Academic literature on the topic 'Life Orientation (LO)'
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Journal articles on the topic "Life Orientation (LO)"
Weber, Max. "Confucian Life Orientation." Sotsiologicheskoe Obozrenie / Russian Sociological Review 14, no. 3 (2015): 113–35. http://dx.doi.org/10.17323/1728-192x-2015-3-113-135.
Full textLowe, Stephen D. "Expanding the taxonomy of adult learner orientations: the Institutional orientation." International Journal of Lifelong Education 10, no. 1 (January 1991): 1–23. http://dx.doi.org/10.1080/0260137910100102.
Full textBockman, Philip. "Life Style vs. Orientation." Science News 135, no. 14 (April 8, 1989): 211. http://dx.doi.org/10.2307/3973385.
Full textOttati, Fernanda, and Ana Paula Porto Noronha. "Estructura Factorial del Life Orientation Test Revisado (LOT-R)." Acta Colombiana de Psicología 20, no. 1 (2017): 32–48. http://dx.doi.org/10.14718/acp.2017.20.1.3.
Full textSteffen, Patrick R., Spencer Clayton, and William Swinyard. "Religious Orientation and Life Aspirations." Journal of Religion and Health 54, no. 2 (January 29, 2014): 470–79. http://dx.doi.org/10.1007/s10943-014-9825-3.
Full textKhan, Shabnam, Nadia Nasir Dr, Samia Jamshed Dr, Mehwish Omer, and Sobia Nasir. "Exploring the Orientation factors of Women Entrepreneurs: A Life Course Approach." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2376–98. http://dx.doi.org/10.37200/ijpr/v24i4/pr201348.
Full textZhou, Guo Cai, Zhi Xun Wen, Zhu Feng Yue, and Yu Fen Gao. "The Influence of Friction Coefficient on Tenon/Groove Contact Performance in Nickel-Based Turbine Blade-Disc." Advanced Materials Research 940 (June 2014): 74–80. http://dx.doi.org/10.4028/www.scientific.net/amr.940.74.
Full textJansen, Theo, and Danny Wildemeersch. "Adult education and critical identity development: from a deficiency orientation towards a competency orientation." International Journal of Lifelong Education 15, no. 5 (September 1996): 325–40. http://dx.doi.org/10.1080/0260137960150502.
Full textGranot, David, and Ofra Mayseless. "Representations of Mother-Child Attachment Relationships and Social-Information Processing of Peer Relationships in Early Adolescence." Journal of Early Adolescence 32, no. 4 (March 23, 2011): 537–64. http://dx.doi.org/10.1177/0272431611403482.
Full textAhmadi, Ahmadi. "LIFE SKILLS ORIENTATION IN MADRASAH CURRICULUM." Jurnal Pendidikan Islam 27, no. 3 (February 22, 2016): 475. http://dx.doi.org/10.15575/jpi.v27i3.531.
Full textDissertations / Theses on the topic "Life Orientation (LO)"
Rarick, Timothy Michael. "Happiness orientation & life satisfaction of emerging adults." Thesis, Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/1015.
Full textPruett, Charlie D. Jr. "Intrinsic Religious Orientation and Mental Health in Later Life." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3274/.
Full textDalzell, Christine. "A survey of the specific life orientation needs of grade 9 learners / by Christine Dalzell." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2390.
Full textEdghill, Gina. "Self-rated health and orientation to life of international graduate students." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1348862.
Full textFisher Institute for Wellness and Gerontology
Majova-Sitshange, Christiane Nozamile “Zama”, J. D. Thwala, and S. D. Edwards. "Evaluation of the life orientation programme in Eastern Cape schools with a focus on sexuality education." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1781.
Full textThis research was envisioned to understand the evaluation of the Life Orientation (LO) Programme in Eastern Cape schools. The main motivation for the study was to evaluate the Life Orientation Programme in Eastern Cape schools through an Appreciative Inquiry (AI) into the experiences and perceptions of learners, educators, and departmental officials regarding the effectiveness of the LO Programme. This was because subject advisors are responsible for giving the required support and as well evaluate the subject teachers in schools. According to Sanders and Sullins (2006); Visser (2007) and Serrat (2008), school programmes have to undergo a review from time to time to ensure that they are still relevant, justifying the evaluation of this study. The reader is informed that, Life Orientation, was introduced as a compulsory subject offered to all learners from grade R to grade 12 and as an inter-disciplinary subject that draws on and integrates knowledge, values, skills, and processes embedded in various disciplines such as sociology, psychology, political science, human movement science, with the objective of making informed decisions and choices (Department of Education, 2003). Thus, Life Orientation Programme was to provide the necessary guidance for skills development, (Department of Education, 2005) This research observed the understanding that LO Programme has a focus on social development, health promotion, personal development, orientation to the world of work and the general physical advancement. Embedded in this study, was the need to understand whether personal biological inputs either individually or collectively, had any influence on the perception of learners, teachers and subject advisors towards the Life Orientation Programme or not. Thus, this study contributed towards moderating and remoulding the perception of learners towards LO Programmes by providing a clear understanding of the concepts of Life Orientation content, role of educators and the skills offered. The Literature review considered the following areas; Health Promotion, Social Development and Personal Development, Physical Development and Movement, Orientation to the world of work, showing to educators the existing differences of the educational needs and expectations of different learners (Engelbrecht & Green, 2009). These expectations may not be met if teachers pay too much attention to their own lives and values (Beyers & Hay, 2011). Some teachers experience a large measure of ambiguity regarding HIV/AIDS, they realize cognitively that they must support and nurture the HIV positive learner, but emotionally they remain cold (Bhana, Morrell, Epstein & Moletsane, 2006; Wood & Webb, 2008). iii This research has endeavoured to discuss in detail the issue of HIV, and the status disclosure of participants. One issue of necessity is the stigma associated with HIV/AIDS, the use of the subject of the HIV/AIDS epidemic to professionally create some relevant awareness within the communities. The data used for evaluation of the research objectives were obtained from randomly selected participants by use of a closed-ended questionnaire instrument. The collected data were captured and analyzed by use of SPSS (Statistical Package for Service Solutions, Version 20). Among variables included were; the participant’s gender, age, educational category, residence and years of formal education and research questions. The analysis comprised of tables and charts whose parameters of analysis were percentages and frequencies. The interpretation for both quantitative and qualitative analyses were performed in line with the research objectives. The analysis produced outputs in the form of tables and charts, which comprised of frequencies, percentages, cumulative frequencies and cumulative percentages for descriptive analysis, whereas, test-statistics and p-values were used for significance level analysis for inferential scrutiny for existence of any association for selected pairs of variables while charts for association consisted of percentages and the variables under assessment. The analysis, for instance, found that more females (62.20%) participated in this study than did their male counterparts. Some of the reasons advanced were trifold; One, that the general population in the target areas constituted more women than men, and two, that men participation, were prone to unnecessary time-consuming arguments leading to a meagre male-participation. The researcher, an education professional, who deals with the learning curriculum on daily basis, and a practical university student counsellor knows that Physical Education is a compulsory component of the LO Curriculum. Each term, a learner has to complete physical activity assessments that count towards their overall LO mark. Though no record shows currently that grades eight and nine do not have formal physical education lessons, it was an exercise to be implemented in 2014. The results, however, were in line with Ombaba et al. (2014), who found that support from teachers in schools on the career guidance programme needed enhancement in order to make sure that the guidance services rendered are practical to students. The importance of Life Orientation Programme has been underscored, which requires the following recommendations for a sustainable improvement; adding to the course content, teachers to avoid name-calling in class, accommodation of everyone in career exhibitions without discrimination, improvement on presentation tasks, and others not stated here. iv It has come to be revealed, through this research, that the South African public educational system does not have adequate provision for vocational guidance or assessment of individual learners. This weakness results in high unnecessary costs for the country, the South African Businesses as well as social discontent and hardship. On the other hand, statement 4.3.1.16 showed that the average majority (51.8%) of the respondents claimed that Life Orientation motivates and guides them about basic life styles and careers. The researcher lauded this as a welcome discovery. According to the analysis of the data on statement 4.3.1.6, the majority of the respondents (65.3%) strongly agreed with the statement. This indicated that Life Orientation promotes healthy behaviour as expressed by the majority of the respondents. On the inferential analysis base, the researcher determined the existence of any relationship between independent variables and research statements in the questionnaire. As to whether Life Orientation promotes healthy behaviour based on one’s gender, this research revealed that the two variables were quite independent based on the obtained p-value of 0.765 as compared to any level of significance chosen from (0.05, 0.025, or 0.010). The null hypothesis could not be rejected. The conclusion was that gender had no influence on the promotion of healthy behaviour and so, practising healthy behaviour does not depend on gender but rather is an individual decision. Complementarily, results of another similar assessment between gender of respondent and respect for human rights as a prerequisite for moral development in a society indicated that there was no significant association between gender and the given dependent statement. This research further showed that age group of respondent and respecting human rights being a prerequisite for moral development in society were not significantly associated, since the observed p-value was greater than the level of significance. The researcher did not have sufficient evidence to reject the null hypothesis under this setup. On the other side of the analysis, age group of respondent and drugs giving one a true sense of security revealed a different observation. The observed p-value of 0.001 was far smaller than any selected level of significance. This resulted in a highly significant association demonstrating the fact that age group promoted the belief that drugs could give one a true sense of security. v A similar result showing a p-value of 0.022 for testing the association between educational category and Life Orientation promoting healthy behavior was highly significant. Key words: Apartheid government era, formative subjects, Life Orientation, Life Orientation Programme, level of significance, degree of association, general education and training (GET) band, further education and training (FET) band.
Manzini, Christel Khanyisile Slindile. "An appreciative enquiry into the life orientation program offered in high schools." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1243.
Full textThe overall aim of this study was to enquire the effectiveness of the Life Orientation program offered in high schools; i.e. its benefits to its participants. The benefits could be students being able to understand, and accept themselves as unique and worthwhile beings, using skills learnt from the program and display attitudes and values that improve relationships in the family, group, and community. The research question of the study was how effective is the Life Orientation program offered in high schools, i.e. in terms of learner’s ability to meet the curriculum’s critical development outcomes after completion of the program? Life Orientation is the subject that was implemented as part of the Outcomes Based Education. It is an inter-disciplinary subject that is embedded in disciplines of Social Science, Arts, and the Humanities. The intention behind the program is promotion of the holistic development of, e.g. interpersonal skills, values, health, environment and religious education. The research was conducted at the University of Zululand in the Northern KwaZulu Natal province. The research design was qualitative in nature, and appreciative inquiry was used as an investigative tool. The study was conducted with the group of first year students that were registered for the academic year of 2009. Sampling was purposeful as the researcher’s specific criterion for participants were students who have attended the Life Orientation program in high school.
Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.
Full textENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
Panday, Dhevina. "Teachers' perspectives on the implementation of life orientation as a learning area." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/590.
Full textModiba, Matabe Rosa. "Experiences of Life Orientation teachers in teaching career guidance in rural high schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62890.
Full textDissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
Roux, Jeanne. "Life orientation in the health promoting school :|bconceptualisation and practical implication / Jeanne Roux." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9826.
Full textThesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.
Books on the topic "Life Orientation (LO)"
Ron, Hubbard L. The Hubbard life orientation course. Los Angeles, Calif: Bridge Publications, 1990.
Find full textCentre, Dancer Transition Resource, ed. Dance life. Toronto: Dancer Transition Centre, 1993.
Find full textAyalon, Ami. Egypt's quest for cultural orientation. Tel Aviv: Moshe Dayan Center for Middle Eastern and African Studies, Tel Aviv University, 1999.
Find full textFour years: A knucklehead's guide to college life. Midland Park, NJ: Knuthouse, 1990.
Find full textIkeotuonye, Alphonso I. The successful student: A guide to university life. Zaria [Nigeria]: Tamaza Pub., 1986.
Find full textSue, Derald Wing. Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, N.J: Wiley, 2010.
Find full textSue, Derald Wing. Microaggressions in everyday life: Race, gender, and sexual orientation. Hoboken, N.J: Wiley, 2010.
Find full textCheeran, Thomas. Probabilistic orientation counselling: In the formation of novices. Bangalore: Dharmaram Publications, 2011.
Find full textParker, John Francis. Legislative life, its realities, facts, wit & humor: New legislators' orientation. Boston: Commonwealth of Massachusetts, 1985.
Find full textBook chapters on the topic "Life Orientation (LO)"
Cahn, Steven M. "Orientation." In Navigating Academic Life, 3–7. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003110163-2.
Full textMalik, Jamil A., Theresa A. Morgan, Falk Kiefer, Mustafa Al’Absi, Anna C. Phillips, Patricia Cristine Heyn, Katherine S. Hall, et al. "Life Orientation Test (LOT)." In Encyclopedia of Behavioral Medicine, 1151. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100975.
Full textMock, Steven E., and Courtney N. Plante. "Sexual Orientation." In Encyclopedia of Quality of Life and Well-Being Research, 5910–15. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2683.
Full textGöppinger, Hans. "Patterns of Relevance and Value Orientation." In Life Style and Criminality, 219–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71322-4_14.
Full textButtner, Melissa M. A. "Youth Life Orientation Test (Y-LOT)." In Encyclopedia of Behavioral Medicine, 2084. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101887.
Full textLaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne, et al. "Extended Life Orientation Test (E-LOT)." In Encyclopedia of Behavioral Medicine, 742. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100614.
Full textJung, Matthias. "Introduction: Orientation as a Life-Function." In Science, Humanism, and Religion, 1–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21492-0_1.
Full textMolina, Kristine M., Kristine M. Molina, Heather Honoré Goltz, Marc A. Kowalkouski, Stacey L. Hart, David Latini, J. Rick Turner, et al. "Revised Life Orientation Test (LOT-R)." In Encyclopedia of Behavioral Medicine, 1678. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_101490.
Full textFingerhut, Adam W. "Sexual Orientation and Well-Being." In Subjective Well-Being and Life Satisfaction, 409–31. 1 Edition. | New York: Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781351231879-19.
Full textUgolini, Alberto, Felicita Scapini, Guy Beugnon, and Leo Pardi. "Learning in Zonal Orientation of Sandhoppers." In Behavioral Adaptation to Intertidal Life, 105–18. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-3737-7_9.
Full textConference papers on the topic "Life Orientation (LO)"
Faulkner Rainford, Penelope, Angelika Sebald, and Susan Stepney. "Implementing MetaChem framework in Object Orientation." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00150.
Full textFaulkner Rainford, Penelope, Angelika Sebald, and Susan Stepney. "Implementing MetaChem framework in Object Orientation." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00150.xml.
Full textDahlberg, Brian A., and Eduardo J. Izquierdo. "Contributions from parallel strategies for spatial orientation in." In The 2020 Conference on Artificial Life. Cambridge, MA: MIT Press, 2020. http://dx.doi.org/10.1162/isal_a_00346.
Full textHayashi, Kenta, Shingo Kumazoe, Shigemi Ishida, and Yutaka Arakawa. "Distinguishing Working State by Palm Orientation." In 2021 IEEE 3rd Global Conference on Life Sciences and Technologies (LifeTech). IEEE, 2021. http://dx.doi.org/10.1109/lifetech52111.2021.9391950.
Full textTorres, Cristian Guzmán. "First Cycle Students’ Goals Orientation And Adjustment To University Life." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.76.
Full textZhang, Xinxin, and Chun Guo. "Research on Life Security Orientation in Modern College Physical Education." In 2017 3rd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.36.
Full textLi, Ting. "A Novel Methodology of Product Design from Life-cycle Orientation." In 2016 2nd Workshop on Advanced Research and Technology in Industry Applications (WARTIA-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/wartia-16.2016.241.
Full textGuarato, Francesco, John Hallam, and Dieter Vanderelst. "Determining Sound Source Orientation from Analytical Source Directivity and Real Multi-Microphone Recordings." In 2009 Advanced Technologies for Enhanced Quality of Life (AT-EQUAL). IEEE, 2009. http://dx.doi.org/10.1109/at-equal.2009.30.
Full textDong, Pu-Ting, Yuewei Zhan, Zeina Dagher, Jie Hui, Kai-Chih Huang, Michael K. Mansour, and Ji-Xin Cheng. "Imaging Amphotericin B orientation in Candida spp. through polarization stimulated Raman scattering microscopy (Conference Presentation)." In Advanced Chemical Microscopy for Life Science and Translational Medicine, edited by Garth J. Simpson, Ji-Xin Cheng, and Wei Min. SPIE, 2020. http://dx.doi.org/10.1117/12.2546819.
Full textIlyina, Ekaterina V. "Self-identification peculiarities of students with different types of life orientation." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-35.
Full textReports on the topic "Life Orientation (LO)"
Liu, Chuanlan, and Yang He. Do Consumers’ Apparel Shopping Orientation Changes? An Exploration of Life Event Influence. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-513.
Full textKrane, K. On-line nuclear orientation. Office of Scientific and Technical Information (OSTI), January 1990. http://dx.doi.org/10.2172/6994609.
Full textGlass, George. Pressure Safety Orientation Live #769. Office of Scientific and Technical Information (OSTI), May 2017. http://dx.doi.org/10.2172/1358153.
Full textKrane, Kenneth. [On line nuclear orientation]: Annual progress report, 1988-1989. Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/6141312.
Full textKrane, K. S. On-line nuclear orientation. Progress report, April 1, 1992--December 31, 1993. Office of Scientific and Technical Information (OSTI), December 1993. http://dx.doi.org/10.2172/10110965.
Full textRead, Robert R. Program for the Simultaneous Estimation of Displacement and Orientation Corrections for Several Short Base Line Arrays. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada522373.
Full textAmanda, Haynes, and Schweppe Jennifer. Ireland and our LGBT Community. Call It Hate Partnership, September 2019. http://dx.doi.org/10.31880/10344/8065.
Full textCox, Jeremy. The unheard voice and the unseen shadow. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.621671.
Full textBiegelbauer, Peter, Christian Hartmann, Wolfgang Polt, Anna Wang, and Matthias Weber. Mission-Oriented Innovation Policies in Austria – a case study for the OECD. JOANNEUM RESEARCH Forschungsgesellschaft mbH, August 2020. http://dx.doi.org/10.22163/fteval.2020.493.
Full textOn-line nuclear orientation. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/5260144.
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