Relevant bibliographies by topics / Educational Bureau

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Academic literature on the topic 'Educational Bureau'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Educational Bureau"

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Steudeman, Michael J. "From Civic Imperative to Bird's-Eye View: Renegotiating the Idioms of Education Governance during the Reconstruction Era." History of Education Quarterly 58, no. 2 (April 13, 2018): 199–228. http://dx.doi.org/10.1017/heq.2018.3.

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The nineteenth-century debate about the role of the US Bureau of Education was marked by negotiations between the civic republican language of antebellum common school advocacy and a social scientific language of educational professionalism. To advance this argument, this essay traces how members of Congress defined, criticized, and delimited the Bureau's institutional role between 1865 and 1872. First, avoiding calls for direct federal intervention, the Bureau's initial congressional advocates defined the Bureau as a vehicle for indirect influence on the states through the use of data and statistics. Second, after the Bureau's founding, its legislative critics used rhetoric to chastise and question both the Bureau's comprehensive vision and power. Finally, beginning with Commissioner John Eaton's tenure in 1870, the Bureau's functions were narrowed. Due to Eaton's reimagining of the Commissioner role, further congressional critique, and failed efforts to expand Bureau authority, the Bureau eventually became a government-sanctioned purveyor of social scientific expertise—one with little direct authority to intervene in education.
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Tardy, Anne. "Dans le bureau du juge." Enfances & Psy 23, no. 3 (2003): 55. http://dx.doi.org/10.3917/ep.023.0055.

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Dix, Guus. "Microeconomic forecasting: Constructing commensurable futures of educational reforms." Social Studies of Science 49, no. 2 (March 18, 2019): 180–207. http://dx.doi.org/10.1177/0306312719837364.

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According to economists from the Netherlands Bureau for Economic Policy Analysis, the introduction of performance pay for primary and secondary school teachers would lead to an increase in Dutch GDP of one-and-a-half percent in 2070. A new epistemic practice of microeconomic forecasting undergirded this attempt to make the distant future part of the political present. Taking the construction of the economic growth potential of performance pay as a starting point, this article analyzes how microeconomic forecasting emerged in one of the world’s oldest forecasting bureaus – and to what consequences. First, it highlights the institutional preconditions for this ‘turn to micro’ in an institution that had pioneered in the field of macroeconomic forecasting. Second, the article analyzes microeconomic forecasting as a distinct epistemic practice that brings different forms of economic expertise together to make the future of educational reforms commensurable. Finally, it analyzes the political consequences of this new epistemic practice in the sense that it not only enables but simultaneously limits the provision of policy-relevant evidence. Beyond the specificities of the case, the article contributes to the sociological study of economic policy devices against the background of a predominant market bias in the STS research on economics.
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Taylor, John. "Luncheon Address — Children's Bureau." Children Australia 11, no. 1 (1986): 23. http://dx.doi.org/10.1017/s0312897000015599.

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Ahmedzai, Sam H., John A. Snowden, Angela Cox, David A. Cairns, Cathy D. Williams, Anna Hockaday, Jamie Cavenagh, et al. "Patient-Reported Outcomes (PRO) in the Setting of Relapsed Myeloma: The Influence of Treatment Strategies and Genetic Variants Predict Quality of Life and Pain Experience." Blood 126, no. 23 (December 3, 2015): 3180. http://dx.doi.org/10.1182/blood.v126.23.3180.3180.

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Abstract Introduction. The impact of therapy in the management of disease relapse in patients with myeloma (MM) needs to be balanced with the impact on quality of life (QoL). The benefit of a salvage autologous stem cell transplant (ASCT2) has been demonstrated in terms of durability of response over non-transplant consolidation (NTC) (G Cook, et al., Lancet Oncology, 2013 Vol. 15, No. 8, p874-885). However, the impact of ASCT2 on patient reported outcomes (PRO) has not been reported to date. Therefore, patients' experience of pain and global measures of QoL, as part of a systematic assessment of PRO were measured at key points before, during and after randomisation in this multi-centre national phase III trial. Methods. 174 patients were randomised and data are presented on 171 who completed self-rated QoL assessments using EORTC QLQ-C30 and the EORTC myeloma module (MY-20). Pain assessments using BPI-SF were also incorporated. Genomic DNA was prepared from PBMNC using standardised GLP methods. Results. Completion rates for EORTC QoL and BPI-SF assessments were 83.3% and 77.1% at registration, and 59.6% and 53.8% at randomisation, respectively. Over half of patients reaching 1 year post-randomisation completed both assessments. EORTC QoL and BPI-SF forms had average 6% and 10% missing data, respectively. These completion rates are commensurate with previous longitudinal studies. EORTC QLQ-C30 Global health status/QoL subscale scores were significantly higher (better) in the NTC arm at 100 days and 6 month post-randomisation (P=0.0496), but not at later time points. BPI-SF pain scores showed significantly higher pain severity in the NTC (4.3/10) than the ASCT2 (2.9/10) patients only at 2 years post-randomisation. However, for pain interference with aspects of daily living, NTC patients reported significantly lower scores at 6 months (P=0.0155), 1 year post-randomisation (P=0.0466) and 2 years post-randomisation (P=0.0348). The MY-20 assessment showed that at 100 days and 6 months post-randomisation, the subscale scores for Side-effects of treatment were significantly higher in the ASCT2 arm than in the NTC arm, but not at later time points up to 2 years. Kaplan-Meier estimate of time-to-progression (TTP) by randomised allocation suggested that patients with an EORTC global QoL score greater than median (ie better QoL) at randomisation and who received ASCT2 had a significant TTP advantage over those receiving NTC (HR 0.3 (95% CI 0.15-0.61), p=0.006). However, with multivariate Cox regression analysis accounting for stratification factors this difference was not significant. Patients who reported a lower (ie better) than median level of concern on the Side-effects of treatment subscale and who received ASCT2 had a significant TTP advantage over those receiving NTC (Kaplan-Meier HR 0.24 (95% CI (0.10-0.55), p=0.003). This survival difference was still observed after multivariate Cox regression analysis (HR 5.02 (95% CI 1.00-25.20), p= 0.0499). We tested for genomic associations of SNPs from key genes reported to be involved in pain perception and analgesic responsiveness, and subjective outcomes. There were no significant associations for the opioid mu-receptor (OPRM1) and pain or QoL. However, the rs2236861 SNP in the opioid delta-receptor (OPRD1) showed nominally significant associations with worst pain (p=0.022), average pain (p=0.03) and pain interference (p=0.02) at baseline. The rs1045642 SNP in the ABCB1 drug transporter gene was nominally associated with worst pain (p=0.047) and average pain (p=0.019) after bortezomib-based induction therapy. A SNP rs13361160 in the chaperonin CCT5 gene was associated with worst pain (p=0.033), least pain (p=0.006) and pain interference (p=0.03). It was also associated with self-reported global QoL (P=0.014). Conclusions. We report the first PROs using self-reported QoL and pain assessments in myeloma patients having salvage ASCT or NTC. Global QoL was worse and side-effects of treatment higher after ASCT2 for up to 6 months post-randomisation but then equalised. Pain caused less interference with daily living after NTC but became more severe at 2 years, possibly associated with relapse. Patients who reported lower concerns about side-effects of treatment after ASCT2 had a significant TTP advantage. The genomic analyses suggest a potential inherited predisposition that influences both pain and quality of life and warrants further exploration. Disclosures Ahmedzai: Mundipharma: Consultancy, Speakers Bureau; AstraZeneca: Consultancy, Research Funding, Speakers Bureau; Grunenthal: Consultancy, Research Funding, Speakers Bureau. Snowden:Sanofi: Consultancy; MSD: Consultancy, Other: Educational support, Speakers Bureau; Janssen: Other: Educational support, Speakers Bureau; Celgene: Other: Educational support, Speakers Bureau. Williams:Janssen: Consultancy, Honoraria, Speakers Bureau; Celgene: Consultancy, Speakers Bureau; Amgen: Consultancy, Speakers Bureau; Takeda: Consultancy, Speakers Bureau. Cavenagh:Janssen: Consultancy, Speakers Bureau; Novartis: Consultancy, Speakers Bureau; Celgene: Consultancy, Speakers Bureau; Amgen: Consultancy, Speakers Bureau. Parrish:Janssen: Speakers Bureau; Celgene: Speakers Bureau. Yong:Amgen: Honoraria; Novartis: Consultancy; Takeda: Honoraria; BMS: Honoraria; Janssen: Honoraria; Autolous: Consultancy. Cavet:Celgene: Consultancy, Research Funding, Speakers Bureau; Janssen: Consultancy, Research Funding, Speakers Bureau. Bird:Celgene: Speakers Bureau; Janssen: Other: Educational support; Amgen: Consultancy; Novartis: Consultancy; Pfizer: Consultancy. Ashcroft:Janssen: Consultancy, Other: Educational support. Brown:Bayer: Research Funding; Roche: Research Funding; Celgene: Research Funding; Janssen: Research Funding. Morris:Celgene: Other: Meeting support; Janssen: Other: Meeting support. Cook:Celgene: Consultancy, Research Funding, Speakers Bureau; Janssen: Consultancy, Research Funding, Speakers Bureau; BMS: Consultancy; Takeda Oncology: Consultancy, Research Funding, Speakers Bureau; Sanofi: Consultancy, Speakers Bureau; Amgen: Consultancy, Speakers Bureau.
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Chen, Zhan Fang, Xiao Ming Zhang, Qi Chang Chen, Teng Fei Ma, Huan Wang, and Xin Feng. "Design and Implementation of an Elementary School Online Registration and Enrollment Position Allocation System Based on Three-Tier Architecture." Applied Mechanics and Materials 373-375 (August 2013): 1843–48. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1843.

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With extensive and thorough research on the three-tier B/S/D architecture and software development theory, we develop an elementary school online registration and allocation system using the bit-operation and template layered management technology in authorization management and implemented a three-tier management information system for Changchun city educational bureau, districts educational bureau to local elementary schools. In the allocation module, we propose an isometric random sample algorithm which is a fair and efficient allocation algorithm. Later, we discuss our in-depth analysis on the overall framework of the platform and each function module of the elementary school online registration and allocation system.
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Burmester, G. R., J. M. Alvaro-Gracia, N. Betteridge, J. Calvo, B. Combe, P. Durez, R. J. O. Ferreira, et al. "THU0579 “EVOLVING THE MANAGEMENT OF RA” PROGRAMME: EDUCATIONAL TOOLS TO SUPPORT DAILY PRACTICE." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 531.1–531. http://dx.doi.org/10.1136/annrheumdis-2020-eular.1219.

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Background:The eRA (evolving the management of RA) programme was initiated in Europe to provide practical educational tools that address unmet needs in the management of rheumatoid arthritis (RA). Several eRA tools – covering early access to care, management of comorbidities, treat-to-target strategies, and patient empowerment – are available to the rheumatology community. Through ongoing activities, the eRA Steering Committee (SC) identified a need for tools on non-pharmacological management of RA.Objectives:To improve accessibility to eRA tools for rheumatology professionals; to review the evidence base of non-pharmacological interventions to create new eRA resources that may support management decisions.Methods:A web platform providing information on eRA programme and tools was developed in 2019. The platform collects survey-based metrics to quantify perception of eRA and use of eRA tools in clinical practice. Platform and tools are translated to further support access and use across Europe.To address unmet needs in non-pharmacological patient management, the eRA SC reviewed the core literature on agreed priority interventions, including physical activity, diet, patient education and self-management, psychosocial interventions, occupational therapy and orthotics, hand exercises, and hydrotherapy/balneotherapy. Available evidence for each intervention was assessed and graded according to the Oxford Centre for Evidence-based Medicine Levels of Evidence.Results:The eRA web platform is now live in 3 countries (www.evolvingthemanagementofRA.com), hosting translated copies of the eRA tools, with additional countries launching throughout 2020.From a review of core literature on non-pharmacological interventions, the eRA SC determined that strong evidence exists to support use of physical activity, patient education and self-management, psychosocial interventions, and occupational therapy and orthotics. Evidence was lacking or conflicting for diet and nutrition, hand exercises, and balneotherapy/hydrotherapy. A set of educational slides was produced by the eRA SC to summarise the evidence (Fig. 1) and provide top-line guidance on use of interventions in practice that should engage relevant members of the multi-disciplinary team. These slides are available through eRA dissemination activities.Conclusion:The eRA programme content is now freely available to health care professionals in several countries on a web platform, supported by translations of the eRA tools. An additional slide set on non-pharmacological management serves to further increase the practical guidance of this programme’s educational offering.Acknowledgments:The eRA programme is funded by Sanofi Genzyme. Programme direction and content creation are driven by an independent Steering CommitteeDisclosure of Interests:Gerd Rüdiger Burmester Consultant of: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma, Speakers bureau: AbbVie Inc, Eli Lilly, Gilead, Janssen, Merck, Roche, Pfizer, and UCB Pharma, Jose-Maria Alvaro-Gracia Grant/research support from: Abbvie, Elli-Lilly, MSD, Novartis, Pfizer, Consultant of: Abbvie, BMS, Janssen-Cilag, Elli-Lilly, MSD, Novartis, Pfizer, Sanofi, Tigenix, Roche, UCB, Paid instructor for: Elli-Lilly, Pfizer, Roche, Speakers bureau: Abbvie, BMS, Janssen-Cilag, Elli-Lilly, Gedeon Richter, MSD, Novartis, Pfizer, Sanofi, Tigenix, Roche, UCB, Neil Betteridge Consultant of: Amgen, Eli Lilly and Company, Grunenthal, GSK, Sanofi Genzyme, Jaime Calvo Grant/research support from: Lilly, UCB, Consultant of: Abbvie, Jansen, Celgene, Bernard Combe Grant/research support from: Novartis, Pfizer, Roche-Chugai, Consultant of: AbbVie; Gilead Sciences, Inc.; Janssen; Eli Lilly and Company; Pfizer; Roche-Chugai; Sanofi, Speakers bureau: Bristol-Myers Squibb; Gilead Sciences, Inc.; Eli Lilly and Company; Merck Sharp & Dohme; Pfizer; Roche-Chugai; UCB, Patrick Durez Speakers bureau: AbbVie, Bristol-Myers Squibb, Celltrion, Eli Lilly, Pfizer, Sanofi, Ricardo J. O. Ferreira Grant/research support from: Abbvie, Consultant of: Sanofi Genzyme, Amgen, MSD, Paid instructor for: UCB, Bruno Fautrel Grant/research support from: AbbVie, Lilly, MSD, Pfizer, Consultant of: AbbVie, Biogen, BMS, Boehringer Ingelheim, Celgene, Lilly, Janssen, Medac MSD France, Nordic Pharma, Novartis, Pfizer, Roche, Sanofi Aventis, SOBI and UCB, Annamaria Iagnocco Grant/research support from: Abbvie, MSD and Alfasigma, Consultant of: AbbVie, Abiogen, Alfasigma, Biogen, BMS, Celgene, Eli-Lilly, Janssen, MSD, Novartis, Sanofi and Sanofi Genzyme, Speakers bureau: AbbVie, Alfasigma, BMS, Eli-Lilly, Janssen, MSD, Novartis, Sanofi, Carlomaurizio Montecucco: None declared, Mikkel Ǿstergaard Grant/research support from: AbbVie, Bristol-Myers Squibb, Celgene, Merck, and Novartis, Consultant of: AbbVie, Bristol-Myers Squibb, Boehringer Ingelheim, Celgene, Eli Lilly, Hospira, Janssen, Merck, Novartis, Novo Nordisk, Orion, Pfizer, Regeneron, Roche, Sandoz, Sanofi, and UCB, Speakers bureau: AbbVie, Bristol-Myers Squibb, Boehringer Ingelheim, Celgene, Eli Lilly, Hospira, Janssen, Merck, Novartis, Novo Nordisk, Orion, Pfizer, Regeneron, Roche, Sandoz, Sanofi, and UCB, Sofia Ramiro Grant/research support from: MSD, Consultant of: Abbvie, Lilly, Novartis, Sanofi Genzyme, Speakers bureau: Lilly, MSD, Novartis, Andrea Rubbert-Roth Consultant of: Abbvie, BMS, Chugai, Pfizer, Roche, Janssen, Lilly, Sanofi, Amgen, Novartis, Tanja Stamm Grant/research support from: AbbVie, Roche, Consultant of: AbbVie, Sanofi Genzyme, Speakers bureau: AbbVie, Roche, Sanofi, Zoltán Szekanecz Grant/research support from: Pfizer, UCB, Consultant of: Sanofi, MSD, Abbvie, Pfizer, Roche, Novertis, Lilly, Gedeon Richter, Amgen, Peter C. Taylor Grant/research support from: Celgene, Eli Lilly and Company, Galapagos, and Gilead, Consultant of: AbbVie, Biogen, Eli Lilly and Company, Fresenius, Galapagos, Gilead, GlaxoSmithKline, Janssen, Nordic Pharma, Pfizer Roche, and UCB, Mart van de Laar Consultant of: Sanofi Genzyme, Speakers bureau: Sanofi Genzyme
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Cook, Gordon, Cathy Williams, David A. Cairns, Anna Hockaday, Jamie Cavenagh, John A. Snowden, Christopher Parrish, et al. "A Salvage Autologous Stem Cell Transplant (ASCT2) Induces Superior Overall Survival Following Bortezomib-Containing Re-Induction Therapy for Relapsed Multiple Myeloma (MM): Results from the Myeloma X (Intensive) Trial." Blood 126, no. 23 (December 3, 2015): 394. http://dx.doi.org/10.1182/blood.v126.23.394.394.

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Abstract Introduction: Autologous transplantation (ASCT) in myeloma (MM) is standard consolidative therapy in first line therapy in eligible patients. We have shown definitely that a salvage ASCT in relapse setting can induce superior durability of responses (time-to-progression; TTP) over non-transplant consolidation with oral cyclophosphamide after a proteasome inhibitor-based re-induction schedule (ISRCTN601231201). The secondary end point of this multi-centre phase III randomised controlled trial was to evaluate the impact of salvage ASCT on the overall survival (OS_ of patients relapsing after a prior ASCT and delineate patient subgroups that may benefit the most. Patients and Methods: Eligible patients with MM relapsing after a prior ASCT were enrolled. All patients were re-induced with Bortezomib, Doxorubicin and Dexamethasone (PAD) therapy delivered in 2-4 21-day cycles before 1:1 randomization to either a second ASCT (melphalan 200mg/m2 iv; ASCT2 supported by either stored or remobilized stem cells) or low dose consolidation with weekly cyclophosphamide 400mg/m2 PO for 12 weeks (Non-Transplant Consolidation; NTC). Response was assessed (by IMWG criteria) after re-induction and 100 days post-randomization with TTP being determined as the primary end-point. Patients were stratified by β2microglobulin (β2M) at trial entry, ASCT1 TTP and response to re-induction, analyzed according to cytogenetic abnormalities by iFISH (unfavorable: t(4;14), t(14;16) and del17p) with OS was a key secondary endpoint. Results: 297 patients were entered into the study and 174 randomized from April 2008 to November 2012: ASCT2 n=89, NTC n=85. Median age was 61 (range 38-75) with 73.6% of patients relapsing more than 24 months from first ASCT. ORR to re-induction therapy was 79.4% with a 16.0% sCR/CR rate. Post-randomization, sCR/CR was significantly higher after ASCT2 (39.3% [95% CI 29.1,50.3] vs 22.4% [95% CI 14.0,32.7]; p=0á012). The median follow-up is 52 months (IQR range 41, 62) and the up-dated TTP demonstrates continued advantage in ASCT2 cohort compared to NTC (19 months [95% CI 16,26] vs 11 months [95% CI 9,12]; Log Rank p<0.0001). 75 patients (43.1%) have died since randomization, primarily from disease progression (59.4%). The median survival was 67 months (95% CI 55, °) in the ASCT2 cohort compared with 52 months (95% CI 42,60) in the NTC cohort (Log Rank p=0.022). Cox proportional hazards regression (adjusted for stratification factors including whether PBSC was remobilized) showed a reduced hazard of death in the ASCT2 group compared to NTC (HR=0.56, 95%CI [0.35, 0.90], p=0.0169). CR/sCR to re-induction therapy (HR 0.14, p=0.032), ASCT1 TTP > 24m (HR0.60, p=0.089), β2M level <3.5mg/L (HR 0.35, p=0.039) and the absence of high risk iFISH (HR 0.36, p=0.007) were associated with improved OS in favour of ASCT2 (Fig. 1A). To-date, following progression on protocol, 88.7% in the ASCT2 and 84% in the NTC cohorts have received 3rd line therapy, primarily consisting of a lenalidomide based combination (88.9% in the ASCT2 and 81% in the NTC cohorts). 20 patients (26.7%) in the NTC cohort underwent salvage ASCT in 3rd/4th line (NTC/ASCT2), with 1 patient in each cohorts proceeding to allogeneic SCT. The PFS2 was significantly better in the ASCT2 compared with both NTC/ASCT2 and NTC cohorts (ASCT2: 67m, [95%CI 52,°] vs NTC/ASCT2: 31m, [95%CI 23,42] vs NTC 39m, [95%CI 32,47]; p<0.0001). Consequently, the 4-year OS demonstrated a superiority of a salvage ASCT in second line over 3rd line or not (ASCT2: 69% [95%CI 58,79] vs NTC/ASCT2: 61% [95%CI 52,69] vs NTC 50% [95%CI 36,64]) where the OS in NTC groups split by 3rd line ASCT were not significantly different (p = 0.139, Fig. 1b). Conclusion: This long-term follow-up analysis demonstrates a clear advantage in terms of OS when salvage ASCT consolidates bortezomib-based re-induction therapy in patients with MM at first relapse. The delay of salvage ASCT to third line, though being suggestive of benefit over no salvage ASCT, does not confer the same degree of OS advantage as shown with a salvage transplant in second line. This data is key for patient-centered clinical decision-making. 1. G Cook, et al.. The Lancet Oncology, Vol. 15, No. 8, p874-885 Figure 1. Forest plots showing (a) heterogeneity of effect of randomised treatment on OS and (b) effect on OS of randomised treatment followed by ASCT at second relapse (NTC/ASCT2) Figure 1. Forest plots showing (a) heterogeneity of effect of randomised treatment on OS and (b) effect on OS of randomised treatment followed by ASCT at second relapse (NTC/ASCT2) Figure 1B. Figure 1B. Disclosures Cook: Amgen: Consultancy, Speakers Bureau; Celgene: Consultancy, Research Funding, Speakers Bureau; BMS: Consultancy; Sanofi: Consultancy, Speakers Bureau; Takeda Oncology: Consultancy, Research Funding, Speakers Bureau; Janssen: Consultancy, Research Funding, Speakers Bureau. Williams:Celgene: Consultancy, Speakers Bureau; Amgen: Consultancy, Speakers Bureau; Takeda: Consultancy, Speakers Bureau; Janssen: Consultancy, Honoraria, Speakers Bureau. Cavenagh:Amgen: Consultancy, Speakers Bureau; Novartis: Consultancy, Speakers Bureau; Celgene: Consultancy, Speakers Bureau; Janssen: Consultancy, Speakers Bureau. Snowden:MSD: Consultancy, Other: Educational support, Speakers Bureau; Janssen: Other: Educational support, Speakers Bureau; Celgene: Other: Educational support, Speakers Bureau; Sanofi: Consultancy. Parrish:Janssen: Speakers Bureau; Celgene: Speakers Bureau. Yong:Takeda: Honoraria; Autolous: Consultancy; Janssen: Honoraria; Novartis: Consultancy; BMS: Honoraria; Amgen: Honoraria. Cavet:Celgene: Consultancy, Research Funding, Speakers Bureau; Janssen: Consultancy, Research Funding, Speakers Bureau. Bird:Janssen: Other: Educational support; Celgene: Speakers Bureau; Amgen: Consultancy; Novartis: Consultancy; Pfizer: Consultancy. Heartin:Celgene: Speakers Bureau; Janssen: Consultancy. O'Connor:Celgene: Research Funding. Ashcroft:Janssen: Consultancy, Other: Educational support. Brown:Janssen: Research Funding; Roche: Research Funding; Celgene: Research Funding; Bayer: Research Funding. Morris:Janssen: Other: Meeting support; Celgene: Other: Meeting support.
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Turner, J. Neville. "The Childrens Bureau of Australia." Children Australia 11, no. 4 (1986): 21. http://dx.doi.org/10.1017/s0312897000015782.

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Dawkins, Monique D., Firas El Chaer, Leigh Boehmer, Ashkan Emadi, Elias Jabbour, Jeffrey Kendall, Barbara B. Rogers, Sandra Kurtin, Mohamed Hersi, and Meredith Barnhart. "Education and Promotion of MRD Testing within the Multidisciplinary Cancer Care Team for Adults with Acute Lymphoblastic Leukemia in the Community Setting." Blood 134, Supplement_1 (November 13, 2019): 5834. http://dx.doi.org/10.1182/blood-2019-123461.

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Background: The Association of Community Cancer Centers (ACCC) is an education and advocacy organization with a diverse membership, representing all cancer program types with the largest majority (75%) being community-based cancer programs and private practices. Beyond the academic setting, ACCC seeks to expand education on the advancements in all cancer care and since measurable residual disease (MRD) is the most important prognostic factor that guides the therapy for patients with acute lymphoblastic leukemia (ALL), this project aimed to emphasize the importance of MRD testing for adult patients with ALL in the community oncology setting. Objective: The ACCC led a national initiative, in partnership with the Leukemia & Lymphoma Society (LLS), to improve the diagnosis, treatment and management of adult patients diagnosed with ALL in community oncology practices. This educational program focused on understanding the benefits of knowing patients' MRD testing and interpretation and the need to integrate this testing into standard of care practice in community oncology practice settings. Methods: This one-year programmatic initiative was designed by a group of multidisciplinary oncology faculty and structured around a peer-to-peer learning format that enabled ALL expert faculty to share effective practices for the treatment, care coordination and management of adult patients with ALL. An environmental scan was conducted to understand the landscape for utilization of MRD data in the community setting. Challenges and barriers identified in six key areas ((Initial Diagnostic Workup, Shared Decision Making, MRD Testing, Patient Access, Cost, and Reimbursement, Side-effect Management and Transitions in Care) were addressed by the development of healthcare professional-focused educational tools. Results: The educational material developed as part of the program include an environmental scan, blog series and webinar series that was viewed over 300 times by engaged ACCC members representing more than 75 cancer programs across 27 states. The four-part blog series covered a pathologist's perspective on the importance of MRD testing, a pharmacist's views on incorporating health literacy for patients, and social work and nursing perspectives on challenges with helping adult patients manage an ALL diagnosis. The three-part webinar series included an informative ASH 2018 update that included key abstracts and findings, a webinar that included a patient and care providers which shed light on the support needed along a patient's journey, and a webinar that explored critical insights for treating adult ALL from the perspective of a pharmacist, pathologist and oncologist. These enduring resources are available on-demand for the multidisciplinary care team. Conclusions: This program demonstrated the success of adopting a peer-to-peer educational learning platform to educate the multidisciplinary team providing care for adult patients diagnosed with ALL. Given rapid technological advances and emerging indications, the comprehensive educational materials developed were useful for the education of both the treating team and the patients in the community oncology setting. Disclosures Emadi: Jazz Pharmaceuticals: Research Funding; NewLink Genetics: Research Funding; Amgen: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees; KinaRx: Membership on an entity's Board of Directors or advisory committees, Other: Co-Founder and Scientific Advisor, Patents & Royalties; Genentech: Consultancy, Honoraria. Jabbour:Takeda: Consultancy, Research Funding; BMS: Consultancy, Research Funding; Adaptive: Consultancy, Research Funding; Amgen: Consultancy, Research Funding; AbbVie: Consultancy, Research Funding; Pfizer: Consultancy, Research Funding; Cyclacel LTD: Research Funding. Kendall:Eli Lilly: Speakers Bureau; Novartis: Speakers Bureau; Pfizer: Speakers Bureau. Rogers:Teva: Speakers Bureau; Takeda: Honoraria; Genentech: Speakers Bureau; Seattle Genetics: Speakers Bureau; Abbvie: Speakers Bureau; Cardinal Health: Honoraria; Genentech: Honoraria; Mylan: Honoraria; Coherus: Speakers Bureau.
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Dissertations / Theses on the topic "Educational Bureau"

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Glasser, Ellen. "Voices of the First Women Leaders in the Federal Bureau of Investigation." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/635.

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This qualitative study utilized elite, semi-structured interviews of a purposive sample of the first women who became Special Agents and supervisors in the highly gendered Federal Bureau of Investigation (FBI). The historical context for their experiences is significant in light of social and legal mandates for equal opportunity and the increased interest in gender-specific research that took place during the 1970s. Literature relating to feminist perspectives, the integration of women into nontraditional occupations, and the gendered nature of bureaucracy supported the conceptual framework. Guided by educational criticism, four strategies were used recursively: typological analysis was used to define categories of data; interpretive analysis was used to identify patterns and connections in the data; evaluation was used to attach value to the data beyond the participants, and thematics were used to analyze pervasive messages within the data as a whole. Typologies included the choice of nontraditional careers, decision-making, efficacy as leaders, and efforts to negotiate the FBI’s bureaucracy. Three metaphors were used to interpret connections and patterns according to feminist standpoint theory, career self-efficacy theory, and various organizational principles. A Supergirl metaphor highlighted women’s unique knowledge and complex roles; a Target metaphor highlighted complex patterns for high achievement and response to obstacles, and a Clubhouse metaphor highlighted masculine culture, the role of rules, and changes to an organization’s equilibrium. Evaluation analysis addressed the moral obligation for women in leadership and the need for organizational diversity. Themes in the data included occupational pride, the challenge to manage multiple roles, an absence of relationship support, and inconsistency in feminist views.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.

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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade. Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Butler, Aaron Jason. "A union of church and state: The Freedmen's Bureau and the education of African Americans in Virginia from 1865--1871." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618383.

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In 2003, the Virginia Department of Education authorized a committee of 11 teachers to write a report detailing Virginia's public education history. The committee drafted a document that provided a chronological account of the major developments in public education in Virginia from 1607 to 2003. The document provided minimal coverage of the history of Virginia's African American population, specifically during the Antebellum (1830s-1860s) and Reconstruction (1865-1871) eras. The history of public education for Virginia's African American population, 1865-1870, was completely omitted from the document. The post-Civil-War era was a critical time period in both United States and Virginia educational history because it witnessed the development of the first public grammar, secondary, and higher education institutions for southern African Americans through the efforts of the federal government and Northern religious and secular organizations.;This dissertation researches the actions of the federal government, specifically the Bureau of Freedmen, Refugees, and Abandoned Lands, the work of benevolent and freedmen aid societies of the North, the actions of African Americans, and the legislative work of the Virginia General Assembly to establish a public education system for African Americans in Virginia following the American Civil War. This manuscript uses governmental reports from the commissioners and officials of the Bureau of Freedmen, Refugees, and Abandoned Lands, the minutes and records from benevolent aid societies, minutes from the Virginia Constitution Convention of 1867-1868, and a variety of primary and secondary sources to provide an account of how Virginia's African American population gained access to publicly funded education.
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Mitchell, Lucia Rose. "Student Perspectives of an Off-Reservation Residential Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3807.

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Navajo students who attend residential schools that are located off the reservation and hours away from their homes, communities, and tribes may experience issues with development of a meaningful cultural identity. The purpose of this study was to better understand and identify key themes related to how Navajo students' cultural identity may be affected while living in an off-reservation residential hall. Phinney's ethnic identity development theory was used to explain the psychosocial process of developing industry and identity in adolescents. The primary research question addressed how former students' experiences of living in an off-reservation residence hall affected their development of cultural identity. A qualitative case study design was used. A purposeful sample of 12 Navajo former students who lived in a Bureau of Indian Education off-reservation residential hall between 2010-2014 was interviewed. The interviews were coded, and 7 themes related to loss of native language ability, yearning for native language and culture, tutoring, supportive teachers, responsibility and independence, generational legacy, and culture were identified. Based on the findings, a professional development plan was developed to train board members, administrators, and staff at the study site about how to promote students' development of positive cultural identity while living in a residential hall. With this knowledge, residential hall leaders and staff may be better able to ensure that Navajo students in their charge achieve successful educational outcomes and retain their tribal culture, practices, and language, to ensure that Navajo students can achieve successful educational outcomes and a positive cultural identity.
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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.

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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.

This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.

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Smith, William S. II. "Send in the...Scholars?: The History of the Fulbright Program from 1961-1970." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1305116307.

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Hansen, Scott Britton. "Education for All: The Freedmen's Bureau Schools in Richmond and Petersburg, 1865 - 1870." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1400.

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This study examines the development of Freedmen's Bureau schools in Central Virginia at the end of the Civil War. Under the watchful eye of Ralza Manly, Superintendent of the Virginia Freedmen's Bureau education division, establishing schools for freed slaves faced innumerable challenges ranging from inadequate financial resources to hostile southern whites who opposed northern intervention into local affairs. Nevertheless, northern benevolent societies and hundreds of altruistic, yet paternalistic, educational missionaries converged on Richmond and Petersburg determined that education was essential if blacks were to achieve true freedom and become self-reliant and independent. While the Bureau devoted much of its energy towards establishing schools for the freedpeople, Manly and northern educators worked to expand educational opportunities for whites. This, together with the black schools, laid the foundation for creating free, albeit segregated, public schools for both races in Richmond and Petersburg, the first such enterprises in post-Civil War Virginia.
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Nāz, Ḥinā. "Lāʼibrerī Promoshan Biyuro kā taḥqiqī jāʼizah." Karācī : Lāʼibrerī Promoshan Biyuro, 2003. http://catalog.hathitrust.org/api/volumes/oclc/52948750.html.

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Okafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.

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Abstract The purpose of this phenomenological study was to explore perceptions of loss and grief experiences within religious rites and rituals vis-à-vis the context of counseling. Literature indicated the need for a better understanding of grief and loss experiences from bereaved individuals’ perspectives and the context within which loss and grief experiences occur (Dillenburger & Keenan, 2005; Stroebe, Hansson, Schut, & Stroebe, 2008). Participants for this study included 10 purposefully selected Catholic members from two Catholic Church parishes in Nigeria, Africa. All participants had experienced loss and grief, had participated in Catholic burial and funeral rites and rituals, and were 21 years or older. The main research question was: How do bereaved individuals perceive their grief experiences within the context of Catholic burial and funeral rites and rituals? Data collected to answer the research questions consisted of observations, semi-structured interviews, and documents. A cross-analysis approach was used that identified 63 themes, which were collapsed into 11 major themes. depicted in three areas; bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling. The findings of this study indicated that loss of a relationship was a dominant preoccupation in grief and grieving process. Additional themes reflected by bereaved individuals’ grief and grieving experiences were; time and nature of death, religious rites and rituals, family and community support, family frictions, financial stressors, positive memories, belief system, finding meaning, ongoing traumatization, and counseling. Overall, the conclusion from this study was that three areas conceptualize loss and grief experiences: bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling.
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Schreffler, Virginia Louise. "Burial status differentiation as evidenced by fabrics from Etowah Mound C, Georgia." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260645213.

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Books on the topic "Educational Bureau"

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United States. Agency for International Development. Bureau for Africa. Office of Sustainable Development. Education Division, ed. USAID Africa Bureau Basic Education Exchange: September 30 - October 4, 2002, Addis Ababa, Ethiopia. Washington, D.C: Africa Bureau Information Center, 2003.

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African Bureau of Educational Sciences. Le B.A.S.E., dix ans au service de l'Afrique: Politique et pratique de la recherche, 1973-1983. Kisangani, Zaïre: Direction des études et recherches, 1985.

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Arab Bureau of Education for the Gulf States. Dirāsah tatabbuʻīyah lil-qarārāt wa-al-tawṣiyāt al-ṣādirah ʻan al-Muʼtamar al-ʻĀmm lil-Maktab wa-al-Majlis al-Tanfīdhī wa-al-ajhizah al-ukhrá al-maʻnīyah. [Riyadh]: Maktab al-Tarbiyah al-ʻArabī li-Duwal al-Khalīj, 1986.

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Challenges facing Bureau of Indian Education schools in improving student achievement: Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Washington, DC, September 29, 2008. Washington: U.S. G.P.O., 2008.

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BER Seminar on Research Priorities in Education (1986 Mombasa, Kenya). Bureau of Educational Research research priorities: A report of a workshop on BER research priorities held from November 12 to November 14, 1986, at Oceanic Hotel, Mombasa. Nairobi, Kenya: Bureau of Educational Research, Kenyatta University, 1987.

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USAID's strategic framework for basic education in Africa. Washington, D.C.?]: USIAD/Africa Bureau, 1997.

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Lamy, Georgette. Le bureau et la bureautique. La Prairie, PQ: Entreprises Culturelles, 1988.

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United States Agency for International Development. Bureau for Africa. Office of Sustainable Development. Basic Education Team. USAID Africa Bureau Basic Education Support: Final report. Arlington, Virginia, U.S.A: American Institutes for Research, 2001.

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Girault, Odile. Travaux pratiques de secrétariat: Bureau de courrier (2e année B.E.P.), bureau de secrétariat (T. G1) : corrigés. Paris: Foucher, 1985.

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Kazimagomedov, Abdulla. Organization of credit work. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1018363.

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The textbook presents theoretical and practical issues related to the organization of credit work of commercial banks with borrowers. The training material on the organization of lending to corporate and individual borrowers, interbank, international and state loans is presented in a short and accessible way, according to the modules. The risks inherent in various types of loans and credit bureaus are considered. In addition, to consolidate the knowledge of students, tasks, control and test questions are given. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For teachers and students studying in the general professional discipline "Organization of credit work" in the specialty 38.02.07 "Banking".
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Book chapters on the topic "Educational Bureau"

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Rosenberg, Jan. "Graduate School and the Service Bureau for Intercultural Education (1929–1940)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 77–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_6.

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Li, Zhiming. "Zuo X v. Tongzi County People’s Government of Guizhou Province and Tongzi County Education Bureau (Dispute over the Agreement on Housing Demolition and Resettlement)—The People’s Court Shall Specifically Rule on the Rights and Obligations of the Parties to the Administrative Agreement." In Library of Selected Cases from the Chinese Court, 395–402. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0342-9_40.

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Cabanilla, Gianina O. "The Scholarship of Engagement and Generative Learning Communities." In Cultural, Behavioral, and Social Considerations in Electronic Collaboration, 235–64. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9556-6.ch013.

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The Regional English language learning (ELL) project in the American Spaces Philippines was established at the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP) in the fiscal year 2013 as a response to a study which showed the modest state of English language teaching and learning in the country. The project, a cooperation between English as a Foreign Language (EFL) educators and administrators at partner schools, universities, and American spaces in the archipelago counterparts and funded by the US Department of State's Bureau of Educational and Cultural Affairs (ECA) and Bureau of International Information Programs (IIP), was aimed at assisting with the production of more and better-qualified English as a Foreign Language (EFL) educators and administrators.
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"Appendix II Implementation of Educational Expenditures of China in 2008 Ministry of Education, National Bureau of Statistics of China." In The China Educational Development Yearbook, Volume 3, 290–93. BRILL, 2011. http://dx.doi.org/10.1163/9789004216877_021.

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"A Survey Report of the Attitudes of Education Bureau Chiefs toward Streamlining Administration and Delegating Power." In Chinese Research Perspectives on Educational Development, Volume 5, 195–214. BRILL, 2021. http://dx.doi.org/10.1163/9789004459113_015.

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Katz, Mark. "History: From Jazz Ambassadors to Hip Hop Diplomats." In Build, 25–54. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190056117.003.0002.

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This chapter chronicles the history of official US cultural diplomacy, starting in the 1930s up until the birth of hip hop diplomacy in 2001 and the establishment of Next Level, the first State Department–funded hip hop diplomacy program, in 2013. National security threats have long been the animating force behind US cultural diplomacy. First, the threat was fascism. Later, it was communism, and then terrorism. The first hip hop “diplomat” was rapper Toni Blackman. Next Level originated in the State Department’s Bureau of Educational and Cultural Affairs (ECA). Mark Katz was the founding director of Next Level.
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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity, 116–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.
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Bonura, Sandra E. "Taking Honolulu by Storm." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0017.

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Throughout her tenure at Kamehameha Schools, Pope continued her graduate work at the University of Chicago. Pope spent three separate semesters learning the latest educational methods from the most progressive leaders of the time in order to elevate education in Hawaii. She also traveled throughout the United States to consult with the brightest minds in the budding vocational education and social change movement. In turn, the movement’s leaders visited her. She was able to use her experiences to facilitate the first social survey of Honolulu, which contributed to the overhaul of labor laws, vastly improving working conditions for Hawaiian women. In 1910, Pope attended the first National Conference on Vocational Guidance in Boston. Educators, social workers, and corporate figures from 45 cities met to discuss how to improve the lives of immigrants by making sound vocational choices. Conference presenters and attendees included Jane Addams, Homer Folks, G. Stanley Hall, George Mead, Henry Metcalf, and Edward Thorndike. Pope joined these pioneers in the field of education and sociology for two days of stimulating discourse that ultimately ignited a national interest in public school career guidance. Pope advocated for a vocational bureau in Honolulu until her death.
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"Appendix C: The Casa Italiana Educational Bureau: A Research “Fact-Finding Institution” Studying the Italian-American Community by Javier Grossutti." In From Da Ponte to the Casa Italiana, 69–72. Columbia University Press, 2017. http://dx.doi.org/10.7312/faed18593-011.

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Young, Patricia A. "CBM Elements III." In Instructional Design Frameworks and Intercultural Models, 142–73. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-426-2.ch009.

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This chapter continues with CBM Elements and the design factors related to the anthropology of culture. Cultural demographics and Cultural environment are covered in their entirety. Cultural demographics provide the characteristics of a population for a geographic area. Geographic areas are identified by levels such as nation, state, city, county, tracks, blocks, province, and so forth (U.S. Census Bureau [USCB], 2005). This information is usually statistical. Demographic data provide mostly a quantitative picture of a population and aid in predicting economic or market trends. Through the use of demographic data, predictions about populations can be made in reference to increases in the demand for food, clothing, educational achievement, entertainment, housing, insurance, investments, health services, and so forth. Examples of Westernized demographic trends include: baby boom years, single parent families, two income families, and nuclear families. Demographic data are also culture-specific and can not be generalized to other populations. A culture-specific example is data from Japan’s 2000 census that calculated the total population of males at 62,110,764 males to 64,815,079 females. The number of females outnumbers males by 2,704,315 (Statistics Bureau of Japan, 2000). The collection of demographic data is unique to each society or culture. What works for one culture may not work for another. Or the collection of such data may not be operational due to other social, political, or economic factors. The characteristics of a population might include data based on the following: age, assets, birth, death, density, disease, educational achievement, ethnicity, family, growth, housing, incarceration, income, language, marital status, migration, mobility, occupation, race, sex, and size (USCB, 2005). All of these characteristics are described in this chapter. The collection of demographic data could begin with an examination of characteristics in a population such as “age” and multiple characteristics of a population, such as sex, income, household, geographic areas, disease, marriage, and so forth. Therefore, the data collection might look at age and its relation to sex, or age and income, or age and household. The guiding questions, in this section, focus on human beings; however they can be adapted to other species and entities.
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Conference papers on the topic "Educational Bureau"

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Sinaga, Sara Hikmayanti, Dr Darwin, and yasaratodo wau. "Integration of Character Values in the Standard Operating Procedure (SOP) of Registration and Data Services at the Academic and Student Affairs Bureau of State University of Medan." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.172.

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Wang, Gang, and Yuzhi Wang. "On Public Security Bureau Police Resources Redistribution." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.246.

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Klumpp, Cassie C. "United States Bureau of Reclamation's Contribution in K-12 Education." In World Water and Environmental Resources Congress 2003. Reston, VA: American Society of Civil Engineers, 2003. http://dx.doi.org/10.1061/40685(2003)202.

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Matthias, Kulcke, and Bob Martens. "Digital Empowerment for the “Experimental Bureau” Work Based Learning in Architectural Education." In 37 Education and Research in Computer Aided Architectural Design in Europe and XXIII Iberoamerican Society of Digital Graphics, Joint Conference (N. 1). São Paulo: Editora Blucher, 2019. http://dx.doi.org/10.5151/proceedings-ecaadesigradi2019_173.

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Zubanova, Ludmila B., Sergey B. Sinetskiy, and Maria L. Shub. "Prestige of Academic Activities in Estimates of Teachers of Culture Universities: Mission or Bureau?" In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-398-404.

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Duport, Laurent J. "Learning from Le Corbusier." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.660.

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Résumé: Interrogé sur l’enseignement de l’architecture, et bien qu’il ait exposé ses idées sur le sujet principalement dans deux de ses livres : « Précisions » (1930) et « Sur les quatre routes » (1941) Le Corbusier répond : « Je n’ai jamais reçu d’enseignement proprement dit. Je suis autodidacte même dans le sport. ». La formidable puissance didactique de Le Corbusier réside en cinq points : sa formation, son positionnement théorique, son invention de typologies, sa diffusion de l’architecture, sa production prolifique. Ainsi, bien au-delà de l’Œuvre Complète Le Corbusier offre à qui veut s’en servir un champ pédagogique particulièrement riche à découvrir et à partager. Aucun programme ne lui a échappé que ce soit les villas ou maisons, le logement collectif, les bureaux, les équipements (publics ou privés), les bâtiments institutionnels, les musées, les usines : tout est matière à invention. Cette invention s’accompagne de sa diffusion de l’architecture, de ses idées, à travers publications et conférences à travers le monde. Mais cela n’est rien comparé à sa production aux échelles variées de l’habitat minimum jusqu’à l’édifice monumental. C’est pourquoi avec le regard porté sur le projet des Quartiers Modernes Frugès construits à Pessac en 1926 nous examinerons comment ce « laboratoire » constitue une expérience pédagogique qui a valeur d’exemplarité et toujours d’actualité. Abstract: Asked about the architectural education and although he outlined his ideas on the subject mainly in two of his books: "Précisions" (1930) and "Sur les quatre routes" (1941), Le Corbusier replied: "I have never received proper education. I am self-taught even in sport. ". The amazing power of Le Corbusier’s didactic resides in five points: his training, his theoretical positioning, his invention of typologies, his diffusion of architecture, his prolific production. Thus, beyond his “Oeuvres Complètes” Le Corbusier offers to whom wants to use it, a rich educational field to discover and share. No program has eluded him whether it is villas or houses, collective housing, offices, facilities (public or private), institutional buildings, museums, factories : everything is material for invention. This invention is accompanied with his diffusion of architecture, of his ideas in books or lectures all over the world. But this is nothing compare to his production to various scales from the minimum housing to the monumental building. Therefore with the close look on the Modern Quarters Frugès project built in Pessac in 1926 we will examine how this "laboratory" is an educational experience that has of exemplarity value and is still relevant today. Mots-clés: Enseignement, Habitat, Patrimoine XXe, polychromie, Restauration. Keywords: Education, Housing, Heritage XXe, Polychromie, Restoration. DOI: http://dx.doi.org/10.4995/LC2015.2015.660
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Malanov, Innokentii A. "Education of Buryat children in the Mongolian nomadic environment." In Eurasian paradigm of Russia: values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-154-157.

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Weerakkody, Niranjala. "Where Else Have You Been? The Effects of Diaspora Consciousness and Transcultural Mixtures on Ethnic Identity." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3037.

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In social science research, the demographic categories of ethnicity are linked to what the census bureau considers as a person’s ethnic heritage. However, these categories are based on the societal assumption that members of a given category share the same characteristics and life experiences, even though the heterogeneity between members within a category may be as diverse as between categories. The paper examines the 15 interview subjects of a research study drawn from 10 minority migrant groups, where seven of them indicated significant transcultural experiences before migrating to Australia. It argues that their lived experiences and subjectivity vary from others who migrated directly from their native countries. The formers’ diaspora consciousness and transcultural mixtures may introduce an artifact to a research study’s design, affecting the validity of the data collected. The paper examines other situations where this anomaly can occur and proposes precautions to minimize its negative effects.
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Jiang, Qingbo. "“History of the Establishment of Overseas Bureau and of the Government-Fund Students” and the Development Law of Overseas Education." In Proceedings of the 5th International Conference on Economics, Management, Law and Education (EMLE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191225.243.

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Zhang, Jingui, and Qing Wang. "Empirical Research on Evaluation of Internal Control Effectiveness of Administrative Institutions. Taking "S" Water Resources Bureau as an Example." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.26.

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Reports on the topic "Educational Bureau"

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IL-76 SOVIET AND RUSSIAN HEAVY MILITARY TRANSPORT AIRCRAFT, DEVELOPED IN THE ILYUSHIN DESIGN BUREAU UNDER THE PROJECT AND UNDER THE LEADERSHIP OF ACADEMICIAN G. V. NOVOZHILOV. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0438.18052021.

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Abstract:
The electronic textbook is intended for the development of communicative competence based on educational texts using authentic audio materials on the military specialty, improving the skills of conducting conversations on professionally-oriented topics. The electronic textbook contributes to the repetition and systematization of the studied lexical and grammatical material, the formation of cadets ' basic skills of working with texts of the military specialty, as well as speaking skills based on the introduced lexical material.
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