Relevant bibliographies by topics / Mfa program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mfa program'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Mfa program"

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Miller, Hillary. "Advice to Applicants: Labor, Value, and MFA Program Design." PAJ: A Journal of Performance and Art 35, no. 1 (2013): 32–42. http://dx.doi.org/10.1162/pajj_a_00122.

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Glover, John. "Information Literacy and Instruction: Embedding Information Literacy in an MFA Novel Workshop." Reference & User Services Quarterly 55, no. 4 (2016): 273. http://dx.doi.org/10.5860/rusq.55n4.273.

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The rise of graduate creative writing programs in the United States during the twentieth century has been well documented. Less well documented is their connection with academic libraries, particularly in terms of their students’ acquisition of research skills. When I was asked by a faculty member to provide in-depth support for the MFA novel writing workshop at Virginia Commonwealth University (VCU), there were a few articles treating this topic, a few references in creative writing pedagogy books, and a couple suggestive course titles listed in MFA program curricula. In 2012–13, I served as the embedded librarian in this year-long workshop. In that role, I worked with the faculty member to develop assignments that helped students to incorporate research into their fiction-writing practice, met with students for two lengthy research workshops, and subsequently met with students individually as their research deepened.
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Fifield, Rebecca L. "A Legacy at Work: Collections Care Specialists at the Museum of Fine Arts, Boston." Collections: A Journal for Museum and Archives Professionals 2, no. 1 (2005): 29–46. http://dx.doi.org/10.1177/155019060500200104.

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Curators and conservators have long been entrusted with collections care, although their training and strengths have traditionally prepared them for work in other areas. To reach higher preventive care goals while providing greater collections access, specific staff committed solely to the development, administration, performance, and advocacy for regular collections care is now necessary. The Museum of Fine Arts, Boston (MFA) is one of the first large institutions to extensively apply professional collections care staffing in promoting preventive conservation throughout the museum. This paper will examine the MFA program's roots, funding, and collections care specialist training and activities. Future plans for this program and the potential of this staffing segment for the conservation field will also be addressed.
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Potter-Witter, Karen. "A Cross-Sectional Analysis of Michigan Nonindustrial Private Forest Landowners." Northern Journal of Applied Forestry 22, no. 2 (2005): 132–38. http://dx.doi.org/10.1093/njaf/22.2.132.

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Abstract Incentive and assistance programs for nonindustrial private landowners in Michigan were evaluated for their effectiveness in encouraging forest management activities. This article reports on selected results of a comparative analysis of program enrollment, landowner characteristics, and management accomplishments. The analysis was based on data from a survey of 2,230 nonindustrial private forestland (NIPF) owners who were members of the Michigan Forest Association (MFA) or were enrolled in the Commercial Forest Program (CF), the Forest Stewardship Program (FSP), or the Two-Hearted River Watershed (TRW) landowner program in 2000. With a 55% overall response rate, landowners reported on present and past management activities and program enrollment. To address the question of the effectiveness of incentive programs, this comparative analysis tested the hypotheses that forest management activity reported by Michigan NIPF landowners who were enrolled in several types of incentive programs did not differ significantly by program and that management activity was not significantly explained by landowner demographics and parcel characteristics. Landowner program enrollment was compared with respect to tree-planting, timber harvesting, timber stand improvement, wildlife habitat improvement, and soil and water protection. To examine the differences, if any, between landowners who practice forest management and those who do not, explanatory demographic and parcel characteristic variables also were tested for their effect on management activity levels.North. J. Appl. For. 22(2):132–138.
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Tanabe, Jun, Akira Tamura, Futoshi Ishiguri, Yuya Takashima, Kazuya Iizuka, and Shinso Yokota. "Inheritance of basic density and microfibril angle and their variations among full-sib families and their parental clones in Picea glehnii." Holzforschung 69, no. 5 (2015): 581–86. http://dx.doi.org/10.1515/hf-2014-0052.

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Abstract Picea glehnii is one of the most important plantation species in Hokkaido, Japan. Basic density (BD) and microfibril angle (MFA) of the S2 layer in latewood tracheid in 16 full-sib families and their six parental clones planted in Hokkaido were examined to clarify among-family and clonal variations of wood properties and their inheritance from parents to offspring. Mean values of BD and MFA in full-sib families and parental clones were 0.36 and 0.35 g cm-3 and 16.1° and 10.7°, respectively. Estimated repeatabilities of BD and MFA in juvenile wood (jW) were higher than those in mature wood. In addition, larger genetic coefficient of variation was detected for jW, indicating that improvement of jW properties is important to Hokkaido’s tree breeding program. Parent-offspring correlation coefficients were positive and significant in all properties. These results suggest that the influence of parental clones on wood properties is inheritable to offspring. Moreover, there were no significant differences between reciprocal crosses of wood properties, suggesting that plus-tree clones with good wood properties can be used as either female or male parents for producing offspring. There is a possibility of improving wood properties in P. glehnii by crossing clones with desirable properties.
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Benin-Goren, Odeda, Nimrod Aviran, Iris Adler, Oran Zlotnik, and Yossi Baratz. "Development of Trauma and Disaster Response in Togo, Africa." Prehospital and Disaster Medicine 34, s1 (2019): s120. http://dx.doi.org/10.1017/s1049023x19002577.

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Introduction:The project was provided under the auspice and support of the Israel Agency for International Development Cooperation (MASHAV) at the Ministry of Foreign Affairs (MFA). Togo, one of the smallest and least developed countries in West Africa, has a population of ~7.9 million. About 65% of its population lives in rural areas. Due to the lack of medical resources, Togo suffers from health problems including those related to trauma and mass events. In May 2017, a trauma and disaster team came to Togo to train the medical team in the new trauma unit, donated and built by the MFA. The unit was built in the Atakpame Regional Hospital (ARH), located 160km north of the capital, Lomé. ARH serves one million inhabitants, mostly from rural areas.Methods:The training included lectures, simulations, drills, case studies, bedside teaching, and operation of medical technologies.Results:Following the training, it was recommended to continue the program and to move forward with advanced training. Following the team’s recommendations, MASHAV decided to expand the program and to provide a multilateral project to Togo and ten other West African countries within five months after the first training ended. Twenty participants (mostly senior doctors) were chosen from ten Western African countries and brought to Lomé. The participants joined a two-day Trauma and Disaster Preparedness seminar. Following the seminar, they were moved to Atakpame to join the local team and the facilitators, to visit the trauma unit, and to learn about it as a model for trauma care that can be modified to the capabilities of the local facility.Discussion:Lessons learned and recommendations from those two projects were brought to the MFA that will try to develop more training and cooperation models to help and establish better trauma care and disaster response, supported by the Israeli team.
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Salisbury, Mackenzie. "Out of the stacks and into the studios: A creative approach to information literacy." Art Libraries Journal 43, no. 4 (2018): 169–74. http://dx.doi.org/10.1017/alj.2018.27.

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AbstractAt the School of the Art Institute of Chicago (SAIC), Master of Fine Arts (MFA) students are often not aware of the library and its resources. As a way to address this gap, Flaxman Librarians have organized studio visits, in which librarians visit students’ studios to hear about their work and offer library resources to support it. Using the ACRL Framework and SAIC's core values as a guide, we are able to assess and address students' current methods/modes of research, as well as their artistic practice. In addition, we are able to forge new relationships with these students throughout their program and increase outreach to a program not targeted for traditional information literacy.
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Birat, Jean-Pierre. "MFA vs. LCA, particularly as environment management methods in industry: an opinion." Matériaux & Techniques 108, no. 5-6 (2020): 503. http://dx.doi.org/10.1051/mattech/2021004.

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MFA was born in the 1980s, independently, in various laboratories around the world. On the one hand, Industry was trying then to put numbers on its circular economy practices, while, on the other, Academia endeavored to construct a metaphor of natural ecology (BioGeoChemical Cycles [BGCC]) or of the metabolism of ecosystems to describe the activities of the anthroposphere, especially its material and the energy flows (and stocks). This article briefly reviews the early efforts of Usinor (now ArcelorMittal) in this area, in the framework of a program called “The Cycle of Iron” and points out what it was trying to achieve: basically, analyze and evaluate a true recycling rate (RR) of steel. MFA turned out to be potentially a more powerful tool than ad hoc models of materials circularity too and Industry left the leadership to academic groups to flesh out the new methodology to confront such difficult questions as the evaluation of a RR. Then the article conducts a kind of methodological and epistemological audit of the present status of MFA, positioning it in the wide framework of descriptions of material flows in space and time, and thus picturing it as a competing methodology to LCA. While the former is macro-scale, synchronic, broadly economy-oriented, the latter is micro-scale, diachronic, product and value chain-oriented, while both “report” to different communities, the Industrial Ecology community and the LCA community respectively, and more. Both schools of thoughts have been attending SAM conferences regularly, where they have been reporting their continuous search for new developments and their search for a better sustainability assessment of materials, products, industrial systems and economic activities of all kinds. The various contributions over the first 12 SAM events are analyzed. Finally, MFA and LCA are compared, feature by feature, in terms of the communities they serve and of their strengths and weaknesses. Unsurprisingly, the conclusion is that they are more complementary than competing with each other.
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Hong, Zhou, Anders Fries, and Harry X. Wu. "Age trend of heritability, genetic correlation, and efficiency of early selection for wood quality traits in Scots pine." Canadian Journal of Forest Research 45, no. 7 (2015): 817–25. http://dx.doi.org/10.1139/cjfr-2014-0465.

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To examine the efficiency of early selection for wood quality traits in the Scots pine (Pinus sylvestris L.) breeding program in Sweden, a total of 778 wood increment cores were sampled from 179 full-sib families in a single progeny trial at 40 years of age. Age trend of inheritance, age–age genetic correlation, and early selection efficiency for eight wood traits including annual ring width, wood density, microfibril angle (MFA), modulus of elasticity (i.e., wood stiffness; MOE), and fibre dimensions were studied. Heritabilities for the eight wood traits reached a plateau between age 5 years and age 15 years, with the highest heritability for radial fibre width and fibre coarseness (∼0.6) and the lowest heritability for ring width (∼0.2). Heritability reached about 0.4 for both wood density and MFA but only reached about 0.3 for MOE. Genetic correlation from early to reference age 30 years reached a very high level (>0.8) for all eight wood traits at age 5 years. Early selection was effective for wood quality traits in Scots pine, and selection at age 8 years is recommended for MOE in Scots pine.
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Popova, A. Yu, and A. A. Totolian. "Methodology for assessing herd immunity to the SARS-CoV-2 virus in the context of the COVID-19 pandemic." Russian Journal of Infection and Immunity 11, no. 4 (2021): 609–16. http://dx.doi.org/10.15789/2220-7619-mfa-1770.

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Serological monitoring of the study of population immunity to the SARS-CoV-2 virus in the context of COVID-19 pandemic is a necessary component in epidemiological surveillance, since population epidemiological wellbeing in a context of COVID-19 is determined by state of population immunity to the SARS-CoV-2 virus. The population herd immunity is the limiting factor in spread of the SARS-CoV-2 virus. Information on the state of population immunity is necessary to make a forecast for development of epidemiological situation, as well as to plan measures for specific and non-specific prevention of COVID-19. In this regard, the study of population immunity during the pandemic is necessary to predict development of the epidemic and identify features of epidemic process in any certain region and in the country in general. In May 2020, the Rospotrebnadzor program “Assessment of population immunity to the SARS-CoV-2 virus in the population of the Russian Federation in the context of the COVID-19 pandemic” was developed taking into account WHO recommendations in the format of a longitudinal cohort study with age stratification: at the first stage, a cohort of volunteers is formed; at the second and subsequent stages, the cohort of volunteers formed at the first stage is subject to examination; the number of stages depends on the epidemiological situation. In addition to age-related randomization while forming a cohort, at the first stage, the principle of population coverage uniformity was observed, the participation of volunteers from one institution was excluded, and the use of donated blood or patient blood from medical organizations was excluded. The survey was carried out among 7 age groups of healthy children and adults, regardless present or absent previous COVID-19 disease. Due to the fact that the population study is carried out in the context of COVID-19 pandemic, the optimal timing for collecting biomaterial at each stage is no more than 5–7 days. Questioning, selection of volunteers, their registration for blood donation, as well as processing of the results at the first stage, as well as the implementation of the second and subsequent stages of the Program are carried out only by using cloud service technology. This Program and the technology for its implementation have been successfully tested in 26 regions of the Russian Federation during the implementation of four stages from June 2020 to March 2021. Thus, at present, Rospotrebnadzor has developed a methodology and created an effectively working system of serological monitoring to assess level of herd immunity in different regions of the Russian Federation to predict the epidemiological situation, develop recommendations, and plan vaccination.
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Dissertations / Theses on the topic "Mfa program"

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VandeZande, Zach. "(Some More) American Literature." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801908/.

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This short story collection consists of twenty short fictions and a novella. A preface precedes the collection addressing issues of craft, pedagogy, and the post Program Era literary landscape, with particular attention paid to the need for empathy as an active guiding principle in the writing of fiction.
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Jilka, Milan. "Artistic Learning in an MFA Community." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538710/.

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The purpose of this phenomenographical case study is to explore the ways in which a group of MFA students conceive of their learning as they are enmeshed within an MFA community. The research follows along two guiding research questions: 1) What does artistic learning involve for graduate students in an MFA community? 2) How is one's artistic practice shaped by one's active participation in an MFA community? The findings of this study have been presented as lines of artistic learning and help to show the various conceptions that MFA students have of their learning as artists while in an MFA program of study. Ultimately, it is in better understanding one's lines of artistic learning that MFA students can be better supported in their journeying to become professional, practicing artists.
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Orlando, Mark D. "Fostering creativity skills in online MBA programs| Perceptions of MBA alumni." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687640.

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<p> With companies seeking to increase organizational efficiency while promoting prosperous growth, creativity has become one of the most important leadership qualities sought after by employers. This has put a demand on Masters of Business Administration (MBA) graduates to possess creative skills, as well as a dependency for MBA students to acquire a quality MBA education. Although business education has entered into new domains of online learning, the criticism remains that business education does little to foster or strengthen students' creativity skills. Thus, with the evolution of online education arises a need to research the effectiveness of creativity within these new domains. This phenomenological study analyzed MBA alumni's perceptions about the fostering of creativity skills within an online MBA program. A qualitative study was conducted with 25 participants from 3 separate U.S. and internationally based online MBA programs in order to gain insight into the needed improvements and or positive instructional design elements, facilitation practices, and technological media tools that foster creativity in online MBA programs. This study addressed the following research questions through the lens of MBA alumni: 1. What are alumni perceptions regarding facilitation (of instructors) that either enhance and or stifle creativity skills in an online MBA program? 2. What are alumni perceptions regarding instructional design elements (exercises, assignments, and or activities that are built into curriculum) that either enhance and or stifle creativity skills in an online MBA program? 3. What are alumni perceptions regarding technological media that either enhance and or stifle creativity skills in an online MBA program? </p><p> Among the findings of this study was the discovery of several themes that concur with experiences that foster creativity skills in online MBA programs: 1. Informal and flexible instructors and course content equates creative learning opportunities. 2. Various active facilitating methods foster a learning process. 3. Latitude of creative learning is enhanced by the freedom and flexibility of students' choices. 4. Program content and delivery are driving factors in incorporating new knowledge and or creativity skills. 5. Technological media tools and opportunities that are driven by the student lead to the learning and practicing of creativity.</p>
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Briggs, Lorie Plyler. "Factors Prospective Students Consider When Selecting an MBA Program." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4446.

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This paper adds to existing literature regarding MBA selection processes and helps identify and better understand the needs that motivate consumers to pursue an MBA degree. Through a series of qualitative, one-on-one interviews with 17 brand-new MBA students or prospective students, this research found that while many people have "always wanted" to earn the advanced degree, most have toyed with the idea of a graduate business degree for many years. The most frequent reasons that people cite regarding their decision to seriously consider an MBA at a large southern university centers around four desires. These are, not surprisingly, the desire to earn more money, the desire to change careers, the desire to advance their careers by obtaining a required credential, and the desire for knowledge that can be obtained by earning the degree. Further, this research identified the single most important factor that prospects considered when determining which university to attend for the MBA degree: the university's ability to help make them more marketable or advance their career. Other answers included cost, university's reputation, convenience, program duration, the university's location, and the caliber of peers in the classroom.
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Bosman, Jeremy Maurice. "NMMU business school alumni satisfaction factors with the MBA program." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14686.

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In a fast-paced dynamic world, the key to success lies in the ability to accept change and to rapidly respond to demands placed by ever increasing competitive environments. In business, the impact of products and services in meeting or exceeding customer’s expectations in such environments is measured by customer satisfaction and the importance thereof cannot be downplayed, thus providing management with a metric that guides and augments change. Subsequently, these dynamic competitive forces are pushing sectors such as Higher Education into the realm of service industries, where stakeholders such as students and alumni are viewed as customers. Correspondingly, measuring their satisfaction has become important as this provides strategic insight, whilst enhancing academic programmes and the student experience. The purpose of this research study was to identify the factors that determined satisfaction with the MBA programme as viewed by students and the alumni of the Nelson Mandela Metropolitan University Business School. Furthermore, it advanced the field of stakeholder theory by identifying alumni as a key stakeholder in business schools. Consequently, the research was exploratory and consisted of quantitative and literature components where hypotheses were developed and relationships between factors analysed, in addition to the literature reviewed. The literature introduced key concepts to this study, such as alumni as stakeholder, alumni satisfaction, satisfaction with the MBA programme, measuring alumni satisfaction, MBA alumni networks and alumni communication. The factors that determined alumni satisfaction were identified by means of a statistical analysis of the data collected by the research instruments. Correspondingly, the findings indicate various factors determine satisfaction with the independent variables highlighted in this study, which are the Facilities, the MBA Programme, the Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School brand and Communication. Furthermore, it was established that there is a significant link between Social Experience, the NMMU Business School Alumni Chapter, the NMMU Business School Brand, Communication and Alumni Satisfaction.As services industries such as Higher Educational Institutions get exposed to competitive pressure, customer satisfaction comes to the fore and there are certain factors that need to be addressed to enhance satisfaction. Subsequently, this study highlights this pressure and satisfaction levels can certainly be improved by the institution across all the independent variables identified, especially in areas such as the NMMU Business School Alumni Chapter and Communication. Consequently, the NMMU Business School, for the first time have metrics to identify the factors that determine satisfaction with the MBA programme as viewed by their alumni and resultantly can strategically benefit by taking the views of their most important stakeholder into account.
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Butko, Monica A. "Executive MBA Programs: Impact on Female Executive Career Development." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1463642110.

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Sullivan, Daniel Withers. "The Impact of the Sarbanes-Oxley Act of 2002 on the Teaching of Ethics in Core MBA Curriculums in Ohio." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1239740166.

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Dietz, Janis W. "The relevance of executive MBA programs : student expectations and satisfaction /." [S.l.] : Dissertation.Com, 1999. http://aleph.unisg.ch/hsgscan/hm00032258.pdf.

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Viers-Yaun, Dawn. "Career and Relationship Satisfaction among Female Faculty in MFT Programs." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26819.

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In this study, I explored the career satisfaction, relationship satisfaction, friendship intimacy, and mentoring functions of female faculty in marriage and family therapy (MFT) programs. Study participants included 111 women affiliated with a MFT program in a research or liberal arts institution or training institute. Participants completed the Faculty Satisfaction Questionnaire (FSQ), Kansas Martial Satisfaction Questionnaire (KMS), Miller Social Intimacy Scale (MSIS), Mentoring Functions Questionnaire, and a demographics section with open-ended questions about their experiences. Faculty women reported higher levels of satisfaction with teaching than with service or research and higher satisfaction with service than research. Faculty who were part of a significant relationship reported high scores on the KMS while faculty who had a close friend indicated moderate intimacy levels on the MSIS. Those with a mentor reported that their mentor provided more psychosocial mentoring functions than career mentoring functions. Characteristics of the mentor and the mentoring relationship predicted the extent of the psychosocial and mentoring functions provided. Associations among career satisfaction, relationship satisfaction, friendship intimacy, mentoring functions, and demographic variables were determined using stepwise multiple regression analyses on a subsample of 37 faculty with complete data on key career and relationship functions. Expanded service duties, psychosocial mentoring functions, being Caucasian, and having received an award for research were associated with greater levels of career satisfaction. Career mentoring functions were associated with reduced levels of career satisfaction. Possession of a doctorate and psychosocial mentoring functions were associated with greater levels of friendship intimacy. Based on the results of this research and the literature of women in academia, implications and suggestions for improving the academic climate are presented for institutions, MFT programs, the American Association for Marriage and Family Therapy (AAMFT), and the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE). Limitations and suggestions for future research are also discussed.<br>Ph. D.
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Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.

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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
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Books on the topic "Mfa program"

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America, College Art Association of. Directory of MFA programs in the visual arts. College Art Association, 1999.

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Intermediate MFC. Prentice Hall PTR, 1998.

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The Minority Institutions Assistance Program (MIA). U.S. Environmental Protection Agency, 1990.

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Schatz, Martin. The MBA guidebook: The authoritative guide to MBA programs. Unicorn Research, 1997.

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MFC programming. Addison-Wesley, 1997.

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The MBA guidebook: The authoritative guide to accredited MBA programs. Unicorn Research Corp., 1993.

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Purcell, Catherine. Guide to MBA programs in Canada. ECW Press, 1991.

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Carpenter, Rebecca. What's in an MBA?: The complete guide to MBA and executive MBA programs in Canada. J. Wiley & Sons Canada, 2000.

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Carpenter, Rebecca. What's in an MBA?: The complete guide to MBA and executive MBA programs in Canada. John Wiley & Sons Canada, 2000.

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Learn the MFC C++ classes. Wordware Pub., 1997.

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Book chapters on the topic "Mfa program"

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Cole, Paul M. "The Accounting Program." In POW/MIA Accounting. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6466-2_1.

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Cole, Paul M. "Purpose of the Accounting Program: Identifications." In POW/MIA Accounting. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6466-2_2.

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Cole, Paul M. "The Accounting Program: Locate, Recover, Identify, and Return." In POW/MIA Accounting. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7128-7_2.

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Cole, Paul M. "How the Accounting Program Was Undermined From Within." In POW/MIA Accounting. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6466-2_9.

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Stumpf, Stephen A. "Success Factors for MBA Programs." In Herausforderungen an das Management. Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57955-4_3.

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Heukamp, Franz. "Developing Entrepreneurship Capabilities in the MBA Program." In Shaping Entrepreneurial Mindsets. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137516671_12.

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Dyer, Robert, Marilyn Liebrenz-Himes, and Salah Hassan. "Global Exposure in Leading MBA Programs." In Real Learning Opportunities at Business School and Beyond. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2973-7_12.

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Conley, Jacqueline A. "American Psychological Association (APA) Minority Fellowship Program (MFP)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_21.

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Burgess, Stephen, and Arthur Tatnall. "Information Technology for Managers: Australian Generic MBA Programs." In The Place of Information Technology in Management and Business Education. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35089-9_5.

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Dyer, Robert F., and Marilyn Liebrenz-Himes. "The Growth of Global Exposure in MBA Programs." In Proceedings of the 2009 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10864-3_103.

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Conference papers on the topic "Mfa program"

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"Final program." In 2017 IEEE International Conference on Multisensor Fusion and Integration for Intelligent Systems (MFI). IEEE, 2017. http://dx.doi.org/10.1109/mfi.2017.8170344.

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Qi, Dewei. "Teaching Quality Measurement for XAUT's MBA Program." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998755.

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Tidrow, Meimei Z. "MDA IR sensor technology program and applications." In AeroSense 2003, edited by Bjorn F. Andresen and Gabor F. Fulop. SPIE, 2003. http://dx.doi.org/10.1117/12.485697.

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"MFI2010 technical program." In 2010 IEEE International Conference on Multisensor Fusion and Integration for Intelligent Systems (MFI 2010). IEEE, 2010. http://dx.doi.org/10.1109/mfi.2010.5604494.

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Keerthi, Haritha, Patricia Uptergrove, Michael L. Everett, Norman D. Love, and Ahsan R. Choudhuri. "K-12 Minority STEM Education Program: MAA Southwest." In 52nd AIAA/SAE/ASEE Joint Propulsion Conference. American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-4723.

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Geri, Nitza, and David Gefen. "Is There a Value Paradox of E-learning in MBA Programs?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3068.

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Abstract:
Academic institutions invest considerable resources in improving the website quality of their MBA courses, in the hope of increasing student retention and willingness to recommend the programs to others. Despite this investment, it seems that the old "keep it simple" rule is also true for e-learning. Data collected from students enrolled in a blended distance learning MBA program at the Open University of Israel, shows that the students were most satisfied with the simple and relatively inexpensive e-learning tools, which did not require their active participation. The paper discusses bounded rationality and attention economy as suggested theoretical explanations for this phenomenon, as well as practical implications for academic institutions and educators.
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Du*, Zeyuan, and Guochen Wu. "Theory and application of irregular seismic data reconstruction based on MCA." In SEG Technical Program Expanded Abstracts 2015. Society of Exploration Geophysicists, 2015. http://dx.doi.org/10.1190/segam2015-5854455.1.

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Woodworth, Warner. "ENGAGED LEARNING IN MBA PROGRAMS: HANDS-ON MICROFINANCE." In 28th International Academic Conference, Tel Aviv. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.028.021.

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Ciampi, Melany M., Luis Amaral, Claudio da Rocha Brito, Rosa Vasconcelos, and Victor F. A. Barros. "Social engineering program - MBA level: Designed for global education demand." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685163.

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Stieglitz, Theodore C., and Scott A. Morton. "3‐D pre‐stack depth migration of the Baldpate Field using MAA travel‐times." In SEG Technical Program Expanded Abstracts 2001. Society of Exploration Geophysicists, 2001. http://dx.doi.org/10.1190/1.1816794.

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Reports on the topic "Mfa program"

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Castro, Richard G., and Raymond L. Flesner. LANL/UK Mutual Defense Agreement (MDA) Program. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1055241.

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Mirin, A. A. Computational physics program of the National MFE Computer Center. Office of Scientific and Technical Information (OSTI), 1985. http://dx.doi.org/10.2172/6279455.

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Mirin, A. A. The computational physics program of the National MFE Computer Center. Office of Scientific and Technical Information (OSTI), 1988. http://dx.doi.org/10.2172/5504964.

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Mirin, A. A. The Computational Physics Program of the national MFE Computer Center. Office of Scientific and Technical Information (OSTI), 1989. http://dx.doi.org/10.2172/6339022.

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Ong, Kwok Y., Terri L. Longworth, Jacob L. Barnhouse, and Juan C. Cajigas. Domestic Preparedness Program: Testing of MSA Detector Tubes Against Chemical Warfare Agents. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada393050.

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Lynch, Timothy P. In Vivo Monitoring Program Manual, PNL-MA-574. Office of Scientific and Technical Information (OSTI), 2010. http://dx.doi.org/10.2172/991091.

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Carbaugh, Eugene H., Donald E. Bihl, and Jay A. Maclellan. Hanford Internal Dosimetry Program Manual, PNL-MA-552. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/917978.

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Carbaugh, Eugene H., Donald E. Bihl, and Jay A. Maclellan. Hanford Internal Dosimetry Program Manual, PNL-MA-552. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/965156.

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Lynch, Timothy P. In Vivo Monitoring Program Manual, PNL-MA-574, Rev 5.1. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1024546.

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Carbaugh, Eugene H., Donald E. Bihl, and Jay A. Maclellan. Methods and Models of the Hanford Internal Dosimetry Program, PNNL-MA-860. Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/917979.

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