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Books on the topic 'Participace studentů'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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1

United States. Bureau of Land Management. Student participant guide. [Washington, D.C.?]: U.S. Dept. of the Interior, Bureau of Land Management, 1994.

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2

Walters, Brenda A. Requirements for institutions of higher education to participate in federal student aid programs. Hauppauge, N.Y: Nova Science Publishers, 2011.

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3

United States. Dept. of Education. Office of Student Financial Assistance. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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4

Assistance, United States Dept of Education Office of Student Financial. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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5

United States. Dept. of Education. Office of Student Financial Assistance. Fiscal-operations report and application to participate (FISAP) in the National Direct Student Loan (NDSL) Supplemental Educational Opportunity Grants (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1985.

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6

Davis, M. Elaine. How students understand the past: From theory to practice. Walnut Creek, CA: Altamira Press, 2005.

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7

United States. Dept. of Education. Office of Student Financial Assistance. Fiscal operations report and application to participate (FISAP) in the Perkins loan (formerly National Direct Student Loan (NDSL)), Supplemental Educational Opportunity Grant (SEOG) and College Work-Study (CWS) programs. Washington, D.C: Dept. of Education, Office of Postsecondary Education, Office of Student Financial Assistance, 1987.

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8

Parliament, Victoria. Inquiry into geographical differences in the rate in which Victorian students participate in higher education: Final report. Melbourne, Vic: Victorian Government Printer, 2009.

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9

Demidova, A. K. Russian commercial correspondence (for English-speaking students): Russkai͡a︡ kommercheskai͡a︡ korrespondent͡s︡ii͡a︡. Moscow: Russky Yazyk, 1993.

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10

Man'kovskaya, Zoya. English language for technical colleges. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.

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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-and second-year students of technical universities of any orientation.
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11

Ulrich, Paul C. Participant training: Increasing the rate of return : a report to the USAID Mission in Somalia. [Mogadishu]: The Mission, 1988.

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12

United States. Dept. of Education. Student Financial Assistance Programs. Instructions booklet for fiscal operations report for 1996-97 and application to participate for 1998-99 (FISAP) in the Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG) and Federal Work-Study (FWS) programs. [Washington, D.C.]: Dept. of Education, Office of Postsecondary Education, Student Financial Assistance Programs, 1997.

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13

Reznik, Semen, Zurab Mebaduri, and Elena Duhanina. Economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1020633.

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The textbook provides the basics of economic knowledge, as well as discusses technologies that allow junior students to actively participate in the educational process and practical activities, to get a prestigious job while still studying at the university. Special attention is paid to the effective use of their abilities and time, career management. For junior students of higher educational institutions studying in the areas of "Management", "Personnel Management" and "Economics".
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14

United States. Dept. of Education. Student Financial Assistance Programs. Instructions booklet for fiscal operations report for 1995-96 and application to participate for 1997-98 (FISAP) in the Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG) and Federal Work-Study (FWS) programs. [Washington, D.C.]: Dept. of Education, Office of Postsecondary Education, Student Financial Assistance Programs, 1996.

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15

Demidova, A. K. Russian commercial correspondence (for English-speaking students) =: Russkaia kommercheskaia korrespondentsiia (dlia govoriashchikh na angliiskom iazyke. Moskva: Russky iazyk Publ, 1993.

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16

Demidova, A. K. Russian commercial correspondence (for English-speaking students) =: Russkaya kommercheskaya korrespondentsiya (dlya govoryashchikh na angliiskom yazyke. Moskva: Russky yazyk Publ, 1993.

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17

Speas, R. Dixon. Observations and future opportunities reflected upon from 60 years as a student and participant in the air transport industry. Warrendale, PA: Society of Automotive Engineers, 1994.

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18

Newbold, David. My Mobility. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-300-7.

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To mark 150 years of being ‘Open to the World’ Ca’ Foscari invited students to write about their mobility experiences abroad, and to focus on a learning experience – not necessarily a formal one. More than a hundred students participated. This volume brings together the winning accounts and all the short and long listed entries. As well as illuminating the significance of the mobility experience to students’ personal development and celebrating fundamental human values of tolerance, friendship, and hospitality, they reveal a great well of creative resources in the use of English as a lingua franca.
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19

Coming of age in New Jersey: College and American culture. New Brunswick: Rutgers University Press, 1989.

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20

Schulte, Judeen. Assessing general education outcomes for the individual student: Performance assessment-as-learning. : a text describing the process and varied sample instruments from 17 colleges and universities that participated in the Faculty Consortium for Assessment Design, 1987-1991. Milwaukee, WI: Alverno College, 1994.

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21

Student Aid Information Center (U.S.), ed. EDExpress training: Apps101, 2002-2003 : participant guide. [Washington, D.C.?: U.S. Dept. of Education], Federal Student Aid, 2002.

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22

FSA University (U.S.), ed. EDExpress training: Application processing : participant guide. [Washington, D.C.?]: U.S. Dept. of Education, FSA University, Federal Student Aid, 2003.

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23

Why women do not participate in intramurals. 1986.

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24

Learning, Thomson Delmar. C50.2 Mentoring-Student Participant Video (Mentoring Explained). Delmar Learning, 1997.

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25

FSA University (U.S.), ed. EDExpress training: Direct loan update, 2002-2003 : participate guide. [Washington, D.C.?]: U.S. Dept. of Education, FSA University, Federal Student Aid, 2002.

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26

Student Aid Information Center (U.S.), ed. EDExpress training: Global and App express updates : participant guide. [Washington, D.C.?: U.S. Dept. of Education], Federal Student Aid, 2002.

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27

United States. Dept. of Education., ed. Application for approval to participate in federal student financial aid programs. [Washington, D.C.]: U.S. Dept. of Education, 1996.

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28

United States. Dept. of Education, ed. Application for approval to participate in federal student financial aid programs. [Washington, D.C.]: U.S. Dept. of Education, 1998.

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29

Friendship perceptions of learning disabled students: A participant observation study. 1986.

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30

United States. Dept. of Education., ed. The federal Perkins loan program--expanded lending option (ELO) and an agreement to participate in the ELO. Washington, D.C: U.S. Dept. of Education, 1996.

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31

Cannon, Jill, Jonathan Schweig, and Rachel Perera. Evaluation of Families Forward Learning Center: Participant Perspectives and Student Outcomes. RAND Corporation, 2020. http://dx.doi.org/10.7249/rra358-1.

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32

David, Stern, and Educational Resources Information Center (U.S.), eds. Who participates in new vocational programs?: A preliminary analysis of student data from NLSY97. Berkeley, CA: National Center for Research in Vocational Education, University of California, 1999.

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33

Connolly, William E. Then and Now: Participant‐Observation in Political Theory. Edited by John S. Dryzek, Bonnie Honig, and Anne Phillips. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199548439.003.0045.

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This article examines changes in the study of participant-observation in the field of political theory. It explains that in the early 1960s, political theory was widely considered as a moribund enterprise. Empiricists were pushing a new science of politics, designed to replace the options of constitutional interpretation, impressionistic theory, and traditionalism. But by the mid-1960s the end of ideology screeched to a halt because of growing outrage about the Vietnam War, worries among college students about the draft, and the emergence of a civil rights movement. The academic study of political theory was revived and a series of studies emerged to challenge the fact-value dichotomy, the difference between science and ideology, and the public roles of academics.
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34

Rasmussen, Clyde A. Identification and anlysis of factors that influence adult students to participate in distance learning programs. 1992.

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35

Patch, Justin. The Case for Pop Ensembles in the Curriculum. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0006.

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Music programs should include pop pedagogy, a serious engagement with applied popular music, as they adjust their curricula for the twenty-first century. Pop pedagogy is relevant for pragmatic reasons of future employment and also to meet long-standing missions of higher education. Pop performance, arranging, and songwriting have implications beyond creating music professionals—they open a music department up to students who might never take classes otherwise, teach critical communication skills and civics, provide opportunities for student leadership and applied learning, and prepare skilled amateur musicians for lifelong engagement with music making. Through flipping the classroom and creating a rigorous atmosphere for students to engage with musics that they regularly listen to and participate in, pop ensembles augment the intellectual and practical experiences of students, diversify the curriculum, and keep music education relevant.
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36

York-Barr, Jennifer, Robi M. Kronberg, and Mary Beth Doyle. Curriculum As Everything Students Learn in School Participant Guide: Individualizing Learning Outcomes, Module 3B. Paul H Brookes Pub Co, 1996.

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37

York-Barr, Jennifer, Robi M. Kronberg, and Mary Beth Doyle. Curriculum As Everything Students Learn in School Participant Guide: Planning for Transitions, Module 3A. Paul H Brookes Pub Co, 1996.

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38

United States. Office of Postsecondary Education., ed. [How to report changes to the information you provided on your application for approval to participate in federal student financial aid programs]. [Washington, D.C.]: U.S. Dept. of Education, Office of Postsecondary Education, 1997.

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39

Curriculum As Everything Students Learn in School Participant Guide: Creating a Classroom Community, Module 2. Paul H Brookes Pub Co, 1996.

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40

1955-, Holbrook M. Cay, and Educational Resources Information Center (U.S.), eds. Project LMA (Learning Media Assessment of students with visual impairments): Facilitator's manual ; [and, participant workbooks]. Lubbock, Tex: Texas Tech University, 1998.

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41

United States. Office of Postsecondary Education., ed. This letter contains information regarding the Expanded Lending Option (ELO) of the Federal Perkins Loan Program and an agreement to participate in the ELO. Washington, D.C: U.S. Dept. of Education, Office of Postsecondary Education, 1994.

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42

Gelman, Andrew, and Deborah Nolan. Teaching Statistics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785699.001.0001.

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Students in the sciences, economics, social sciences, and medicine take an introductory statistics course. And yet statistics can be notoriously difficult for instructors to teach and for students to learn. To help overcome these challenges, Gelman and Nolan have put together this fascinating and thought-provoking book. Based on years of teaching experience the book provides a wealth of demonstrations, activities, examples and projects that involve active student participation. Part I of the book presents a large selection of activities for introductory statistics courses and has chapters such as ‘First week of class’- with exercises to break the ice and get students talking; then descriptive statistics, graphics, linear regression, data collection (sampling and experimentation), probability, inference, and statistical communication. Part II gives tips on what works and what doesn’t, how to set up effective demonstrations, how to encourage students to participate in class and to work effectively in group projects. Course plans for introductory statistics, statistics for social scientists, and communication and graphics are provided. Part III presents material for more advanced courses on topics such as decision theory, Bayesian statistics, sampling, and data science.
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43

The effects of volleyball and soccer game modifications on student opportunity to participate in fifth grade physical education classes. 1986.

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44

The effects of volleyball and soccer game modifications on student opportunity to participate in fifth grade physical education classes. 1988.

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45

Michelle, Tsang Suet Yee. Emerging Adult Essay. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0036.

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I am a 19-year-old female Chinese student studying business and law at the University of Hong Kong. I have participated in volunteering activities since secondary school. I taught computer classes for the elderly and gave free lessons to children from low-income families. I hosted games for the mentally challenged. I took part in flag-selling activities. I also participated in a service trip last year....
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46

Rose, Deondra. Federal Student Aid and the Gender Dynamics of Political Citizenship. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.003.0007.

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Chapter 7 investigates the feedback effects of federal higher education policies on women’s capacity and inclination to participate in politics. This analysis suggests that federal student aid programs have played a role in the declining gender gap in political engagement that we have seen in the last fifty years. By providing valuable resources that significantly increase the probability that beneficiaries will attain higher levels of education, broad-reaching financial aid policies have contributed to significant increases in women’s political interest, political efficacy, and involvement in political activities. Not only do federal higher education policies help to realize the promise of full and equal citizenship by promoting political engagement among a group that has traditionally been underrepresented in mass politics, but also they provide lessons for how the state can successfully use social policy to promote equality in terms of political citizenship.
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47

Speas, R. Dixon. Observations and Future Opportunities Reflected upon from 60 Years As a Student and Participant in the Air Transport Industry. SAE International, 1994.

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48

Rosenthal, Eric, and April L. Studinski Jones. The Laboratory Genetic Counselor as an Educator. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190604929.003.0014.

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The laboratory genetic counselor is commonly called upon to serve as an educational resource within the genetic testing laboratory. This chapter outlines this unique genetic counseling role. Laboratory genetic counselors provide education about genetic testing and genetic concepts within the laboratory to existing laboratory staff, new laboratory genetic counselor colleagues, formal educational program participants (genetic counselor interns, graduate students, medical students and residents, and laboratory fellows), and laboratory colleagues. They also use their skills and knowledge to educate client laboratories and clinicians. They may also participate in public and community forums.
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49

Siegel, Harvey. How Should We Educate Students Whose Cultures Frown upon Rational Disputation? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190682675.003.0017.

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`How should public education in democratic states deal with the cultural diversity brought about by contemporary globalization? My suggestion is that key to democratic public education is the obligation to foster in students the skills and abilities, and attitudes and dispositions, needed to participate fully in democratic decision-making. Of central importance are the abilities and dispositions required for critical thinking and rational argumentation: evaluating arguments of others, constructing arguments of one’s own that might rationally persuade one’s fellow citizens, etc. Without these abilities and dispositions, full participation in democratic decision-making is impossible. But fostering them is problematic when students are members of cultures in which argumentation is frowned upon. In this paper I address this tension, and argue that while respecting cultural differences is of the first importance, in democracies it cannot override the requirements of democracy itself. When these two clash, the requirements of democratic participation must take precedence.
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50

United States. Dept. of Education, ed. Schools subject to the loss of eligibility to participate in the Federal Family Education Loan Program and/or Direct Loan Program due to FY 1994, FY 1995, and FY 1996 cohort default rates of 25.0% or greater. [Washington, D.C.]: U.S. Dept. of Education, 1998.

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