Relevant bibliographies by topics / Practicals

Contents

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

Academic literature on the topic 'Practicals'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Practicals"

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Stencel, John. "Let's Make Laboratory Practicals... Practical." American Biology Teacher 47, no. 8 (November 1, 1985): 485–86. http://dx.doi.org/10.2307/4448153.

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D, Savitha, and Taniya A. "Student perceptions of “doing” hematology physiology practicals." Advances in Physiology Education 44, no. 1 (March 1, 2020): 65–71. http://dx.doi.org/10.1152/advan.00147.2019.

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Although hands-on experience in hematology practical work has been an integral part of physiology education, the students’ perception on the importance of the same has remained largely unexplored. The objective of this study was to explore students’ perception on the importance of “doing” hematology experiments. The first-year medical students of the 2017–18 batch filled out a semistructured questionnaire at the end of the course of hematology practicals. The questionnaire captured their perception of the importance of doing hematology practicals on their own blood, the assessment of the same, and its value in medical training. Students indicated that doing practicals individually by pricking themselves was a necessary part of physiology teaching ( n = 126 responses: 43 men, 83 women; 86%). They felt that it not only improved their knowledge ( n = 120: 39 men, 81 women; 82%) and fine-motor skills ( n = 107: 41 men, 66 women; 73%), but also molded their attitude ( n = 101: 41 men, 60 women; 69%), gearing them to become empathetic and confident doctors. They felt that some practicals were unnecessary/outdated; this needs attention. While suggesting a few modifications in the practical curriculum, almost all students felt that the practicals should be continued for future batches. Students felt that doing hematology practical work was a necessary part of their training. It improved their knowledge, skills, and attitude, making them more empathetic and confident doctors.
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McGarvey, David J. "Experimenting with undergraduate practicals." New Directions in the Teaching of Physical Sciences, no. 1 (February 23, 2016): 3–5. http://dx.doi.org/10.29311/ndtps.v0i1.361.

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In my experience the prescriptive nature of many undergraduate practicals restricts the scope for students to apply and develop their subject-specific knowledge. In addition, the nature of such practicals places limitations on their effectiveness for development of problem solving, team working and transferable skills. In recognition of this, a number of laboratory practicals in physical chemistry have been developed (some from existing traditional scripts) which feature clearly formulated and explicit objectives, but which omit detailed instructions to a greater or lesser extent. One particular aspect of these practicals is that the onus is placed on students to design a viable experimental approach in order to achieve the stated objectives and to reflect critically on their work. In this respect some of the practicals may be considered as structured mini-projects. Another implicit aspect is an attempt to encourage students to de-compartmentalise their subject knowledge (e.g. organic mechanisms in a ‘physical’ chemistry practical).The practicals have been used successfully at levels 1 and 2 during the past two years at Keele, and although the approach described has been applied to laboratory work in physical chemistry, there is no reason why it cannot be applied more generally.
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McGarvey, David J. "Industry-linked context-based chemistry practicals." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 57–64. http://dx.doi.org/10.29311/ndtps.v0i2.436.

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There is considerable evidence that the use of tangible contexts enriches the learning experience for students. In view of this, the author has developed two ‘industry-linked context-based chemistry practicals’ that illustrate the importance of core chemistry topics within commercial/industrial contexts. A common feature of the practicals is that the students work with actual commercial samples and compare their data with that published by the two companies. The principal features of the two practicals are described and contrasted with conventional practicals. Finally, the results of a student evaluation of the practicals are reported.
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McGarvey, David J. "Experimenting With Undergraduate Practicals." New Directions, no. 1 (May 2003): 3–5. http://dx.doi.org/10.11120/ndir.2003.00010003.

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Fernandes, Lynette B., and Anna-Marie Babey. "Student attitudes towards pharmacology practicals." Proceedings for Annual Meeting of The Japanese Pharmacological Society WCP2018 (2018): PO1–7–13. http://dx.doi.org/10.1254/jpssuppl.wcp2018.0_po1-7-13.

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Singh, Vikramjit. "Achievement in Science and Attitude towards Science Practical among Secondary School Students of Patna." JOURNAL OF TEACHER EDUCATION AND RESEARCH 15, no. 02 (December 30, 2020): 15–19. http://dx.doi.org/10.36268/jter/15205.

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Practical work is defined as any science teaching and learning activity that involves students, working individually or in small groups, manipulating, and/or observing real objects and materials instead of the virtual world. The teaching of science offers students the ability to access a wealth of knowledge and information, which will contribute to an overall understanding of how and why things work as they do. Science can explain the mechanics and reasons behind the daily functioning of complex systems, ranging from the human body to sophisticated modern methods of transport. Children and students can use this knowledge to understand new concepts, make well-informed decisions, and pursue new interests. Thus, there is a compulsory role of science practicals in science teaching, and it is always important to study its implications on the students’ science achievement. The study here has investigated this and found out if there is any relationship between science achievement and attitude towards science practicals. The study has been conducted on 120 students administering the standardized test on attitude towards science practicals. This study used a 30-item science attitude scale adapted from Prokop et al. (2007). The findings showed that the differences existed in science achievement based on gender and location of the schools. In contrast, in terms of attitude towards science practicals, the difference only existed based on the schools’ area of location. It was also found that there existed a significant relationship between achievement in science and attitude towards science practical among secondary school students of Patna.
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M, Revathi. "Student's perception of objective structured practical examination versus traditional practical examinations for hematology physiology practicals." National Journal of Physiology, Pharmacy and Pharmacology 9, no. 8 (2019): 1. http://dx.doi.org/10.5455/njppp.2019.9.0623202072019.

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Math, Mahantayya, Rita Khadkikar, Yashoda Kattimani, Swati Gawali, Priyanka Rane, Madhur Rai, and Ravindra Inamdar. "Improving Biosafety in Performing Haematology Practicals." International Journal of Clinical and Experimental Physiology 6, no. 2 (December 30, 2019): 75. http://dx.doi.org/10.5530/ijcep.2019.6.2.19.

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Geisbusch, S., W. A. Halang, and B. Heulmanns. "Laboratory Practicals in Engineering Tele-Education." IFAC Proceedings Volumes 34, no. 9 (July 2001): 521–26. http://dx.doi.org/10.1016/s1474-6670(17)41761-7.

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Dissertations / Theses on the topic "Practicals"

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Bradley, Duncan. "Practicals in science education : a study of the theoretical bases, rationale and implementation of practicals in junior secondary science education /." Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16503.

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This study explores the issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs. The part that practical work has played in science education, both internationally and in Australia, is reviewed. Links are made between statements made by science educators more than 200 years ago to those made by modern day researchers into science teaching and learning. The study draws together the research traditions of the philosophy of science, science curriculum development, learning environments, and educational psychology. The researcher has carried out a multi-stage field study using both qualitative and quantitative methods to achieve the objectives of the study. Developments in the philosophy of science as they impinge on science education are reviewed. Science practicals are defined for the purposes of this study and a new Theoretical Model for Science Practicals is proposed. The model enables the description and statement of purpose of eight types of science practicals. The target population of the study is Australian science teachers and students. The model provides a theoretical basis for the development of the survey instrument, Science Practicals Inventory (SPI), to investigate students’ perceptions of the use of practicals in science learning. The eight types of practicals described in the model were used as the scales for the SPI. Qualitative data collected during separate group interviews of science teachers and students supported the development of the SPI together with quantitative data from three pilot studies. The SPI was validated using samples of high school students from Tasmania and Western Australia.
Using statistical procedures involving factor analyses, alpha reliability, discriminant validity, and ANOVA, a valid, reliable, efficient, eight scale, 50 item instrument has been developed. Analysis of the quantitative and qualitative data in this study enabled issues involved in the theoretical bases, rationale and implementation of practical work in junior secondary science programs to be clarified and better understood. The results of this study include implications for science curricula and recommendations for further research and are generalizable to science teachers and students in Australia. The SPI is available for further application in action research, science program evaluation, science teacher professional learning and science program renewal.
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Lai, Dorothy B. "Teachers' and students' perceptions of science practicals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ58051.pdf.

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Girot, Etienne. "Practical implementation of SCRUM and associated practices." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100123.

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Even though Scrum is nowadays widely known in the Software Industry field and its theoretical frame extensively described in the literature, its implementation is far from being straightforward. As a matter of fact, the literature describes a meta-process that new practitioners must adapt to their project specific constraints. However, this practical aspect is crucial and very scarcely tackled. To that extend, this thesis work describes the difficulties we faced while putting Scrum into practice and how, through the study of the project contextual factors, the insight of a Proof Of Concept and the support of a couple of agile practices, we worked it out.
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Woida, Angela. "Best Management Practices-A Practical Way to Protect the Environment." College of Agriculture, University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/295729.

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Casali, Caroline. "Circulação de saberes sobre jornalismo na sociedade em midiatização." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2991.

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Essa tese busca elaborar o fenômeno da circulação de saberes sobre Jornalismo na sociedade em midiatização, especialmente no que concerne à compreensão de articulações entre circuitos estabelecidos e fluxos comunicacionais mais tentativos de prática e crítica jornalística. Para tanto, são observadas experiências de práticas jornalísticas (produção de blogs e sites por amadores e apropriação de notícia s em redes sociais) e experiências de críticas jornalísticas (circulação de textos acadêmicos e de especialistas em Jornalismo na Internet). A partir da análise desses casos, que são observados tão somente em suas características que servem ao fenômeno, busca-se apreender a relação (afetações, promessas e expectativas) entre circuitos e fluxos comunicacionais de prática e crítica jornalística na sociedade em midiatização. Os referenciais teóricos que tensionam esses observáveis derivam de perspectivas da midiatização desenvolvidas especialmente por Braga (2006; 2012a; 2014). Quanto à prática jornalística, essa tese produz inferências sobre a capacidade que os amadores têm em dominar lógicas midiáticas e criar seus próprios espaços de produção de sentidos e narrativas sobre o mundo, à parte de, mas também em relação, aos grandes meios de comunicação de massa. Acerca da crítica jornalística, as inferências produzidas revelam um cenário em que os circuitos acadêmicos já estabelecidos se fecham entre os próprios pesquisadores, enquanto que fluxos comunicacionais de crítica sobre a produção dos meios de comunicação são exercidos, ainda de maneira dispersa e tentativa, via redes sociais. Em ambos os eixos de análise – de prática e crítica jornalística – verifica-se, sobretudo, que saberes em Jornalismo circulam na sociedade em midiatização, independente da atuação de circuitos acadêmicos ou profissionais.
This thesis seeks to elaborate the phenomenon of circulation of knowledges about Journalism in the mediatization of society, especially as regards the understanding of linkages between established circuits and communicational flows more tentatives of practice and criticismo journalistic. To this end, experiments of journalistic practices (production of blogs and sites by amateur and appropriation of news in social networks) and the experiences of journalistic criticism (circulation of academic texts and experts in Journalism on the Internet) are observed. From the analysis of these cases, that are observed only in its features that it work to the phenomenon, we seek to apprehend relations (affectations, promises and expectations) between circuits and communicational flows of practice and criticism journalistic in the mediatization of society. The theoretical frameworks that work these observables are mediatization's perspectives specially developed by Braga (2006, 2012a, 2014). As for journalistic practice, this thesis produces inferences about the ability of amateurs to dominate media logics and create their own spaces of production of meanings and narratives about the world, apart from, but also in relation to major media. About journalistic criticism, the inferences produced reveal a scenario in which academics circuits established are closed between the researchers themselves, while comunicational flows of criticism about the production of the major media are exercised, in a dispersed and attempt manner, in the networks social. In both lines of analysis - of the practical and the criticism journalistic - we can saw that knowledges about the Journalism are circulating in the mediatization of society, regardless of the performance of academic or professional circuits.
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Olgac, Deniz, and Sara Selberg. "Practical Suggestions for Implementing Open Innovation Practices : Drawing from Open Innovation Practices at Nokia and Procter & Gamble." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6347.

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The purpose of this thesis is to extract and provide practical knowledge and examples from both theory and practice in order to clarify some practices that can be used in the implementation of open innovation. It can be of interest for whomever willing to gain an insight into the practical features of open innovation and for companies considering, or struggling with the implementation of open innovation. The study was approached with a qualitative and interpretive method. Secondary sources were used exclusively to review the practical aspects of open innovation in theory and practice. Open innovation practice at Nokia Corp. and the Procter & Gamble Company were researched and reported using studies of other authors as well as the companies’ own publications. The classification of open innovation practices in contemporary literature is not sufficient to provide an understanding for the various types of open innovation practices that can be applied and used in practice. A classification based on types of activities is presented by the authors, and practical suggestions regarding design and implementation concludes the thesis.
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Cruz, Shirley Pires. "Desvelando sentidos de práticas educativas de famílias de classes populares: um estudo realizado com famílias de baixa renda de um bairro no município de São Paulo." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16456.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico
The following study tried to reveal and comprehend educational practicals in families that live in a lower class neighborhood in Sao Paulo city. Revealing the senses of educational practicals of these families, it has been, firstly, entering their worlds, contextualize their living experiences, and in order to do that, it has been important and revealing get to know their particulars, because the intention of this research has not been only to generalize the senses of the familiar educational practicals. The sense can be comprehended in this work, like the path where these practicals point, it means, the direction of the configured practicals from the narrative obtained from the interviewed families. It s important to remember that, the sense appear according to the situation, which means, within space and time, within a determined context or season, therefore what has emerged from this research refers to investigation that has taken place. This is an existential qualitative phenomenological research. As part of this study we have two families from EMEF s students of the neighborhood. These two families have taken two meetings where reflexive interviews were made, according to Szymanki proposal, besides the testimonies taken in group meetings. The data analysis was inspired on the Existential Phenomenology that was applied to get the educational practicals from their speeches. The results achieved point that the educational practicals of the studied families reveal the sense of being a father and a mother and take the role of being the educators of their own children, leading them to a better life. We haven t noticed a dialogic practical, but a command respect-obedience relationship, although this image of a educator family, committed in their children education, most of the times do not adequate to the concept that some educators have about lower-class families
O presente estudo procurou desvelar e compreender sentidos de práticas educativas de famílias moradoras de um bairro de baixa renda no município de São Paulo. Desvelar sentidos de práticas educativas dessas famílias foi primeiramente adentrar em seus mundos, contextualizar suas vivências e para isso foi importante e relevante conhecer e considerar suas peculiaridades, pois a intenção dessa pesquisa não foi generalizar os sentidos de práticas educativas familiares. O sentido é compreendido nesse trabalho, como o caminho para onde apontam tais práticas, ou seja, o rumo e a direção das práticas configuradas a partir das narrativas obtidas pelas entrevistas com essas famílias. É importante lembrar que sentido dá-se em situação, isto é, num espaço e tempo, num determinado contexto ou época, portanto o que emergiu nesse trabalho foi referido à investigação que aqui se realizou. Trata-se de uma pesquisa qualitativa de base fenomenológica existencial. Participaram do estudo duas famílias de alunos de uma EMEF da região onde moram. Com essas famílias foram feitos dois encontros para a realização de entrevistas reflexivas, segundo a proposta de Szymanski, além dos depoimentos coletados em reuniões coletivas. A análise dos dados inspirou-se na Fenomenologia Existencial de cunho hermenêutico para se desvelar os sentidos das práticas educativas no discurso dessas famílias. Os resultados alcançados apontam que as práticas educativas das famílias estudadas revelam um sentido que expressa a responsabilidade de ser pai e mãe e de assumirem o papel de educadores de seus filhos, instrumentando-os para uma vida melhor. Não observamos uma prática dialógica, mas de imposição e obediência, porém essa imagem de família educadora e comprometida na educação dos filhos, muitas vezes não se adequa ao conceito que alguns educadores têm sobre as famílias de classes populares
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Kan, Kwok-kin Terry, and 簡國健. "Exploring teachers' perceptions and practices in implementing the AL TAS for practical chemistry in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961654.

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Kan, Kwok-kin Terry. "Exploring teachers' perceptions and practices in implementing the AL TAS for practical chemistry in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2240093X.

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Valdez, Alora 1953. "Changes in teachers' beliefs, understandings, and practices concerning reading comprehension through the use of practical arguments: a follow-up study." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/565538.

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Books on the topic "Practicals"

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Gibbs, Graham. Labs and practicals. Oxford: Oxford Brookes University Educational Methods Unit, 1990.

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Gibbs, Graham. Labs and practicals. Oxford: Oxford Polytechnic Educational Methods Unit, 1990.

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Brimicombe, M. W. Introducing electronic systems practicals. Walton-on-Thames: Nelson, 1987.

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Chawdhri, L. R. Practicals of mantras and tantras. New Delhi: Sagar Publications, 1985.

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Psychology: Experiments, investigations and practicals. Oxford: Blackwell, 1989.

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Lisney, Mark. Psychology: Experiments, investigations and practicals. Oxford: Basil Blackwell, 1989.

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Borrie, Andy. Fitness practicals: A teaching guide. Leeds: National Coaching Foundation, 1993.

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Adriaanse, P. I. Practicals basic land surveying and irrigation. Wageningen: STOAS Foundation for the Development of Agricultural Education and Training in cooperation with, 1994.

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Mason, O'Connor Kristine, and Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN), eds. Practicals and laboratory work in geography. Cheltenham: Geography Discipline Network (GDN), Cheltenham & Gloucester College of Higher Education, 1998.

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Ian, Walker, ed. Research with people: Theory, plans and practicals. New York: Palgrave Macmillan, 2009.

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Book chapters on the topic "Practicals"

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Kulkarni, Sulabha K. "Practicals." In Nanotechnology: Principles and Practices, 355–79. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09171-6_14.

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Haines, Catherine. "Assessing practicals and fieldwork." In Assessing Students’ Written Work, 158–70. 2nd ed. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2021. http://dx.doi.org/10.4324/9780429329593-12.

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Webb, Travis P., Carole S. Vetter, and Karen J. Brasel. "Teaching with Practicals and Labs." In An Introduction to Medical Teaching, 113–22. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_9.

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Ramawat, K. "Practicals." In Biotechnology, Second Edition, 545–58. Science Publishers, 2007. http://dx.doi.org/10.1201/b10756-20.

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"Practicals." In Practical Modern SCADA Protocols, 428–529. Elsevier, 2003. http://dx.doi.org/10.1016/b978-075065799-0/50036-x.

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"Practicals." In Practical Embedded Controllers, 183–241. Elsevier, 2003. http://dx.doi.org/10.1016/b978-075065802-7/50011-0.

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"Practicals." In Practical Industrial Data Networks, 343–401. Elsevier, 2004. http://dx.doi.org/10.1016/b978-075065807-2/50044-3.

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Kavitha, S. "Practicals." In Viva Voce in Biochemistry, 194. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12453_32.

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Medhi, Bikash, and Ajay Prakash. "Miscellaneous Practicals." In Practical Manual of Experimental and Clinical Pharmacology, 322. Jaypee Brothers Medical Publishers (P) Ltd., 2010. http://dx.doi.org/10.5005/jp/books/11381_32.

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S, Sujatha. "History Taking." In ENT Practicals, 1. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12668_2.

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Conference papers on the topic "Practicals"

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Jimenez, Felipe, Jose Eugenio Naranjo, and Oscar Gomez. "Navigation systems teaching method based on multidisciplinary practicals." In 2009 EAEEIE Annual Conference. IEEE, 2009. http://dx.doi.org/10.1109/eaeeie.2009.5335445.

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Lull, Cristina, Inmaculada Bautista, Antonio Lidón, and José Luis López-Paz. "LEARNING SUSTAINABLE DEVELOPMENT GOALS IN CHEMISTRY LABORATORY PRACTICALS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1069.

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Louw, Tobias M., and Karin E. Wolff. "Experimenting with engagement: An intervention to promote active reflection during laboratory practicals." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363303.

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Moore, I. "Why do we have practicals anyway? A focus on the essential engineering skills." In IEE Colloquium on Engineering Education in the Twenty-First Century. IEE, 1996. http://dx.doi.org/10.1049/ic:19960666.

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Carda-Broch, Samuel, Josep Esteve-Romero, Juan Peris-Vicente, Jaume Albiol-Chiva, Mar Esteve-Amorós, María José Ruiz-Ángel, María-Teresa Doménech-Carbó, and Dolores Yusá-Marco. "DESIGN OF THE LABORATORY SCRIPT BY THE STUDENTS IN CHEMISTRY PRACTICALS: ANALYSIS OF WATER." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0490.

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Esteve-Romero, Josep, Juan Peris-Vicente, Jaume Albiol-Chiva, Samuel Carda-Broch, María José Ruiz-Angel, and Mar Esteve-Amorós. "ORAL EXPOSITION OF LABORATORY PRACTICALS BY THE STUDENTS IN THE SUBJECT "ADVANCED LABORATORY IN CHEMISTRY"." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0293.

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Wesonga, Fanuel, and Catherine Aurah. "Instructional Strategies and Learning Styles as Predictors of High School students’ Academic Performance in Physics Practicals in Kenya." In International Conference on Future of Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/26307413.2019.2101.

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Kabra, Sneha, Himani Dua, and Amita Kapoor. "Development of e-learning based module for teaching practicals in electronics to science and engineering students in India." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062613.

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Ibarra-Berastegi, Gabriel, Alain Ulazia, Urko Izquierdo, and Sheila Carreno-Medinabeitia. "COMBINING PRACTICALS AT A RESEARCH LABORATORY, VISITS TO FACILITIES AND HANDS-ON COMPUTER EXERCISES TO TEACH MARINE ENERGY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0399.

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Arriazu, Riánsares. "THE SATISFACTION OF SOPHOMORE DENTAL STUDENTS WITH THE VIRTUAL MICROSCOPY PRACTICALS USED IN HISTOLOGY AND ANATOMICAL PATHOLOGY COURSE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1782.

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Reports on the topic "Practicals"

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Watson, Scott Avery, and Nicola M. Winch. Practical Radiography. Office of Scientific and Technical Information (OSTI), February 2018. http://dx.doi.org/10.2172/1422907.

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Obua, Steven. Practical Types. Recursive Mind, July 2021. http://dx.doi.org/10.47757/practical.types.1.

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Abstract:
These are preliminary notes about Practal’s logic and its system of practical types. This is ongoing research, and I expect updates to this document over time. Practal Light is a research prototype implementing (part of) what is presented in this document.
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Kocherlakota, Narayana. Practical Policy Evaluation. Cambridge, MA: National Bureau of Economic Research, May 2018. http://dx.doi.org/10.3386/w24643.

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Kuhn, D. R., R. N. Kacker, and Y. Lei. Practical combinatorial testing. Gaithersburg, MD: National Institute of Standards and Technology, 2010. http://dx.doi.org/10.6028/nist.sp.800-142.

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Choquet, P. Rock bolting practical guide. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1991. http://dx.doi.org/10.4095/305079.

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Kyburg Jr, Henry E. Evidential and Practical Certainty. Fort Belvoir, VA: Defense Technical Information Center, January 1989. http://dx.doi.org/10.21236/ada250440.

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Kyburg, Henry E., and Jr. Evidential and Practical Certainty,. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada250620.

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Foster, Nick, and Ronald Fedkiw. Practical Animation of Liquids. Fort Belvoir, VA: Defense Technical Information Center, August 2001. http://dx.doi.org/10.21236/ada479067.

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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Best Practices for Successful Coaching Engagments. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2046.

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Gregory Kremer, David J. Bayless, Morgan Vis, Michael Prudich, Keith Cooksey, and Jeff Muhs. Enhanced Practical Photosynthetic CO2 Mitigation. Office of Scientific and Technical Information (OSTI), January 2006. http://dx.doi.org/10.2172/888741.

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