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Books on the topic 'Education in Cyprus'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Cyprus. Minstry of Finance. Department of Statistics and Research. Statistics of education in Cyprus. Nicosia: Department of Statistics and Research, 1986.

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2

Karagiorges, Andreas Georghiou. Education development in Cyprus, 1960-1977. Nicosia: ["MAM"], 1986.

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3

Karagiorges, Andreas Georghiou. Education development in Cyprus 1960-1977. Nicosia: [the Author], 1986.

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4

Science, Department of Education &. Akrotiri Primary School, Cyprus: Service Children's Education Authority. [London]: Department of Education and Science, 1991.

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5

Papanicolaou, Nicos L. Art museums and primary art education in Cyprus. [Guildford]: [University of Surrey], 1997.

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6

Schatzman, Margit A. Education on the island of Cyprus: A special report. Washington, D.C: American Association of Collegiate Registras and Admissions Officers, 1990.

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7

Kedar, Susan Brenda. Special needs provision in service children's education authority Cyprus. Birmingham: University of Birmingham, 1997.

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8

Chrisostomou, Charalambos. Cypriot student teachers' attitudes towards IT for both personal and teaching and learning purposes in the department of education in the University of Cyprus. Birmingham: University of Birmingham, 1996.

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9

Savva, Georgios. Information empowerment in the primary and secondary education of Cyprus. Birmingham: University of Central England in Birmingham, 2000.

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10

Phōtiou, Stauros S. Hē symvolē tēs Hieras Monēs Kykkou stēn Kypriakē ekpaideusē: Apo tēn hidrysē tēs mechri to 1960. Leukōsia: Kentro Meletōn, Hieras Monēs Kykkou, 1996.

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11

Conference of Commonwealth Education Ministers (9th 1984 Nicosia). Ninth conference of Commonwealth Education Ministers report, Nicosia, Cyprus, 23-26 July 1984. London: Commonwealth Secretariat, 1985.

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12

Vassiliou, Maria. Gender differences in design and technology and home economics in primary education in Cyprus. London: University of Surrey Roehampton, 2002.

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13

Papanicolaou, Nicos. An investigation into policy and management of museum education for primary schools in Cyprus with special reference to art education. Roehampton: University of Surrey Roehampton, 2003.

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14

Lisaniler, Fatma Güven. Assessing the status of women: A step towards equality : gender equality in employment and education, North Cyprus, July 2003. Nicosia [Cyprus]: Turkish Cypriot University Women Association, 2003.

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15

İngiliz okuluʹnda öğrenim görmüş Kıbrıslı Türk değerler: Biyografi, röportaj. İstanbul: Deniz Plaza Yayınları, 2010.

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16

Rüştiye'den günümüze Lefkoşa Türk Lisesi, 1862-2002. Lefkoşa [Cyprus]: Meryem Öksüzoğlu, 2008.

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17

Maratheutēs, Michalakēs I. Meletēmata Hellēnorthodoxēs paideias. Leukōsia: Theopres, 1995.

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18

Mathētiko Synedrio gia tēn Tritē Hēlikia (1990 Laniteio Gymnasio 2.). Mathētiko Synedrio gia tēn Tritē Hēlikia: Laniteio Gymnasio 2. Leukōsia: To Gymnasio, 1990.

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19

Eliadou, Maria. The links between science and design and technology in primary education with reference to the curriculum of Cyprus. [Guildford]: [University of Surrey], 1997.

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20

Forum, Architectural Education for the 3rd Millenium (2nd 1998 Gazimagusa, Cyprus). Forum II, architectural education for the 3rd millenium: 22-24 April 1998, Gazimagusa, Turkish Republic of Northern Cyprus. Gazimagusa, Cyprus: Eastern Mediterranean University, 1998.

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21

Kıbrıslı Türk kadınının eğitim aracılığı sayesinde dinsel mutaassıplıktan sıyrılıp çağdaş hak ve özgürlük kuralllarını kabullenişi. 2nd ed. Lefkoşa [Cyprus]: Lefkoşa Özel Türk Üniversitesi, 2008.

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22

Torlone, Francesca, and Marios Vryonides, eds. Innovative learning models for prisoners. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6655-924-5.

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Prison education should be a top priority issue in most societies. Prison conditions must not infringe human rights and dignity and must offer meaningful treatment programmes in order to support inmates in their rehabilitation and reintegration in society. The use of ICTs within a penitentiary context plays a crucial role in that. The present Volume looks at the learning potential in prisons and reports on innovative (e-)learning pathways for basic skills education as designed and tested in Cyprus, Greece, Italy and Romania. Research investigated on what counts as ‘educational’ in such a complex context and how to combine relevant pieces in a ‘learning mosaic’ (the broad range of any learning opportunity across it). This Volume argues that such an approach may be adopted in a wider European perspective within the frame of dynamic security.
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23

Koumides, Leda C. A study on the origins and impact of counselling and career education in Cyprus, in connection with the approaching entry of the country into the European Union. Roehampton: University of Surrey Roehampton, 2000.

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24

Cyprus). Kentro Ereunōn kai Anaptyxēs. Unit of Environmental Studies Intercollege (Nicosia. Cyprus geological heritage educational tool. Nicosia, Cyprus: Research and Development Center, Intercollege, Unit of Environmental Studies, 2004.

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25

Angela, Katsiani. Exploring girls' attitudes towards primary design and technology in Cyprus educational system. London: University of Surrey Roehampton, 2002.

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26

Shailou-Ioannou, Panayiota. Support services and their contribution to integration of pupils with special educational needs in primary schools in Cyprus. Birmingham: University of Birmingham, 1996.

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27

editor, Michaēlidēs Dēmētrēs, International CAPP Symposium "New Approaches to Archaeological Human Remains in Cyprus" (1st : 2008 : Nicosia, Cyprus), and Biomedical Sciences in Archaeology (Conference) (1st : 2008 : Ērakleion, Greece), eds. Medicine and healing in the ancient Mediterranean world: Including the proceedings of the international conference with the same title, organised in the framework of the Research Project INTERREG IIIA : Greece/Cyprus 2000/2006, Joint Educational and Research Programmes in the History and Archaeology of Medicine, Palaeopathology, and Palaeoradiation, and the 1st International CAPP Symposium "New Approaches to Archaeological Human Remains in Cyprus". Oxford: Oxbow Books, 2014.

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28

Efthymiou, Charalambos E. The development of primary education in Cyprus. 1990.

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29

Heraclidou, Antigone. Imperial Control in Cyprus: Education and Political Manipulation in the British Empire. I. B. Tauris & Company, Limited, 2017.

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30

Heraclidou, Antigone. Imperial Control in Cyprus: Education and Political Manipulation in the British Empire. Bloomsbury Publishing Plc, 2020.

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31

King Richard School, Dhekelia: Cyprus : Service Children's Education Authority. [London]: Office for Standards in Education, 1993.

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32

Hook, Gail Dallas. Protectorate Cyprus: British Imperial Power Before WWI. Bloomsbury Publishing Plc, 2020.

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33

Protectorate Cyprus: British Imperial Power Before WWI. I. B. Tauris & Company, Limited, 2013.

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34

Lin, Angel M. Y., Yang Song, Manuela Vida-Mannl, Kumari Beck, and Michelle Mingyue Gu. Value of English in Global Mobility and Higher Education: An Investigation of Higher Education in Cyprus. Bloomsbury Publishing Plc, 2022.

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35

Lin, Angel M. Y., Yang Song, Manuela Vida-Mannl, Kumari Beck, and Michelle Mingyue Gu. Value of English in Global Mobility and Higher Education: An Investigation of Higher Education in Cyprus. Bloomsbury Academic & Professional, 2023.

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36

Zembylas, Michalinos, Constadina Charalambous, and Panayiota Charalambous. Peace Education in a Conflict-Affected Society: An Ethnographic Journey. Cambridge University Press, 2016.

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37

Zembylas, Michalinos. Peace Education in a Conflict-Affected Society: An Ethnographic Journey. Cambridge University Press, 2018.

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38

Zembylas, Michalinos, Constadina Charalambous, and Panayiota Charalambous. Peace Education in a Conflict-Affected Society: An Ethnographic Journey. Cambridge University Press, 2016.

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39

Zembylas, Michalinos, Constadina Charalambous, and Panayiota Charalambous. Peace Education in a Conflict-Affected Society: An Ethnographic Journey. Cambridge University Press, 2016.

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40

David, Scott, and Areti Stylianou. Social and Ethnic Inequalities in the Cypriot Education System. Taylor & Francis Group, 2021.

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41

David, Scott, and Areti Stylianou. Social and Ethnic Inequalities in the Cypriot Education System: A Critical Realist View on Empowerment. Taylor & Francis Group, 2019.

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42

David, Scott, and Areti Stylianou. Social and Ethnic Inequalities in the Cypriot Education System: A Critical Realist View on Empowerment. Taylor & Francis Group, 2019.

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43

David, Scott, and Areti Stylianou. Social and Ethnic Inequalities in the Cypriot Education System: A Critical Realist View on Empowerment. Taylor & Francis Group, 2019.

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44

Psaltis, Charis, and Fotini Kranou Kyriakides. Psychosocial and Cognitive Development of Undergraduate University Students in Cyprus: The Role of Social Relations. Nova Science Publishers, Incorporated, 2016.

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45

Mathetiko Synedrio gia ten Trite Helikia: Laniteio Gymnasio 2. To Gymnasio, 1990.

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46

Hadjiyanni, Marina. Contesting the past, constructing the future: A comparative study of the Cyprus conflict in secondary history education. 2006.

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47

Supplement to the study on the structures of the education and initial training systems in the European Union: The situation in Estonia, Latvia, Lithuania, Slovenia and Cyprus. Bruxelles: Eurydice, 1999.

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48

European Commission. Directorate-General XXII, Education, Training, and Youth. and EURYDICE, eds. Supplement to the study on the structures of the education and initial training systems in the European Union: The situation in Estonia, Latvia, Lithuania, Slovenia and Cyprus. Brussels: EURYDICE, 1999.

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49

Malykhin, Oleksandr, Nataliia Aristova, and Oksana Shparyk. Organizing educational process in Ukraine and European Union countries under unpredicted global influences. KONVI PRINT, 2021. http://dx.doi.org/10.32405/978-617-8124-26-7-2021-71.

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The reference book of “Organizing educational process in Ukraine and European Union countries under unpredicted global influences” highlights issues related to the experience of organizing educational process in the EU countries (Austria, Belgium, Bulgaria, Greece, Denmark, Estonia, Ireland, Spain, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Germany, Poland, Portugal, Romania, Slovakia, Slovenia, Hungary, Finland, France, Croatia, the Czech Republic, Sweden) and in Ukraine in the 21st century with emphasis on investigating peculiarities of organizing educational process amid blended learning, whose transition is caused by unpredictable global impacts (the Covid-19 pandemic). Information presented in the reference book contributes to raising the quality of national education by implementing positive experience of organizing educational process in the EU countries amid the Covid-19 pandemic into the education system of Ukraine. The reference book is intended for representatives of administrative bodies in the field of education, university teachers and postgraduate education seekers, scientists, postgraduate students, doctoral students, university teachers and students of higher pedagogical educational institutions and other employees in the field of education.
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50

Charalambous, Constadina, Panayiota Charalambous, Kamran Khan, and Ben Rampton. Security and Language Policy. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.30.

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This chapter draws critical security studies into the investigation of language policy for two reasons. First, it provides informative commentary on how the concept of security is being reconfigured, with developments in digital technology, large-scale population movements, and the privatisation of public services. Second, it is increasingly attentive to how geopolitics permeates the everyday. Accordingly, critical security studies can generate considerable scope for connection with research on language in society. This chapter provides two case studies of security and language policy in which “enemy” and “fear” have been active principles in language policy development. The first case shows how security has become an increasingly influential theme in the United Kingdom. The second case, focusing on Cyprus, describes how legacies of large-scale violent conflict can generate rather unexpected ground-level enactments of language education policy.
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