing Education"

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Silva, Geraldine. "Advertising Adult Education Offerings in a Portuguese Qualifica Centre using Social Networking Tools." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.12.

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In the context of adult education, Qualifica Centres throughout Portugal are responsible for the dissemination of adult education pathways available to adult learners. There is a huge variety of dissemination tools. Leaflets, informational notes in the region's newspapers, estab-lishment of partnerships, advertising spots on the radio, and the use of social networks are some of the methods used by centres. This paper on good practices outlines the advertising efforts made by the Qualifica Centre of Azambuja using social networking, specifically the centre’s Facebook account, and their results.
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Martens, Bob, and Petra Aigner. "WISSENSDURST & KARRIEREHUNGER: DAS CONTINUING EDUCATION CENTER (CEC) / CONTINUING EDUCATION CENTER: WE SPEED UP YOUR CAREER." In Von der Technischen Hochschule zur Forschungsuniversität. Böhlau Verlag, 2016. http://dx.doi.org/10.7767/9783205202226-023.

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Aldrian, Sarah, Karin Fließer, and Rudolf Egger. "Profile of the Styria Adult Education Center." In Continuing Education in Regions with Population Decline. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39678-7_4.

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Boffo, Vanna. "Storytelling and other skills: Building employability in higher education." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.03.

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The storytelling device introduces the search for our roots, as persons and human beings. To write an autobiography is to seek our roots not only through retrospection, interpretation, and creation but through an act of profound freedom towards ourselves. To tell our story is to put back together the pieces of our existence and, in doing so, to re-build it. Recounting our work, at a certain point in our professional life, is like putting it back at the centre of our lives, it is like giving meaning to our actions, and starting to understand and interpret them again. This is why it is so import
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Egetenmeyer, Regina. "Comparative adult and continuing education: A guiding essay." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.02.

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This paper provides a guide for developing a research design for comparative studies in adult and continuing education. To that end, a research methodology will be presented that was developed at the COMPALL and INTALL Winter Schools on Comparative Studies in Adult Education and Lifelong Learning. Central elements for systematic comparisons in adult and continuing education are (1) the object of comparison, (2) research fields for comparison, and (3) inductive comparative categories. These elements form the reference points for the development of a comparative research question in adult and co
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Jean-Francois, Emmanuel, and Sabine Schmidt-Lauff. "Facilitating comparative group work in adult education." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.04.

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The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational[1] context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be succes
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de Paulo, Judy Vicente. "Continuing Education for the Young Oncology Workforce in Portugal." In Improving Oncology Worldwide. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_4.

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AbstractIn this chapter, I will be describing the challenges that young oncologists meet during their residency and how the Portuguese Society of Oncology met these challenges by implementing a series of trainings and adapting them during the COVID-19 pandemic to a virtual/blended format.The series of courses covers aspects of professional training that are not or insufficiently part of medical school training: a welcome course, a master class covering all cancer types, training skills in communication, statistics, oncological emergencies, formation in cancer research, support and palliative c
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Hinzen, Heribert. "100 Years of Volkshochschule – 50 Years of DVV International. Local and global perspectives on adult education and lifelong learning." In International and Comparative Studies in Adult and Continuing Education. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.14.

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Adult education has multiple histories in countries around the globe. In the case of Germany, the year 1919 is of high importance, as the Volkshochschulen (vhs)—literally translated as folk high schools, more broadly as adult education centres—became a constitutional matter. Today, they are the largest institutionalized form of adult education in Germany with millions of participants every year. In 1969, the ongoing international activities of the vhs were insti-tutionalized into what is known today as DVV International. This year’s celebrations are used for contextualizing the development of
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Tabakov, Slavik. "Basic Training and Continuing Education of Technical Staff in Rural Health Centers." In Defining the Medical Imaging Requirements for a Rural Health Center. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1613-4_6.

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Frith, Jennifer, and Nelson J. Chao. "Oncology Nursing Care." In The Comprehensive Cancer Center. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82052-7_7.

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AbstractThis chapter explores the recommendations in developing oncology nursing care for a comprehensive medical center. Nursing orientation, continuing education, and competencies are required for the oncology nurse to remain successful in care delivery. Nurse–patient ratios should be benchmarked with other competitive centers, acuity taken into consideration, and various workflows depending on the clinical settings. Nurses play an instrumental role in delivering oncology care, from preventative screening, throughout the continuum, and into end-of-life care.
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Conference papers on the topic "Centre for Continuing Education"

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Ochoa, Valery A., Henry Osorto, and Ada S. Rodriguez. "Teaching Entrepreneurship in Civil Engineering and Architecture: Self-Diagnosis of Competencies in University Professors." In I Conferencia Internacional de Ciencia, Tecnología e Innovación. Trans Tech Publications Ltd, 2024. http://dx.doi.org/10.4028/p-ou0ute.

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The present study reflected on the role of teachers of architects and civil engineers in the promotion of entrepreneurship as an institutional axis of higher education centers with the aim of identifying the entrepreneurial competencies they possess through a self-diagnosis based on a mixed approach through a survey questionnaire established after a literature review of the subject and considering the opinion of experts. resulting in the profiles of teachers, their knowledge, skills, social roles, character traits, values and motivations that they possess in their classrooms, as well as the le
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Cabanová, Mariana, and Bronislava Kasáčová. "CONTINUING EDUCATION AS PART OF TEACHERS' WORKLOAD." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1944.

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de la Vega R, Luis Felipe. "Evaluating Continuing Teacher Education: A Systematic Review." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024559.

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Neisener, Iken, Denise Gramß, and Martin Roggenkamp. "SHAPING TRANSFORMATION: THE CONTRIBUTION OF CONTINUING EDUCATION NETWORKS. FINDINGS FROM THE GERMAN FEDERAL PROGRAM TO INCREASE PARTICIPATION IN CONTINUING EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1422.

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Novikova, Olga. "Widening the horizons: Information space of the library for the blind as the resource to improve quality of life of visually impaired people." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-162-168.

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The special library acts as the cultural and educational center for visually impaired people, and as the center for continuing education. The multifunctional performance of the library is substantiated. The joint projects accomplished in cooperation with theatres and museums and aimed at integrating the visually impaired people into the society are described. Advanced training projects for the library professionals accomplished in 2018 are discussed.
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Zharylkassyn, M. B. "Integrating Continuing professional development with Education system reform in Kazakhstan." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.03.

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In the past few decades, the central position of teachers ensuring the quality of education has become increasingly acknowledged internationally. This article considers the reformation of education policy trends regarding teachers' education in Kazakhstan. State policy in the country recognizes education as a priority for social and economic development, with a focus on strengthening the practical training of teachers. It also addresses the challenges faced by state teachers and examines the significant changes to the structure and delivery of teacher education in Kazakhstan since 2011. The pa
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Wahyudin, Uyu, Achmad Hufad, Purnomo, and Eko Sulistiono. "Community Learning Center (CLC) Service Improvement for Expatriate Children." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.021.

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Montesinos, Patricio, Mónica López, and Carlos Ripoll. "The UNIQM Project. A logical framework for Lifelong Learning Centres Quality Management: Tools, Guidelines and Recommendations." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p157.

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Simaniukou, M., and D. Melnichenka. "CONTINUING EDUCATION AS A FACTOR OF SUSTAINABLE DEVELOPMENT OF THE REPUBLIC OF BELARUS." In SAKHAROV READINGS 2020: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. Minsk, ICC of Minfin, 2020. http://dx.doi.org/10.46646/sakh-2020-1-29-32.

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Ryzhova, Viktoria Sergeevna, and Olga Semenovna Ryzhova. "Psychological and Pedagogical Conditions of Personnel Training for Work With Gifted Children." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75203.

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The experience of organizing work with gifted children in our country at the federal and regional levels – from targeted programs, educational centers to online portals of continuing education and charitable foundations of the All-Russian level is presented in the article. The goals, objectives and basic principles of the Sirius Educational Center are disclosed. The results of a survey of teachers and curators of Sirius about the features of working with gifted children are presented. A model of the organization of training personnel for work with gifted children is presented as a master's pro
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Reports on the topic "Centre for Continuing Education"

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Reeb, Tyler D., and Stacey Park. Trade and Transportation Talent Pipeline Blueprints: Building UniversityIndustry Talent Pipelines in Colleges of Continuing and Professional Education. Mineta Transportation Institute, 2023. http://dx.doi.org/10.31979/mti.2023.2144.

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The rapid adoption of transformational technologies along with other economic and cultural shifts, have created a gap between workers and the skills and knowledge necessary for in-demand occupations. Trade and Transportation Talent Pipeline Blueprints: Building University-Industry Talent Pipelines in Colleges of Continuing and Professional Education identifies the steps required to build talent pipelines that target in-demand trade and transportation occupations requiring specific degrees, certificates, and non-credit professional development. This report provides a literature review and labor
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b
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Reeb, Tyler, Barbara Taylor, and James Reuter. L&D On-ramps and Off-ramps for the Mobility Workforce: A Blueprint for Knowledge Ecosystem Formation in the Fourth Industrial Revolution. Mineta Transportation Institute, 2024. https://doi.org/10.31979/mti.2024.2333.

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After a yearlong consensus study, this report presents a blueprint with implementation tools and strategies for CSULB and other CSU campuses to adopt a knowledge ecosystem model in higher education. By conducting talent pipeline pilots for internship preparation activities and related survey and focus group research, the research team found near universal support for pursuing university-industry partnerships. Faculty identified extracurricular activities, experiential learning opportunities, and guidance on further education as their top three priorities when mentoring students in professional
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Bobkova, E. Educational Platform "Continuing Education". Educational Platform "Continuing Education", 2018. http://dx.doi.org/10.12731/continuingeducation.

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Amstutz, Richard D., Timothy R. Williams, and Michael C. Chisick. Dental Continuing Education Preference Survey. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada253812.

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Hanawalt, Margaret, and Karissa Kilgore. NNMC–DP Continuing Education Summary. Office of Scientific and Technical Information (OSTI), 2022. http://dx.doi.org/10.2172/1846892.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2109.

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Zou, Chuan, and Shuyu Hou. A Study of Continuing Education for General Practitioners in China. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.4.0043.

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Koomar, Saalim. How can participatory methods centre teachers within education policy? EdTech Hub, 2024. http://dx.doi.org/10.53832/edtechhub.1005.

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Mosalam, Khalid, Amarnath Kasalanati, and Selim Gunay. PEER Annual Report 2017 - 2018. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2018. http://dx.doi.org/10.55461/fars6451.

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The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to (1) develop, validate, and disseminate performance-based engineering (PBE) technologies for buildings and infrastructure networks subjected to earthquakes and other natural hazards, with the goal of achieving community resilience; and (2) equip the earthquake engineering and other extreme-event communities with the 21st -century tools that define the current digital revolution. This reports presents th
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