Auswahl der wissenschaftlichen Literatur zum Thema „Alberta. Further Education Services“
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Zeitschriftenartikel zum Thema "Alberta. Further Education Services"
Mercier, Danielle, Matthew Douma und Carmel Montgomery. „Inpatient supervised consumption services: A nursing perspective“. Canadian Journal of Emergency Nursing 45, Nr. 3 (13.12.2022): E3—E5. http://dx.doi.org/10.29173/cjen200.
Der volle Inhalt der QuelleBisch, Steven P., Leah Gramlich und Gregg Nelson. „Aplicación del programa ERAS® como una política de salud pública en el sistema de salud de Alberta, Canadá“. Revista Argentina de Cirugía 113, Nr. 2 (01.06.2021): 169–75. http://dx.doi.org/10.25132/raac.v113.n2.eras03spb.ei.
Der volle Inhalt der QuelleHorlick, Sidney, Jacqueline A. Krysa, Katelyn Brehon, Kiran Pohar Manhas, Katharina Kovacs Burns, Kristine Russell, Elizabeth Papathanassoglou, Douglas P. Gross und Chester Ho. „Exploring Rehabilitation Provider Experiences of Providing Health Services for People Living with Long COVID in Alberta“. International Journal of Environmental Research and Public Health 20, Nr. 24 (13.12.2023): 7176. http://dx.doi.org/10.3390/ijerph20247176.
Der volle Inhalt der QuelleNowlan, Sarah-Emily, Neil J. MacKinnon, Ana Hincapie und Matt Tachuk. „A survey of Alberta pharmacists’ attitudes, comfort and perceived barriers to a community-based naloxone program“. Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 154, Nr. 4 (18.06.2021): 262–70. http://dx.doi.org/10.1177/17151635211018254.
Der volle Inhalt der QuelleCarlson, Linda E., Safiya Karim und Laura E. Labelle. „The ACTION Centre as a Model for Patient Engagement and Knowledge Translation in Integrative Oncology Practice, Training, and Research“. Integrative Cancer Therapies 21 (Januar 2022): 153473542211032. http://dx.doi.org/10.1177/15347354221103277.
Der volle Inhalt der QuelleSmith, Mary, und Nazilla Khanlou. „An Analysis of Canadian Psychiatric Mental Health Nursing through the Junctures of History, Gender, Nursing Education, and Quality of Work Life in Ontario, Manitoba, Alberta, and Saskatchewan“. ISRN Nursing 2013 (28.04.2013): 1–13. http://dx.doi.org/10.1155/2013/184024.
Der volle Inhalt der QuelleSperber, Robert I. „The Reform of the Brookline Public Schools Special Education Program: A Retrospective“. Journal of Education 180, Nr. 2 (April 1998): 57–75. http://dx.doi.org/10.1177/002205749818000205.
Der volle Inhalt der QuelleVorobeichik, Allen, Hannah Yaphe, Amber Feldmann, Noolifar Taghizadeh, Dongmei Wang und Eddy Lang. „Impact of Calgary’s supervised consumption site on opioid-related emergency health care usage“. Canadian Journal of Emergency Nursing 45, Nr. 2 (12.07.2022): 6–7. http://dx.doi.org/10.29173/cjen183.
Der volle Inhalt der QuelleRahman, Amaly, Sarah Curtis, Beth DeBruyne, Sunil Sookram, Denise Thomson, Shari Lutz und Samina Ali. „Emergency Medical Services Provider Comfort with Prehospital Analgesia Administration to Children“. Prehospital and Disaster Medicine 30, Nr. 1 (08.12.2014): 66–71. http://dx.doi.org/10.1017/s1049023x14001277.
Der volle Inhalt der QuelleZivot, Chloe, Cate Dewey, Meghan Brockington, Chioma Nwebube, Ghaid Asfour, Natasha Vattikonda, Debbie Bell, Sharada Srinivasan und Matthew Little. „Experiences of wellbeing and resilience among refugee mothers and families in Calgary during the COVID-19 pandemic, and the role of participation in HIPPY, a home visiting program“. AIMS Public Health 9, Nr. 3 (2022): 521–41. http://dx.doi.org/10.3934/publichealth.2022036.
Der volle Inhalt der QuelleDissertationen zum Thema "Alberta. Further Education Services"
Bland, Kathy. „Shared services in further education“. Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
Der volle Inhalt der QuelleGeorge, D. J. „Motivating students to achieve in a vocational services sector programme within further education“. Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.
Der volle Inhalt der QuellePadfield, Andrew James. „The impact of The Manpower Services Commission on non-advanced post-16 further education“. Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.
Der volle Inhalt der QuelleFerreira, Stephanus Lourens. „The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa“. Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
Der volle Inhalt der QuelleThe SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
Brooks, Kimberlee. „Grade nine students and policy : perspectives of the school nutrition and physical activity environment“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3114.
Der volle Inhalt der Quellexi, 179 leaves : ill. ; 29 cm
Köhler, Marcel, und Lars Leidl. „Interkulturell ausgerichtete Studien- und Dienstleistungsangebote“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.
Der volle Inhalt der QuelleKöhler, Marcel, und Lars Leidl. „Interkulturell ausgerichtete Studien- und Dienstleistungsangebote“. Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.
Der volle Inhalt der QuelleMashiloane, Ernest Phaswa. „Implementation of student support services at public further education and training colleges in Mpumalanga province“. 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.
Der volle Inhalt der Quelle(9809444), Helen Keen Dyer. „(Re) imagining the boundary: A case of contemporary fire and emergency services education and training“. Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.
Der volle Inhalt der Quelle(9809444), Helen Keen Dyer. „(Re) imagining the boundary: A case of contemporary fire and emergency services education and training“. Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.
Der volle Inhalt der QuelleThe Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.
Bücher zum Thema "Alberta. Further Education Services"
Deloitte, Haskins & Sells. und Alberta Alberta Education, Hrsg. An Evaluation of Alberta Education's library services: Summary report. Edmonton, Alta: Deloitte Haskins ₊ Sells Associates under contract to Alberta Education, 1986.
Den vollen Inhalt der Quelle findenChapman, Margaret. User education in further education college libraries. (London): British Library Research and Innovation Centre, 1997.
Den vollen Inhalt der Quelle findenEducation, Alberta Alberta. Evaluability assessment of library services: Final report. [Regina]: Alberta Education, 1985.
Den vollen Inhalt der Quelle findenAlberta. Alberta Education. Language Services. Ukrainian bilingual education in Alberta. [Edmonton, Alta.?]: Alberta Education, 1986.
Den vollen Inhalt der Quelle findenDeloitte, Haskins &. Sells. An evaluation of Alberta Education's library services. Edmonton: Alberta Education, 1986.
Den vollen Inhalt der Quelle findenServices, Alberta Alberta Education Planning. Alberta Education evaluability assessment of library services: Final report. Edmonton, Alta: Alberta Education, Planning Services, 1985.
Den vollen Inhalt der Quelle findenNelly, McEwen, und Alberta. Alberta Education. Planning Services, Hrsg. Alberta Education evaluability assessment of library services: Final report. [Edmonton]: Alberta Education, Planning Services, 1985.
Den vollen Inhalt der Quelle findenBritain, Great. Further education bill: A bill intituled an act to empower local education authorities to supply goods and services through further education establishments (...). London: HMSO, 1985.
Den vollen Inhalt der Quelle findenGreat Britain. Further Education Unit., Hrsg. External support services: Meeting additional support needs in further education. London: FEU, 1994.
Den vollen Inhalt der Quelle finden1951-, Lees John, und Vaspe Alison 1954-, Hrsg. Clinical counselling in further and higher education. London: Routledge, 1999.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Alberta. Further Education Services"
Mellors, Colin, David Pollitt und Andrew Radtke. „Dungannon College of Further Education“. In Directory of Language Training and Services for Business, 175. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-116.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Redbridge College of Further Education“. In Directory of Language Training and Services for Business, 437. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-323.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Boumville College of Further Education“. In Directory of Language Training and Services for Business, 94–95. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-47.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Chelmsford College of Further Education“. In Directory of Language Training and Services for Business, 137. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-83.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Hull College of Further Education“. In Directory of Language Training and Services for Business, 258. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-185.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Hendon College of Further Education“. In Directory of Language Training and Services for Business, 240. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-171.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Kingston College of Further Education“. In Directory of Language Training and Services for Business, 279. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-201.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Moray College of Further Education“. In Directory of Language Training and Services for Business, 360. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-261.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Castlereagh College of Further Education“. In Directory of Language Training and Services for Business, 132. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-78.
Der volle Inhalt der QuelleMellors, Colin, David Pollitt und Andrew Radtke. „Magherafelt College of Further Education“. In Directory of Language Training and Services for Business, 334. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-243.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Alberta. Further Education Services"
Torosyan, Liya D., Katerina А. Stepanenko, Vera V. Semina und Armine E. Grigoryan. „Further Education as an Integrative Pivot of Lifelong Learning“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.023.
Der volle Inhalt der QuelleSchmitt, Florian, Kris Rudolph, Eckhard Kirchner, Benjamin Blat Belmonte, Aaron Kappes und Stephan Rinderknecht. „Smart Products, engineering and services. An example of modern engineering education“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1197.
Der volle Inhalt der QuelleKotlars, Aleksandrs, Dmitrijs Solovjovs und Valerijs Skribans. „Contemporary Tendencies in Third Party Logistics“. In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.023.
Der volle Inhalt der QuelleVan Dyck, Annelies, Els Koppen, Lynn Van den Broeck und Greet Langie. „Student perceptions of student support services for first-year engineering students“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1413.
Der volle Inhalt der QuelleAhmed Fadelelmoula, Ashraf. „Traits Contributing to the Promotion of the Individual’s Continuance Usage Intention and Perceived Value of M-University Services“. In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5150.
Der volle Inhalt der QuelleOcholla, Dennis N., und Lyudmila Ocholla. „Responsiveness of Academic Libraries in South Africa to Research Support in the 4th Industrial Revolution: A Preliminary study“. In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-169-177.
Der volle Inhalt der Quelle„Business Priorities Driving BYOD Adoption: A Case Study of a South African Financial Services Organization“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4284.
Der volle Inhalt der QuelleBrink, Henning, Sven Packmohr und Kristin Vogelsang. „The digitalization of universities from a students’ perspective“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11181.
Der volle Inhalt der QuelleKongprasert, Pawith, und Sopid Sawangjit. „THE STUDY OF FULL-ACADEMIC SERVICES ONLINE-REQUEST SATISFACTION: A CASE STUDY OF THE FACULTY OF SCIENCE AND TECHNOLOGY, SUAN SUNANDHA RAJABHAT UNIVERSITY“. In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/xx324yc.
Der volle Inhalt der QuelleShinohara, Kazuhiko. „Ergonomic Problems in Japan’s Medical Air Transportation Services“. In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100349.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Alberta. Further Education Services"
Arora, Sanjana, und Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.
Der volle Inhalt der QuelleKastelliz, Dietlinde, und Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.
Der volle Inhalt der QuelleArifi, Besa. Education in Preventing & Countering Violent Extremism: Considerations for the Western Balkans. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
Der volle Inhalt der QuelleShyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3897.
Der volle Inhalt der QuelleKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina und Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3854.
Der volle Inhalt der QuelleWilliams, Sarah. Silos and Systems. Auckland University of Technology, November 2023. http://dx.doi.org/10.24135/10292/16947.
Der volle Inhalt der QuelleFerre, Zuleika, Néstor Gandelman und Giorgina Piani. Quality of Life in Montevideo. Inter-American Development Bank, September 2008. http://dx.doi.org/10.18235/0011268.
Der volle Inhalt der QuelleBano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.
Der volle Inhalt der QuelleMorkun, Volodymyr S., Сергій Олексійович Семеріков und Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Der volle Inhalt der QuellePanchenko, Liubov F., und Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3750.
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