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Relevant bibliographies by topics / South Birmingham Technical College

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Academic literature on the topic 'South Birmingham Technical College'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "South Birmingham Technical College"

1

Duffy, Edward F. "THE SOUTH CAROLINA TECHNICAL COLLEGE SYSTEM." Community College Journal of Research and Practice 21, no. 4 (June 1997): 431–43. http://dx.doi.org/10.1080/1066892970210409.

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Terblanche, Tercia, and Eli Bitzer. "Leading curriculum change in South African technical and vocational education and training colleges." Journal of Vocational, Adult and Continuing Education and Training 1, no. 1 (November 13, 2018): 104. http://dx.doi.org/10.14426/jovacet.v1i1.16.

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This article proposes that the technical and vocational education and training (TVET) collegecurriculum in South Africa needs restructuring in order for it to support more innovativeresponses to industry requirements and TVET standards. The ultimate aim of this study was todevelop a framework for leading curriculum change in the South African TVET college sector, aframework that will be able to support training and capacity-building among TVET collegeleaders to bring about long-overdue curriculum change. To achieve this aim, curriculumleadership is essential. The multi-phased, mixed-methods research design used in this studyinvolved a questionnaire survey and follow-up group interviews with TVET college staffrepresentative of five TVET colleges in the Western Cape province. Based on these data sources,the study reports on a range of current curriculum challenges in TVET colleges which formed thebasis for suggesting a research-based framework to train leaders to take the initiative in TVETcuriculum change. The study findings confirm the need for TVET college curriculum reform,which, in turn, requires competent curriculum leadership and leadership development. Theresearch therefore contributes to theory and practice in the field of South African TVETcurriculum leadership.

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Robinson, Reagan N., and Anthony N. Taneh. "DIGITAL ILLITERACY: A CONSTRAINT TO TECHNOLOGY EDUCATION ADVANCEMENT IN SOUTH-SOUTH REGION OF NIGERIA." International Journal of Research -GRANTHAALAYAH 6, no. 11 (November 30, 2018): 307–14. http://dx.doi.org/10.29121/granthaalayah.v6.i11.2018.1132.

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Technology education is one the programmes designed to provide technical knowledge and skills necessary for economic development in Nigeria. But technology education programme has a constraint to its advancement which this study investigated. The study adopted the survey research method for the design. The population of the study was 453 persons comprised of 379 students and 74 technical teachers from one Technical College and a University with technology education department in each of the 6 states of the South-South geo-political zone. A simple random sampling technique was used to obtain a sample size of 188 which comprised of 33 technical teachers and 155 students. A 5-item questionnaire was used as the instrument for the study. The questionnaire item was followed by a single response category based on a 5-point rating scale format of Very High Extent (VHE), High Extent (HE), Moderate Extent (ME), Low Extent (LE) and Very Low Extent (VLE). A test re-test method was adapted to test the reliability of the instrument to obtain a coefficient of 0.73. The data gathered was analyzed using mean and z-test analysis to answer the research question and hypothesis respectively. The finding revealed that digital illiteracy is a constraint to technology education advancement in Nigeria. Based on the findings, it was recommended that in order to enhance digital proficiency in technology education, government should adequately provide digital facilities in all technology education institutions in Nigeria.

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Kennedy, O. O. "PERCEPTION OF COLLEGE OF EDUCATION LECTURERS ABOUT TECHNICAL EDUCATION RESEARCH AND EVALUATION IN NIGERIA." Sokoto Educational Review 14, no. 2 (December 30, 2013): 11. http://dx.doi.org/10.35386/ser.v14i2.118.

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The study was conducted to ascertain the perception of Federal College of Education Technical lecturers towards technical education research in the South-South geo-political zone of Nigeria. In pursuance of this purpose, four research questions were formulated and one hypothesis tested. The population comprised of 70 lecturers of Federal Colleges of Education (Technical) in Asaba, Umunze and Omoku. The entire population was used for the study. No sampling was done because of the fewness of the population. The design used was a survey. The instrument used was the questionnaire. On the whole 57 items were drawn using the Likert scale format. The instrument was considered valid by experts with the reliability coefficient of 0.89 using Cronbach alpha. Simple percentage and t-test were used to analyse the data. The study revealed that: Government’s inactive role in supporting and promoting research activities in colleges of education (technical) caused low morale of lecturers towards research; A lot of constraints such as poor attitude to research, falsification of research data, among others are the challenges of technical education research. The study recommends among others that: About 10 per cent of the education tax fund should be voted to research; Government should improve its communication network.

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Bailey, Anthony. "Offshore teaching practice in the Australia-Pacific Technical College: A case study in the South Pacific." International Journal of Training Research 9, no. 1-2 (April 2011): 164–78. http://dx.doi.org/10.5172/ijtr.9.1-2.164.

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Nzembe, Alois. "Access, Participation and Success: The Tri-Dimensional Conundrum of Academic Outcomes in a South African TVET College." Academic Journal of Interdisciplinary Studies 7, no. 2 (July 1, 2018): 31–42. http://dx.doi.org/10.2478/ajis-2018-0044.

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Abstract This study sought to unravel academic factors which influence access, participation and success in a South African technical, vocational, education and training (TVET) college. The research questions which guided this research paper were as follows: What are students’ experiences of access, participation and success in the context of one South African TVET college? How do students navigate the contextual dynamics that affect access, participation and success? A qualitative research design was used to investigate academic factors which impede or promote access, participation and success in the TVET College. An interview schedule was used to generate data which would highlight the participants’ experiences of access, participation and success in the TVET College. An analysis of the reasons why students experience challenges in their academic performance in the college revealed that the under-preparedness of students for the TVET curriculum, the language of instruction, academic support programmes in the college, provision of educational resources assessment approaches had negative and/or positive influences on access, participation and success in the TVET college.

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Matenda, Sophia. "Experiences of women students in Engineering studies at a TVET college in South Africa." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 17. http://dx.doi.org/10.14426/jovacet.v3i1.128.

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This article explores the experiences of women students in an Engineering programme at a South African technical and vocational education and training (TVET) college. Drawing on the capabilities approach as the study’s theoretical framework, the author interprets what women go through as they navigate college and transition into the labour market. While there is a growing literature on post-school education, particularly on TVET, few studies focus on the experiences of women students in traditionally male-dominated programmes such as Engineering. Furthermore, South African education and training policies since 1994 make reference to a commitment to resolving the inequalities under the previous apartheid government, specifically with regard to gender inequality. Through a case study approach, the research reported on in this article sought to understand how the democratic government’s commitment to social justice was being implemented and experienced on the ground, and, more particularly, whether it is improving the position of women students. Qualitative data obtained through in-depth interviews were collected in two phases from 14 women in their final trimester of the National Accredited Technical Education Diploma (NATED) programme and about six months after that. The findings show that the students face various challenges while they persist with their education, and also in obtaining either internships or employment. By highlighting the experiences of women in TVET, it is hoped thatthis understanding will help to persuade the government to embrace social justice in the postschool sector so as to enhance the study and employment opportunities of women who enrol in Engineering.

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Hayashi, Yoichi. "Professor Ernest Czogala Memorial Issue Part 2." Journal of Advanced Computational Intelligence and Intelligent Informatics 3, no. 4 (August 20, 1999): 213. http://dx.doi.org/10.20965/jaciii.1999.p0213.

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After the publication of Professor Ernest Czogala Memorial Issue Part 1, I found 2 obituaries, one in the International Journal of Applied Mathematics and Computer Science, Vo1.9 No.1, published by the Technical University Press, Poland, by Maria Drelichowska and Lucjan Karwan of the Technical University, Silesia, Gliwice, Poland. The other was published"Fuzzy Systems in Medicine" (P.S. Szczepaniak eds.), Physica-Verlag, published in January 2000, which included my paper,"Fuzzy and Crisp Logical Rule Extraction Methods in Application to Medical Data," which I wrote in collaboration with W. Duch et al. This issue includes the final paper,"A Classifier Based on Neurofuzzy Inference," by Ernest Czogala, Jacek Leski, and Yoichi Hayashi, which is why this edition has been published later than planned. I would like include a comment by Samuel Ullman, written in Birmingham, Alabama, where Ernest's cousin and researcher James J. Buckley works: "Youth is not a time of life; it is a state of mind... Nobody grows old merely by years. We grow old by deserting our ideals." The Samuel Ullman Museum at the University of Alabama is at 2150 15th Avenue South, Birmingham, Alabama 35294-1150 (phone:001(205)934-5634), thanks to citizens of Japan and the United States. We thank Drs. Toshio Fukuda and Kaoru Hirota, Editors in Chief of the JACI, for accepting my proposal for this special issue. Special thanks also go to the referees for their cooperation, devotion, and review. We also thank Fuji Technology Press President Keiji Hayashi for his dedicated work.

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Nzembe, Alois. "Lecturers′ Perceptions of Leadership Traits which Promote Motivation in a South African Technical and Vocational, Education and Training (TVET) College." Academic Journal of Interdisciplinary Studies 6, no. 2 (July 26, 2017): 49–60. http://dx.doi.org/10.1515/ajis-2017-0006.

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Abstract Educator morale has been a focus of educational leaders and managers throughout the world, because without educator motivation and morale the learning and teaching in our schools would be grossly compromised. It is against this background that this research was carried out to find out lecturers’ perceptions of leadership traits which promote motivation in a Technical and Vocational Education and Training (TVET) college in South Africa. The research questions which guided this research were as follows: What are lecturers′ perceptions of leadership traits which promote motivation in an educational and training institution in South Africa? How can educational leaders and management in South Africa integrate their experiences and practices with what educators believe are the main drivers of high lecturer morale? A qualitative study was used to generate data that would be useful in answering the research questions. The nature of this qualitative study required in-depth interviews with participants where qualitative data was generated and interpreted. The researcher saw it fit to use in-depth interviews because this method of data generation would enable the researcher to capture the perspectives, views and opinions of participants about leadership traits which facilitate motivation in the South African TVET College in particular and the South African education system in general. The views of the participants showed that leadership traits such as accountability, responsibility, empathy, decisiveness, assertiveness, charisma, pro-activeness, motivation and communication are the life-blood, foundation and bed-rock of effective leadership and management in the TVET College.

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Oke, J. O., and O. O. Olakotan. "Enhancing Effectiveness in Teaching and Learning Technical Drawing for Sustainable Development in Nigerian Technical Colleges." Innovation of Vocational Technology Education 15, no. 1 (March 21, 2019): 12. http://dx.doi.org/10.17509/invotec.v15i1.16051.

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This study determined enhancing effectiveness in teaching and learning technical drawing for sustainable development in Nigerian technical colleges. Two research questions focusing on status of Technical Drawing in Nigerian Technical Colleges and mechanisms for enhancing teaching and learning of Technical Drawing guided the study. The population of the study was all the 152 technical college administrators in state government owned technical colleges in South- Western States of Nigeria. A 30-item self-developed questionnaire was used to collect data from all the 152 respondents. The questionnaire was validated by three experts and its reliability coefficient was established at 0.92 using Cronbach’s Alpha Coefficient method. The data collected were analyzed using descriptive statistics. The study found that traditional mode of classroom instruction dominated the teaching and learning of technical drawing and that procurement of ICT facilities and retraining of technical drawing teachers would enhance teaching and learning of the subject. The study recommended, among others that relevant stakeholders responsible for the administration of technical colleges should procure ICT facilities for teaching and learning of technical drawing.

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Dissertations / Theses on the topic "South Birmingham Technical College"

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McLafferty, Charles L. "The technical college image in South Carolina." Connect to this title online, 2006. http://etd.lib.clemson.edu/documents/1171901483/.

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Preston, Lesley Florence. "Second rate : reflections on South Tech and secondary technical education 1960-90 /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001070.

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Lechmaier, Catherine A. "Optimal utilization of classroom space and course offerings at Milwaukee Area Technical College South Campus." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000lechmaierc.pdf.

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Moses, Lea-Anne. "How can mobile technology enhance students' learning in technical vocational training in South Africa?" Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/32885.

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Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy.

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Robertson, Catherine Anne, and Plessis Catherine Anne Du. "Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96966.

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Thesis (PhD)--Stellenbosch, 2015.
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014).
AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.

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Oelslager, Laurie Ann. "Educating "Generation X" : a comparison of expectations and perceptions of Generation X and faculty at South Central Technical College /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Winkelman, Clifford W. "The impact student's motivational levels have on student performance in the HVAC courses at Milwaukee Area Technical College South Campus." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000winkelmanc.pdf.

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Engelbrecht, Mardine. "The relevance of the National Certificate Vocational at Technical Vocational Education and Training colleges for the South African tourism industry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2580.

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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.
The study was planned to investigate the relevance of the National Certificate Vocational tourism programme for the South African tourism industry in terms of the employability and skills required by tourism students to work in the tourism industry, once they graduated. The main objective of this study was to identify the challenges facing the National Certificate Vocational tourism programme, with sub-objectives focussing on the level of graduates’ employability, articulation from the National Certificate Vocational programme to higher education, as well as on the skills and abilities needed by National Certificate Vocational lecturers to teach in their specific field. The research was conducted in the form of an empirical survey to gather information using research questionnaires. A mixed methods approach, using both a quantitative and qualitative methodology, was employed to gather relevant data for the study. Qualitative questionnaires were distributed to a target population comprising conveniently selected National Certificate Vocational Tourism graduates (a total sample of 100), and National Certificate Vocational lecturers (a sample of 50 suitably qualified persons), at four Technical Vocational Education and Training colleges in the Western Cape. Personal interviews were conducted with ten conveniently selected tourism industry employers and role-players. Ten specifically identified representatives of tourism and government education departments and other government organisations were also part of the target population. The first part of the study looked at the history of Vocational Education and how it is practised in other countries. The history of the National Certificate Vocational programmes within South Africa is explained, as well as the challenges facing the National Certificate Vocational tourism qualification and its relevance to the tourism industry in South Africa. Results from the research suggested that National Certificate Vocational tourism students are only employable in small to medium micro enterprises (SMMEs) once they graduate. It was concluded that graduates would need more experience and practical knowledge to be employable in the wider tourism labour market. The results confirm that the updated National Certificate Vocational tourism curriculum is critically important to make the qualification more relevant to the South African tourism industry.

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Andrews, Priscilla. "Access, barriers to participation and success among adult students at a Technical, Vocational, Education and Training (TVET) College in the Western Cape, South Africa: Keeping the dream alive." University of Western Cape, 2019. http://hdl.handle.net/11394/7846.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The Department of Higher Education and Training (DHET) in the White Paper for Post-School Education and Training outlines access, participation and barriers as critical issues in post-school education (DHET, 2013). The main aim of this research paper was to investigate the relationships between access, barriers to participation and success among adult students registered for the National Accredited Technical Diploma (NATED) specialisation in Early Childhood Development (ECD) at a TVET College in the Western Cape. Although I concentrated on the interplay between the adult students’ experiences related to access, participation and barriers, my primary interest relates to how and why adult students succeed despite the barriers that they encounter.

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Pereira, Clarence Alfred. "A mathematics competency test for the placement of students at a technical college." Thesis, 2014. http://hdl.handle.net/10210/10708.

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Books on the topic "South Birmingham Technical College"

1

South Carolina Technical College System, ed. Transforming South Carolina's destiny: SC Technical College System's first 50 years. Columbia, South Carolina]: SC Technical College System, 2013.

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Technical College Responsiveness: Learner Destinations and Labour Market Environments in South Africa. Human Sciences Research Council, 2004.

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Washington (State). State Board for Community and Technical Colleges. and Washington State Library. Electronic State Publications., eds. Washington community and technical colleges portable building replacement: Legislation to provide $10 million already appropriated to colleges to replace decripit portables. [Olympia, Wash: Washington State Board for Community and Technical Colleges, 2000.

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John, Gugerty, Knutsen Caryl, and Educational Resources Information Center (U.S.), eds. Serving students with significant disabilities in two-year colleges: Program Accessibility Committee, Florence-Darlington Technical College, Florence, South Carolina. [Madison, WI: Center on Education and Work, University of Wisconsin, School of Education, 2000.

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I, Krzywkowski Valerie, and Nebraska Library Association. College and University Section., eds. " Competencies for librarians": Proceedings for the 1985 Spring meeting of the Nebraska Library Association, College and University Section, held at Metropolitan Technical Community College South Campus, Omaha, NE, April 26, 1985. [Alexandria, Va: ERIC Document Reproduction Service, 1986.

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I, Krzywkowski Valerie, and Nebraska Library Association. College and University Section., eds. "Competencies for librarians": Proceedings from the 1985 spring meeting of the Nebraska Library Association, College and University Section : held at Metropolitan Technical Community College South Campus, Omaha, NE, April 26, 1985. [Lincoln, Neb.]: The Section, 1985.

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Remmelink, Willem, ed. The Invasion of the South: Army Air Force Operations, and the Invasion of Northern and Central Sumatra. Translated by Willem Remmelink. Leiden University Press, 2021. http://dx.doi.org/10.24415/9789087283667.

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Between 1966 and 1980, the War History Office of the National Defense College of Japan (now the Center for Military History of the National Institute for Defense Studies) published the 102-volume Senshi Sōsho (War History Series). The present book completes the trilogy of English translations of the sections in the Senshi Sōsho series on the Japanese operations against the former Dutch East Indies (Indonesia). The first volume (The Invasion of the Dutch East Indies, 2015) details the army operations, the second volume (The Operations of the Navy in the Dutch East Indies and the Bay of Bengal, 2018) the navy operations, and this third volume the army air force operations. The three volumes provide an unparalleled insight into the Japanese campaign to capture Southeast Asia and the oil fields in the Indonesian archipelago in what was at that time the largest transoceanic landing operation in the military history of the world. It was also the first time in history that air power was employed with devastating effect over such enormous distances, posing complex technical and logistical problems.

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Conference papers on the topic "South Birmingham Technical College"

1

Manikam, L., A. Robinson, I. Lever, JY Kuah, HJ Vaidya, EC Alexander, GW Miller, et al. "G309 A systematic review of infant and young children complementary feeding practices in south asian families." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.302.

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Oligbu, G., P. Dragoumi, R. Karuvattil, and K. Das. "G393(P) Effectiveness of vagus nerve stimulation on patients with complex epilepsy in south east of england, 2008 – 2013." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.386.

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Manikam, L., C. Amadi, A. Robinson, L. Stephenson, T. Shafi, I. Lever, S. Ahmed, R. Lingam, and M. Lakhanpaul. "G182(P) Systematic review of infant and young children complementary feeding practices in south asian families: The developed countries perspective." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.181.

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Acton, C., C. Harris, M. Munyagwa, and A. Greenough. "G292(P) An audit of neonatal admissions to a rural hospital in south-western uganda." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.284.

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Ogugua, CF, MU Ibekwe, UN Chikeani, CY Okiche, and BC Ibe. "G592(P) Socio-demographic determinant of glycaemic control among children with type 1 diabetes in south eastern nigeria." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.573.

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Arthur, S., and S. Andronikou. "G104(P) Technical report: ‘Flat earth lung’ a curved multi-planar reconstruction for demonstration and follow up of scattered metastatic lung nodules in children." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 24–26 May 2017, ICC, Birmingham. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313087.103.

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Ayyash, HF, MO Ogundele, L. Cuff, L. Azmi, and E. Weisblatt. "G516(P) Effect of cygnet training programme at improving parents’ knowledge and confidence in managing autistic children at an integrated neurodevelopmental service in south eastern england." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.500.

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Mason, T. "G627(P) Is virtual resus training the future? Can 360 degree ‘immersive video’ engage paediatric trainees safely in life support training? – A project as part of the south west return to paediatric training course (SWRPT)." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.607.

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