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Relevant bibliographies by topics / Year-book

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Academic literature on the topic 'Year-book'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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Journal articles on the topic "Year-book"

1

Foster, J. "BOOK REVIEWS: 1992 Year Book of Neurology and Neurosurgery. (A Mosby Year Book)." Journal of Neurology, Neurosurgery & Psychiatry 55, no. 7 (1992): 634. http://dx.doi.org/10.1136/jnnp.55.7.634-c.

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Edmonds, J. "Year book of rheumatology." Annals of the Rheumatic Diseases 54, no. 10 (1995): 800. http://dx.doi.org/10.1136/ard.54.10.800-a.

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Gutteridge, D. L. "Year book of dentistry." Journal of Dentistry 20, no. 4 (1992): 234. http://dx.doi.org/10.1016/0300-5712(92)90092-q.

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Swann, Thomas. "Book Review: Year 2.0?" Organization 21, no. 3 (2014): 427–30. http://dx.doi.org/10.1177/1350508413478083.

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Williams, Trevor I. "ICSU Year Book 1991." Endeavour 15, no. 4 (1991): 189. http://dx.doi.org/10.1016/0160-9327(91)90126-v.

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Hourston, D. J. "Polymer year book 6." Polymer 33, no. 15 (1992): 3317–18. http://dx.doi.org/10.1016/0032-3861(92)90259-y.

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Kilham, H. "YEAR BOOK OF PEDIATRICS." Journal of Paediatrics and Child Health 41, no. 3 (2005): 159. http://dx.doi.org/10.1111/j.1440-1754.2005.571_1.x.

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McCutchan, J. D. S. "Year book of orthopaedics." Current Orthopaedics 6, no. 4 (1992): 270. http://dx.doi.org/10.1016/0268-0890(92)90030-h.

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Cronin, Keith D. "Book Review: 1984 Year Book of Anaesthesia." Anaesthesia and Intensive Care 13, no. 3 (1985): 339. http://dx.doi.org/10.1177/0310057x8501300319.

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Cronin, Keith D. "Book Review: 1985 Year Book of Anaesthesia." Anaesthesia and Intensive Care 14, no. 1 (1986): 96. http://dx.doi.org/10.1177/0310057x8601400120.

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Dissertations / Theses on the topic "Year-book"

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Allaway, Jill. "Paper ghosts : the almanack and year book 1790-1860." Thesis, University of Huddersfield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399951.

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Dirks, Jazmine Paige. "Phases of a 1st year teacher." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6095.

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I am inspired by the serendipitous connections to people, places, and things in the world around me. I approach art, much like my life, with an initial idea or plan, only to end up changing it. My pieces are records in the form of mixed media altered books that act as visual journals of my experiences. Phases of a 1st Year Teacher focuses on how I personally worked through these phases and attitudes my first year of teaching, and helped me to rediscover why I chose the teaching profession.

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Epps, Susan Bramlett. "Book Review of Challenging and Supporting the First Year Student: A Handbook for Improving the First Year of College." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/2555.

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Kasabuckaitė, Elita. "Cultural adaptation and culture specific items in translating Peter Mayle's book A Year In Provence." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110617_093002-86871.

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The focus of this thesis is the translation strategies used to translate culture specific items in the Lithuanian and English versions of Peter Mayle’s book A Year in Provence. Peter Mayle (b. 1939) is a famous British author, known for his educational books for children and travel writing. A Year in Provence is a book about a British couple who decides to settle in a small village of Ménerbes in France. New people and places offer many adventures while trying to know better the French culture and cuisine. The Lithuanian translation of the book was done by the translator Ina Jakaitė (2008). At first, this thesis analyses the concept of cultural adaptation and explanations of the concept of the culture itself. Translation strategies for culture specific items (CSIs) are also discussed in the present paper. Furthermore, some methods of the translation by different scholars are introduced. Translation strategies for culture specific items in the paper are proposed and discussed according to the approach discussed by the famous scholar Eirlys E. Davies. Translation strategies (preservation, addition, omission, globalization, localization, transformation and creation) are used in analyzing and discussing the translation of proper nouns and food items in the book A Year in Provence. The section of proper names is divided into two categories: proper names ( the first names and surnames) and geographical names (names of cities, names of towns, names of streets, names of cafés and... [to full text]<br>Šio darbo tikslas yra išanalizuoti kultūrinių realijų rūšis ir jų vertime naudojamas strategijas Piterio Meilo knygoje „Metai Provanse“ (2000). Piteris Meilas (g. 1939) yra žymus britų autorius, rašęs knygas ne tik suaugusiems, bet taip pat ir lavinamąsias knygas vaikams. „Metai Provanse“ yra knyga apie britų porą, kuri palieka savo namus Anglijoje ir apsigyvena mažame Manerbo miestelyje Prancūzijos pietryčiuose. Naujos vietovės ir naujai sutikti žmonės kelia daug iššūkių naujakuriams ir verčia ne tik geriau pažinti pačią Prancūziją, bet ir kultūrinius bei gastronominius ypatumus. Knygą į lietuvių kalbą išvertė Ina Jakaitė (2008). Darbe pristatoma kultūrinio pritaikymo svarba ir apibrėžiama pati kultūros konsepcija. Vertimo strategijos taip pat analizuojamos šiame baigiamąjame darbe. Kadangi mokslininkai skirtingai pateikia panašias vertimo strategijas, aptariama jų įvairovė, analizė grindžiama Eirlys E. Davies pateikiamais metodais. Vertimo teorijos yra naudojamos analizuojant tikrinių daiktavardžių ir maisto terminų vertimą knygoje „Metai Provanse“. Tikrinių daiktavardžių pavyzdžiai yra suskirstyti į dvi dalis: tikrinius vardus (vardus ir pavardes) ir geografinius vardus (miestų, gatvių, kavinių bei restoranų, miestelių bei kaimų ir slėnių pavadinimus). Maisto terminų pavyzdžiai taip pat suskirstyti į dvi grupes: maisto produktus (mėsos, pieno produktus, daržoves ir vaisius, prieskonius ir jūros gėrybes) ir atskirus patiekalus, patiekiamus valgio metu (užkandžius, salotas... [toliau žr. visą tekstą]

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Strulov, Yonit J. "Four year old children's ability to recall and understand narrative in book, video and CD ROM media." Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270698.

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Summers, Nicole M. "Adam or Aziz| Mothers' socialization of prosocial tendencies in 6- to 8-year olds during joint book reading." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096626.

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<p> Mothers’ socialization has been shown to impact prosocial tendencies in children. Discussions during joint book reading may provide a context to observe mothers’ strategies for evoking emotions. More specifically, mother-child talk about emotions, cognitive states, and inductive reasoning may enhance children’s perspective taking about characters experiencing diversity. However, mothers may differ in their amount and type of talk if the characters in the story are from an in-group or out-group. While not all mothers may engage in these strategies during book reading, evoking sympathy in children has been shown to predict children’s prosocial attitudes and behaviors toward others in need. The goal of this study was to explore mothers’ discourse strategies during a joint book reading task with first and second graders. Moreover, this study aimed to test whether reading and discussing a story about an in-group or out-group member differed and whether certain differences increased donating behavior and prosocial attitudes and from pre- to post-tests. In the main results, children’s donations did not significantly increase from pre-test to post-test as hypothesized nor did donations differ between the in-group or out-group story condition. However, children’s prosocial attitudes toward both in-group and out-group children improved equally from pre-test to post-test. Also as hypothesized, maternal discourse differed between story conditions. More specifically, there was an interaction between child gender and story condition where mothers with daughters used more emotion talk and cognitive state talk when discussing out-group members than did mothers with sons. Exploratory analyses revealed that mothers who used more emotion talk and inductive reasoning had children with lower prosocial attitudes when averaged across time of measurement toward both the in-group and out-group. Alternatively, children’s trait sympathy predicted higher average donations and prosocial attitudes. Finally, children’s civic identity scores predicted children’s average prosocial attitudes and maternal discourse variables (i.e., emotion words, cognitive state words, and number of inductive sequences). Future research should continue to investigate the relationship between children’s civic identity and maternal discourse, as this was the first study to explore the two. In conclusion, inducing sympathy in children may be an effective strategy for fostering more favorable attitudes toward other people in need regardless of their group identification. Additionally, individual child characteristics may predict children’s inclination to help others in need; however, aspects of mothers discourse may hinder such prosocial tendencies with children if they induce personal distress.</p>

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Ma, Shuk Man. "Poems and stories of Macao : a book of readings for Form Six and first-year university levels of Macao English learners." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636195.

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Dokuzoğlu, Alca. "Year five Turkish teachers’ interpretations and implementations of the Turkish Guide Book in a state primary school and a private primary school in Turkey." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9174.

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This study focuses on the State and the Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book. Turkey’s candidacy for accession to the European Union led to some reformations in education in 2004 (Aksit, 2006). One of the aims of the 2004 reforms was to introduce new teaching styles along with renewed textbooks and teachers’ guide books. However, throughout these reformation movements, there has been little attention given to teachers’ training. Although the Turkish Guide Book meant to standardise teaching nationwide, it was also meant to transform primary schooling in Turkey. The main purpose of this study is to gain an understanding of State and Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book in Year Five of Primary Education in Turkey. In this research, naturalistic research tools were used to gather qualitative data. Observations, interviews and documentary analysis were the main research tools. The study took place in a State Primary School and a Private Primary School, both situated in Ankara, Turkey. The research was first conducted in the State Primary School from March 2007 to April 2007 which led to the idea of conducting further research in the private context. Research conducted in the Private Primary School took place between December 2007 and January 2008. The data were collected from ten primary school teachers by means of semi structured interviews and classroom observations. Drawing upon the theoretical framework of Foucault’s (1977) modern power control strategies, a major factor influencing teachers’ classroom practices both in the State and the Private Primary Schools emerged. A highly centralised Turkish educational system has a major influence on teachers’ classroom practices. However the State Primary School participants’ attitude towards teaching and learning was different from the Private Primary School participants. The State School participants had doubts about the new Turkish Guide Book; however they did not make any changes with their implementations of it. However, teachers from the Private School adopted various activities into their teaching. The difference among teachers’ classroom behaviour may be explained through the structure of the schools. Although both of the schools are controlled and inspected by Ministry of National Education (MONE), MONE’s influence over the State Primary School is more evident. Spatiality can also be considered to be a mode of modern power control (Massey, 1994). Therefore the structure of space in both the State and the Private Primary Schools is a form of surveillance apparatus. In particular, Ataturk portraits and Turkish flags were prominently displayed in every corner of the State School, which acted as a reminder of the state control and ‘Turkishness’. On the other hand, in the Private Primary School state control was not as apparent; however, the structure of the school was organised according to permanent visibility.

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Godinho, Sally. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993." Connect to this title online, 1996. http://eprints.unimelb.edu.au/archive/00000337/.

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Macleod, Mark. "'A battle for children's minds': the Children's Book Council of Australia Book of the Year Award for older readers." Thesis, 2010. http://hdl.handle.net/1959.13/804394.

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Research Doctorate - Doctor of Philosophy (PhD)<br>This study is an examination of one of Australia’s most prestigious and influential literary prizes: the Children’s Book Council of Australia Book of the Year Award. It aims to clarify the reasons the award was part of the brief when the Children’s Book Council was created in 1945, and to determine the extent to which the award’s subsequent development has continued to meet its stated objectives. The study focuses on a single category: that of Older Readers. To be eligible for judging in this category, entries must be: 'outstanding books of fiction, drama or poetry which require of the reader a degree of maturity to appreciate the topics, themes and scope of emotional involvement. Generally, books in this category will be appropriate in style and content for readers in their secondary years of schooling'.(CBCA 2009, p.4) For the first ten years of the award’s history, there was just one category, Book of the Year, and definition by the age of a book’s implied readers only began in 1982, when Junior Book of the Year was introduced. In 1987, the two non-picture book categories were renamed Book of the Year: Older Readers and Book of the Year: Younger Readers. Leaving aside the erratic development of the Picture Book of the Year category, which will be outlined in chapter 2, effectively for most of its history, the Older Readers category is the Book of the Year. The two remain practically synonymous today in media coverage of the awards and for those reasons alone, the restricting of this study to the Older Readers category would be valid. This is the Children’s Book Council’s flagship award. But because since the 1960s this category has been a highly contested site for defining ‘childhood’ and ‘literature’, an examination of its development yields significant findings about the function of the Children’s Book Council (‘the CBC’) overall. This study interrogates the CBC’s claim that the role of the Book of the Year is simply to uphold standards of literary excellence. The clear implication is that its judges have no agenda other than adherence to these standards and that they are universally agreed. By considering the evolution of the awards in both historical and cultural contexts, the study aims to define the agenda of the Book of the Year in greater detail. It then tests that agenda in individual case studies of six winning novels in the Older Readers category. Each of the texts for case study is by a writer who has been acknowledged in the awards more than once – in some cases many times. So the study aims to determine the ways in which the text in question and its writer’s work as a whole are aligned with the criteria the awards are based on. The case studies cover a 20-year period of rapid growth in the Australian publishing industry and in the influence of the CBC. They focus on the following winners: Bread and Honey by Ivan Southall (1971) The Ice is Coming by Patricia Wrightson (1978) So Much to Tell You by John Marsden (1988) Beyond the Labyrinth by Gillian Rubinstein (1989) Strange Objects by Gary Crew (1991) Looking for Alibrandi by Melina Marchetta (1993) The awards given to these novels represent significant moments in the ongoing conversation between the CBC and its constituents and within the organisation itself about the process of choosing books for young readers. Should a winning book focus on Australian subject matter? Should it demonstrate inclusiveness of gender, sexuality, race, other physical differences and social class? Are city dwellers still interested in the bush and the outback? Will boys read novels about girls? Are young readers today interested in history? Do young Australians prefer realist narratives? Do they – or their adult carers – demand narrative closure? Should the language of a Book of the Year be high-end literary, or accessible to readers with a wider range of abilities? How frank can it be in its treatment of sex, drugs and violence? What effect does using books in the classroom have on young people’s enthusiasm for reading? This study pursues such questions in order to clarify the CBC’s role in directing the conversation and its objectives in doing so. There is, of course, a parallel conversation about the kinds of book young readers themselves choose, but the CBC has never regarded this as its main concern. It is only due to public pressure in recent years that the Book of the Year awards handbook advises judges to ‘ensure that their evaluation takes into account the responses of children who have read the books’ (CBCA 2009, p.9) and somewhat perfunctorily at that, so that the CBC cannot be accused of indifference to the issue of popularity. The organisation has generally left this conversation to the state-based children’s choice awards and to the growing number of websites that invite young readers to blog or post reviews. An endorsement from the Children’s Book Council can have a direct influence on the income of all those involved in the production and distribution of a book, as well as a less tangible, but potentially more important, influence on the reading experience of thousands of children. And because the influence is frequently negative, there have been objections to it throughout the organ-isation’s history. There has been little sustained and reasoned analysis of that influence, however, perhaps due to a fear of diminishing its positive aspects while exposing the negative. Close scrutiny may also have been delayed by the fact that the CBC’s members are an enthusiastic band of volunteers who have had to fight against the subordination of children’s literature – unless the delay itself is further proof of that subordination. And although aspects of this study will not please the CBC, it is not intended as an attack. Indeed it should be read as an acknowledgment that the CBC has been extraordinarily successful in achieving the aims set out in its constitution. On the other hand, the study argues that one of its undisclosed concerns has been the shoring up of a narrowly defined and reactionary set of literary and cultural values and its own power to ensure that they are maintained. The aim of this study is not to invalidate the considerable pleasure many have derived from the work of the CBC. Nor is it intended to fuel the resentment of the many producers and distributors who feel they have been burned over the years by the CBC judges’ decisions. Ironically by constructing itself as the last bastion of universally accepted values in the assessment of literature, the CBC may be undermining its ability to promote the enjoyment of books by children and threatening its own continued growth. So if the present writer may be allowed a personal wish, it is that the study may be read not just as a critical history of a remarkable cultural phenomenon, but also read by those who care about children and books and the Children’s Book Council as a wake-up call.

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Books on the topic "Year-book"

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Association, English Bowling. Official year book. English Bowling Association, 1996.

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British Aggregate Construction Materials Industries. Statistical year book. BACMI, 1994.

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Portuguese UK Chamber of Commerce. Year book/directory. Portuguese UK Chamber of Commerce, 1995.

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Association, Public Relations Consultants. PRCA year book. Public Relations Consultants Association, 2001.

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Union, British Canoe. Members' year book. British Canoe Union, 1990.

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Association, Public Relations Consultancy. PRCA Year Book. Public Relations Consultancy Association, 1996.

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Akhtar, Rafique. Pakistan year book. 2nd ed. East And West Publishing company., 1993.

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Association, English Bowling. Official year book. English Bowling Associaton, 1993.

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Association, English Bowling. Official year book. English Bowling Assoc., 1995.

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Sea, Advisory Committee on Pollution of the. Year Book. Elsevier Science, 1987.

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Book chapters on the topic "Year-book"

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Gold, Steven J. "Patterns of Adaptation Among Contemporary Jewish Immigrants to the US." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_1.

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Dashefsky, Arnold, Ira Sheskin, and Pamela J. Weathers. "Academic Resources." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_10.

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Sheskin, Ira, Arnold Dashefsky, and Pamela J. Weathers. "Transitions: Major Events, Honorees, and Obituaries." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_11.

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Koren, Annette, Leonard Saxe, and Eric Fleisch. "Jewish Life on Campus: From Backwater to Battleground." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_2.

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Felson, Ethan, and Mark Silk. "National Affairs." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_3.

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Grossman, Lawrence. "Jewish Communal Affairs: April 1, 2014 to March 31, 2015." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_4.

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Sheskin, Ira, and Arnold Dashefsky. "Jewish Population in the United States, 2015." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_5.

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Shahar, Charles. "Jewish Population of Canada, 2015." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_6.

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DellaPergola, Sergio. "World Jewish Population, 2015." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_7.

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Sheskin, Ira, and Arnold Dashefsky. "Jewish Institutions." In American Jewish Year Book. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24505-8_8.

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Conference papers on the topic "Year-book"

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Klim-Klimaszewska, Anna. "SUPPORT BOOK IN TEACHING SIX-YEAR-OLD." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0534.

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Quille, Keith, Keith Nolan, Brett A. Becker, and Seán McHugh. "Developing an Open-Book Online Exam for Final Year Students." In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3430665.3456373.

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Weclawski, Dorota. "EXPOSÉ FOR SUCHIN’S BOOK: FAIRY PIECES OR CHESS FOR 2- TO 5 -YEAR-OLD CHILDREN”." In International Practical Internet Conference "Challenges of Science". Institue of Metallurgy and Ore Benefication, 2018. http://dx.doi.org/10.31643/2018.004.

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Timoshenko, Igor. "Standard principles of managing digital rights to access electronic resources of library collections." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-234-236.

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The key principles of managing digital rights (DRM) of access to electronic documents applicable to book trade and library services are discussed. Digital document types and popular e-book formats where DRM-systems are applicable, are analyzed. The significance of DRM systems standardization, their friendliness to users and e-book rightsholders, is substantiated. The key provisions of international standards implemented this year to regulate typology of copyright security tools as well as DRM systems characteristics based on data coding, are examined. The most popular commercial solutions for DRM systems are reviewed; non-commercial international Readium project is described. The project is aimed at designing and developing software modules to integrate standard DRM technology into automated information systems, including library AIS.

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Papić, Miloš, Katarina Karić, and Svetislav Stojanović. "Informacioni sistemi u obrazovanju: stavovi nastavnika u vezi upotrebe elektronskog dnevnika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.281p.

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Until few years ago, all educational process documentation in Serbian schools was kept exclusively through paper class book. In accordance with European standards and with the implicit role of new ICT and Information Systems and due to the perceived short comings, there was a need for a different work recording. In school year 2017/2018, the electronic grade book came to life in 60 educational institutions in Serbia as a pilot project of the Ministry of Education, Science and Technological Development. Today, its use is mandatory in all the schools in Serbia. This paper deals with the analysis of the advantages and dis advantages of an electronic grade book through the examination of attitudes and impressions, and the general satisfaction of its users. In this study, users or respondents were represented by teachers of elementary schools in Jagodina and its surroundings.

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Kesterson, Connor, Joyce Lai, and Mohamed Selim. "TAKING IRAT OUTSIDE THE CLASSROOM: USING AN INTERACTIVE BOOK TO MODIFY TEAM-BASED LEARNING IN A FIRST-YEAR PROGRAMMING COURSE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1601.

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Bilgin, Ayse Aysin, and Huan Lin. "Designing assessment tasks to prevent cheating in a large first-year statistics unit." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.errob.

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The year of 2020 has witnessed a drastic change in education sector due to the COVID-19 pandemic. There has been a surge of online, non-invigilated assessments which required rethinking to ensure academic integrity due to e-cheating. We redesigned and implemented learning materials/activities constructively to transform student learning from surface to deep learning, even though teacher-student and student-student interactions were reduced. Assessments were redesigned at higher levels of Bloom's taxonomy (e.g. evaluate) to provide opportunities for students to express their understanding and minimize academic dishonesty. The assessments became online, non-invigilated and open book. A comparison of students' examination performances before and during the COVID-19 pandemic of a large first-year statistics unit shows that students' grades were not inflated or deflated due to the new assessments. The newly designed assessments were as good as or even better than the pre-COVID-19 assessments to quantify students learning while upholding academic integrity.

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Hernani, Saefulloh, and Ahmad Mudzakir. "The first year pre-service teachers’ chemical literacy in individual learning case using the fuel cell technology based-chemical enrichment book." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995106.

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Restianti, Ariesa, та Mintowati Ms. "Development of 王老先生Wanglǎoxiānsheng Pop-Up Tale Book for Kindergarten Children Aged 4-5 Year Learning Mandarin Vocabulary". У 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.74.

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Djalil, Muslim Abdul, Mirza Tabrani, and Jalaluddin Jalaluddin. "THE EFFECT OF EARNINGS PER SHARE, BOOK VALUE AND SYSTEMATIC RISK ON EQUITY VALUATION IN MANUFACTURING COMPANY LISTED ON INDONESIAN STOCK EXCHANGE FOR THE YEAR 2011-2014." In 25th International Academic Conference, OECD Headquarters, Paris. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.025.016.

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Reports on the topic "Year-book"

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DEPARTMENT OF DEFENSE WASHINGTON DC. Defense Health Program. Data Book, Fiscal Year 1995. Volume 2. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada276546.

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DEFENSE ENERGY SUPPORT CENTER FORT BELVOIR VA. Defense Energy Support Center Fact Book, Fiscal Year 2008, Thirty-First Edition. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada519360.

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DEFENSE ENERGY SUPPORT CENTER FORT BELVOIR VA. Defense Energy Support Center Fact Book, Fiscal Year 1999, Twenty-Second Edition. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada472175.

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AIR NATIONAL GUARD WASHINGTON DC. Air National Guard Justification of Estimates for Fiscal Year 2001. Volume II - Data Book. Appropriation 3840, Operation and Maintenance. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada374572.

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DEPARTMENT OF THE AIR FORCE WASHINGTON DC. Air Force Reserve Justification of Estimates for Fiscal Year 2001. Volume II - Data Book. Appropriation 3740, Operation and Maintenance. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada375254.

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DEPARTMENT OF THE NAVY WASHINGTON DC. Department of the Navy Justification of Estimates for Fiscal Year 1986 Submitted to Congress February 1985, Operation and Maintenance, Navy. Book 2. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada155659.

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Nelson, Gena. High Leverage Practices in Special Education Synthesis Coding Protocol. Boise State University, 2021. http://dx.doi.org/10.18122/sped134.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 76 meta-analyses focused on students with or at-risk of disabilities. All of the included meta-analyses provided a summary statistic related to at least one of the High Leverage Practices (HLPs; McLeskey et al., 2017). ). The purpose of the systematic review of meta-analyses was to provide an initial investigation of the evidence supporting the effectiveness of the HLPs for students with, or at-risk for, a disability. This code book contains variable names, code options, and code definitions related to basic study information (i.e., authors, year of publication, journal), the details of each study, participant demographics, HLPs included in each study, and summary statistics. The mean interrater reliability across all codes using this protocol was 88% (range across categories = 84%–97%)

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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).

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