Relevant bibliographies by topics / Achievements

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Achievements'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Achievements"

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Pritchard, Duncan. "ACHIEVEMENTS, LUCK AND VALUE." Think 9, no. 25 (2010): 19–30. http://dx.doi.org/10.1017/s1477175610000035.

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Achievements are clearly something that we care about. We want a life rich in achievements, and we value the achievements of others. To be appointed to the job of one's dreams as a result of one's hard work and raw talent, such that it constitutes an achievement on one's part, is far more satisfying and worthy than getting it through other means where no achievement is involved (e.g. as a result of nepotism). Similarly, the Olympic goal medal winner who gets her award by being the best in a strong field exhibits an achievement and is lauded for it, but her counterpart who attains the same result through, say, mere good luck (e.g. none of her competitors is able to compete due to injury), and who thus does not exhibit an achievement, is not gifted nearly as much praise. But what is an achievement, and what is it about achievements that makes us care about them so much?
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Abdullah, Robi Wariyanto, Sri Wulandari, Muqorobin Muqorobin, Fendy Prasetyo Nugroho, and Wahyu Wijaya Widiyanto. "KEAMANAN BASIS DATA PADA PERANCANGAN SISTEM KEPAKARAN PRESTASI SMAN DIKOTA SURAKARTA." CCIT Journal 12, no. 1 (February 6, 2019): 13–21. http://dx.doi.org/10.33050/ccit.v12i1.596.

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State high schools in Surakarta City have different achievements. To see these achievements, it is necessary to have an expert system that provides information about the achievements of the school to the community, both student achievement and the achievements of teachers or educators. In designing the expertise system of school achievement, it is also necessary to design the database system. Often developers don't pay attention to data security in the database when designing a system. System design is made into the concept of data mapping, Context Diagrams, and Table Relations. This research will also discuss restrictions on database access rights in MySQL which is useful to restrict users from accessing the database. Based on the design, the writer presents a web-based school achievement expertise design system as a means of information on the achievements of public high schools in the city of Surakarta. The method in this study covers literature review, data collection, designing achievement expertise systems, and designing and security procedures for the expert system database at Surakarta Senior High School. The results of this study are the system of school achievement expertise in Surakarta Senior High School based on the categories of achievement, level of achievement, and year of achievement as well as the design database of the school achievement system with regard to database security
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Thilavongsa, Veleriy, Peter Phoumai, and Souvandee Souvandee. "Developing the Talents and Creativity of Students." Journal La Edusci 1, no. 6 (December 31, 2020): 37–41. http://dx.doi.org/10.37899/journallaedusci.v1i6.288.

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This paper aims to discuss the relationship between talent, creativity and achievement. Talent can affect a person's achievement so that he is able to make achievements, in addition to realizing talent, it is necessary to have extensive knowledge, experience and motivation that support that talent. A person with supportive talent and creativity is able to score good achievements because someone with talent and creativity that is developed from an early age will be realized in the form of superior achievements. They are able to develop their talents through their unlimited creativity so that they can make superior achievements.
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SANFO, Jean-Baptiste M. B., and Inoussa MALGOUBRI. "Teaching Quality and Students' EFL Achievements in Ethiopia: Analysis From the Perspective of the Basic Dimensions of Teaching Quality." Theory and Practice in Language Studies 11, no. 10 (October 1, 2021): 1131–45. http://dx.doi.org/10.17507/tpls.1110.01.

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Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.
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Strong, Samuel. "Achievements." Journal of Internationalization and Localization 4, no. 1 (December 31, 2017): 22–39. http://dx.doi.org/10.1075/jial.4.1.02str.

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Abstract Achievements perform an essential entertainment function in video games. They instruct and reward gamers, and they serve as status symbols or bragging rights within gaming communities. These texts can be challenging for localisers, since they have multiple functions, align with or subvert game mechanics and narrative, and can contain a range of intertextual references, understood as references to other texts, genres, or popular culture (Mangiron and O’Hagan, 2006). Their localisation, therefore, warrants special handling. In this article, I make the case for achievement texts being a unique text type based on Bernal-Merino’s (2014) classification. Further, I propose a macro-level analysis approach that enables localisers to re-render these texts’ essential component parts.
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S.P, Aulia Regia, Bambang Wasito, Sri Lestari, and R. Moh Radix Agustiono. "Pengaruh Gaya Kepemimpinan Suportif, Palayanan dan Fasilitas Belajar terhadap Prestasi Belajar Taruna Lalu Lintas Udara Angkatan VIII untuk Mengoptimalkan Daya Serap Lulusan Politeknik Penerbangan Surabaya." Jurnal Penelitian 3, no. 3 (September 3, 2018): 67–77. http://dx.doi.org/10.46491/jp.v3e3.50.67-77.

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This study is entitled "Analysis of the Effect of Supportive Leadership Style, Learning Services and Facilities on Learning Achievement of Air Traffic Youth Class VIII to optimize the Absorption of Graduates at Aviation Polytechnic of Surabaya Supportive leadership style influences the learning achievement of cadets at Aviation Polytechnic of Surabaya Services affect the learning achievements of cadets Air Traffic Surabaya Flight Polytechnic. Learning facilities have an effect on the learning achievements of cadets at Aviation Polytechnic of Surabaya Air Traffic cadets learning achievements affect the absorption capacity of Surabaya Aviation Polytechnic graduates.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.

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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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Ompusunggu, Henny Erina Saurmauli. "Hubungan Antara Motivasi Belajar Dengan Prestasi Belajar Mahasiswa/i Fakultas Kedokteran Universitas HKBP Nommensen." Nommensen Journal of Medicine 6, no. 1 (November 2, 2020): 32–35. http://dx.doi.org/10.36655/njm.v6i1.247.

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Background : Quality human resource are needed by our country in order to compete with other countries. Indicator of quality human resources graduated from university are good academic achievements. Academic achievement is affected by several factors, such as learning motivation. The aim of this study is to determine the correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students. Methods: This research was an analytic study. Respondents of this study were 148 active students of Universitas HKBP Nommensen. Learning motivation skor were obtained using an intrinsic motivation questionnaire and academic achievements were obtained from cumulative achievement index. Pearson test was used to analyzed the correlation between learning motivation and academic achievements of respondents. Results: Medical Faculty of Universitas HKBP Nommensen students majority had high learning motivation with academic achievments 3,19 ± 0,28. There was no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students (p = 0,227). Conclusion: There is no correlation between learning motivation and academic achievements in Medical Faculty of Universitas HKBP Nommensen students.
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Cheng, Dazhi, Kaihui Shi, Naiyi Wang, Xinyang Miao, and Xinlin Zhou. "Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School." Journal of Intelligence 10, no. 1 (December 21, 2021): 1. http://dx.doi.org/10.3390/jintelligence10010001.

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Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children’s mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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SOH, HOOI LING, and HIROKI NOMOTO. "Degree achievements, telicity and the verbal prefixmeN-in Malay." Journal of Linguistics 51, no. 1 (June 4, 2014): 147–83. http://dx.doi.org/10.1017/s002222671400019x.

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One issue in the analysis of degree achievements is whether or not what are called degree achievements are in fact achievements (Hay, Kennedy & Levin 1999, Kearns 2007, Rothstein 2008a). In this paper, we offer evidence from Malay that they are. Our evidence involves findings about the aspectual effect of the verbal prefixmeN-in degree achievement sentences, which may receive a natural account under an approach where degree achievements are lexically specified as achievements, but are difficult to explain if they are not. We propose thatmeN-merges with a verbal projection (VP) that describes eventualities with stages, in the sense of Landman (1992, 2008). This requirement explainsmeN-'s apparent effect on telicity in degree achievement sentences and the absence of such an effect in non-degree achievement sentences. It also accounts for the restricted distribution ofmeN-in stative sentences (Soh & Nomoto 2009) and regular achievement sentences. While certain aspectual parallels exist between the verbal prefixmeN-and the English progressive, we argue thatmeN-is not a progressive marker, and that the parallels with the English progressive are due to the subcategorization requirement ofmeN-, which makes event stages more prominent in sentences withmeN-compared to ones without. Our analysis supports the treatment ofmeN-as a light verb (v) (Aldridge 2008; Nomoto 2008, 2011; Sato 2012), rather than a marker of voice (Voice) (Cole, Hermon & Yanti 2008).
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Dissertations / Theses on the topic "Achievements"

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Sangar, Sharifa. "LEARNING ACHIEVEMENTS : Gender differences in math achievements and teacher educators’ perspectives on students’ learning achievements at Teacher Training Collage in Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30036.

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The differences in learning achievements between male and female students in math have been an important topic in educational research field. In this field many international studies e.g. Trend in International Mathematics and Science Study (TIMSS), Program for International Student Assessment (PISA)) have been conducted for many years. TIMSS study around 40 countries in the world in grade five shows that, in most countries boys and girls do similar in math. PISA study shows 15 years old boys do better than girls in the same age and level. In addition the study which was conducted in the Afghan context assessed that, girls in grade four do slightly better than boys in the same grade in math (Mansory, 2000).       The issue that I have studied here concerns the learning achievements level of male and female students at grade 13 and 14 at four TTC and the teacher educators’ perspectives related to male and female students learning achievements in mathematics in Afghanistan. In total, 503 male and female students and their 23 teacher educators’ perspectives from the four selected TTCs around Afghanistan, in three provinces (Jawzjan, Saripul, Mazar-e- Sharif and Khwaja- do-Koh district of Jawzjan province) are assessed in this study. Three TTCs are located in urban areas; one which is a Teacher Development Center is located in a rural area. The learning achievements of students were first assessed as a whole and then as a comparison between rural and urban areas were made. Two types of data are collected for this study, students’ scores were collected from the annul exam of students and compared with different variables to find the differences between male and female students. And questionnaires were used to obtain teacher educators’ perspectives about male and female students’ learning achievements. Questionnaire had 19 questions to achieve the purpose of the study, mostly the questionnaire asked about students’ learning achievements from school, in the class,   the impact of encouragement on male and female students’ learning achievements, the impact of teacher educators’ gender on students’ learning achievements. The results found from students’ scores and teacher educators’ perspectives are then highlighted and explored in the tables and then analyzed and discussed. The result found from students’ score showed that female students scored higher than male students after analyzing of the data. Further more students taught by male teacher educators had better result in average score than students who taught by female teacher educators. Teacher educators’ perspectives also explore many views about male and female students’ learning achievements in math. The data obtained from teacher educators’ perspective showed that most male and female students have low achievements level and difficulties in math from school. Teacher educators’ perspectives also explores there  are many other factors which influence male and female students’ learning achievements in math, for instance security, economy, distance to TTCs and environment. The mentioned factors have great impact on male and female students’ learning achievement from teacher educators’ views point in math.
TEMP Afghanistan
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Mushtaq, Fatima. "MATHEMATICS ACHIEVEMENTS AMONG HIGH SCHOOL STUDENTS IN AFGHANISTAN : Gender Difference In Math Achievements." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31339.

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This is a study of gender difference within the field of mathematics between 857 twelfth grade students (355 boys and 502 girls). The data sample contains a small group of students within two of the 34 provinces in Afghanistan. Ten of the schools were girls’ only, and twelve were boy schools. In this study the data collected was analyzed by comparing the results of test scores of 12th grade math high school students. The question to be answered within this research: To what extent differences are in mathematics achievements between male and female students at the high school level? The results show that math achievements in grade 12th were different among female and male students. Females’ achievements were lower than males. Teachers’ teaching experience had no significant influence on the average scores. In regards to students’ exam scores in relation to teachers' education level. The average score of students taught by teachers with grade 16 and grade 14 was not significant different, thus a very small difference. Additionally, this study concentrated more on factors that affect girls’ math achievements. It also pointed to parental support, self-confidence, students’ interest to math, and cultural issues. As teachers were asked about ability of learning math, it does not relate to student s’ sex. The teachers added those learners who make more efforts have better achievements in mathematics. The research is based on a small sample which does not cover the whole country. To get a clearer understanding of females achievements in high school math classes, a full country study with thousands of scores to compare, would perhaps bring this small study to the eyes of Ministry of Education and large donors. It would seem that good teaching methodology in math may have better result for females test scores.
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Rundkvist, Rebecka. "The road to academic achievements." Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43680.

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Enligt tidigare forskning finns det ett samband mellan motivation och akademiska prestationer. Syftet med föreliggande studie var att undersöka sambandet mellan gymnasieelevers motivation, ansvarskänsla, närvaro, föräldrars/vårdnadstagares utbildningsnivå, studietid utanför skolan och deras studieresultat. De hypoteser som ställdes utifrån tidigare forskning var att högre motivation, ansvarskänsla samt studietid utanför skolan skulle predicera elevers akademiska prestationer. Föräldrars utbildningsnivå skulle ha ett mindre samband på prestation och närvaro skulle inte kunna predicera akademiska prestationer alls. Studien genomfördes genom en kvantitativ metod på två skolor i en mellanstor stad i södra Sverige och insamlad data analyserades genom en stegvis regressionsanalys. För att mäta motivation och ansvarskänsla användes två befintliga enkäter som översattes till svenska. Dessa kompletterades med frågor för resterande variabler som sedan sammanställdes till en enkät som sammanlagt 78 elever svarade på. Resultatet visade att inre motivation, inre motivation för att uppnå mål, positiv ansvarskänsla och studietid var signifikanta prediktorer till elevers akademiska prestationer, som då hade en positiv inverkan på utfallsvariabeln. Ytterligare en variabel var en signifikant prediktor till betyg, inre reglering som påverkade utfallsvariabeln negativt. Slutsatsen av denna studie var att lärare bör sträva efter att skapa villkor som ökar elevers inre motivation och känsla för ansvar, samt uppmuntra elever att använda mer tid att studera utanför lektionstid.
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SELVATICI, CAROLINA. "CLOSED CAPTION: ACHIEVEMENTS E ISSUES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16105@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
O closed caption é um tipo de legenda que foi concebida para permitir aos surdos e pessoas com dificuldades auditivas o acesso a programas, comerciais e filmes veiculados na televisão, em vídeo e DVD. Criado nos Estados Unidos, ele também atende a outros segmentos da sociedade, como idosos ensurdecidos, estrangeiros aprendendo o idioma, semi-analfabetos e crianças em fase de alfabetização e possibilita o entendimento do áudio em locais onde o som da TV for inaudível. No Brasil, o primeiro programa transmitido com closed caption – também denominado legenda fechada – foi o Jornal Nacional, da Rede Globo, em 1997. Desde então, o número de programas que disponibilizam a tecnologia vem crescendo e só tende a aumentar à medida que a Lei 10.098 de 2006, conhecida como Lei da Acessibilidade, for implantada. Essa lei, que estabelece a obrigatoriedade do uso da legenda fechada em programas de televisão, determina que, até 2019, toda a programação brasileira seja transmitida com esse recurso. Em sintonia com o movimento de expansão do closed caption no Brasil, a proposta deste trabalho é traçar um panorama do uso da tecnologia no país, analisando suas principais características e as diferenças em relação a outros modelos, com base na teoria dos polissistemas de Itamar Even-Zohar (1997 [1990]) e nos Estudos Descritivos da Tradução, com especial destaque para os conceitos de norma, de Gideon Toury (1995), e patronagem, de André Lefevere (1992). Além disso, levando em conta essas características, será discutida a noção de tradução, bem como a possibilidade de atribuir tal estatuto à legenda fechada.
Closed captions are a type of subtitling created to allow people with hearing impairments to understand shows, commercials and movies on television, video or DVD. Created in the US, it has also helped other segments of the population, such as the elderly, foreigners learning a new language, semi-illiterate people and children that are learning to read. It is also a solution for places in which the TV sound is inaudible. In Brazil, the first TV show broadcast with closed captions was Jornal Nacional, on Rede Globo, in 1997. Since then, the number of programs broadcast with this resource has been increasing and it is expected to grow even further after the law known as the Accessibility Bid, voted in 2006, is made effective. This law establishes that the use of closed captions in Brazilian TV shows is obligatory and that, by 2019, all shows aired on Brazilian television must be broadcast with closed captions. Considering the expansion of the technology in Brazil, this dissertation aims to present an overall view of the way closed captions are being used in Brazil, the difference from other types of captions and the main resources used, based on Even- Zohar s Polysystem Theory (1997 [1990]) and the concepts of norm (Toury, 1995), and patronage (Lefevere, 1992) from Descriptive Translation Studies. Furthermore, taking into consideration the characteristics of closed caption, we intend to discuss the status of translation that is being given to the technology.
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Riedel, Marion. "Thinking Machines: Approaches, Achievements and Consequences." Thesis, Universitätsbibliothek Chemnitz, 2002. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200200425.

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The paper discusses the basics of Cognitive Science and describes the achievements of research at the field of Artificial Intelligence
Die im Rahmen des Seminars "Language - Mind - Brain: An Introduction to Psycholinguistics" der englischen Sprachwissenschaft entstandene Arbeit befasst sich mit den Grundlagen der Kognition und diskutiert die Ergebnisse der Forschung auf dem Gebiet der Künstlichen Intelligenz
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Riedel, Marion. "Thinking Machines: Approaches, Achievements and Consequences." [S.l. : s.n.], 2001. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB10324738.

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González-Olaechea, Franco Javier. "The International Labor Organization, Achievements and Challenges." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118071.

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The present article aims to provide a historical review about the rise of the International Labour Organization and its evolution over time to reach to the position where it is today, and his work as protector of the worker as a human being worthy and not the machine.
En el presente artículo se pretende realizar una revisión histórica acerca del surgimiento de la Organización Internacional del Trabajo, así como su evolución con el paso del tiempo hasta llegar a la posición en la que se encuentra hoy en día, y su labor como protector del trabajador en tanto ser humano digno y no de la máquina.
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Wilhelmsson, Martin. "Rollen av achievements i spelupplevelsen och spelandet." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5925.

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I denna studie, som bygger på tidigare arbete på achievements och belöningssystem, utreds effekten av achievementsystem på spelupplevelsen och spelandet i ett tredjepersons actionspel. Dessutom har achievements i tredjepersons actionspel undersökts för att ta reda på vilka typer av achievements som passar bäst in i genren. För att undersöka detta har andra achievementsystem analyserats och fyra kategorier av achievements klassificerats. För undersökningen har en bana skapats i ett tredjepersons actionspel, samt ett för genren representativt achievementsystem som sedan implementerats. Studien har visat att achievementsystem ökar spelares utforskningstendens och speltid. Samtidigt har utforskningsbaserade achievements visat sig vara de mest populära i spelet, och handlingsbaserade de minst populära. Överlag ansåg testdeltagarna att achievements ska vara svåra att uppnå för att ha betydelse för spelaren. Achievements som fenomen är fortfarande ungt och mer utförliga studier på ämnet hade kunnat hjälpa spelutvecklare att förstå den relation olika typer av spelare har till achievements.
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Shyshenko, V., Нiна Володимирiвна Мальована, Нина Владимировна Малеванная, and Nina Volodymyrivna Malovana. "Modern achievements of genetic engineering and biotechnologies." Thesis, Sumy State University, 2020. https://essuir.sumdu.edu.ua/handle/123456789/78061.

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Modern medical science and the needs of practical health care require the use of scientific technology in basic research. The Europian federation of Biotechnology defines modern biotechnology as the use of sciences related to nature (biology, chemistry, physics) and engineering (e.g. electronics) in relation with biosystems in the bio-industry.
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Mazhindu, Godfrey N. "Professional achievements in nurse education and training : a study of the personal constructs used to assess student nurses' professional achievements." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282547.

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Books on the topic "Achievements"

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Contemporary achievements. New York: Weigl Publisher, 2009.

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Contemporary achievements. New York: AV2 by Weigl, 2013.

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Programme, United Nations Environment. UNEP achievements. Nairobi, Kenya: United Nations Environment Programme, 1986.

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Laïdi, Zaki. Limited Achievements. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137020871.

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Wigston College of Further Education. Student achievements & destinations. Wigston: Wigston College, 1995.

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Corporation, Central Manchester Development. Aims and achievements. Manchester: Central Manchester Development Corporation, 1991.

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Vu, Thi Du. Itinerary and achievements. Hanoi, Vietnam: World Vision Vietnam, 2011.

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Bernard, Smith Carl, ed. Lofty achievements: [Workbook]. New York: Macmillan, 1988.

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Nkansa-Kyeremateng, K. History, mission & achievements. Accra: Sebewie Publishers, 1996.

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Griffin, Patrick E. Monitoring school achievements. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.

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Book chapters on the topic "Achievements"

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Bulkeley, Rip. "Achievements." In Bellingshausen and the Russian Antarctic Expedition, 1819–21, 193–207. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-137-40217-2_12.

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Richter, Kyle. "Achievements." In Beginning iOS Game Center and Game Kit: For iPhone, iPad, and iPod touch, 63–91. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3528-6_4.

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Richter, Kyle. "Achievements." In Beginning iOS Social Games, 67–102. Berkeley, CA: Apress, 2013. http://dx.doi.org/10.1007/978-1-4302-4906-1_4.

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Schuster, Christian Stefano. "Achievements." In Diffractive Optics for Thin-Film Silicon Solar Cells, 65–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44278-5_4.

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Richter, Kyle. "Achievements." In Beginning iOS Game Center and GameKit, 79–122. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7756-0_4.

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Klassen, Thomas R., and Christine Menges. "Lasting achievements." In The Essential Guide to Studying Abroad, 208–22. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429280115-9.

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Sonnert, Gerhard, and Gerald Holton. "Socioeconomic Achievements." In What Happened to the Children Who Fled Nazi Persecution, 65–92. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601796_5.

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Lu, Jie, and Etienne Kerre. "Research Achievements." In A Tribute to Prof. Dr. Da Ruan, 39–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_13.

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Jewell, Helen M. "Educational Achievements." In Education in Early Modern England, 130–54. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-27233-4_5.

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Smith, Lee, and John van Genderen. "General Achievements." In Kick Start Your Career, 104–19. 1 Edition. | New York: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315158532-10.

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Conference papers on the topic "Achievements"

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Lundblade, Kirk. "Crowning Achievements." In FDG'21: The 16th International Conference on the Foundations of Digital Games 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3472538.3472563.

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Davidsen, Arthur. "Scientific achievements of ten years of Spacelab - Achievements in astrophysics." In 32nd Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1994. http://dx.doi.org/10.2514/6.1994-341.

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Davidsen, Arthur, and William Blair. "Scientific achievements of ten years of Spacelab - Achievements in astrophysics." In Space Programs and Technologies Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1994. http://dx.doi.org/10.2514/6.1994-4647.

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Johnson, S. W. "Achievements of Biocatalytic Desulfurization." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 1995. http://dx.doi.org/10.2118/30671-ms.

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Iwaihara, M. "Professor Yahiko Kambayashi's achievements." In Proceedings. International Conference on Informatics Research for Development of Knowledge Society Infrastructure. IEEE, 2004. http://dx.doi.org/10.1109/icks.2004.1313401.

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de Salas, Kristy, and Ian Lewis. "Identifying types of Achievements." In 2013 18th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2013. http://dx.doi.org/10.1109/cgames.2013.6632599.

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O’Dowd, C. D. "PARFORCE: Objectives and achievements." In The 15th international conference on nucleation and atmospheric aerosols. AIP, 2000. http://dx.doi.org/10.1063/1.1361987.

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Nikitina, S., D. Zaytsev, and N. Sokolov. "Achievements of capillary technology." In SPIE Proceedings, edited by Muradin A. Kumakhov and Richard B. Hoover. SPIE, 2005. http://dx.doi.org/10.1117/12.637906.

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Sriwahyuniati, Fajar, and Risti Nurfadhila. "Coaching Achievements KKO in Senior High School as an Evaluation to Sport Achievements." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.87.

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Kivkovich, Nava, and Vasile Chis. "Learning Abilities and Geometry Achievements." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.53.

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Reports on the topic "Achievements"

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Towne, Douglas M. Technical Achievements. Fort Belvoir, VA: Defense Technical Information Center, February 2001. http://dx.doi.org/10.21236/ada390093.

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Terwilliger, Thomas C. Achievements of structural genomics. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1095844.

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Oddsdottir, Edda Sigurdis. Selfoss Declaration Achievements Report. Nordic Council of Ministers, November 2014. http://dx.doi.org/10.6027/tn2014-555.

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Todd, Terry A., Steven L. Hayes, and Robert Rova. 2019 NFCSC Achievements Report FINAL. Office of Scientific and Technical Information (OSTI), June 2020. http://dx.doi.org/10.2172/1635491.

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Hong, Bonnie. Fuel Cycle Technologies 2016 Achievements Report. Office of Scientific and Technical Information (OSTI), January 2017. http://dx.doi.org/10.2172/1483689.

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devore, L., and P. Chrzanowski. A Year of Exceptional Achievements FY 2008. Office of Scientific and Technical Information (OSTI), November 2008. http://dx.doi.org/10.2172/1019065.

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Dahlburg, Jill, George Doschek, Christoph Englert, Russell Howard, W. N. Johnson, Michael Kowalski, Dennis Socker, and Kent Wood. NRL SSD Research Achievements: 19601970. Volume 1. Fort Belvoir, VA: Defense Technical Information Center, October 2015. http://dx.doi.org/10.21236/ad1000471.

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Dahlburg, Jill, George Doschek, Scott Budzien, Russell Howard, Christoph Englert, W. N. Johnson, Dennis Socker, and Kent Wood. NRL SSD Research Achievements: 19701980. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, October 2015. http://dx.doi.org/10.21236/ad1000472.

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Kistler, R. E., and R. M. Glen. Notable Achievements of the Naval Weapons Center. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada238425.

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Water Management Institute, International. IWMI celebrating 25 years of research achievements. International Water Management Institute (IWMI), 2011. http://dx.doi.org/10.5337/2011.204.

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