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Relevant bibliographies by topics / For National Curriculum Key Stage 3

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Academic literature on the topic 'For National Curriculum Key Stage 3'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "For National Curriculum Key Stage 3"

1

HUDSON, BRIAN, SYLVIA JOHNSON, JOHN ROUTLEDGE, JIM SMITH, and PETER SMITH. "Mathematics National Curriculum Tests Key Stage 3: Purpose and Value?" Teaching Mathematics and its Applications 12, no. 2 (1993): 49–51. http://dx.doi.org/10.1093/teamat/12.2.49.

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Swanwick, Keith. "Assessing Musical Quality in the National Curriculum." British Journal of Music Education 14, no. 3 (1997): 205–15. http://dx.doi.org/10.1017/s0265051700001200.

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Recommendations for the assessment of music at Key Stage 3 now accompany the revised National Curriculum for both England and Wales. Although some of the material may be helpful to teachers, certain underlying assumptions compromise valid and reliable assessment. Weaknesses arise from initial confusion when formulating attainment targets, the vagueness and ambiguity of music curriculum wording and reliance on End of Key Stage Descriptions for assessing the work of pupils throughout the whole key stage, causing elements of complexity and range to be inappropriately introduced at each assessment

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Booth, Martin, and Chris Husbands. "The history National Curriculum in England and Wales: assessment at Key Stage 3." Curriculum Journal 4, no. 1 (1993): 21–36. http://dx.doi.org/10.1080/0958517930040103.

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Rayment, Trevor. "Assessing National Curriculum Art AT2, Knowledge and Understanding: A small-scale project at Key Stage 3." International Journal of Art Design Education 18, no. 2 (1999): 189–94. http://dx.doi.org/10.1111/1468-5949.00173.

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Whetton, D. R., Edith Briggs, and Kathleen Shaw. "Maths Alive!: INSET Mathematics for the National Curriculum (Key Stages 1, 2, 3)." Mathematical Gazette 81, no. 490 (1997): 142. http://dx.doi.org/10.2307/3618800.

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Steeg, Torben. "Electronics and control in the revised National Curriculum and the Key Stage 3 QCA schemes of work." Electronics Education 2000, no. 3 (2000): 31–33. http://dx.doi.org/10.1049/ee.2000.0049.

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Dalladay, Christopher. "Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)." British Journal of Music Education 34, no. 3 (2017): 321–35. http://dx.doi.org/10.1017/s0265051717000110.

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The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The resea

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Phillips, Robert H. "Teachers' perceptions of the first year's implementation of Key Stage 3 history in the National Curriculum in England." Research Papers in Education 8, no. 3 (1993): 329–53. http://dx.doi.org/10.1080/0267152930080304.

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Parkinson, John, Dave Hendley, Howard Tanner, and Andrew Stables. "Pupils’ Attitudes to Science in Key Stage 3 of the National Curriculum: a study of pupils in South Wales." Research in Science & Technological Education 16, no. 2 (1998): 165–76. http://dx.doi.org/10.1080/0263514980160206.

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Hendley, Dave, Andrew Stables, John Parkinson, and Howard Tanner. "Pupils' attitudes to technology in key stage 3 of the national curriculum: A study of pupils in South Wales." International Journal of Technology and Design Education 6, no. 1 (1996): 15–29. http://dx.doi.org/10.1007/bf00571070.

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Dissertations / Theses on the topic "For National Curriculum Key Stage 3"

1

Myhill, Debra Ann. "Self-assessment in English at key stage 3." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261204.

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Dowgill, Paul. "Pupils' conceptions of learning geography under the National Curriculum." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019117/.

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Conceptions of geography and learning geography have been studied through recording the experiences of a group of secondary school pupils over a threeyear period. This group formed part of the first cohort to experience Key Stage 3 Geography in the National Curriculum. The study is set within the context of Geography in the National Curriculum and the formulation and issues arising from this are discussed. A review of recent research in geographical education is presented to indicate how this study adds to current thought and practice. The study sought evidence to answer two specific questions

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Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.

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Collins, Susan Beckford. "Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055.

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The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the

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Davies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.

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My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3.

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Yarker, Patrick Stephen. "Teachers, testing, tensions and compliance : how do teachers of English at Key Stage 3 experience the requirement to prepare their students for National Curriculum testing?" Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514294.

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Brentnall, Jonathan Mark. "Characterising the language demands of the Key Stage 3 National Curriculum for Wales (2000) : towards a 'functional approach' to planning English as an additional language development." Thesis, Aberystwyth University, 2010. http://hdl.handle.net/2160/e3cc6243-57f6-4d4b-a8b6-048fc6f38dfb.

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This thesis presents the first extensive study carried out in the Welsh education policy context to adopt a Hallidayan „functional‟ approach to identifying curriculum language demands and planning English as an additional language development within the National Curriculum (NC) in Wales at Key Stage 3 (KS3). The study is located within the field of English as an Additional Language (EAL), specifically within the sub-field which examines the relationship between „language and content‟. The thesis characterises the language demands of the KS3 curriculum by working from an overview of subject dis

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Bardill, Andrew. "The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13612/.

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The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. Th

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Rowe, Hayley. "Key Stage 2 children's view of testing." Thesis, University of Warwick, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297994.

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Costley, Carol. "Women, music & culture : equality issues in music education at Key Stage Three." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260254.

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Books on the topic "For National Curriculum Key Stage 3"

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David, Edwards, ed. Inset science: National curriculum for key stage 3. Yorkshire Television, 1990.

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Peter, Lacey, ed. Inset Mathematics: National curriculum for key stage 3. Yorkshire Television, 1990.

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Team, Suffolk Humanities Advisory, ed. National Curriculum geography key stage 3: A handbook. Suffolk County Council Education Department, 1991.

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L, Bostock, ed. STP National Curriculum mathematics 7B. Stanley Thornes, 1995.

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Education, Great Britain Department for. National curriculum tests timetable: Key stage 3 in 1993. HMSO, 1992.

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Sands, David. Implementing the national curriculum (mathematics) in key stage 3. East Sussex County Council, 1988.

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Eon, Harper, ed. NMP National Curriculum support pack for key stage 3. Longman, 1991.

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National Council for Educational Technology., ed. Supported self-study at national curriculum key stage 3. National Council for Educational Technology, 1991.

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9

Turnbull, M. National curriculum science attainment tests at key stage 3. DP, 1993.

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Eon, Harper, ed. NMP National Curriculum support pack for key stage 3. Longman, 1990.

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Book chapters on the topic "For National Curriculum Key Stage 3"

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John, Hopkin, and Martin Fran. "Geography in the National Curriculum for Key Stages 1, 2 and 3." In Debates in Geography Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315562452-2.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Going Deeper into Curriculum and Pedagogical Activity." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_6.

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AbstractThis chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.

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Moncrieffe, Marlon Lee. "Centring the Black Experience in Key Stage 2 Primary School British History." In Decolonising the History Curriculum. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57945-6_5.

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Tahirsylaj, Armend. "Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?" In Non-affirmative Theory of Education and Bildung. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30551-1_15.

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AbstractInternationally, curriculum policy is often shaped through either content-based or competence-based curriculum approaches. Considering these two framings of educational policy discourse and curriculum policy making, this chapter compares and contrasts Bildung and twenty-first century competences as outcome(s) of education by examining the latest OECD and European Union (EU) education frameworks and visions and the latest curriculum reform agendas in the national contexts of Norway and Kosovo. The chapter relies on qualitative document analysis methodologically, and it is theoretically framed by non-affirmative education theory, critical-constructive didaktik and curriculum ideologies. Through a comparative reading of aims of education promoted by the OECD, the EU, Norway, and Kosovo frameworks, it is found that the OECD is recalibrating the education goals towards individual and collective well-being, the EU maintains the focus on mastery of key competences for lifelong learning, Norway promotes its dual mission of schooling towards education and Bildung, and Kosovo aims at mastery of key competences introduced in the latest curriculum reform. It is concluded that a Bildung-oriented curriculum policy could provide for a more holistic view of the individual and human development as it gives more agency to the individuals to shape their lives in their own terms and resume responsibility accordingly.

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Zhang, Qinqiong, and Max Stephens. "Teacher Capacity as a Key Element of National Curriculum Reform in Statistical Thinking: A Comparative Study Between Australia and China." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_36.

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Mooyaart, Jarl. "The Persistent Influence of Socio-Economic Background on Family Formation Pathways and Disadvantage in Young Adulthood." In Social Background and the Demographic Life Course: Cross-National Comparisons. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_4.

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AbstractThis chapter focuses on the linkages between socio-economic background, family formation and economic (dis)advantage and reveals to what extent the influence of parental education on family formation persists over time, i.e. across birth cohorts. The second part of this chapter examines to what extent the influence of socio-economic background persists over the life-course. This part covers: (1) the influence of parental education on union formation over the life-course, and (2) the influence of socio-economic background on income trajectories in young adulthood, after adjusting for the career and family pathways that young adults followed during the transition to adulthood, thereby examining the influence of socio-economic background on income beyond the first stage of young adulthood. This chapter reveals two key insights on the linkages between socio-economic background, family formation and (dis)advantage: (1) Whereas union and family formation patterns have changed across birth cohorts, socio-economic background continues to stratify union and family formation pathways; (2) Although the influence of socio-economic background on family formation and young adults’ economic position decreases throughout young adulthood, socio-economic background continues to have an impact in young adulthood.

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Henrekson, Magnus, and Johan Wennström. "The Silver Age of Swedish Education." In Dumbing Down. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93429-3_2.

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AbstractThere has never been a golden age in Swedish education. However, there was a “silver age” that began approximately in the second half of the nineteenth century and ended around 1960. The chapter outlines this history. It demonstrates that the established view of the previous school system is deeply misleading. In fact, an increasing share of young cohorts were offered excellent educational opportunities. After World War I, a truly national curriculum was introduced that imparted relevant knowledge and skills to students based on the principles of teacher-led presentation, repetition, and practice, and by matching the sequence of topics to each student’s maturity and prior knowledge. A key element in the modernization of the educational system was the state’s preoccupation with ensuring that highly qualified and motivated persons were attracted to the teaching profession.

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Infantino, Federica. "Practices of External Control: Is There a North-South Divide?" In IMISCOE Research Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26002-5_3.

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AbstractIn the making of the European Union, external border and migration control are key concerns. While uniform legal frameworks have been designed to regulate those policy areas, their implementation is within the remit of Member States. How do national practices translate EU policy on paper? What are the determinants of cross-national differences in policy practice? Do practices of external control support the thesis of a North-South divide within the EU? To reply to those questions, this chapter focuses on the ways in which one European instrument of external control -the Schengen visa policy- is put into action. I use the case of Italy, a southern European country and one of the countries that issues the highest numbers of Schengen visas, to shed light on how and why day-to-day implementation practices challenge national paths as well as the thesis of a divide between Northern and Southern European countries. The analysis focuses on the entanglements of logics on paper, policy narratives and organizational practices while looking at continuities and novelties. It puts forward that the logics and practices governing Italy’s visa policy are historically distant from the EU model, which builds on the Northern countries initiators of the Schengen process. Nevertheless, such a distance diminishes at the stage of the implementation. National boundaries of organizational action are blurred on the ground. Dynamics of policy change are triggered from below.

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Yitbarek, Sileshi, Yohannes Wogasso, Margaret Meagher, and Lucy Strickland. "Life Skills Education in Ethiopia: Afar Pastoralists’ Perspectives." In Life Skills Education for Youth. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_11.

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AbstractPastoralists constitute a large proportion of the population of Ethiopia, representing an estimated 14–18% of the population (MoE, A standard and manual for upgrading Alternative Basic Education (ABE) Centers, Level 1–4 to Level 1–6. Addis Ababa, Ethiopia, 2018a). The provision of formal education through a school-based delivery model has failed to deliver the desired outcomes for Afar children and youth in terms of inclusion and participation, and quality of and relevance of education in support of building pastoralists’ skills for life and thriving. Formal education for pastoralists should be concerned with curricular relevance as experienced from the perspective of the pastoralists’ daily reality and extant knowledge that is well-adapted to environmental conditions and emphasizes collective community wellbeing (Krätli & Dyer, Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009). This chapter explores the ways in which the current curriculum in the Afar region addresses Krätli and Dyer’s (Mobile pastoralists and education: strategic options. International Institute for Environment and Development, 2009) four dimensions of curricula necessary for pastoralist education to be considered relevant. It also explores key stakeholders’ perspectives about which life skills matter most to the Afar pastoralist community and the extent to which the current curriculum reflects and incorporates these skills. This chapter offers a new perspective on how to reconceptualize and teach these skills through the education system, highlighting recommended adaptations to the curriculum aligned with national and international development goals and notions of quality and relevance. These adaptations respond to the knowledge, attitudes, values, skills, mobility patterns, and calendars grounded in pastoralist populations’ values to maintain a complex and sustainable equilibrium among pastures, livestock, and people.

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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.

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Conference papers on the topic "For National Curriculum Key Stage 3"

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Samarescu, Nicoleta. "DIGITAL LITERACY - ANALYZES AND SUGGESTS CROSS-CURRICULAR TEST MODELS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-016.

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Abstract: Digital literacy - analyzes and suggests cross-curricular test models The present study, which is the basis of an extensive research, intends to obtain the key skills using the new technologies for the children enrolled in the development cycle - grade 3 - 4 in the Romanian system or key stage 2(QCDA - Qualification and Curriculum Development Agency), thereby strengthening the idea that "the world requires digital literacy of the children for a total participation in the society" (The Scottish Curriculum for Excellence). The article chronologically goes through the European Council d

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Chawla, R., J. P. Ansermet, J. M. Cavedon, et al. "The Swiss Master in Nuclear Engineering: A Collaboration Between Universities, Research Centre and Industry." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29218.

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The two national technical universities in Switzerland, viz. the Swiss Federal Institutes of Technology at Lausanne (EPFL) and at Zurich (ETHZ) have a rich and long tradition in nuclear education. Student research in nuclear engineering, particularly at the doctoral level, has usually been conducted in collaboration with the Paul Scherrer Institute (PSI) at Villigen, the national research centre where most of the country’s fission-related R&D is carried out. A significant part of this R&D is carried out in close collaboration with the Swiss Nuclear Utilities (swissnuclear). The four ab

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Kedar, Amir, Sander Sein, Naida Ademović, et al. "Developing case studies for implementing COST TU1406 Quality Control plan procedure for typical highway bridges." In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.0531.

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<p>An extensive work was done by COST TU1406 working groups (WG) 1,2 and 3 for preparing a guidance document for Quality Control Plan (QCP) of road bridges. WG 1, 2 and 3 reports named 'Performance Indicators for Roadway Bridges', 'Performance Goals for Roadway Bridges' and 'Establishment of a quality control plan' are already published. Based on these documents and the work done to-date, a new procedure for implementing the developed guidelines for the preparation of QCP for roadway bridges was developed by WG4 members in order to unify the method used and to validate the outcomes of th

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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefit

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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefit

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Rabaa, Ali S., Sulaiman L. Sulami, and Humoud A. Shaiji. "Pivoting a Comprehensive, Custom Onboarding Program for Upstream: Lessons Learned." In SPE Annual Technical Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214952-ms.

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Abstract This paper will discuss methods, best practices, and lessons learned to optimize a highly successful Saudi Aramco Upstream Professional Onboarding Program (UPOP), meeting the business needs to deliver the same program in a shorter time frame. The need to optimize the program emerged due to an influx of new hires in conjunction with a global pandemic that reduced the number of participants per class due to social distancing measures. UPOP was originally designed to walk newly hired Upstream professionals through the upstream lifecycle by using a project that demonstrates the upstream w

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Sharp, Christopher, Gary Neely, Bryan Zavala, Sandesh Rao, Joseph McDonald, and James L. Sanchez. "Further Advances in Demonstration of a Heavy-Duty Low NOX System for 2027 and Beyond." In WCX SAE World Congress Experience. SAE International, 2024. http://dx.doi.org/10.4271/2024-01-2129.

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<div class="section abstract"><div class="htmlview paragraph">Multiple areas in the U.S. continue to struggle with achieving National Ambient Air Quality Standards for ozone. These continued issues highlight the need for further reductions in NO<sub>X</sub> emission standards in multiple industry sectors, with heavy-duty on-highway engines being one of the most important areas to be addressed. Starting in 2014, CARB initiated a series of technical demonstration programs aimed at examining the feasibility of achieving up to a 90% reduction in tailpipe NO<sub>X</

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Sharp, Christopher, Bryan Zavala, Gary Neely, and Sandesh Rao. "An Update on Continuing Progress Towards Heavy-Duty Low NO <sub>X</sub> and CO <sub>2</sub> in 2027 and Beyond." In WCX SAE World Congress Experience. SAE International, 2023. http://dx.doi.org/10.4271/2023-01-0357.

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<div class="section abstract"><div class="htmlview paragraph">Despite considerable progress towards clean air in previous decades, parts of the United States continue to struggle with the challenge of meeting the ambient air quality targets for smog-forming ozone mandated by the U.S. EPA, with some of the most significant challenges being seen in California. These continuing issues have highlighted the need for further reductions in emissions of NO<sub>X</sub>, which is a precursor for ozone formation, from a number of key sectors including the commercial vehicle sector

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Little, David A., and Keith Cobley. "Application of Aeroengine Aerodynamic Design Codes to Industrial Gas Turbine Design." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-280.

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In 1992, Westinghouse Electric Corporation and Rolls-Royce signed a technology transfer agreement. The initial application for this aeroengine technology was the design by Westinghouse of the turbine for the 1500°C turbine inlet temperature, 58% (net) combined cycle efficiency, 501G engine. A key ingredient of the large jump in combined cycle efficiency over that of its predecessor, the 501F, was the reduction in the surface area of the first 3 cooled turbine stages. This reduction was made possible by the application of aerodynamic design and analysis which allowed accurate prediction of suct

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Obućina, Ognjen, and Toni Babarović. "GUIDE pilot survey on child well-being in five European countries." In Population in Post-Yugoslav Countries: (Dis)Similarities and Perspectives. Institute of Social Sciences, 2024. http://dx.doi.org/10.59954/ppycdsp2024.8.

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Growing Up In Digital Europe (GUIDE) will be Europe’s first comparative birth cohort study of children’s and young people’s wellbeing. The aim of the GUIDE study is to track children’s personal wellbeing and development, in combination with key indicators of children’s homes, neighbourhoods, and schools, across Europe. GUIDE will be an accelerated cohort survey including a sample of infants as well as a sample of school age children. One of the principal tasks in the preparatory stage of the survey has been to implement the GUIDE Pilot Survey, a large-scale cohort pilot survey using a harmonis

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Reports on the topic "For National Curriculum Key Stage 3"

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Rankin, Nicole, Deborah McGregor, Candice Donnelly, et al. Lung cancer screening using low-dose computed tomography for high risk populations: Investigating effectiveness and screening program implementation considerations: An Evidence Check rapid review brokered by the Sax Institute (www.saxinstitute.org.au) for the Cancer Institute NSW. The Sax Institute, 2019. http://dx.doi.org/10.57022/clzt5093.

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Background Lung cancer is the number one cause of cancer death worldwide.(1) It is the fifth most commonly diagnosed cancer in Australia (12,741 cases diagnosed in 2018) and the leading cause of cancer death.(2) The number of years of potential life lost to lung cancer in Australia is estimated to be 58,450, similar to that of colorectal and breast cancer combined.(3) While tobacco control strategies are most effective for disease prevention in the general population, early detection via low dose computed tomography (LDCT) screening in high-risk populations is a viable option for detecting asy

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Lewis, Dustin, and Naz Modirzadeh. Taking into Account the Potential Effects of Counterterrorism Measures on Humanitarian and Medical Activities: Elements of an Analytical Framework for States Grounded in Respect for International Law. Harvard Law School Program on International Law and Armed Conflict, 2021. http://dx.doi.org/10.54813/qbot8406.

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For at least a decade, States, humanitarian bodies, and civil-society actors have raised concerns about how certain counterterrorism measures can prevent or impede humanitarian and medical activities in armed conflicts. In 2019, the issue drew the attention of the world’s preeminent body charged with maintaining or restoring international peace and security: the United Nations Security Council. In two resolutions — Resolution 2462 (2019) and Resolution 2482 (2019) — adopted that year, the Security Council urged States to take into account the potential effects of certain counterterrorism measu

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, rec

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