Relevant bibliographies by topics / Practical Activities in Sciences

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  2. Dissertations / Theses
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  4. Book chapters
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Academic literature on the topic 'Practical Activities in Sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Practical Activities in Sciences"

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Karpik, A. P., and I. A. Musikhin. "RESEARCH AND PRACTICAL TRENDS IN GEOSPATIAL SCIENCES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 177–84. http://dx.doi.org/10.5194/isprsarchives-xli-b6-177-2016.

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In recent years professional societies have been undergoing fundamental restructuring brought on by extensive technological change and rapid evolution of geospatial science. Almost all professional communities have been affected. Communities are embracing digital techniques, modern equipment, software and new technological solutions at a staggering pace. In this situation, when planning financial investments and intellectual resource management, it is crucial to have a clear understanding of those trends that will be in great demand in 3-7 years. This paper reviews current scientific and practical activities of such non-governmental international organizations as International Federation of Surveyors, International Cartographic Association, and International Society for Photogrammetry and Remote Sensing, analyzes and groups most relevant topics brought up at their scientific events, forecasts most probable research and practical trends in geospatial sciences, outlines topmost leading countries and emerging markets for further detailed analysis of their activities, types of scientific cooperation and joint implementation projects.
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Karpik, A. P., and I. A. Musikhin. "RESEARCH AND PRACTICAL TRENDS IN GEOSPATIAL SCIENCES." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 177–84. http://dx.doi.org/10.5194/isprs-archives-xli-b6-177-2016.

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In recent years professional societies have been undergoing fundamental restructuring brought on by extensive technological change and rapid evolution of geospatial science. Almost all professional communities have been affected. Communities are embracing digital techniques, modern equipment, software and new technological solutions at a staggering pace. In this situation, when planning financial investments and intellectual resource management, it is crucial to have a clear understanding of those trends that will be in great demand in 3-7 years. This paper reviews current scientific and practical activities of such non-governmental international organizations as International Federation of Surveyors, International Cartographic Association, and International Society for Photogrammetry and Remote Sensing, analyzes and groups most relevant topics brought up at their scientific events, forecasts most probable research and practical trends in geospatial sciences, outlines topmost leading countries and emerging markets for further detailed analysis of their activities, types of scientific cooperation and joint implementation projects.
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Šlekienė, Violeta, and Vincentas Lamanauskas. "DEVELOPMENT AND IMPROVING STUDENTS' EXPERIMENTAL SKILLS THROUGH STEM ACTIVITIES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 2 (2020): 61–73. http://dx.doi.org/10.48127/gu-nse/20.17.61.

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There are some trends currently being monitored in the country: interest in science studies and related professions is decreasing; unsatisfactory results of international student achievement research (PISA, TIMSS). In order to make students more interested in natural sciences and to motivate them to relate their life to STEAM activities, it is appropriate to encourage students to engage in independent research and to discover the joy of discovery. One of the ways to solve this problem is the students' practical experimental activity in the laboratories of University. In this way, students not only get to know the laws of science, new technologies, but also carry out experiments, research and projects. The research analyses the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) grades in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students are advised to do five experimental works in this field. The program engages a basic educational method – inquiry-based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. It can be stated that educational experimental activities are necessary and useful for students. By using these experimental activities, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyse and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: experimental skills, science learning system, inquiry-based learning, STEAM education.
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Konovalova, Galina M., Galina D. Bryukhanova, Elena K. Vorobey, Evgenia V. Vidishcheva, Alexander N. Volkov, and Andrey S. Kopyrin. "Development of Science and Practical Activities at Pillar University." Higher Education in Russia 27, no. 11 (2018): 129–35. http://dx.doi.org/10.31992/0869-3617-2018-27-11-129-135.

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The article presents the mechanisms, regional effects and the model of refocusing scientific and practical activities of Sochi State University from fragmentary research in certain areas of applied science (in the past) to complex interdisciplinary projects. These projects are being implemented since the university was granted a status of a pillar university in Krasnodar territory and aimed at ensuring sustainable development of Sochi and the region as a whole. As a result of the implementation of the flagship strategic project “Expert-Analytical Center ‘Agency of Modern Technologiesfor SustainableTourism’”, an interdisciplinary expert-analytical,scientific, consulting, and information-communication environment has been formed at Sochi State University in order to increase the efficiency of cooperation between government, business, local consumers and tourist services, as well asto overcome the barriersto the socio-economic development ofthe region and to the natural balance between the generations.The aim isto develop and putinto practice the measurable quantities of forecasting processes in the system “nature – economy – society – man” for the subsequentspreading of acquired experience to other territories.The implementation ofthe project stimulated the growth of university credibility with the regional representatives of the innovation community and allowed to increase the number of industrial partners, the amount of R & D funded from extrabudgetary sources to 82%, including 43% of small and medium businesses.
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Onipko, V., and Sherstiuk Sherstiuk. "PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR RESEARCH ACTIVITIES." Ukrainian professional education, no. 7 (September 14, 2020): 67–73. http://dx.doi.org/10.33989/2519-8254.2020.7.238038.

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The article describes the scientific basis for the formation of research competence of future teachers of natural sciences, substantiates the need for research to understand the essence of social, economic, and environmental phenomena, innovative solutions to professional problems. It is substantiated that research activity in a higher pedagogical educational institution is an essential objective condition for the holistic professional competence formation of a science teacher, which ensures the development of the research competence as an important quality of a modern specialist.
 The research of Ukrainian scientists on the formation of research competence of future teachers is analyzed, and the requirements of the National Qualifications Framework are highlighted, on the basis of which the category ‘research competence of future teachers of natural sciences’ is defined as an integrative quality of personality that characterizes their readiness to solve research (search, design, consulting, organizational and managerial) tasks by applying methods of scientific knowledge, application of the diagnostic approach in educational, scientific, natural and managerial activities and which is expressed in the unity of value-motivational, cognitive and operational components.
 It is proposed to understand the process of systematic accumulation of positive quantitative and qualitative changes under the formation of research competence of future teachers of natural sciences, which allow applicants for higher education to effectively carry out educational, natural science research. The peculiarities of preparation of future teachers for research activities are considered, taking into account the following principles: scientific, systematic, a connection of theory with practice, continuity of the educational process, humanism and provide two main interrelated areas: teaching elements of research work, formation of research experience; actual research, which is conducted under the guidance of teachers. The system of preparation for research activities of future teachers of natural sciences is characterized, which is characterized by openness, dynamism, manageability, flexibility and provides three main components: theoretical, organizational, and methodological, and practical.
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Vasilevskaya, Elena. "SCIENCE EDUCATION IN SCHOOL: INTEGRATIVE APPROACH AND PRACTICAL ORIENTATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (2015): 4–6. http://dx.doi.org/10.48127/gu-nse/15.12.04.

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The development of the natural sciences in the XXI century is characterized by the need for a comprehensive solution of fundamental problems shared by experts in various fields. Advances in science are reflected in the content of modern education. Science in school education most often represented by a set of individual academic disciplines, such as chemistry, physics, biology, geography. Interdisciplinary communication is a reality expression of the integration processes in the study of these disciplines. Illustration of the material unity of the world around us, to demonstrate the possibilities of science to explain, modeling and reproduction of natural processes in the laboratory have a priori that the difference. In the practice of school education widespread the integrated courses of natural science too. Described trends in the development of science education in good agreement with the economic development strategy "Europe 2020: a strategy for intelligent, sustainable and inclusive growth", one of the activities of which is to enhance the performance of education systems and to facilitate the involvement of young people into the labor market.
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Heckler, Valmir, Anahy Arrieche Fazio, and Franciele Pires Ruas. "Investigation with experimental practical activities in training geographically distant teachers." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (2020): 11403. http://dx.doi.org/10.20952/jrks1111403.

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This work aims to understand the investigation combined with practical experimental activities in the formation of geographically distant teachers. The study begins by the problematization of research and experimental practices in teacher education, followed by the presentation of the work context: the Science Graduation course, in the Distance Education modality (EaD), from the Federal University of Rio Grande (FURG). The corpus of the work is composed of the students’ reflective writings built in the last stage of the investigative project proposed in the interdiscipline called Phenomena of Nature IV. In this writing, students should report what happened to them when they became involved in the development of the experimental project throughout the semester. The methodology of the research carried out is a hermeneutic phenomenological approach and the analysis of the corpus made through the Discursive Textual Analysis (ATD). From the analysis two categories emerge: 1) Co-creation potentiated by the processes of interaction and 2) Investigative projects: a means for understanding science themes and classroom methodology. It is concluded that it is essential to promote training spaces that encourage theoretical and practical reflections on experimental investigative projects combined with technological resources, promoting interactive environments that involve participants in the co-creation process from the interaction with different interfaces and languages. Therefore, the development of experimental investigative projects is possibility for the formation of Science teachers geographically distant, in which the investigation is part of the development of the project and methodology for future teaching practices.
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Astiti, Kadek Ayu, Andam S. Ardan, and Damianus Dao Samo. "Program Kemitraan Masyarakat: Perancangan Praktikum Matematika dan IPA Sederhana bagi Guru SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 3 (2021): 266–71. http://dx.doi.org/10.33084/pengabdianmu.v6i3.1787.

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This community service activity improves teacher skills in carrying out simple Mathematics and Natural Sciences practical activities. This activity is designed in the form of training through several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to simple mathematics and science practicum, 3) Mentoring for Mathematics and Natural Sciences teachers in designing simple practicums, and 4) program evaluation. Participants in this activity were several Mathematics and Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. In the training activities, the participants were quite enthusiastic in participating in the activities, which could be seen from the enthusiasm to participate in the activities and dynamic discussions. Based on the final test results, there was an increase in the teacher's ability before and after the training with an n-gain value in the high category.
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Neves, Ben-Hur S., Caroline Altermann, Rithiele Gonçalves, Marcus Vinícius Lara, and Pâmela B. Mello-Carpes. "Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students." Advances in Physiology Education 41, no. 1 (2017): 89–93. http://dx.doi.org/10.1152/advan.00018.2016.

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Different tools have been used to facilitate the teaching and learning process in different areas of knowledge. Practical activities represent a form of teaching in which students not only listen to theoretical concepts but are also able to link theory and practice, and their importance in the biological sciences is notable. Sometimes, however, there is neither the time nor the resources to promote laboratory practices in physiology classes. In this sense, home-based practical activities may be an interesting alternative. Here, different approaches of practical activities were used and students’ perceptions of the contributions of home-based practical activities (HBPA) and laboratory-based practical activities (LBPA) for physiology learning were collected. After each approach, the students evaluated the activities through an anonymous questionnaire. A total of 49 students completed the questionnaires, and the results demonstrate that both HBPA and LBPA were considered important contributors to physiology learning but that this contribution was more significant in the case of LBPA (χ2 = 4.356, P = 0.037).
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Cripps Clark, John, and Susie Groves. "Teaching primary science: emotions, identity and the use of practical activities." Australian Educational Researcher 39, no. 4 (2012): 463–75. http://dx.doi.org/10.1007/s13384-012-0076-6.

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Dissertations / Theses on the topic "Practical Activities in Sciences"

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Makhubele, Patricia. "Implementation of Natural Sciences and Technology practical activities by novice and expert teachers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60956.

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The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was collected through classroom observations, open ended interviews and document analysis. The population of this study consisted of primary school teachers teaching Natural Sciences and Technology. The participants included two novice teachers and two expert teachers. The conceptual framework that guided this study emerged from the literature review. The conceptual framework of this study was based on concept of practical activity and the four pillared cognitive design framework. The findings of this study indicated that the way that novice and expert teachers conduct practical activities differ and they face different challenges when conducting practical activities. Novice teachers conduct teacher centred activities, they do not allow their learners to conduct independent practical activities, they use practical activities as a way to remind learners of the work done in the classroom and they mostly use previously developed worksheets during practical lessons. Expert teachers on the other hand conduct learner centred practical activities, they allow their learners to work independently and they do not always use worksheets in their practical activities. The findings also indicated that novice teachers face more challenges in their practical lessons than expert teachers. Novice teachers find it difficult to manage their learners' behaviour during practical lessons, they did not have confidence in their learners and they did not have effective disciplinary strategies. However, both novice and expert teachers had a challenge managing their time during their practical lessons.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Sheehama, Felisia Nauyele. "An investigation into Science teachers’ conceptions of and dispositions towards the implementation of ‘assessment for learning’ (formative assessment) during science practical activities." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/50166.

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Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
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Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.

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Thesis (MEd)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.<br>AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
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Asheela, Eva Ndagwedha. "An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8330.

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The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
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Ullah, Malik Imran, and Waqar Ali Zaidi. "Quality Assurance Activities in Agile : Philosophy to Practice." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2145.

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Quality assurance activities, in software development, are the backbone of whole project. These activities are not only responsible of product quality, but also for process quality. In conventional software development QA is a separate group of QA experts. As the trends of software development moved towards agile development, QA activities also got changed. In agile development most of these activities are performed by developers. Close people collaboration, onsite customer and Test Driven Development are the approaches in agile development to achieve better product quality. In this thesis we have presented the philosophical as well as practical angle QA in agile development. Mindset of agile development revolves around product quality but there is much work to be done to impart quality of process in agile development to get it standardized and more organized. QA activities remain centric and focused to testing. Practices like SPI and following some standards are lacking in agile methodologies. In this thesis we have proposed to inject an extra layer of QA in agile projects. Purpose of injecting and extra layer, is to use the knowledge of QA experts to achieve quality in development process that will result in higher level of product quality.
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Brandes, Aaron Andre 1955. "Seeds of science practice : parallels between the science thinking and activities of sixth-grade children and professional scientists." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/61093.

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Palmer, Thane R. "A Profile of Professional Activities and Practice Patterns for Marriage and Family Therapists in Utah." DigitalCommons@USU, 1998. https://digitalcommons.usu.edu/etd/2545.

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This research project presents data on practitioner profiles and practice patterns for marriage and family therapists living in Utah . A sample of 77 clinical members and six associate members of the American Association for Marriage and ramily Therapy living in Utah gave descriptive facts on their demographics , training , years of experience , and specific information about their practice of marriage and family therapy. The findings indicate tha t marriage and family therapists in Utah are a mostly male , Caucasian , and highly educated group of practitioners compared to marriage and family therapists practicing in other states . The findings also indicate that marriage and family therapists living in Utah treat a wide range of serious mental health problems in a relatively short amount of time for a reasonable fee .
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Maselwa, Matole Reuben. "Promoting learners' conceptual understanding of electrostatics through use of practical activities in conjunction with prior knowledge of lightning : a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003600.

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The research presented in this thesis is situated within an interpretivist paradigm. Within this paradigm, a qualitative case-study research approach was adopted. This seemed most appropriate in my research project since the main focus is on elicitation of prior knowledge and incorporation of such knowledge into 'hands-on' and 'minds-on' practical activities with a view to improving conceptual development. For the purposes of this research project, I designed an interactive teaching and learning unit in electrostatics as an attempt to put into practice a learner-centred approach. This approach, in my view, is in line with the new curriculum in South Africa. The emerging central theme of this thesis is the notion of active participation by learners during teaching and learning. This study was carried out over a period of two years and involved my grade 9 learners, who participated voluntarily. The research process documented in this thesis has been conceptualised into two phases. Phase one was concerned with the elicitation of learners' prior knowledge around lightning. In phase two, learners were engaged in 'hands-on' and 'minds-on' practical activities, and key concepts were identified to ensure conceptual development. The data was collected using a variety of data collection tools, namely: focus group interviews, follow-up whole-class semi-structured interviews, worksheets, videotaped lessons and photographs. The analysis of data revealed that learners come to class with prior knowledge concerning lightning. Within this prior knowledge it was found that there were both ‘scientific’ and ‘non-scientific’ concepts. The identification of key concepts during practical activities was found to be very useful in promoting learning. However, the incorporation of prior knowledge into practical activities posed a challenge and needs further research. iv This research study also highlights some insights into some of the complexities of elicitation and incorporation of learners' prior knowledge, and conceptual development in science classrooms. It also demonstrates the challenges and possibilities during teaching and learning as well as the realities of the demands of the new curriculum and OBE in South Africa, in particular, in historically disadvantaged schools
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Oliveira, Tânia Marisa Batista de. "Atividades práticas em ciências na educação de infância : A escala de envolvimento da criança como ‘reguladora’ do processo." Master's thesis, Instituto Politécnico de Portalegre - Escola Superior de Educação, 2014. http://hdl.handle.net/10400.26/6537.

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Mestrado em Educação Pré-Escolar<br>A educação em ciências tem assumido um papel cada vez mais preponderante na educação pré-escolar. As orientações curriculares apontam para a importância da área do Conhecimento do Mundo para o desenvolvimento pleno da criança, através da sensibilização para a literacia científica consubstanciada na atitude e metodologia própria das ciências. Para que se possa percecionar o impacto das atividades práticas na aprendizagem de ciências optou-se por avaliar o envolvimento através da Escala de Envolvimento para Crianças (Laevers, 1994) integrada no referencial de qualidade de Pascal e Bertram (2009) e implementada em Portugal no Projeto Desenvolvendo a Qualidade em Parcerias (Bertram & Pascal, 2009). Pretendeu-se averiguar se as variáveis idade, tipo de atividade e fases da exploração didática obtinham variações nos níveis de envolvimento das crianças. Utilizando a metodologia de Investigação-Ação, com uma análise quantitativa e qualitativa dos resultados recolhidos de um grupo de seis participantes, selecionados aleatoriamente, em quatro atividades experimentais diferentes, foi possível verificar que o envolvimento não apresenta diferenças significativas no tipo de atividades práticas e que não existiu uma progressão crescente de envolvimento da primeira para a última experiência. Concomitantemente, verificou-se que apenas as crianças com cinco anos revelaram envolvimento e que o único momento da exploração didática que suscitou envolvimento foi a “experimentação/verificação”. Como principal conclusão podemos referir que a avaliação do envolvimento mostrou-se um elemento importante para reconhecer e refletir sobre as alterações e adequações a realizar nas atividades práticas em ciências.<br>The education in sciences is being assuming a role much more important and preponderant in pre-school education. The curricular orientations point to the importance in the area of World Knowledge for the full development of the children, trough the sensitization for the scientific literacy substantiated in attitude and methodology from proper science In order to assess the impact of practical activities in the learning of sciences, it was chosen to evaluate the evolvement trough Leuven Well Being and Involvement Scales (Laevers, 1994) integrated in the referential of quality of Pascal and Bertram (2009) and implemented in Portugal on the Project Developing the Quality in Partnerships (Bertram & Pascal, 2009). The goal was to verify if variables like age, type of activities and stages of the didactic exploration could obtain variations in the levels of children involvement. Using Action-Research methodology with a quantitative and qualitative analysis of the results recollected from a six participants group, random selected in four different experimental activities, it was possible to verify that involvement level didn’t present significantly differences in the type of practical activities and that gradual progressive involvement was not existed from the first to the last experience. Concomitantly, it was verified that only children with five years have revealed involvement and that the only time of the didactic exploitation that raised involvement was “experimentation/ verification." As the main conclusion we can refer that involvement evaluation show us as an important element to identify and reflect about the changes and the adequacies need to be made in science based practical activities.
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Jakobson, Britt. "Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8160.

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This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of art activities with different purposes afford elementary school children to learn in science. The theoretical stance emanates from pragmatist theories and includes Dewey’s definition of an aesthetic experience, Wittgenstein’s later work on language-games, and socio-cultural perspectives. The analytic approach used is a practical epistemology analysis developed by Wickman and Östman. The empirical data consists of audio- and video recordings of elementary school children’s (aged 6–10 years) discussions in pairs or small groups during science lessons and photographs of children’s pictures, sculptures and poems from a total of 14 different elementary school classes. The main findings of the empirical studies show how aesthetic meaning-making is continuous with elementary school children’s scientific learning. The thesis shows how elementary school children’s aesthetic experiences are related to whole activities and are crucial for the direction that learning takes. Aesthetic experience is important in terms of how and what elementary school children learn aesthetically and normatively in science class, which has consequences for cognitive learning, the possibility of participating in science class and learning the genre of science. Moreover, it can be seen how children’s prior experiences are recurrently reconstructed and transformed through imaginative processes.
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Books on the topic "Practical Activities in Sciences"

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Stringer, John. Science at home: Practical activities for parents and children. Questions Publishing, 2000.

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Wheathampstead (England). Hertfordshire County Council. Science challenges: Practical activities for able pupils in KS2. Hertfordshire County Council, 2000.

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1948-, Johnson Mary Oates, ed. Candidates, campaigns, & elections: Projects, activities, literature links. Scholastic Professional Books, 1996.

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Candidates, campaigns & elections: Projects, activities, literature links. Scholastic Professional Books, 2000.

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200 science investigations for young students: Practical activities for science 5-11. P. Chapman, 2001.

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Jarvis, Tina. Helping primary children understand science and technology: Practical, oral and co-operative activities. SCIcentre, 2000.

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Moutran, Julia Spencer. The science teacher's almanac: Practical ideas and activities for every month of the school year. Center for Applied Research in Education, 1992.

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Science month-by-month, grades 3-8: Practical ideas and activities for teachers and homeschoolers. Wiley, 2007.

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Reed, Robert. Practical skills in biomolecular sciences. 4th ed. Pearson Education, 2013.

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Attwood, Tony. ADD: Practical activities in school. First & Best in Education, 1995.

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Book chapters on the topic "Practical Activities in Sciences"

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Guerrero, Esteban, and Helena Lindgren. "Practical Reasoning About Complex Activities." In Lecture Notes in Computer Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59930-4_7.

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Lester, Jonathan, Tanzeem Choudhury, and Gaetano Borriello. "A Practical Approach to Recognizing Physical Activities." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11748625_1.

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Mohamed, Norita, Mashita Abdullah, and Zurida Haji Ismail. "Practical Science Activities in Primary Schools in Malaysia." In Chemistry Education and Sustainability in the Global Age. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_9.

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Esjeholm, Bjørn-Tore, and Berit Bungum. "Linking Knowledge and Activities: How can Classroom Activities in Technology Reflect Professional Technological Knowledge and Practices?" In Encyclopedia of Earth Sciences Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38889-2_42-1.

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Wang, Sen. "A Practical Research of Hybrid Learning Mode in Teaching and Research Activities." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08961-4_8.

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van der Meer, Klaas, Carlos Rojas Palma, and Johan Camps. "SCK•CEN’S Activities in the Field of CBRN Risk Mitigation: Practical Contributions to Improving Nuclear Security Governance." In NATO Science for Peace and Security Series B: Physics and Biophysics. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9894-5_10.

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Liu, Hai-Ying, Daniel Dörler, Florian Heigl, and Sonja Grossberndt. "Citizen Science Platforms." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_22.

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AbstractAdequate infrastructure for citizen science is constantly growing and has become increasingly important in providing support to citizen science activities, both nationally and internationally. Many types of citizen science infrastructures exist, with different functionalities. This chapter focuses on current citizen science platforms. The platforms addressed in this chapter are those which display citizen science data and information, provide good practical examples and toolkits, collect relevant scientific outcomes, and are accessible to different stakeholders, ranging from interested citizens to scientific institutions to authorities, politicians, and public media. We present current citizen science platforms in Europe and associated (inter)national citizen science networks and discuss how these platforms have become increasingly vital within citizen science. Based on these examples, we elaborate on challenges for citizen science platforms, such as establishing and financing platforms, designing user interfaces, maintaining platforms, promoting the usage of platforms, etc. We conclude with an outlook into potential development needs of citizen science platforms in the future.
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Göbel, Claudia, Lucile Ottolini, and Annett Schulze. "Science as a Lever: The Roles and Power of Civil Society Organisations in Citizen Science." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_17.

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AbstractCitizen science has become an umbrella term that encompasses a growing range of activities, actors, and issues. This chapter examines the potential of citizen science to generate transformative knowledge and argues that civil society organisations (CSOs) are key actors in this regard. However, the roles of CSOs are neglected in the literature on citizen science. We turn to the traditions of community-based research and participatory action research to learn more. With two case studies on health and safety, we show how transformative knowledge enables concerned communities to claim their rights and enriches scientific knowledge generation. Through a socio-historical analysis, we find three main roles grassroots CSOs take on in participatory research: (1) a technical role in the production of data and knowledge; (2) a governance role in the deliberation on research activities and risk assessment; and (3) an advocacy role by campaigning for transformative knowledge. These roles determine the ability of grassroots CSOs to generate legitimacy and rely on CSO members belonging to different spheres of society, scientific skills, and access to marginalised communities. Finally, we discuss the conceptual and practical challenges of accounting for CSOs’ roles in order to build a more just and transformative future through citizen science.
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Fleagle, Robert G. "AMS Activities." In Eyewitness: Evolution of the Atmospheric Sciences. American Meteorological Society, 2001. http://dx.doi.org/10.1007/978-1-935704-08-9_12.

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Ødegaard, Marianne, and Kirsti Klette. "Teaching Activities and Language use in Science Classrooms." In Science Education Research and Practice in Europe. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-900-8_8.

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Conference papers on the topic "Practical Activities in Sciences"

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Trillo, Paz, Isidro Pastor, Alejandro Baeza, et al. "CONTRIBUTION OF PRACTICAL ACTIVITIES TO THE ASSESSMENT OF EXPERIMENTAL SCIENCES SUBJECTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1222.

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Ribeiro, Ana, Amilcar Baptista, Pedro Costa, Helena Moreira, and Luis Souto. "USING FORENSIC PRACTICAL ACTIVITIES TO FOSTER ATTRACTIVENESS TO SCIENCE EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1445.

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"Practical Research on “Sharing” Activities in College English Teaching." In 2018 2nd International Conference on Innovations in Economic Management and Social Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/iemss.2018.91458.

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STANCESCU, Ioana, Ana Maria Aurelia PETRESCU, and Luminita Mihaela DRAGHICESCU. "Students Perception Concerning their Involvement in Sciences Lessons Learning Activities." In 8th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice | RSACVP 2017 | 6-9 April 2017 | Suceava – Romania. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.rsacvp2017.77.

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Lyudmyla, Kirichenko, Bulakh Vitalii, and Radivilova Tamara. "Fractal time series analysis of social network activities." In 2017 4th International Scientific-Practical Conference Problems of Infocommunications. Science and Technology (PIC S&T). IEEE, 2017. http://dx.doi.org/10.1109/infocommst.2017.8246438.

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Bondarenko, E. A. "THE PROFESSIONAL LEVEL OF THE SCIENTIFIC LIBRARY STAFF IN THE ERA OF DIGITAL COMMUNICATION." In БИБЛИОТЕКИ В ИНФОРМАЦИОННОМ ОБЩЕСТВЕ: СОХРАНЕНИЕ ТРАДИЦИЙ И РАЗВИТИЕ НОВЫХ ТЕХНОЛОГИЙ. ООО «Ковчег», 2020. http://dx.doi.org/10.47612/978-985-884-010-5-2020-242-249.

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Reference and bibliographic service is one of the main activities of the Central Science Library of the National Academy of Sciences of Belarus. The main task of a bibliographer is to help users to find and analyze relevant and reliable information, as well as to develop their abilities to orient themselves within the sources of bibliographic information. The article describes practical steps for preparing the bibliographic apparatus for scientific work and performing thematic references on a paid basis.
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Гуменюк, Тетяна. "ПУБЛІКАЦІЙНА АКТИВНІСТЬ НАУКОВО- ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ В МІЖНАРОДНИХ НАУКОМЕТРИЧНИХ БАЗАХ ДАНИХ". У Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7361.

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In Ukraine, the scientific sphere of activity is being reformed due to new requirements for its development, in particular, national scientific journals are being prepared for inclusion in the international databases Scopus and Web of Science. Modern higher education institutions are the subject of scientometric assessments in various national and world rankings, which reflect, in particular, the level of their research activities. Now it is one of the most authoritative indicators of academic work. Today, higher education institutions of Ukraine in national and world rankings are evaluated not only by indicators of their academic and international activities, the quality of professional training of students, the results of inventive activity, but also by the level of publishing activity of researchers in journals indexed in international scientometric databases, by the number of citations of their works by other scientists.
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Kurnia, Sherah, Svyatoslav Kotusev, Paul Taylor, and Rod Dilnutt. "Artifacts, Activities, Benefits and Blockers: Exploring Enterprise Architecture Practice in Depth." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2020. http://dx.doi.org/10.24251/hicss.2020.687.

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Ramos Pires, Estefânia, Celeste Romualdo Gomes, Isabel Abrantes, Alcides Castilho Pereira, and Gina Pereira Correia. ""SUSTAINABLE MANAGEMENT OF RESOURCES": EVALUATION OF PRACTICAL ACTIVITIES IN NATURAL SCIENCES TEXTBOOKS OF THE 8TH GRADE ACCORDING TO THE COGNITIVE LEVEL." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1911.

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Vasiliu, Ana-Maria. "STUDY REGARDING STUDENTS� OPINION ABOUT PRACTICE OF PHYSICAL ACTIVITIES." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.123.

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Reports on the topic "Practical Activities in Sciences"

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de Souza, Dr Anthony R. Board on Earth Sciences and Resources and its activities. Office of Scientific and Technical Information (OSTI), 2000. http://dx.doi.org/10.2172/751426.

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Fast, Jerome D., Steven J. Ghan, and Stephen E. Schwartz. Modeling Activities in the Department of Energy?s Atmospheric Sciences Program. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/966650.

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Eide, Elizabeth A. Board on Earth Sciences and Resources and Its Activities Final Technical Report. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1440881.

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Delegard, C. H. Liaison activities with the institute of physical chemistry, Russian academy of sciences: FY 1996. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/331689.

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Delegard, C. H., and R. J. Elovich. Liaison activities with the Institute of Physical Chemistry, Russian Academy of Sciences: FY 1997. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/552764.

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Edington, C. Activities of the National Academy of Sciences in relation to the Radiation Effects Research Foundation. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7302710.

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Edington, C. W. Activities of the National Academy of Sciences in relation to the Radiation Effects Research Foundation. Office of Scientific and Technical Information (OSTI), 1991. http://dx.doi.org/10.2172/5815733.

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Edington, C. W. Activities of the National Academy of Sciences in relation to the Radiation Effects Research Foundation. Office of Scientific and Technical Information (OSTI), 1990. http://dx.doi.org/10.2172/5906657.

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Lewis, Jennifer. Support for Recognition of Women and for Activities for Women in Mathematical Sciences at National Meetings. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1204640.

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Delegard, C. H. Liaison activities with the Institute of Physcial Chemistry of the Russian Academy of Sciences: Midyear report. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/289816.

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