Auswahl der wissenschaftlichen Literatur zum Thema „Project Developmental Continuity“
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Zeitschriftenartikel zum Thema "Project Developmental Continuity"
Masten, Ann S., und Auke Tellegen. „Resilience in developmental psychopathology: Contributions of the Project Competence Longitudinal Study“. Development and Psychopathology 24, Nr. 2 (17.04.2012): 345–61. http://dx.doi.org/10.1017/s095457941200003x.
Der volle Inhalt der QuelleEl-Daghar, Khaled. „Self-financing for Conservation Based on Global Experiences – Case Study Preserving the Architectural Heritage of Historical Tripoli, Lebanon“. Resourceedings 2, Nr. 2 (24.02.2020): 224. http://dx.doi.org/10.21625/resourceedings.v2i2.701.
Der volle Inhalt der QuellePatrуkeeva, O. O., S. L. Gorbenko und O. V. Lozova. „STEM PROJECT IN THE SYSTEM OF STUDENT YOUTH PROFESSIONAL ORIENTATION“. Scientific Notes of Junior Academy of Sciences of Ukraine, Nr. 3(19) (2020): 3–9. http://dx.doi.org/10.51707/2618-0529-2020-19-01.
Der volle Inhalt der QuelleSaltaris, Christina, Lisa A. Serbin, Dale M. Stack, Jennifer A. Karp, Alex E. Schwartzman und Jane E. Ledingham. „Nurturing cognitive competence in preschoolers: A longitudinal study of intergenerational continuity and risk“. International Journal of Behavioral Development 28, Nr. 2 (März 2004): 105–15. http://dx.doi.org/10.1080/01650250344000316.
Der volle Inhalt der QuelleArmstrong, J. Douglas, J. Steven de Belle, Zongsheng Wang und Kim Kaiser. „Metamorphosis of the Mushroom Bodies; Large-Scale Rearrangements of the Neural Substrates for Associative Learning and Memory in Drosophila“. Learning & Memory 5, Nr. 1 (01.05.1998): 102–14. http://dx.doi.org/10.1101/lm.5.1.102.
Der volle Inhalt der QuelleBarzacchi, Veronica, Gloria Mangani, Benedetta Del Lucchese, Valentina Menici, Clara Bombonato, Elena Beani, Enrico Biagioni et al. „TABLET TOSCANA to Develop Innovative Organizational Models for Tele-Rehabilitation in Subjects with Congenital and Acquired Developmental Disabilities: A Wait-List Control Group Trial Protocol“. Journal of Clinical Medicine 13, Nr. 14 (16.07.2024): 4159. http://dx.doi.org/10.3390/jcm13144159.
Der volle Inhalt der QuelleBetts, K. S., P. Baker, R. Alati, J. E. McIntosh, J. A. Macdonald, P. Letcher und C. A. Olsson. „The natural history of internalizing behaviours from adolescence to emerging adulthood: findings from the Australian Temperament Project“. Psychological Medicine 46, Nr. 13 (21.07.2016): 2815–27. http://dx.doi.org/10.1017/s0033291716001495.
Der volle Inhalt der QuelleOʼBrien, Geraldine, JoEllen Shanno, Deborah G. Booth und Dianne Itterly. „East Coast Migrant Head Start Project: Continuity—Catalyst to quality service delivery for infants and toddlers“. Infants & Young Children 7, Nr. 3 (Januar 1995): 83–88. http://dx.doi.org/10.1097/00001163-199501000-00010.
Der volle Inhalt der QuelleOjobanikan, Emmanuel Idowu. „Learning from Millennium Development Goals for Successful Implementation and Attainment of the Sustainable Development Goals in Nigeria“. International Journal of Social Science Research and Review 5, Nr. 9 (09.10.2022): 589–601. http://dx.doi.org/10.47814/ijssrr.v5i9.493.
Der volle Inhalt der QuelleUngerer, Judy A., Brent Waters, Bryanne Barnett, Robyn Dolby, Rachelle Bouffard und Norm Kelk. „The Sydney Family Development Project: A Longitudinal Study of Children's Emotional Development in the First Three Years of Life“. Australian Educational and Developmental Psychologist 9, Nr. 2 (November 1992): 12–17. http://dx.doi.org/10.1017/s0816512200026638.
Der volle Inhalt der QuelleDissertationen zum Thema "Project Developmental Continuity"
Alam, Mehmood. „Investigating the effectiveness of continuing professional development in project management“. Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506590.
Der volle Inhalt der QuelleHarwell, Marsha Armstrong. „Scholarly Writing Among Graduate Students: A Qualitative Project Study“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1894.
Der volle Inhalt der QuelleWentzel, Zurina. „The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC“. University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
Der volle Inhalt der QuelleSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
Caswell, Roger L. „Teacher transformation achieved through participation in the National Writing Project’s invitational summer institute“. Diss., Kansas State University, 2007. http://hdl.handle.net/2097/447.
Der volle Inhalt der QuelleCurriculum and Instruction Programs
F. Todd Goodson
Professional development of in-service teachers continues to increase, but not all programs are successful in promoting teacher learning and student improvement. This qualitative study offers an examination of how one professional development program, The National Writing Project, with its teachers-teaching-teachers model is making a difference. The National Writing Project is one of the longest running, most cost-efficient, and most successful professional development programs in education. The purpose of this study was to identify factors influencing teacher transformation. Five areas were addressed: (1) the identification of transformation factors; (2) the relationship of personal literacy as it affects professional change; (3) being a member of a learning community and how it affects personal learning; (4) being a member of a learning community and how it affects professional learning; and (5) the role of spirituality in transformation. The setting was the National Writing Project's Invitational Summer Institute as it examined how fellows, first time participants, perceived their learning. Participants were from 17 different writing project sites across the United States. Data collection involved three distinct sources: (1) selection of participant and rationale provided by site directors of writing project sites; (2) audio-taped long interviews of each participant; and, (3) a follow-up focus group conducted in an electronic discussion board. The findings highlighted an interweaving of five factors influencing teacher transformation: (1) identification and application of knowledge for self and students; (2) reflection of learning and practice; (3) collaboration; (4) active and on-going involvement; and, (5) supportive and safe environment. When these five transformative factors are designed and implemented in the professional development of teacher in-service, teachers are provided an opportunity to personally learn which leads to professional learning and improved instruction for student learning. Excerpts from each data collection, recommendations for future research, and appendices to replicate the study are provided.
Atkinson, Megan E. „Move, Interact, and Connect Personally Barter Theatre’s Project REAL Gets Implicit In Order To Learn“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2510.
Der volle Inhalt der QuelleVan, Winkle Kristina A. „Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project“. Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
Der volle Inhalt der QuelleFontanive, Paulo Vinícius Nascimento. „Necessidades em educação permanente percebidas por profissionais médicos das equipes da estratégia saúde da família dos municípios do projeto Telessaúde-RS“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16369.
Der volle Inhalt der QuelleThe Continuos Professional Development (CPD) is an important instrument to guarantee quality of care in Primary Health Care (PHC). The Telessaúde Project objective to evaluate the necessities in PHE and to qualifying the PHC through teleeducation tools and teleassistance. Goals: To evaluate necessities in CPD perceived by medical doctors of the Family Health teams of participant cities of the Telessaúde RS Project. Method: Crosssectional study with census of medical professionals of Family Health Strategy teams (FHS), within 33 cities of the Rio Grande do Sul and Delphi study with professors of disciplines about PHC, preceptores of residences of family practice, researchers, managers and medical professionals of Rio Grande do Sul PHC. Results: The subjects in CPD with major perceived necessity are associates to areas of mental health, cardiovascular disease and others chronic degenerative diseases like Diabetes and Hypertension . We observed fair to moderate agreement (Kappa 0,2-0,5) between the necessities in CPD of Telessaúde Project doctors and the consensus of Delphi Study. The wage satisfaction and the Family Medicine Graduate were associated with major agreement (p< 0,05). Poor agreement was detected between perceived necessities and Hospitalizations for ambulatory care Sensitive conditions (HACSC) more frequent. Conclusion: The Delphi study, consists in a tool of support for conduction of PHE policies. The evaluation of the effectivity of the PHC by through of the HACSC must be enclosed in the process of planning the PHC care.
Telemedicina
Vice, President Research Office of the. „Newswire“. Office of the Vice President Research, The University of British Columbia, 2009. http://hdl.handle.net/2429/9516.
Der volle Inhalt der QuelleMokhele, Matseliso Lineo. „Teachers’ perspectives on continuing professional development : a case study of the Mpumalanga Secondary Science Initiative (MSSI) project“. Thesis, 2011. http://hdl.handle.net/10500/4871.
Der volle Inhalt der QuelleFurther Teacher Education
D.Ed. (Curriculum Studies)
Antrobus, Peggy. „Macro-micro linkages in Caribbean community development: The impact of global trends, state policies and a non-formal education project on rural women in St. Vincent (1974-1994)“. 1998. https://scholarworks.umass.edu/dissertations/AAI9841837.
Der volle Inhalt der QuelleBücher zum Thema "Project Developmental Continuity"
Martin, Haywood, Pennington Gus, Warrington Barry, Higher Education Training Organisation und Association for University Research and Industry Links., Hrsg. Continuing professional development frameworkfor staff engaged in university industry links: A project ... Sheffield: THETO, 2000.
Den vollen Inhalt der Quelle findenauthor, Shamsul Alam Md, und Post Literacy and Continuing Education of Human Development Project-2 (Bangladesh), Hrsg. Successes, challenges, and lessons learnt from the Post Literacy and Continuing Education for Human Development Project-2. Dhaka: Post Literacy and Continuing Education of Human Development Project-2, Bureau of Non-formal Education, Ministry of Primass Mass Education, 2012.
Den vollen Inhalt der Quelle findenEducation, Massachusetts Board of Higher. Title II--Dwight D. Eisenhower professional development program higher education component: Directory of 1996-1997 projects. Boston, Mass: Massachusetts Board of Higher Education, 1997.
Den vollen Inhalt der Quelle findenProject, Rural Library Training. A cooperative project for the development and delivery of training to rural library staff across Alberta: First phase report submitted to Program Planning and Development Branch, Alberta Advanced Education. [Calgary]: Rural Library Training Project, 1985.
Den vollen Inhalt der Quelle findenB, Keregero K. J., Mahimbo H. K. L, Lwelamila A. J, Institute of Rural Development Planning (Dodoma, Tanzania) und Workshop on Popular Participation in Planning Rural Development (1985 : Centre for Continuing Education, Sokoine University of Agriculture), Hrsg. Popular participation in planning rural development: Proceedings of a workshop held at the Centre for Continuing Education, Sokoine University of Agriculture, Morogoro, Tanzania, 18-22 November, 1985. Dodoma, Tanzania: The Institute, 1985.
Den vollen Inhalt der Quelle findenProject, Rural Library Training. A cooperative project for the development and delivery of training to rural library staff across Alberta: Phase four, final summative report submitted to Program Planning and Development Branch, Alberta Advanced Education. [Calgary]: Rural Library Training Project, 1987.
Den vollen Inhalt der Quelle findenProject, Rural Library Training. A cooperative project for the development and delivery of training to rural library staff across Alberta: Phase two/three, first interim report submitted to Program Planning and Development Branch, Alberta Advanced Education. [Calgary]: Rural Library Training Project, 1985.
Den vollen Inhalt der Quelle findenProject, Rural Library Training. A cooperative project for the development and delivery of training to rural library staff across Alberta: Phase two/three, second interim report submitted to Program Planning and Development Branch, Alberta Advanced Education. [Calgary]: Rural Library Training Project, 1986.
Den vollen Inhalt der Quelle findenWit, Pamela De. Approaches to good practice in quality assurance in university continuing education: Interim report on the UACE development project: 'Quality assurance in university continuing education'. Birmingham: Universities Association for Continuing Education, 1993.
Den vollen Inhalt der Quelle findenClark, Jill Macleod. Mechanisms and structures for continuing professional development and accreditation in nursing, midwifery and health visiting: Final project report. [London]: [ENB], 2000.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Project Developmental Continuity"
Li, Yongjian, und Fred Dervin. „Paratexts to CPD: Decision Making, Leadership, Teacher Education and Project Work“. In Continuing Professional Development of Teachers in Finland, 129–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_7.
Der volle Inhalt der QuellePow-Sang, José Antonio, und Ricardo Imbert. „Effort Estimation in Incremental Software Development Projects Using Function Points“. In Computer Applications for Software Engineering, Disaster Recovery, and Business Continuity, 458–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35267-6_61.
Der volle Inhalt der QuelleKalman, Al, und Shari Rathet. „Accelerating into the Future with Project Management“. In The Handbook of Continuing Professional Development for the Health Informatics Professional, 399–406. 2. Aufl. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9780429398377-46.
Der volle Inhalt der QuelleZachopoulou, Evridiki, Vasilis Grammatikopoulos und Athanasios Gregoriadis. „Early Change: Description of a Project for Continuing Professional Development“. In Professional Development and Quality in Early Childhood Education, 59–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64212-3_4.
Der volle Inhalt der QuelleDamasceno, Fábio, Eliseo Reategui, Carlos André Aita Schmitz, Erno Harzheim und Daniel Epstein. „Supporting Teleconsulting with Text Mining: Continuing Professional Development in the TelehealthRS Project“. In Lecture Notes in Computer Science, 97–104. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10166-8_9.
Der volle Inhalt der QuellePassy, Rowena, und Ian Blackwell. „Natural Connections: Learning About Outdoor-Based Learning“. In High-Quality Outdoor Learning, 321–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_18.
Der volle Inhalt der QuelleIsabekova, Gulnaz. „“Missing Link”“. In Stakeholder Relationships And Sustainability, 315–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31990-7_11.
Der volle Inhalt der QuelleGuimaraes, Paula, und Marta Gontarska. „Adult education policies and sustainable development in Poland and Portugal: a comparative analysis of policies and practices“. In International and Comparative Studies in Adult and Continuing Education, 115–29. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.08.
Der volle Inhalt der QuelleGadgil, Ashok J., Susan Amrose und Dana Hernandez. „Stopping Arsenic Poisoning in India“. In Introduction to Development Engineering, 359–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_14.
Der volle Inhalt der QuelleQuan, Julian, Lora Forsythe und June Y. T. Po. „Advancing women's position by recognizing and strengthening customary land rights: lessons from community-based land interventions in Mozambique.“ In Land governance and gender: the tenure-gender nexus in land management and land policy, 65–79. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247664.0006.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Project Developmental Continuity"
Sanchis, Raquel, Marco Arias-Vargas und Raúl Poler. „LEARNING ORGANISATIONAL RESILIENCE THROUGH THE CONTINUITY PROJECT“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1506.
Der volle Inhalt der QuelleMohd Nasir, Amir Ikhwan Haniff, und W. Chan. „Upstream Data Project Portfolio Benchmarking as a Novel Approach for Strategy and Value Realization“. In GOTECH. SPE, 2024. http://dx.doi.org/10.2118/219302-ms.
Der volle Inhalt der QuelleConstantino, Kattiana, und Eduardo Figueiredo. „Finding Collaborations based on Co-Changed Files“. In Anais Estendidos do Simpósio Brasileiro de Sistemas Colaborativos. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbsc_estendido.2023.229735.
Der volle Inhalt der QuelleCornwall, Rachelle, Deepak Tripathi, Sandeep Soni und Jose Isambertt. „Sustaining Momentum in an Integrated Field Model Utilizing an Efficient Project Management Approach - Challenges, Lessons Learnt and Solutions from a Supergiant Field Implementation“. In SPE Middle East Oil & Gas Show and Conference. SPE, 2021. http://dx.doi.org/10.2118/204698-ms.
Der volle Inhalt der QuelleBernabé Villodre, María del Mar, Vladimir Martínez-Bello, Marta Aguilar-Rodríguez, Manuel Zarzoso-Muñoz, Beatriz Tarazona-Álvarez, Yolanda Cabrera García-Ochoa, Herminia Vega-Perona, Núria Sempere-Rubio und Raquel Faubel-Cava. „MULTIDISCIPLINARY CONTINUING EDUCATION FOR EARLY CHILDHOOD CARE: TRAINING COOPERATION PROJECT WITH EL SALVADOR“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.0241.
Der volle Inhalt der QuelleThomas, Janice, und Travis E. Stripling. „Suggestions for Improving Initiation of Pipeline Projects“. In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0195.
Der volle Inhalt der QuelleGrechiho, V. D., P. A. Maryshev und V. V. Elmekeyeva. „SOME QUESTIONS OF VOCATIONAL GUIDANCE AND TRAINING OF THE FUTURE SPECIALIST IN THE MODEL OF PERSON’S CONTINUING EDUCATION“. In Prospects for the development of urban planning in Russia: the transition to project management. MGSU, 2017. http://dx.doi.org/10.22227/978-5-7264-1495-9.2017.28-35.
Der volle Inhalt der QuelleDamasceno, Fabio Rafael, Eliseo Reategui, Daniel Epstein, Carlos Andre Aita Schmitz und Erno Harzheim. „TelehealthRS project: Supporting teleconsulting with text mining to improve continuing professional development“. In 2014 IEEE 16th International Conference on e-Health Networking, Applications and Services (Healthcom 2014). IEEE, 2014. http://dx.doi.org/10.1109/healthcom.2014.7001901.
Der volle Inhalt der QuelleAjamah, S., M. Tanaka, K. De Vore, Y. Vogiazou, S. Joseph, F. Galban Horcajo und M. Babangida. „Noma discharge toolkit - a person-centred approach to improve continuity of care“. In MSF Paediatric Days 2022. NYC: MSF-USA, 2022. http://dx.doi.org/10.57740/142a-kn28.
Der volle Inhalt der QuelleRatola, Fernanda Cardoso. „Bedside Table Organizer Made from Recycled HDPE Polymer“. In ENSUS2023 - XI Encontro de Sustentabilidade em Projeto. Grupo de Pesquisa Virtuhab/UFSC, 2023. http://dx.doi.org/10.29183/2596-237x.ensus2023.v11.n1.p20-30.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Project Developmental Continuity"
Cazenave, Pablo. PR-328-153721-R01 Development of an Industry Test Facility and Qualification Process for ILI Technology. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), Dezember 2016. http://dx.doi.org/10.55274/r0011020.
Der volle Inhalt der QuelleStewart. L52283 Ground Positioning Satellite in Conjunctions with Current One-Call System - Virginia. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), November 2007. http://dx.doi.org/10.55274/r0010184.
Der volle Inhalt der QuelleLeis und Francini. L51832 Line Pipe Resistance to Outside Force. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), November 1999. http://dx.doi.org/10.55274/r0010143.
Der volle Inhalt der QuelleSchad, Aaron, Daniel Allen, Lynde Dodd, Ricardo Luna, Jacob Kelly, Kristina Hellinghausen, Nathan Harms, Gary Dick und Yaretzy Charo. Aquatic ecosystem restoration in the Texas Western Gulf Coast Plain / Lower Rio Grande alluvial floodplain ecoregion : Resaca Boulevard Resaca Section 206—vegetation community adaptive management. Engineer Research and Development Center (U.S.), September 2023. http://dx.doi.org/10.21079/11681/47559.
Der volle Inhalt der QuelleAlonso, Pablo, Basil Kavalsky, Jose Ignacio Sembler, Hector Conroy, Salvatore Schiavo-Campo, Juan Manuel Puerta, Monika Huppi et al. How is the IDB Serving Higher-Middle-Income Countries?: Borrowers' Perspective. Inter-American Development Bank, Februar 2013. http://dx.doi.org/10.18235/0010547.
Der volle Inhalt der QuelleKwon, Heeseo Rain, HeeAh Cho, Jongbok Kim, Sang Keon Lee und Donju Lee. International Case Studies of Smart Cities: Anyang, Republic of Korea. Inter-American Development Bank, Juni 2016. http://dx.doi.org/10.18235/0007013.
Der volle Inhalt der QuelleDeb, Shourjya, und Virginie Baudais. The Challenges of Data Collection in Conflict-affected Areas: A Case Study in the Liptako-Gourma Region. Stockholm International Peace Research Institute, Oktober 2022. http://dx.doi.org/10.55163/vwim3307.
Der volle Inhalt der QuelleMosalam, Khalid, Amarnath Kasalanati und Selim Gunay. PEER Annual Report 2017 - 2018. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, Juni 2018. http://dx.doi.org/10.55461/fars6451.
Der volle Inhalt der QuelleDinovitzer, Aaron. PR-214-114504-R01 Development of Sleeve End Fillet Weld Fitness for Service Assessment. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2020. http://dx.doi.org/10.55274/r0010989.
Der volle Inhalt der QuelleLidmo, Johannes, Maja Brynteson und Ágúst Bogason. National Support Initiatives in Nordic Spatial Planning. Nordregio, März 2024. http://dx.doi.org/10.6027/r2024:61403-2503.
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