Relevant bibliographies by topics / Taught time

Contents

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

Academic literature on the topic 'Taught time'

Author: Grafiati
Published: 10 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Taught time"

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Cardim, Vera Lúcia Nocchi, and Alessandra Silva. "What the time has taught about Hyperteleorbitism." Archives of Pediatric Neurosurgery 4, no. 2(May-August) (2022): e1242022. http://dx.doi.org/10.46900/apn.v4i2(may-august).124.

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Introduction: Hypertelorbitism is a clinical feature that may be present in various types of pathologies and degrees of manifestation. Observing the evolution of techniques over time and understanding the specific characteristics of each case demonstrates the difficulty of establishing treatment protocols.
 Material and method: Retrospective analysis of over 150 cases of hypertelorbitism operated on over 44 years by the main author. The increased interorbital distance had varied etiologies: dysplasia, meningoencephaloceles, and dysostosis. 
 Results: Retrusion of the facial middle th
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Steffen, Tom A., and James O. Terry. "The Sweeping Story of Scripture Taught through Time." Missiology: An International Review 35, no. 3 (2007): 315–35. http://dx.doi.org/10.1177/009182960703500306.

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Farley, W. Edward. "Can Preaching Be Taught?" Theology Today 62, no. 2 (2005): 171–80. http://dx.doi.org/10.1177/004057360506200203.

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Preaching—defined as sermon writing, exegesis, or discursive skill—appears to be teachable. On the other hand, is preaching, defined as announcing the gospel, hence the mysteries of God and God's redemptive work, teachable? Preaching the gospel embodies and, at the same time, transforms the three primary features of aesthetic art: creativity, emotional world-engagement, and imagination. If these artistic features are gifts prior to any teaching, then we may doubt that pedagogy can facilitate preaching the gospel. At the same time, however, teachers of preaching can identify students' artistic
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Votruba, Martin. "Herder and Modernity: From Lesser-Taught Languages to Lesser-Taught Cultures." East/West: Journal of Ukrainian Studies 4, no. 1 (2017): 95. http://dx.doi.org/10.21226/t2zp4f.

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The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder’s interpretation that language in and of itself contains national (ethnic) culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials’ understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may recon
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Žilinčiková, Maria. "TAUGHT NOT TO TRUST." Maastricht Journal of Liberal Arts 12 (September 29, 2020): 53–63. http://dx.doi.org/10.26481/mjla.2020.v12.783.

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For many years, Slovakia has been struggling with low voter turnout and a disengaged public. At the same time, there are concerns that the current education system is not equipping students with skills relevant to their lives. This paper examines the passive way civic education is taught in Slovakia and the influence it has on the political behavior of youth. The paper concludes that the education also promotes a passive political culture. At the end, the paper proposes an educational reform that could improve political participation for the new generation.
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Blackstone, Eugene H., and Tara B. Karamlou. "What industry taught us about repeated time-related events." Journal of Thoracic and Cardiovascular Surgery 155, no. 2 (2018): 737–38. http://dx.doi.org/10.1016/j.jtcvs.2017.09.124.

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Davis, Dwight, Marcia Belcher, and Thomas McKitterick. "COMPARING THE ACHIEVEMENT OF STUDENTS TAUGHT BY PART‐TIME VERSUS FULL‐TIME FACULTY." Community Junior College Research Quarterly of Research and Practice 10, no. 1 (1986): 65–72. http://dx.doi.org/10.1080/0361697860100106.

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Horowitz, Asher. "How Levinas Taught Me to Read Benjamin." PhaenEx 1, no. 1 (2006): 140. http://dx.doi.org/10.22329/p.v1i1.40.

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Benjamin's "Theses on the Philosophy of History" have been interpreted almost exclusively in relation to Marxist historical materialism and, in that context, inevitably found wanting, misunderstood as the unwelcome intrusion of mystical and voluntarist notions into a rational method of historical explanation. Levinas, although he never mentions Benjamin, nonetheless affords a better clue as to what Benjamin might have been trying to accomplish. The major distinction animating and structuring Levinas's work is that between ethics, or the ethical relation, and ontology, or the disclosure of bein
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Truscott, Jason B., Alan Boyle, Sue Burkill, Julie Libarkin, and Jo Lonsdale. "The concept of time: can it be fully realised and taught?" Planet 17, no. 1 (2006): 21–23. http://dx.doi.org/10.11120/plan.2006.00170021.

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Graham, Steve. "Changing How Writing Is Taught." Review of Research in Education 43, no. 1 (2019): 277–303. http://dx.doi.org/10.3102/0091732x18821125.

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If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instructio
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Dissertations / Theses on the topic "Taught time"

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Liu, Lisha. "A qualitative study of international students' experiences of engaging in learning on UK full-time taught masters programmes." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020729/.

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International students who are studying a full-time taught master's programme have become the largest postgraduate student group in UK higher education institutions (HEIs). However, their general engagement in learning on such programmes seems to be comparatively overlooked in academic discussions. This thesis describes a study which seeks to understand the learning engagement from these students' perspective. It begins with a systematic review of the background literature about UK taught masters education and international students' learning situation. Then, it presents an analytical review o
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Lutes, Lyndell E. "Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4021.

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This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8-week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week
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Mwangi, Peter N. "The Impact of the STARTALK Language Program on the Internationalization of Higher Education in the United States." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479124046459707.

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Ka'ili, Tēvita O. "Tauhi Vā : creating beauty through the art of sociospatial relations /." Thesis, e-Book (PDF), 2008. http://www.library.auckland.ac.nz.ezproxy.auckland.ac.nz/eproducts/ebooks/Tauhi_Va_Creating_Beauty_Final_Copy.pdf.

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mei, Hung yea, and 洪雅玫. "An Empirical Study of How a Third-grade Teacher Taught the Notion of Time in Mathematics." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/54796740606931858839.

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碩士<br>國立新竹教育大學<br>應用數學系碩士班<br>95<br>This study investigated how a third-grade teacher taught the notion of time in mathematics. The researcher collected data through classroom observation, interviews with the teacher, and the mathematics teaching logs. The findings of this empirical could be divided into two sections: the process of the teacher’s instruction and the factors which influenced the teacher’s instruction. In the first section, the researcher found that the process of the teacher’s instruction included three phases: pre-instruction preparation, instruction, and post-instruction eval
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Oliveira, Sandrina Espiridião de. "Os alunos: de onde vêm, o que trazem e o que fazem: o caso da Faculdade de Belas Artes da Universidade de Lisboa." Master's thesis, 2016. http://hdl.handle.net/10071/13503.

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A presente dissertação, realizada no âmbito do Mestrado em Educação e Sociedade, partiu da seguinte questão: Os alunos que beneficiaram de maior carga horária das disciplinas técnico artísticas – provenientes das Escolas Artísticas Especializadas de Artes Visuais, apresentam maior sucesso no 1º ano da universidade, que os alunos que vêm de outras escolas secundárias e profissionais de cursos de Artes Visuais e de outros? Apresenta uma breve história do ensino das artes visuais em Portugal e um enquadramento teórico enfocado nas relações entre tempos escolares e aquisição de competências técni
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Books on the topic "Taught time"

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Ofsted, ed. Taught time: A report on the relationship between the length of the taught week and the quality and standards of pupils' work, includingexamination results. Ofsted, 1994.

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OFSTED. Taught time: An interim report on the relationship between the length of the taught week and the quality and standards of pupils work, including examination results. Ofsted, 1994.

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Science, Department of Education &. A survey of full-time taught master's degree coursesin art and design: A report by HMI. Department of Education and Science, 1991.

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Department of Education & Science. A survey of full-time taught Master's degree courses in art and design: October and November 1990: A report by HMI. Department of Education and Science, 1991.

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Maier, Paul L. Jesus of history: Who he was, what he taught, where he walked, how he became the most influential figure of all time. Weider History Group, Inc., 2013.

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Johnston, Rita. An investigation into staff and student perceptions of the taught and distance learning modes of delivery for the part-time Masters degree in Continuing Education. University of Sheffield, Department of Adult Continuing Education], 1993.

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Robert, Lindsey, ed. Brando: Songs my mother taught me. Random House Large Print, in association with Random House, 1994.

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Robert, Lindsey, ed. Brando: Songs my mother taught me. Random House, 1994.

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Jordan, John. A review of tradition as taught by the writers of the Tracts for the times. British Library, 1986.

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Reichl, Ruth. Not becoming my mother: And other things she taught me along the way. Penguin Press, 2009.

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Book chapters on the topic "Taught time"

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Runge, Val M., and Johannes T. Heverhagen. "2D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85413-3_76.

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Runge, Val M., and Johannes T. Heverhagen. "3D Time-of-Flight MRA." In The Physics of Clinical MR Taught Through Images. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85413-3_77.

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Walshe, T. M. "Climate Anxiety has taught me this, so far …" In Being a Therapist in a Time of Climate Breakdown. Routledge, 2024. http://dx.doi.org/10.4324/9781003436096-19.

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Wiemann, Dirk. "Being Taught Something World-Sized." In The Work of World Literature. ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_07.

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This paper reads ‘The Detainee’s Tale as told to Ali Smith’ (2016) as an exemplary demonstration of the work of world literature. Smith’s story articulates an ethics of reading that is grounded in the recipient’s openness to the singular, unpredictable, and unverifiable text of the other. More specifically, Smith’s account enables the very event that it painstakingly stages: the encounter with alterity and newness, which is both the theme of the narrative and the effect of the text on the reader. At the same time, however, the text urges to move from an ethics of literature understood as the r
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McDonald, Chad, and Rebecca Parry. "What Providing Time and Space Taught Us About Fostering Students' Learning." In Transformative Practice in Higher Education. Routledge, 2025. https://doi.org/10.4324/9781003503149-3.

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Rioli, Maria Chiara, and Riccardo Castagnetti. "Sound Power: Musical Diplomacy Within the Franciscan Custody in Mandate Jerusalem." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_5.

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AbstractAlthough often underestimated or barely quoted by historical studies, music plays a crucial role in the cultural agenda of Church institutions and missionary congregations. Among the Catholic actors, the Franciscan Custody of the Holy Land was a central one connecting two of their main goals: evangelisation and education. These two tasks were strictly linked: music was a central element in the liturgies celebrated in the parishes and in the Holy Places and at the same time a pedagogical tool, taught in the schools ruled by the Friars. Music reveals also the complex process of encounter
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Chance, Jane. "Building Your Own Villa." In The Ballad of the Lone Medievalist. punctum books, 2018. https://doi.org/10.21983/p3.0205.1.22.

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The way I found to ease the many negatives of being both the lone medievalist and the first tenure-track woman in the English Department at a small private university (as Rice was at the time I arrived in 1973, with 2,300 undergraduates and 1,000 gradu-ate students) was to learn to build on connections with others, whether students or colleagues. After finishing my Ph.D. at the University of Illinois in 1971, I had taught for two years at the snow-laden University of Saskatchewan-Saskatoon. Longing to return to an urban environment, I came to sunny Houston as a very young assistant professor,
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Zaier, Amani, and Faith Maina. "White College Students’ Cognitive Dissonance When Taught by Immigrant Professor of Color." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_21.

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AbstractThis study investigated whether White college students experience cognitive dissonance when taught by immigrant professors of color and if so, how do they restore harmony and balance in order to complete the course successfully. Cognitive dissonance refers to feelings of discomfort that arise when a person’s behavior or attitude is in conflict with the person’s values and beliefs, or when new information contrary to their beliefs is presented to them. The participants in this study were 321 preservice teachers who were enrolled in a culturally and linguistically diversity course and a
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Edwards, Chris. "3. The Seat-Time Model." In Self-Taught. Rowman & Littlefield Publishers, 2022. http://dx.doi.org/10.5771/9781475868197-27.

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Edwards, Chris. "4. The Seat-Time Model and Society." In Self-Taught. Rowman & Littlefield Publishers, 2022. http://dx.doi.org/10.5771/9781475868197-43.

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Conference papers on the topic "Taught time"

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Smith, S., S. W. Lawson, and A. Lawson. "Can real-time software engineering be taught to Java programmers?" In 17th Conference on Software Engineering Education and Training, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/csee.2004.1276521.

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SHEIKH-JABBARI, M. M. "WHAT STRING THEORY HAS TAUGHT US ABOUT THE QUANTUM STRUCTURE OF SPACE-TIME." In Proceedings of the 12th Regional Conference. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812770523_0024.

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Castle, Sidney, and Katie Nguyen. "ASSESSING STUDENT LEARNING IN COURSES TAUGHT BY FULL-TIME, ASSOCIATE, AND ADJUNCT FACULTY MEMBERS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1603.

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Chen, X., B. Li, M. Shamsabardeh, R. Proietti, Z. Zhu, and S. J. B. Yoo. "On Real-Time and Self-Taught Anomaly Detection in Optical Networks Using Hybrid Unsupervised/Supervised Learning." In 2018 European Conference on Optical Communication (ECOC). IEEE, 2018. http://dx.doi.org/10.1109/ecoc.2018.8535185.

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Mindek, Richard B., and Joseph M. Guerrera. "Problem Solving Techniques Taught Through Validation of an Instantaneous Rigid Force Model." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37376.

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Educating engineering students in the appropriate methods for analyzing and problem solving fundamental manufacturing processes is a challenge in undergraduate engineering education, given the increasingly limited room in the curriculum as well as the limited time and resources. Although junior and senior level laboratory courses have traditionally been used as a pedagogical platform for conveying this type of knowledge to undergraduate students, the broad range of manufacturing topics that can be covered along with the limited time within a laboratory course structure has sometimes limited th
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Mitchell, S., and B. Auernheimer. "Automated categorization of real-time newswire stories. Hooked on lexiconics: how I taught my Sun to read." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.495302.

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Heinz, Ipek Sarac. "Two Cs of Signals and Systems that should be taught initially in Discrete Time: Causality & Convolution." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125243.

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Beckett, A. J. "Real Time Practice the Missing Link Between Fire Management Techniques Taught and Preventative Measures and Training Learnt and Applied." In International Conference on Fire at Sea 2014. RINA, 2014. http://dx.doi.org/10.3940/rina.fire.2014.10.

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Schield, Milo. "Teaching the social construction of statistics." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11604.

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Best (2001) asserts that “all statistics are socially constructed.” This paper investigates three questions. (1) Is Best’s thesis true? (2) If so, should this fact be taught in introductory statistics courses? (3) If so, what general principles involving the social construction of statistics can be taught that don’t rely on detailed knowledge of a particular subject? Isaacson (2011) notes that the social construction of statistics is readily presented by asking students “Where do statistics come from?” Results of a small survey show that statistical educators are seriously divided on whether t
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Van Gastel, Alexander, Sander Zelck, Sofia Scataglini, and Stijn Verwulgen. "Combining Motion Capture with Vibrotactile Feedback for Real-Time Posture Correction." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001906.

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Container lashers are at a significant risk of developing musculoskeletal diseases (MSDs) when working at port facilities. Repetitive strain injuries (RSIs) to the back, shoulders, wrists, and hands, in particular, are widespread. This work investigates the ability of a closed-loop vibrotactile motion guidance (VMG) system to teach an ergonomics-focused approach. The taught technique was developed for tensioning and loosening turnbuckles, an important step in container lashing. During five sessions, two groups, each with three participants, were observed. Participants' initial ability was test
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Reports on the topic "Taught time"

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses
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Nakasone, Eduardo. Soap Operas for Female Micro Entrepreneur Training. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011672.

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This paper analyzes the impact of the Strengthening Women Entrepreneurship in Peru (SWEP) program. SWEP trained female micro entrepreneurs in business management practices (such as accounting and marketing). The training, which was provided in 4- to 5-hour sessions, used soap operas and practical exercises specifically designed for the program. A field experiment was conducted among a group of micro entrepreneurs based in two Peruvian cities (Lima and Piura) to investigate whether SWEP had a positive impact on its beneficiaries. The results show that the program positively affected the adoptio
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Smith, David, Katie Shearn, Joanne Lidster, et al. Research-Informed Teaching Toolkit. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/research_informed_teaching.

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Research-informed teaching is a term used to describe the different ways in which students are exposed to research content and activities during their time at university. Depending on your discipline this could also be called practice-informed teaching. A four-year body of research involving over 600 students from across Sheffield Hallam University has been used to draw together the following five key Curriculum Design Principles to embed research and practice into teaching:1) Embed research and practice skills at the course level and develop them through the course. Moving students from consu
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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taugh
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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, et al. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. I
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Randrup, Thomas, Geovana Mercado, Lisbet Christoffersen, and Sixten Lundqvist, eds. Compendium Forested Landscapes : analysis & governance. Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences, 2024. http://dx.doi.org/10.54612/a.4i3m6fl0g4.

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The international Forest &amp; Landscape program, taught at SLU at Bachelor level, began in 2021. In its essence, the program tries to combine the very best from forestry and landscape management. This unique program gives in-depth knowledge of forests and landscapes, taking a holistic approach to trees and forests and their importance to society, by focusing on the different perspectives of the forested landscapes and the management of them. Students are expected to gain adequate knowledge to work as e.g. a specialist or advisor at governmental authorities, municipalities, forestry companies,
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, pre
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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspire
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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