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Books on the topic 'Male physical education graduates'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Cameron, Stephen V. Determinants of young male schooling and training choices. Cambridge, Mass: National Bureau of Economic Research, 1993.

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2

Wartecka-Ważyńska, Agnieszka. Absolwenci uczelni wychowania fizycznego na rynku pracy w Polsce: Graduates of physical education institutions on the labour market in Poland. Poznań: Akademia Wychowania Fizycznego im. Eugeniusza Piaseckiego w Poznaniu, 2014.

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3

Wilson, Robert F. Success without college. Hauppauge, N.Y: Barron's Educational Series, 2001.

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4

Karen, Faurie, and Human Sciences Research Council, eds. The Income of male graduates in 1990. Pretoria: Human Sciences Research Council, 1990.

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5

Cavar, Tomislava. Breaking down barriers: Male physical education teachers' and coaches' role in female students' physical education and athletic programs. 2004.

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6

Rating of college courses by Springfield College elementary physical education teacher preparation program graduates. 1991.

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7

Rating of college courses by Springfield College elementary physical education teacher preparation program graduates. 1992.

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8

Determinants of intrinsic motivation among female and male adolescent students in physical education. 1998.

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9

Determinants of intrinsic motivation among female and male adolescent students in physical education. 1997.

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10

Pendergast, Timothy T. Analysis of teaching behaviors of a male and female physical education instructor at the secondary level during a basketball unit. 1986.

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11

Pendergast, Timothy T. Analysis of teaching behaviors of a male and female physical education instructor at the secondary level during a basketball unit. 1986.

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12

Bu-Salih, Ridha Mohammed. The attitude toward physical recreation of male Saudi students studying in the United States. 1985.

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13

Effectiveness of the physical education curriculum at the United States Military Academy in preparing its women graduates. 1994.

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14

Effectiveness of the physical education curriculum at the United States Military Academy in preparing its women graduates. 1994.

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15

Effectiveness of the physical education curriculum at the United States Military Academy in preparing its women graduates. 1994.

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16

Abu-Saleh, Kadhem Mohammad. Measurement of and correlation between attitudes toward physical education and health-related physical fitness among male students at two Saudi-Arabian universities: By Kadhem Mohammad Abu-Saleh. 1989.

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17

Demographics, employment status, and employment satisfaction of graduates from NATA approved undergraduate athletic training programs in the state of Pennsylvania. 1994.

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18

Demographics, employment status, and employment satisfaction of graduates from NATA approved undergraduate athletic training programs in the state of Pennsylvania. 1994.

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19

Demographics, employment status, and employment satisfaction of graduates from NATA approved undergraduate athletic training programs in the state of Pennsylvania. 1994.

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20

Wilson, Robert F., and Robert F. Wilson. Careers in Sports, Fitness, and Recreation. Barron's Educational Series, 2001.

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21

Arthur, Mary E., and Vaibhav Bora. Making the Most of Your CA-1 Year. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190885885.003.0002.

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Making the transition from the clinical base year to the first clinical anesthesia year can be stressful. During this time, the trainee transforms from a confident intern to a resident bombarded by unfamiliar equipment and drugs and confronted with patients with dynamic physiologic changes. This chapter focuses on simple rules to make the transition easy. It also provides “dos and don’ts,” Accreditation Council for Graduate Medical Education core competencies, professionalism, interpersonal and communication skills, work-life balance, physician burnout, and reaching out. “Speak Up,” a patient safety concept borrowed from the Joint Commission, is introduced. Details on preparing for the American Board of Anesthesiology BASIC exam, a requirement for advancing in anesthesiology residency, and maintaining certification are also discussed.

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22

Tiwari, Sandip. Nanoscale Device Physics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198759874.001.0001.

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Nanoscale devices are distinguishable from the larger microscale devices in their specific dependence on physical phenomena and effects that are central to their operation. The size change manifests itself through changes in importance of the phenomena and effects that become dominant and the changes in scale of underlying energetics and response. Examples of these include classical effects such as single electron effects, quantum effects such as the states accessible as well as their properties; ensemble effects ranging from consequences of the laws of numbers to changes in properties arising from different magnitudes of the inter-actions, and others. These interactions, with the limits placed on size, make not just electronic, but also magnetic, optical and mechanical behavior interesting, important and useful. Connecting these properties to the behavior of devices is the focus of this textbook. Description of the book series: This collection of four textbooks in the Electroscience series span the undergraduate-to-graduate education in electrosciences for engineering and science students. It culminates in a comprehensive under-standing of nanoscale devices—electronic, magnetic, mechanical and optical in the 4th volume, and builds to it through volumes devoted to underlying semiconductor and solid-state physics with an emphasis on phenomena at surfaces and interfaces, energy interaction, and fluctuations; a volume devoted to the understanding of the variety of devices through classical microelectronic approach, and an engineering-focused understanding of principles of quantum, statistical and information mechanics. The goal is provide, with rigor and comprehensiveness, an exposure to the breadth of knowledge and interconnections therein in this subject area that derives equally from sciences and engineering. By completing this through four integrated texts, it circumvents what is taught ad hoc and incompletely in a larger number of courses, or not taught at all. A four course set makes it possible for the teaching curriculum to be more comprehensive in this and related advancing areas of technology. It ends at a very modern point, where researchers in the subject area would also find the discussion and details an important reference source.

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23

Sweet, Bridget. Thinking Outside the Voice Box. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190916374.001.0001.

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Thinking Outside the Voice Box: Adolescent Voice Change in Music Education is different from other books on voice change in that it encourages new and holistic ways of thinking about the female and male adolescent changing voice. It gives choral music educators (or anyone interested in the changing voice) the opportunity to step away from typical considerations of voice change and explore the experience within the bigger picture of adolescence. Female and male adolescent voice change are addressed at length, but special efforts have been made to bring new attention to female voice change to boost considerations of females in choral music education. Holistic considerations encompass the importance of understanding physical development during adolescence, including the body, brain, and auditory system; vocal anatomy and physiology in general, as well as during male and female voice change; the impact of hormones on the adolescent voice, especially for female singers; ideas of resolve and perseverance that are essential to adolescent navigation of voice change; and exploration of portrayals of voice change that have contributed to a situated reality not based in fact, but accepted in pop culture. Choral educators are also given a larger scope of voice classification systems and other foundational ideas in choral music education through examination of some of the most eminent works in the profession. Emerging considerations of adolescent voice change beyond classification systems provide new food for thought about working with the adolescent changing voice.

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