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Books on the topic 'Content management learning systsem'

Author: Grafiati
Published: 10 March 2023

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1

Andreas, Dengel, Junker Markus, Weisbecker Anette, and Adaptive READ (Project), eds. Reading and learning: Adaptive content recognition. Berlin: Springer, 2004.

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2

Polly-Alida, Farrington, ed. Learning from libraries that use WordPress: Content management system best practices and case studies. Chicago: American Library Association, 2012.

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3

Ferrer, Núria Ferran, and Julià Minguillón Alfonso, eds. Content Management for E-Learning. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6959-0.

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4

Content management for e-learning. New York: Springer, 2011.

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5

Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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6

author, Rutherford Amber C., and Marzano Robert J. author, eds. Identifying critical content: Classroom techniques to help students know what is important. West Palm Beach, Florida: Learning Sciences International, 2014.

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7

McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. San Francisco: Jossey-Bass, 2008.

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8

McKnight, Katherine S. The Second City guide to improv in the classroom: Using improvisation to teach skills and boost learning in the content areas, grades K-12. San Francisco: Jossey-Bass, 2008.

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9

Wenden, Anita. Peace education: Incorporating skills for conflict literacy as content for ESL/EFL learning : a guide for developing skills for understanding interpersonal conflict. [Alexandria, VA]: Teachers of English to Speakers of Other Languages, 1994.

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10

Gornakov, S. G. Learning the popular content management system. Book on Demand Ltd., 2018.

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11

Junker, Markus, Andreas Dengel, and Anette Weisbecker. Reading and Learning: Adaptive Content Recognition. Springer London, Limited, 2004.

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12

Official Sakai Handbook: Creating Content, Installing, and Using the Open Source Learning Management System. Wiley & Sons, Incorporated, John, 2020.

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13

Farrington, Polly-Alida, and Kyle M. L. Jones. Learning from Libraries That Use WordPress: Content-Management System Best Practices and Case Studies. American Library Association, 2012.

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14

(Editor), Andreas R. Dengel, Markus Junker (Editor), and Anette Weisbecker (Editor), eds. Reading and Learning: Adaptive Content Recognition (Lecture Notes in Computer Science). Springer, 2004.

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15

Learning eZ publish 3: Building Content Management Solutions--Leaders of the eZ publish community guide you through this complex and powerful PHP-based Content Management System. Packt Publishing, 2004.

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16

Ferrer, Núria Ferran, and Julià Minguillón Alfonso. Content Management for E-Learning. Springer New York, 2014.

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17

Ferrer, N. Ria Ferran, and Juli Minguill N. Alfonso. Content Management for E-Learning. Springer, 2011.

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18

Gomez-Mejia, Luis, David B. Balkin, and Robert L. Cardy. Management with Online Learning Center with Premium Content Card. 3rd ed. McGraw-Hill/Irwin, 2006.

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19

Management with Online Learning Center with Premium Content Card. McGraw-Hill/Irwin, 2006.

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20

Kinicki, Angelo. Management: A Practical Introduction with Online Learning Center with Premium Content Card. McGraw-Hill Europe, 2005.

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21

Kinicki, Angelo, and Brian K. Williams. Management: A Practical Introduction with Online Learning Center with Premium Content Card. 2nd ed. McGraw-Hill/Irwin, 2005.

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22

Management: A Practical Introduction with Online Learning Center with Premium Content Card. McGraw-Hill/Irwin, 2005.

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23

Teaching and Learning. Oxford University Press Australia & New Zealand, 2014.

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24

Common, Richard. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Taylor & Francis Group, 2013.

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25

Carroll, Peter, and Richard Common. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Taylor & Francis Group, 2013.

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26

Common, Richard. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Routledge, 2013.

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27

Carroll, Peter, and Richard Common. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Taylor & Francis Group, 2013.

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28

Carroll, Peter, and Richard Common. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Taylor & Francis Group, 2013.

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29

Carroll, Peter, and Richard Common. Policy Transfer and Learning in Public Policy and Management: International Contexts, Content and Development. Taylor & Francis Group, 2013.

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30

Silver, Larry B., and Dana L. Silver. Guide to Learning Disabilities for Primary Care. American Academy of Pediatrics, 2010. http://dx.doi.org/10.1542/9781581104875.

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All-new clinical resource to help primary caregivers take a lead role in the diagnosis, evaluation, and management of children with learning disabilities. Developed by a leading child and adolescent psychiatrist and a noted pediatrician, this all-new clinical resource is purpose-built to help primary caregivers take a lead role in the diagnosis, evaluation, and management of children with learning disabilities. Turn here for: Clear, concise overviews of the full range of learning disorders, Expert management recommendations and valuable clinical pearls, Clinical interventions and related psychiatric disorders. Contents: Part I: Learning and Related Disorders, Learning Disorders vs. Learning Disabilities, Learning Disabilities, Diagnosing Learning Disabilities, Language Disabilities, Motor Disabilities, Confirming a Learning, Language or Motor Disability. Part II: The Related Disorders: The Secondary Emotional, Social, and Family Problems, The Related Neurologically-based Disorders, ragmatic Social Skill Disabilities. Part III: Clinical Interventions: The Public School System, The Public School: Laws and Policies, The Public School: Assessment and Interventions. Part IV: Clinical Interventions: The Related Psychiatric Disorders, Interventions for the Primary, Comorbid Disorders, Intervention for the Secondary Emotional, Social, and Family Problems. Part V: Resources, Organizations and Resources.
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31

Boulton, Jill E., Kevin Coughlin, Debra O'Flaherty, and Alfonso Solimano, eds. ACoRN: Acute Care of at-Risk Newborns. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197525227.001.0001.

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The Acute Care of at-Risk Newborns (ACoRN) program trains health care providers to stabilize that most challenging and enigmatic of medical patients: the unwell newborn. Early assessment, intervention, and management of at-risk or unstable infants can be critical for their survival and long-term health. Clinical care standards and educational programs to address these requirements are needed. The ACoRN program provides a unique, prioritized, and systematic approach to newborn stabilization for health care professionals with any degree of experience. ACoRN-trained providers learn to gather information, prioritize, intervene appropriately, and deliver high quality care to at-risk and unwell newborns in any setting. Because research and practice have advanced dramatically in recent years, the need for a new ACoRN text, the program’s centrepiece, became essential—hence the development of this new edition, which reflects current guidelines and evidence-based best practices. ACoRN teaches the concepts and skills required to stabilize unwell newborns through system-based algorithms (Sequences), each with its own chapter: respiratory, cardiovascular, neurology, surgical conditions, fluid and glucose, jaundice, thermoregulation, and infection. The ACoRN mnemonic defines stabilization steps and chapter structure: alerting signs, core steps, organization of care, response, next steps, and specific diagnosis and management. Each chapter includes educational objectives, key concepts, learning points, and at least one case scenario with questions and answers to reinforce content and learnings. This book is written for any health professional who may be required to participate in the stabilization of sick or preterm babies within their scope of practice.
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32

Davenport, Thomas H., and Steven M. Miller. Working with AI. The MIT Press, 2022. http://dx.doi.org/10.7551/mitpress/14453.001.0001.

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Two management and technology experts show that AI is not a job destroyer, exploring worker-AI collaboration in real-world work settings. This book breaks through both the hype and the doom-and-gloom surrounding automation and the deployment of artificial intelligence-enabled—“smart”—systems at work. Management and technology experts Thomas Davenport and Steven Miller show that, contrary to widespread predictions, prescriptions, and denunciations, AI is not primarily a job destroyer. Rather, AI changes the way we work—by taking over some tasks but not entire jobs, freeing people to do other, more important and more challenging work. By offering detailed, real-world case studies of AI-augmented jobs in settings that range from finance to the factory floor, Davenport and Miller also show that AI in the workplace is not the stuff of futuristic speculation. It is happening now to many companies and workers. These cases include a digital system for life insurance underwriting that analyzes applications and third-party data in real time, allowing human underwriters to focus on more complex cases; an intelligent telemedicine platform with a chat-based interface; a machine learning-system that identifies impending train maintenance issues by analyzing diesel fuel samples; and Flippy, a robotic assistant for fast food preparation. For each one, Davenport and Miller describe in detail the work context for the system, interviewing job incumbents, managers, and technology vendors. Short “insight” chapters draw out common themes and consider the implications of human collaboration with smart systems.
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33

Drake, Susan M. Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction. Corwin Press, 2007.

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34

Drake, Susan M. Creating Standards-Based Integrated Curriculum: Aligning Curriculum, Content, Assessment, and Instruction. Corwin Press, 2007.

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35

The Second City Guide to Improv in the Classroom: Using Improvisation to Teach Skills and Boost Learning in the Content Areas (Grades K-8). Jossey-Bass, 2008.

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36

Bhushan, Megha, Sailesh Iyer, Ashok Kumar, Tanupriya Choudhury, and Arun Negi, eds. Artificial Intelligence for Smart Cities and Villages: Advanced Technologies, Development, and Challenges. BENTHAM SCIENCE PUBLISHERS, 2022. http://dx.doi.org/10.2174/97898150492511220101.

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Smart cities and villages have enhanced the quality of lives of residents. Various computer-assisted technologies have been harnessed for the development of smart cities and villages in order to provide solutions for common and niche urban problems. The development of smart environments has been possible due to advances in computing power and artificial intelligence (AI) that have allowed the deployment of scalable technologies. Artificial Intelligence for Smart Cities and Villages: Advanced Technologies, Development, and Challenges summarizes the role of AI in planning and designing smart solutions for urban and rural environments. This book is divided into three sections to impart a better understanding of the topics to readers. These sections are: 1) Demystifying smart cities and villages: A traditional perspective, 2) Smart innovations for rural lifestyle management solutions, and 3) Case studies. Through this book, readers will be able to understand various advanced technologies that are vital to the development of smart cities and villages. The book presents 15 chapters that present effective solutions to urban and rural challenges. Concepts highlighted in chapters include smart farms, indoor object classification systems, smart transportation, blockchains for medical information, humanoid robots for rural education, IoT devices for farming, and much more. This book is intended for undergraduate and graduate engineering students across all disciplines, security providers in the IT and related fields, and trainees working for infrastructure management companies. Researchers and consultants at all levels working in the areas of artificial intelligence, machine learning, IoT, blockchain, network security, and cloud computing will also find the contents beneficial for planning projects involving smart environments.
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37

Ragsdale, Lindsay B., and Elissa G. Miller, eds. Pediatric Palliative Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190051853.001.0001.

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What Do I Do Now: Pediatric Palliative Care succinctly describes the palliative care approach to children with serious illness and provides practical guidance to clinicians and trainees. This book address physical, emotional, social, cultural, and spiritual needs of ill children and their families. Many clinicians want to help children that are seriously ill but have not been taught the skills or practice guidelines to attend to their needs. This book walks a provider through a challenging clinical pediatric case and outlines how to think through clinical dilemmas and respond to the patient and family. Each clinical vignette introduces a topic and provides context to the practical, clinical content, including symptom management and communication strategies. This book equips providers with applicable skills and knowledge for frequently encountered challenges caring for seriously ill children from prenatal to adolescent ages. This book will be clinically relevant to primary care providers, inpatient pediatricians, palliative care and hospice providers that are not familiar with pediatric care, nurses, allied health practitioners, fellow and resident physicians, medical students, and advance practice providers. Pediatric Palliative Care is a growing field and this book offers condensed, case based learning. Palliative care is, by nature, an interdisciplinary practice and this book reflects that collaboration with contributors from nursing, chaplaincy, child life, social work, psychology and physicians.
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38

Hogans, Beth B., and Antje M. Barreveld, eds. Pain Care Essentials. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199768912.001.0001.

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Pain Care Essentials targets the needs of primary care providers and entry-level healthcare professionals to understand pain. Based on the successful approach of examining four basic questions, this textbook addresses: What is pain? How is pain assessed? How is pain managed? and How does clinical context impact pain experience and management? Weaving together advances in science and clinical practice, this text covers the full spectrum from basic pain signaling mechanisms, psychology, and epidemiology, to clinical skills, treatment choices, and impacts on children, older adults, and those with substance use disorders, at a depth attuned to the foundations of clinical practice. Based on a learner-centered teaching philosophy; we believe that a deeper understanding of patient-centered pain care, including socioemotional development, enhances the clinical experience for patients, caregivers, and healthcare providers; leading to better outcomes, higher levels of patient satisfaction, and less provider burnout. Each chapter includes learning objectives, a clinical case, multiple choice questions, and selected references. Figures, tables, and textboxes enhance reader engagement. The goal is to deliver essential pain content that can be incorporated into an integrated curriculum preparing students for formative and summative assessments of core competencies in pain, as well as meeting the needs of the more experienced general reader seeking a quick update. Prepared by an interprofessional authorship team for an audience that includes physicians, nurse practitioners, physician assistants, pharmacists, and students of all healthcare professions, this work fills an important gap by focusing on pain as encountered by the broadest spectrum of healthcare practitioners.
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39

Bullock, Ian, Jill Macleod Clark, and Joanne Rycroft-Malone, eds. Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.001.0001.

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Adult Nursing Practice: Using evidence in care enables today's students and newly qualified nurses develop the knowledge and skills they need to deliver, and lead care tomorrow. Reflecting the principles of evidence-based care in line with the current NMC competencies, this textbook helps students learn to manage patients with common conditions and fundamental health needs so they can provide the best possible evidence-based care. Written, and edited by leading nurses from practice, education and research, it focuses on common diseases, fundamental health needs, and symptoms that nurses' encounter in daily practice. Conditions are clearly explained so that the causes of ill health are easily understood. Every chapter covers pathophysiology, indicates the key priorities for nursing assessment, and discusses 'what the evidence says', before considering nursing management options. Throughout the authors' clear signposts to trustworthy evidence mean that students can effortlessly select the best nursing interventions for their patients using the current available evidence-base. The ideal guide for students preparing for registration and newly qualified staff going through preceptorship, it is packed with over 115 illustrations and lots of features to bring the subject to life and make learning easier: BLNursing assessment illustrations outline challenges caused by common diseases in a helpful and memorable way, highlighting issues that need assessment BLRed flag icons indicate the warning signs of deterioration and urgent questions are listed that can be used for assessment and monitoring BLCase studies of effective evidence-based interventions show the difference that high quality nursing care makes BLCross references between common conditions' causes and managing related health needs and symptoms develop understanding by clearly linking pathophysiology with nursing management options BLTheory into practice boxes further enhance learning through suggested activities, such as exploring key evidence, considering major practice issues or applying core knowledge while out on placement BLOnline resource centre at www.oxfordtextbooks.co.uk/orc/bullock http://www.oxfordtextbooks.co.uk/orc/bullock. Filled with interactive and useful e-learning resources to help students test their learning, keep up-to-date with the latest evidence and further expand their knowledge, it features: BLClinical decision making scenarios BLQuiz questions BLUpdates to content BLHyperlinked references BLimages from the book BLLecturer resources
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40

Byers, Terri, and Alex Thurston. Understanding Sport Organizations. Edited by Trevor Slack. 3rd ed. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718214132.

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The classic groundbreaking text for understanding organizational theory in the sport industry is back in an extensively revised new edition. With an added emphasis on organizational behavior and practical applications of the theory, Understanding Sport Organizations: Applications for Sport Managers, Third Edition, provides a logical progression to understanding the many components of and processes in sport organizations. Readers will gain a strong theoretical foundation while learning how it applies within the context of the ever-changing field of sport management. In this third edition, new chapters incorporate critical concepts that sport managers in the current era must be familiar with: • Different policy types and the responses of sport organizations to policy • Perspectives of marketing of sport and marketing through sport • Control in sport organizations • Sex and gender in sport organizations • Volunteer management in sport • Dimensions and assessment of governance in sport organizations • Mental health difficulties and management strategies within sport environments • Applying statistical analysis to support analytic decision making in sport • Corporate social responsibility • Procurement and sport organizations To facilitate comprehension and application, each chapter opens with a list of key concepts and a real-world, contemporary scenario to demonstrate the relevance of theory and behavior in the sport industry. Time Out sidebars offer accounts from actual sport organization situations or from research findings to further illustrate issues being discussed. Chapter summaries and review questions are provided to stimulate discussion about the central issues from each chapter. Key Issues for Sport Managers boxes highlight how chapter content is applied at the level of sport manager, and closing Case for Analysis examples allow readers to directly apply information from each chapter. Real-world examples throughout the text provide opportunities for additional exploration and application of relevant concepts. Every chapter references key articles that build on the foundational framework presented and includes suggestions for further reading within general management and sport management literature. This thorough presentation of subject matter will guide readers to a greater and more practical understanding of core issues. Synthesizing modern conceptual and empirical research from many fields of management into a practical, engaging look at the sport management field, Understanding Sport Organizations: Applications for Sport Managers, Third Edition, is an invaluable resource for students and current practitioners alike.
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