Auswahl der wissenschaftlichen Literatur zum Thema „Education durable“
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Zeitschriftenartikel zum Thema "Education durable"
Gérard, Roland. „Education à l'environnement vers un Développement durable“. Le sociographe 29, Nr. 2 (2009): 27. http://dx.doi.org/10.3917/graph.029.0027.
Der volle Inhalt der QuelleRong, Zhao, und Yao Feng. „Local spillovers and durable adoption: evidence from durable consumptions in rural China“. China Agricultural Economic Review 6, Nr. 1 (28.01.2014): 158–74. http://dx.doi.org/10.1108/caer-02-2012-0019.
Der volle Inhalt der QuelleHacker, Douglas J., und Dale S. Niederhauser. „Promoting Deep and Durable Learning in the Online Classroom“. New Directions for Teaching and Learning 2000, Nr. 84 (2000): 53–63. http://dx.doi.org/10.1002/tl.848.
Der volle Inhalt der QuelleKerfoot, B. Price, Elizabeth V. Lawler, Galina Sokolovskaya, David Gagnon und Paul R. Conlin. „Durable Improvements in Prostate Cancer Screening from Online Spaced Education“. American Journal of Preventive Medicine 39, Nr. 5 (November 2010): 472–78. http://dx.doi.org/10.1016/j.amepre.2010.07.016.
Der volle Inhalt der QuelleSun, Gang, und S. Dave Worley. „Chemistry of Durable and Regenerable Biocidal Textiles“. Journal of Chemical Education 82, Nr. 1 (Januar 2005): 60. http://dx.doi.org/10.1021/ed082p60.
Der volle Inhalt der QuelleOluwaseun, Oriade, Famaye Tolulope, Bello Lukuman und Esobi Collins Ikechukwu. „Improving Pre-service Teachers’ Memory and Retention Using Durable Memory Strategies in an Instructional Technology Course“. American Journal of Educational Research 8, Nr. 11 (15.11.2020): 847–55. http://dx.doi.org/10.12691/education-8-11-4.
Der volle Inhalt der QuelleRutherford, Sarah. „Using desirable difficulty concepts to enhance durable learning in design education“. Art, Design & Communication in Higher Education 19, Nr. 1 (01.04.2020): 65–79. http://dx.doi.org/10.1386/adch_00014_1.
Der volle Inhalt der QuelleSchuitevoerder, Darryl, Jeanine Fortino und John T. Vetto. „Hard Copy Durable Patient Cancer Education Materials: Do They Still Matter?“ Journal of Cancer Education 32, Nr. 3 (22.01.2016): 487–90. http://dx.doi.org/10.1007/s13187-016-0987-4.
Der volle Inhalt der QuelleMechtel, Marci, Erin Kitt-Lewis, Crista Reaves, Barbara Sinacori, Tara O'Brien, Paul Logan, Patrice Rimbey, Kimberly Streiff und Kathleen Phillips. „Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review“. Journal of Nursing Education 63, Nr. 1 (Januar 2024): 24–31. http://dx.doi.org/10.3928/01484834-20231112-05.
Der volle Inhalt der QuelleBlot, Denis. „Développement durable, économie circulaire et pratiques populaires“. Acciones e Investigaciones Sociales, Nr. 43 (22.12.2022): 211–34. http://dx.doi.org/10.26754/ojs_ais/accioninvestigsoc.2022437427.
Der volle Inhalt der QuelleDissertationen zum Thema "Education durable"
Lavoie, Constance. „Éducation bilingue et développement humain durable au Burkina Faso“. Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40774.
Der volle Inhalt der QuelleCette thèse porte sur les enjeux relatifs aux langues d’enseignement et d’apprentissage et les relations de pouvoir associées au système éducatif burkinabè. Le Burkina Faso est un pays d’Afrique de l’Ouest qui, depuis 1994, met graduellement en place un système éducatif primaire bilingue intégrant les langues africaines, la littératie, les activités économiques et culturelles locales en plus d’enseigner la langue française. Depuis sa colonisation, ce pays est administré exclusivement en langue française, langue parlée par seulement 10-15 % de la population burkinabè.Dans ce processus d’affranchissement, cette thèse compare des sortants d’âge adulte d’écoles bilingues avec leurs homologues d’écoles unilingues d’une même localité. Les participants nous informent sur la question centrale de cette thèse : quel type d’école favorise davantage le développement humain durable au Burkina Faso? Vingt finissants d’écoles bilingues et unilingues parlent des retombées de leur parcours éducatif respectif sur chacune des variables du développement humain durable: la culture, le genre, l’économie, la politique et l’environnement. Les entretiens semi-dirigés avec les participants d’âge adulte sont enrichis d’observations en classe dans des écoles bilingues et unilingues pour approfondir la compréhension des différentes approches et philosophies éducatives. Les témoignages des participants et les observations sont mis en relation avec la littérature sociolinguistique et postcoloniale critique.Le chapitre après l’introduction situe conceptuellement les enjeux éducatifs associés aux définitions de langue et de développement. Le chapitre suivant traite de l’historique des expériences éducatives du Burkina Faso de l’époque précoloniale à aujourd’hui. Cette étude ethnographique indique que les principales retombées de l’éducation bilingue se situent aux niveaux de la préservation et du dével
Hoyek, Dalida. „Les établissements scolaires au Liban : terrain d’éducation au développement durable“. Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040015.
Der volle Inhalt der QuelleThe environmental fragility (combined to the social change and economic crisis) in Lebanon, smallest country in the Middle East, has led among other things, to the destruction of national cohesion and the very meaning of national citizenship; which exacerbated the process of non-development. Faced to this situation, how can we work to build an educational site that can promote citizenship among youth?The goal of our research is to expose the specificity of the environment (physical, social and ideological) and present the state of play, based on a survey of 2,450 Lebanese students (comparative with 400 Australian-Lebanese students and 200 parents). This approach and the results observed, led us to propose a school project: “School, “Meanings” Project” based on the values and procedures that animate any project on Education for Sustainable Development in this country, to build the Lebanese citizen.The teaching of Geography courses provides a decisive contribution to this project
Amicy, Anne-Suze. „L’éducation relative à l’environnement dans le programme des deux premiers cycles du niveau fondamental en Haïti. Analyse comparative des programmes de sciences expérimentales de France, Haïti et Ontario (Canada)“. Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC0006/document.
Der volle Inhalt der QuelleThis research is part of a dynamics of quality assessment and applicability of education on the environment in the science curriculum in elementary Haiti, while taking into account what is being practiced in France and Canada (Ontario). The analysis of the content of curricula of experimental sciences of these three (3) countries has served to mark such an approach. Irresponsible behaviors towards the environment faced with serious problems are aggravating factors that directly affect the entire population. Accelerated environmental degradation of the Republic of Haiti is a major concern that requires to look for more concrete and lasting actions in order to greatly contribute to solving these numerous problems. These findings require a different approach, a different way of thinking. It is a matter of orienting education and teaching to new paradigms including education on the environment enshrined in international forums as an important tool in the resolution of environmental problems and whose aim is to create citizens endowed with genuine environmental awareness. The analysis of the sciences curricula of elementary schools of the three countries under study allows to see that the school systems are moving more towards an education which tends to transmit and to make acquire knowledge about EE for the environment instead of placing the child in the real learning environment where he may develop close relationships with the environment. This observation led us to interview 50 school officials and 212 teachers of the fundamental level in Haiti about their vision, their knowledge and the place reserved to this concept in their teaching schedules. The result of the analysis of these data shows great ignorance of the concept in the school environment under study and in addition to that EE just widens the gap of school inequalities already obvious in Haiti
Chhay, Sambath. „La bonne gouvernance : une vision pour le développement durable au Cambodge“. Thesis, Université Côte d'Azur, 2020. http://theses.univ-cotedazur.fr/2020COAZ0004.
Der volle Inhalt der QuelleBy analyzing the process of governance of Cambodian government, this thesis seeks to understand the real impact of contemporary policy of government on the economic, social and environmental development through one word well defined, the sustainable development. This research shows about the Cambodian society as such, the relation between the society and the state, the structure and the capacity of the institution of the state in public governance, and the consequences of this governance on the society. Without forgetting the sustainable development that is the main objective of this research, this work is trying to prove the model of Cambodian governance as a bad example for the sustainable development
Makaya, Sylvain Christian. „Incidence de la posture interactionnelle de l’enseignant en entrepreneuriat sur la soutenabilité de la génération de connaissances : une approche écosystémique“. Electronic Thesis or Diss., Paris 10, 2023. http://www.theses.fr/2023PA100144.
Der volle Inhalt der QuelleThe proliferation of entrepreneurship education over the past two decades has led educational institutions to welcome a diverse range of learners into their entrepreneurship courses. Emerging within a neoliberal-inspired political context that promotes entrepreneurship, entrepreneurship education faces challenges related to considering the subjectivity of learners and, most importantly, the sustainability of terrestrial ecosystems. Entrepreneurial practice has contributed to the onset of the Anthropocene era, in which humans represent the primary force for transformation and destruction on Earth. Our research aligns with the call for an epistemological and ethical renewal of entrepreneurship education, a field that has seen substantial growth over the past fifteen years.We view the entrepreneurship educator as a relevant lever for transformation and explore how this educator, through their stance, can contribute to the sustainability of their practice. We propose to consider the entrepreneurship course as an ecosystem involving individuals interacting within an environment. Our aim is to establish how the educator can manage diversity within this ecosystem, facilitate interactions, impart a virtuous entrepreneurial mindset, and envision the environment in which the actors in this ecosystem operate.Rooted in an interpretive approach and drawing on 34 months of experience as a consultant-trainer within an entrepreneurship training structure, our research began with a case study exploring the impact of learner diversity in two entrepreneurship training programs for adults (Article 1). The second article focuses on the management of interactions in the application of ten active entrepreneurship learning methods, drawing from a systematic literature review and exploring the potential contributions of ecological sciences to optimize interaction management. The third article is an integrative literature review aiming to understand how the educator can integrate sustainable development issues into entrepreneurship education, suggesting an operationalization framework inspired by permaculture. Finally, the fourth article is a scientific essay questioning the garden as a potential space for reinventing entrepreneurship education based on ecological sciences.Collectively, these works lead to the proposal of a logic for creating and animating sustainable entrepreneurial educational ecosystems at the level of entrepreneurship courses: "biogogy." Our study provides a fresh understanding of the role and stance of the entrepreneurship educator and can inspire the design of dedicated training programs for these actors. Additionally, our research paves the way for exploring the emotions of the educator, enriching the field of research on emotions in entrepreneurship mentoring and training. The ecosystemic approach adopted invites us to take a fresh look at the dynamics at play in an entrepreneurship course in terms of diversity, interactions, and sustainability. New perspectives are explored to understand sustainable entrepreneurship education. By considering permaculture as a means of operationalizing the course and the garden as a learning space, alternative approaches to entrepreneurship are apprehended, focusing on ecosystem balance and opening opportunities to rethink entrepreneurship and its relationship to sustainability
McLeod, Brett R. „Neo-Homesteading in the Adirondack North Country: Crafting a Durable Landscape“. Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1440152751.
Der volle Inhalt der QuelleTưởng, Duy Hải. „Études des stratégies d’apprentissage par projet dans le cadre d’une éducation au développement durable“. Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3040/document.
Der volle Inhalt der QuelleThe research focuses on student learning strategies in project based learning in context of sustainability education through secondary physics education in Vietnam. The intervention about a learning scenario for the grade-12 student project on solar energy at three different high schools has resulted in five possible learning strategies. In addition, the research outcome shed light on the relation between how the teacher implemented the project design and student achievements as well as how the student struggled with classroom activities and group-based assignments to fulfill their projects. Based on these results, the application of project based learning is suggested to change for more effective student learning and better sustainability education in the school
Thibodeaux, William R. „The Practical Side of Culinary Arts Education: The Role of Social Ability and Durable Knowledge in Culinary Arts Externships“. ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1571.
Der volle Inhalt der QuelleDe, Lacaze Thierry. „Contextualisation de l'éducation au développement durable en Guadeloupe : conceptions d'acteurs socioéconomiques, d'élèves du cycle 3 et pratiques enseignantes“. Thesis, Antilles, 2015. http://www.theses.fr/2015ANTI0010/document.
Der volle Inhalt der QuelleEducation for sustainable development (ESD) is a part of compulsory education in the ″cycle 3″ of primary school in France and its overseas territories since 2004. Due to its environmental dimension, ESD leaves a large part to relationships with territories, and should take into account environmental realities close to the pupils. As a part of the researches on the study of relationships between teaching and contexts, the aim of this thesis is to describe how the contexts are taken into account in ESD in Guadeloupe. Our premise consists in identifying contextual particularities, or more precisely what we call ″objects of context″, which have been defined by actors in sustainable development, in order to highlight contextual dimensions of the teaching of sustainable development on the one hand and pupils’ conceptions on the other hand.In methodological terms, semi-structured interviews with local actors were realized in order to identify and describe these objects of contexts. This is achieved in the second part of the work. The descriptive study of the education system, in the third part of the work, is based on the analysis of the official programs and of the contents of pedagogical projects, as well as on exchanges with teachers of primary school. The fourth part of the work presents the results of a questionnaire survey led with a representative sample of more than six hundred pupils of CM1 and CM2 school years in Guadeloupe.The conceptions of local actors of sustainable developments enable us to identify what we call ″objects of context″. This term, which appeared during the analysis of their interviews, evokes characteristics, features, things evokes characteristics, features, things specific to a given territory.Education for sustainable development (ESD) is a part of compulsory education in the ″cycle 3″ of primary school in France and its overseas territories since 2004. Due to its environmental dimension, ESD leaves a large part to relationships with territories, and should take into account environmental realities close to the pupils. As a part of the researches on the study of relationships between teaching and contexts, the aim of this thesis is to describe how the contexts are taken into account in ESD in Guadeloupe. Our premise consists in identifying contextual particularities, or more precisely what we call ″objects of context″, which have been defined by actors in sustainable development, in order to highlight contextual dimensions of the teaching of sustainable development on the one hand and pupils’ conceptions on the other hand.The conceptions of local actors of sustainable developments enable us to identify what we call ″objects of context″. This term, which appeared during the analysis of their interviews, evokes characteristics, features, things evokes characteristics, features, things specific to a given territory..The pupils have a contextualized design of the SD, which they understand more in their social than in their school practices. They perceive the local issues of the SD and are able to distinguish them from those of mainland France. In this sense, they have some knowledge of Guadeloupe they build by the observation of their concrete environment, from different criterions to those of the school. Their answers show the weak impact of teaching related to SD on their knowledge of environmental phenomena and even on the level of ecology.As a conclusion, and surprisingly, the objects of context appear in a strong and close way in the conceptions of social actors and those of students. However, if the educational system seems to grab those objects, particularly through SD projects, the effect on the construction of knowledge, linked to SD issues, based on the contexts of Guadeloupe, seems to be small
Reaidi, Rouba. „Indicateurs d’écocitoyenneté pour piloter les stratégies d’éducation au développement durable dans l’enseignement supérieur : études en France et au Liban“. Thesis, Montpellier, 2015. http://www.theses.fr/2015MONTS278.
Der volle Inhalt der QuelleIn response to pressure from international organisations, higher education institutions are becoming increasingly involved in education for sustainable development (ESD) processes; the issue is to form responsible eco-citizens. There is a growing institutional demand to develop indicators for assessing the efficiency of the actions taken in this area, as demonstrated, for instance, by the financing of this doctoral research by the University of Montpellier and the National Council for Scientific Research-Lebanon. In response to this need, we develop indicators that reflect two “relational” dimensions of the eco-citizen attitude: relatedness to non-human environment and empathy towards each other. As a first step, we operationalized these dimensions by putting in place two psychometric scales “Fusion/Apparentement/Coupure (FAC)” et “Contagion/Empathie/Coupure (CEC)” which have been validated with the participation of 682 students in France and 259 students in Lebanon. We then submitted the questionnaire “FAC/CEC” to 762 third year undergraduate Lebanese students who have received various forms of education for sustainable development (ESD) during their university studies. We attempted to establish the link between the eco-citizen attitude measured by our tools and the identified models of ESD. In order to identify and categorize these models, we examined 19 Bachelor's programs in Lebanon. We conducted interviews with instructional leaders and carried out studies on the courses related to these programs. The results showed a link between the identified models and the development of environmental citizenship. It also demonstrated that it is relevant to use the questionnaire “FAC /CEC” which has adequate psychometric properties to propose ESD indicators for higher education institutions
Bücher zum Thema "Education durable"
Inc, World Book, Hrsg. Durable goods. Chicago: World Book, 2008.
Den vollen Inhalt der Quelle findenTestefort, Jean-Philippe. Etre@eleve.com: Envisager une transmission durable. Paris: Harmattan, 2009.
Den vollen Inhalt der Quelle findenTestefort, Jean-Philippe. Etre@eleve.com: Envisager une transmission durable. Paris: Harmattan, 2009.
Den vollen Inhalt der Quelle findenPierre, Bauchet, Germain Paul 1920-, Académie des sciences (France) und Académie des sciences morales et politiques (France), Hrsg. L' éducation, fondement du développement durable en Afrique. Paris: Presses universitaires de France, 2003.
Den vollen Inhalt der Quelle findenBoukous, Ahmed. Alphabetisation et developpement durable au Maroc: Réalité et perspectives. Rabat: Faculté des lettres et des sciences humaines, 2001.
Den vollen Inhalt der Quelle findenHealy, Alice F. Training for efficient, durable, and flexible performance in the military. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2008.
Den vollen Inhalt der Quelle findenMoro, M. F. Obiang. L'éducation relative à l'environnement et le développement durable. Paris: L'Harmattan, 2013.
Den vollen Inhalt der Quelle findenThunis, Xavier. Comment le développement durable advient aux universités. Namur: Presses universitaires de Namur, 2010.
Den vollen Inhalt der Quelle findenForum Économique International Des Amériques. Conférence de Montréal. Education, training and sustainability: Conditions for success in a changing world. Montreal: Décision média in collaboration with the International Economic Forum of the Americas/Conference of Montreal, 2008.
Den vollen Inhalt der Quelle findenLecomte, Didier, Odile Blanchard und Marie-Christine Zélem. L'éducation au développement durable: De l'école au campus. Paris: Harmattan, 2010.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Education durable"
Parekh, Gillian, und Rubén Gaztambide-Fernández. „The More Things Change: Durable Inequalities and New Forms of Segregation in Canadian Public Schools“. In Second International Handbook of Urban Education, 809–31. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-40317-5_43.
Der volle Inhalt der QuelleAlberghina, Giuseppe. „Makerspaces for Innovation in Teaching Practices“. In Makers at School, Educational Robotics and Innovative Learning Environments, 107–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_14.
Der volle Inhalt der Quelle„From Emergency Education to Education in Emergencies (1992–2002)“. In Educating for Durable Solutions. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350133327.ch-003.
Der volle Inhalt der QuelleDiemer, Arnaud, und Christel Marquat. „Avant -propos“. In Education au développement durable, 11. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0011.
Der volle Inhalt der QuelleDiemer, Arnaud, und Christel Marquat. „Introduction. L’éducation au développement durable serait-elle en train de remettre en cause notre système éducatif ?“ In Education au développement durable, 13. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0013.
Der volle Inhalt der QuelleChetouani, Lamria. „Chapitre 1. Conceptualisation de la notion de « développement durable » en EDD : une affaire de vocabulaire“. In Education au développement durable, 33. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0033.
Der volle Inhalt der QuelleDicks, Henry. „Chapitre 2. Développement durable et démocratie écologique“. In Education au développement durable, 57. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0057.
Der volle Inhalt der QuelleBordois, Valery. „Chapitre 3. L’histoire comme discipline, quelle contribution à l’EDD ?“ In Education au développement durable, 73. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0073.
Der volle Inhalt der QuelleDiemer, Arnaud. „Chapitre 4. L’EDD, une initiation à la complexité, la transdisciplinarité et la pédagogie critique“. In Education au développement durable, 99. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0099.
Der volle Inhalt der QuelleSauvé, Lucie. „Chapitre 5. Quels fondements pour une éducation écocitoyenne ?“ In Education au développement durable, 119. De Boeck Supérieur, 2014. http://dx.doi.org/10.3917/dbu.diemer.2014.01.0119.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Education durable"
Chiș, Olga. „Formative Assessment And Feedback – “Ingredients” For An Effective And Durable Learning“. In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.54.
Der volle Inhalt der QuelleWeliweriya, Nandana, Tra Huynh und Eleanor C. Sayre. „Standing fast: Translation among durable representations using evanescent representations in upper-division problem solving“. In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.103.
Der volle Inhalt der QuelleBeuving, Egbert, und Martyn Luby. „Education and training of roller operators contributing to durable and sustainable asphalt pavements“. In 6th Eurasphalt & Eurobitume Congress. Czech Technical University in Prague, 2016. http://dx.doi.org/10.14311/ee.2016.009.
Der volle Inhalt der QuelleKharisov, Firaz, und Chulpan Kharisova. „INNOVATIONS IN NON-NATIVE LANGUAGE EDUCATION“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-096.
Der volle Inhalt der QuelleTombolato, Monica. „RENEWING THE CURRICULUM TO PROMOTE EPISTEMIC COGNITION IN THE KNOWLEDGE SOCIETY: SOME PROCEDURAL PRINCIPLES“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end087.
Der volle Inhalt der QuelleAbdul Uzza, Aisyamariam, Analisa Hamdan und Abtar Darshan Singh. „Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.142.
Der volle Inhalt der QuelleWalker, Michael, Pratima Saravanan und Jessica Menold. „Developing Training Tools for Clinicians in LICs: A Qualitative Investigation of the Patient Factors That Influence Prosthetic Prescription“. In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22197.
Der volle Inhalt der QuelleMaranga, Ignatius, Grace Burleson, Roger Christen und Izael Da Silva. „Design and Testing of a Solar-Powered Bicycle in Nairobi, Kenya“. In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98015.
Der volle Inhalt der Quelle„Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students“. In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
Der volle Inhalt der QuelleSantana, Aldrin, Jeovani Costa und Simey Castro. „Considerações relevantes para o ensino online durante a pandemia de Covid-19 nas escolas públicas do Amapá“. In Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/webmedia_estendido.2020.13080.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Education durable"
Attanasio, Orazio P., und Miguel Székely. Wage Shocks and Consumption Variability in Mexico during the 1990s. Inter-American Development Bank, Mai 2001. http://dx.doi.org/10.18235/0011255.
Der volle Inhalt der QuelleBarros Weaver, Bernardo, und André Medici. Health Policies and Economic Blocks. Inter-American Development Bank, August 2006. http://dx.doi.org/10.18235/0008946.
Der volle Inhalt der QuelleGao, Xin, Aiko Kikkawa und Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, Mai 2021. http://dx.doi.org/10.22617/wps210189-2.
Der volle Inhalt der QuelleBos, María Soledad, und Liora Schwartz. Educación y cambio climático: ¿cómo desarrollar habilidades para la acción climática en la edad escolar? Banco Interamericano de Desarrollo, Juli 2023. http://dx.doi.org/10.18235/0004917.
Der volle Inhalt der QuelleArias Ortiz, Elena, Ximena Dueñas, Gregory Elacqua, Cecilia Giambruno, María Mercedes Mateo-Berganza Díaz und Marcelo Pérez Alfaro. Hacia una educación 4.0: 10 módulos para la implementación de modelos híbridos. Inter-American Development Bank, Oktober 2021. http://dx.doi.org/10.18235/0003703.
Der volle Inhalt der QuelleAbizanda, Beatriz, Gonzalo Almeyda, Elena Arias Ortiz, Cecilia Berlanga, Iván Bornacelly, María Soledad Bos, Ela Díaz et al. ¿Como reconstruir la educación postpandemia? Soluciones para cumplir con la promesa de un mejor futuro para la juventud. Herausgegeben von Elena Lafuente. Inter-American Development Bank, Mai 2022. http://dx.doi.org/10.18235/0004241.
Der volle Inhalt der QuelleBöhm, Franziska, Ingrid Jerve Ramsøy und Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.
Der volle Inhalt der QuelleAlmeyda, Gonzalo, Gregory Elacqua, Carolina Hernández, Adriana Viteri und Pablo Zoido. Nota CIMA #23 : ¿La gran oportunidad?: recuperación y transformación educativa. Inter-American Development, September 2021. http://dx.doi.org/10.18235/0003658.
Der volle Inhalt der QuelleNäslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Kelly Montaño, Olga Namen, Guiselle Alpizar, Úrsula Luna, Laura Ochoa et al. Hablemos de política educativa en América Latina y el Caribe #4: Educación inicial remota y salud mental durante la pandemia COVID-19. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002890.
Der volle Inhalt der QuelleAcevedo, Ivonne, Iván Flores, Miguel Székely und Pablo Zoido. Abierta configuration options ¿Qué ha sucedido con la educación en América Latina durante la pandemia? Inter-American Development Bank, März 2022. http://dx.doi.org/10.18235/0004175.
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