Auswahl der wissenschaftlichen Literatur zum Thema „London High School (London, Ohio)“
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Zeitschriftenartikel zum Thema "London High School (London, Ohio)"
Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis et al. „Book Reviews“. Teaching History: A Journal of Methods 10, Nr. 2 (04.05.2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
Der volle Inhalt der QuelleG, Shanmugam. „100 years of the Devine Teacher - Student relationship among the three Generations of Indian Geoscientists (1920s – 2020s): A remarkable Story of Knowledge transfer from T. N. Muthuswami Iyer “TNM” through A. Parthasarathy to G. Shanmugam and beyond“. Journal of The Indian Association of Sedimentologists 1, Nr. 1 (31.12.2022): 2–40. http://dx.doi.org/10.51710/jias.v1i1.221.
Der volle Inhalt der QuelleJohnson, Shaina Willen, Susan Redline, Carol Rosen, Mark J. Rodeghier und Michael DeBaun. „Low Nocturnal Hemoglobin Oxygen Saturation Does Not Predict Pain or Acute Chest Syndrome Episodes in Children with Sickle Cell Anemia“. Blood 128, Nr. 22 (02.12.2016): 1320. http://dx.doi.org/10.1182/blood.v128.22.1320.1320.
Der volle Inhalt der QuelleCaraher, M., S. Lloyd und T. Madelin. „The “School Foodshed”: schools and fast-food outlets in a London borough“. British Food Journal 116, Nr. 3 (25.02.2014): 472–93. http://dx.doi.org/10.1108/bfj-02-2012-0042.
Der volle Inhalt der QuelleRood, Sarah, und Katherine Sheedy. „Sydney Rubbo“. Microbiology Australia 30, Nr. 3 (2009): 30. http://dx.doi.org/10.1071/ma09s30.
Der volle Inhalt der QuelleMakagon, Daniel. „I Want You Around: The Ramones and the Making of Rock ‘N’ Roll High School, Stephen B. Armstrong (2023)“. Punk & Post-Punk 12, Nr. 3 (01.10.2023): 406–9. http://dx.doi.org/10.1386/punk_00226_5.
Der volle Inhalt der QuellePavlou, Victoria. „Teaching and Learning in Art Education: Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020)“. International Journal of Education Through Art 16, Nr. 3 (01.09.2020): 465–67. http://dx.doi.org/10.1386/eta_00046_5.
Der volle Inhalt der QuelleSteil, Lucien, und John Simpson. „An Alternative Project for the Euston Station Area in London“. Journal of Traditional Building, Architecture and Urbanism, Nr. 3 (08.11.2022): 273–88. http://dx.doi.org/10.51303/jtbau.vi3.601.
Der volle Inhalt der QuelleBarst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis und Richard A. Krasuski. „Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease“. Advances in Pulmonary Hypertension 6, Nr. 3 (01.08.2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.
Der volle Inhalt der QuelleManu, Emmanuel, und Xavela T. Maluleke. „Learners' Substance Abuse at School in Selected High Schools in East London of South Africa“. International Journal of Educational Sciences 19, Nr. 1 (03.10.2017): 15–23. http://dx.doi.org/10.1080/09751122.2017.1368190.
Der volle Inhalt der QuelleDissertationen zum Thema "London High School (London, Ohio)"
Ladokun, Ayodele Olanrewaju. „Geographies of juvenile crime: a study of crime in selected high schools in East London, South Africa“. Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/345.
Der volle Inhalt der QuelleCarelse, Garth Craig. „An investigative case study of the introduction of democratic decision-making within an East London secondary school“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1007404.
Der volle Inhalt der QuelleMbuqe, Bongeka. „Procurement of learner teacher support materials in East London District public secondary schools“. Diss., 2020.
Den vollen Inhalt der Quelle findenEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
Mostert, Jacques. „An analysis of reintegration experiences and development of a resilience-based reintegration programme for learners with behavioural, emotional and social difficulties in the London Borough of Waltham Forest, United Kingdom“. Thesis, 2014. http://hdl.handle.net/10210/8997.
Der volle Inhalt der QuelleBehavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.
Bücher zum Thema "London High School (London, Ohio)"
Davies, Helen. The poetry games: North London & Middlesex. Peterborough: Young Writers, 2013.
Den vollen Inhalt der Quelle findenRenfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. Salem, Or. (2410 Gibsonwoods Ct. NW, Salem 97304): D.L. Renfrow, 1999.
Den vollen Inhalt der Quelle findenBritain, Great. Gayton High School: London Borough of Harrow Local Education Authority : a report by HMI. [London]: Department of Education and Science, 1991.
Den vollen Inhalt der Quelle findenDepartment of Education & Science. Canon Palmer Roman Catholic High School: London Borough of Redbridge Local Education Authority : a report by HMI. Stanmore: Department of Education and Science, 1991.
Den vollen Inhalt der Quelle findenGoodson, Ivor. Through the schoolhouse door: Working papers. Toronto: Garamond Press in association with RUCCUS, 1993.
Den vollen Inhalt der Quelle findenBalet, Catherine. Identity: Dress codes in European schools : London, Paris, Berlin, Barcelona, Milan, January 2004-April 2006. Göttingen: Steidl, 2006.
Den vollen Inhalt der Quelle findenBall, Stephen J. Choice, pathways, and transitions post-16: New youth, new economies in the global city. London: RoutledgeFalmer, 2000.
Den vollen Inhalt der Quelle findenWenham, L. P. James Tate: Master of Richmond School, Yorkshire and canon of St Paul's Cathedral, London : schoolmaster and scholar. (Northallerton): North Yorkshire County Record Office, 1991.
Den vollen Inhalt der Quelle findenBrown, David M. Gone at 3:17: The Untold Story of the Worst School Disaster in American History. Washington, D.C: Potomac Books, 2012.
Den vollen Inhalt der Quelle findenKinsella, Sharon. Female revolt in male cultural imagination in contemporary Japan. Herausgegeben von Ruch Barbara, Mamiya Noriko, Chino Kaori Kinen "Shinshiten" Kōen (4th : 2006 : London, UK), Chūsei Nihon Kenkyūjo und Institute for Medieval Japanese Studies. Kyoto, Japan: Medieval Japanese Studies Institute, 2007.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "London High School (London, Ohio)"
MacKechnie, Charlotte. „Angel Oak Academy, London, England“. In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 23–30. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1356.
Der volle Inhalt der QuelleMoore, James. „A problem of scale and leadership? Manchester’s municipal ambitions and the ‘failure’ of public spirit“. In High culture and tall chimneys, 190–220. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781784991470.003.0007.
Der volle Inhalt der QuelleMoore, Daniel. „‘A revolution of incalculable effect’: modernism and the teaching of art in schools“. In Insane Acquaintances, 60–82. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266755.003.0003.
Der volle Inhalt der QuelleLeibman, Laura Arnold. „The Material of Race“. In Once We Were Slaves, 74–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197530474.003.0006.
Der volle Inhalt der Quelle„William Drummond, Ben Jonson’ s literary table-talk (1619)“. In English Renaissance Literary Criticism, herausgegeben von Brian Vickers, 528–36. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198186793.003.0030.
Der volle Inhalt der QuelleHaffenden, John. „‘Owl Empson’“. In William Empson, 67–97. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199276592.003.0004.
Der volle Inhalt der QuelleNettle, Daniel. „Worriers“. In Personality, 104–30. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199211425.003.0005.
Der volle Inhalt der QuelleMorris, Peter J. T., und Peter Reed. „Of Lancastrian Stock and the Formative Years“. In Henry Enfield Roscoe, 25–40. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780190844257.003.0002.
Der volle Inhalt der QuelleScolieri, Paul A. „An Interesting Experiment in Eugenics“. In Ted Shawn, 75–152. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199331062.003.0003.
Der volle Inhalt der QuelleNurse, Lyudmila. „Identities and life choices of mothers in a disadvantaged neighbourhood in England“. In Biographical Research and the Meanings of Mothering, 103–20. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447365624.003.0006.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "London High School (London, Ohio)"
Mangat, Paramjeet Kaur. „ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS IN RELATION TO PEER PRESSURE“. In 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.010.
Der volle Inhalt der QuelleQuarcoo, Rosemary. „An Evaluation of the Conduciveness of Senior High School Clothing and Textiles Classroom Environment“. In London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0033.
Der volle Inhalt der QuelleSunprasert, Jutharat, Ekapong Hirunsirisawat, Narongrit Waraporn und Somporn Peansukmanee. „METAL SHIP AND ROBOTIC CAR: A HANDS-ON ACTIVITY TO DEVELOP SCIENTIFIC AND ENGINEERING SKILLS FOR HIGH SCHOOL STUDENTS“. In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.052.
Der volle Inhalt der QuelleAlzahrani, Mona. „AN INVESTIGATION OF THE FLUCTUATION IN LANGUAGE LEARNING MOTIVATION OVER TIME: A QUALITATIVE CASE STUDY“. In London –International Conference on Social Science & Humanities, 23-24April 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.243244.
Der volle Inhalt der QuelleSaxena, A., S. Ramakrishnan, S. Kant und A. Roy. „42 Echocardiographic screening for rheumatic heart disease among asymptomatic adults: study from a region with high prevalence of echocardiographic rhd in asymptomatic school children“. In British Congenital Cardiac Association, Annual meeting abstracts 9–10 November 2017, Great Ormond Street Institute of Child Health, London, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2017-bcca.42.
Der volle Inhalt der QuelleChen, Zhan. „The Brilliance of Alexandra Road“. In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.51.
Der volle Inhalt der QuelleEyt-Dessus, Annora, und Leonard Houx. „Excellence in design for online business“. In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.
Der volle Inhalt der QuelleSundborg, Bengt. „Making the Most of Daylight in Town Planning“. In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6687.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "London High School (London, Ohio)"
Jones, Theresa, und Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), März 2022. http://dx.doi.org/10.19088/sshap.2022.005.
Der volle Inhalt der QuelleSchmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath und Santiago Ripoll. The COVID-19 YPAR Project: Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, Oktober 2022. http://dx.doi.org/10.19088/ids.2022.072.
Der volle Inhalt der QuelleKaawa-Mafigiri, David, Megan Schmidt-Sane und Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/sshap.2022.037.
Der volle Inhalt der QuelleLees, Shelley, und Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/sshap.2022.046.
Der volle Inhalt der QuelleMoro, Leben, und Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, Dezember 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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