Dissertations / Theses on the topic 'Canberra College of Advanced Education'
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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.
Full textClayton, Peter, and n/a. "User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced Education." University of Canberra. Library and Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050627.142122.
Full textJames, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.
Full textWarner, Mark S. "Advanced college-level ESL students' beliefs about composition feedback." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247845401.
Full textRoche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
Full textRehm, Jon C. "Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1530.
Full textSchutzman, Carissa Bradley. "Women Into Advanced Manufacturing: Can Community College Open this Door?" UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/69.
Full textWilliams, Jermaine Francias. "Early College Academic Performance: Studying the Effects of Earning College Credits from Advanced Placement and Dual Enrollment." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/47854.
Full textEd.D.
This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study.
Temple University--Theses
McCauley, David. "The impact of advanced placement and dual enrollment programs on college graduation /." View online, 2007. http://ecommons.txstate.edu/arp/206/.
Full textRosasco, Margaret E. "Factors associated with success in college Calculus II." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/19.
Full textDulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.
Full textMakara, Christina. "The relationship between language experience, language of narration, and communicative development in novice, advanced non-native, and advanced native Spanish speakers at the college level /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767224590072.
Full textDresen, Julie Anne. "Assessing local industry needs for the Gateway Technical College IBM Advanced Career Education program." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008dresenj.pdf.
Full textNye, Carla, Susan H. Hebert, Marie Thomas, Suzanne H. Campbell, and Candice Short. "The Use of Simulation In Advanced Practice Nursing Programs: A North American Perspective." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7362.
Full textMullins, Christine M. "Online Master Teacher Presentation: NRSE 5010 Advanced Health Assessment Practicum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7126.
Full textO'Keefe, Lynette Marie Hayes DeMarquis. "The effect of participation in advanced placement and/or dual credit on four-year graduation rates." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12172.
Full textGonzalez, Jennifer Dawn. "Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.
Full textKutchner, Wendy. "Measuring the impact of advanced placement failure on students' academic achievement and retention in college." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/172272.
Full textEd.D.
This quantitative study examined the impact that Advanced Placement (AP) coursework had on students attending college with specific emphasis on those who failed the exam. The study comprised four years of entering freshmen students between the academic years 2006-2009. The study was comprehensive in that it revealed all AP attempts regardless of score and student's desire to submit results to Temple University and the universities' acceptance of the same for college credit. For consistency, college success was determined based on data in the first two academic years of study. Students' grade point average (GPA) and retention were analyzed as the two primary assessments defining college access. The sample consisted of 16,731 students over four years of entering first-time freshmen to Temple University. The results indicated that AP score had a significant effect on both GPA and retention, although the effects for GPA were much stronger than for retention. Essentially, the results showed that the GPA of students decreases linearly from those who obtained an average AP score of "5", through "4", "3" and "2". Students whose average AP score was "1", however, performed at a lower level than students who had taken no AP course at all. Moreover, when various pre-college factors (specifically, SAT scores, high school GPA, mothers' and fathers' educational level and family income) were used as covariates, the effect for AP performance was markedly reduced. As such, it became evident that the real issue in evaluating the impact of AP performance is not whether students who take and pass AP courses do better in college. The real issue is whether AP performance provides an advantage over and above the advantages that students already possess. This study also revealed a threshold at which AP exposure correlated to college success when studying the AP failures with a score of `1'. The study findings contribute to emerging literature examining the relationship that AP failures have on students and colleges.
Temple University--Theses
O'Keefe, Lynette Marie. "The Effect of Participation in Advanced Placement And/or Dual Credit on Four-year Graduation Rates." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12172/.
Full textPreston, Sean Michael. "The completion of advanced placement courses as an indicator of academic success in first-year college students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Full textHarrison, Ruth. "The role of the college farm in the delivery of the curriculum in non-advanced further education." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264374.
Full textBowers, Diana, and Virginia P. Foley. "Advanced Placement and Dual Enrollment as Related to College Readiness and Retention at a Tennessee University." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3031.
Full textShort, Candice, Retha Gentry, and Lisa Ousley. "Instructional Dermatology Surface Models: An Innovative Paradigm in Educating Advanced Practice Nursing Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7356.
Full textBethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.
Full textHall, Katherine C., Sandy K. Diffenderfer, April Stidham, and Christine M. Mullins. "Student and Preceptor Advancement in a Dedicated Education Site (SPADES): Innovation in Clinical Education for Advanced Practice Nurses." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7095.
Full textStory, Virginia. "The Correlation Between the ACT, Inc. EXPLORE Test and Student Success in High School Advanced and Advanced Placement Mathematics Courses." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3584.
Full textBono, Corey, Carey Geier, and Anna Gimness. "The use of focus groups to develop the Advanced Patient Care course at The University of Arizona College of Pharmacy." The University of Arizona, 2010. http://hdl.handle.net/10150/623755.
Full textOBJECTIVES: To determine what information and clinical skill sets current student pharmacists, recent graduates, and current preceptors felt should be incorporated in designing the Advanced Patient Care course at The University of Arizona College of Pharmacy (UACOP). METHODS: This was a prospective, descriptive study using focus groups. Subjects included students in the fourth year of a four-year Doctor of Pharmacy program at the UACOP currently on rotations, recent UACOP graduates practicing in residency programs, and current preceptors for the UACOP who work closely with the students. Participants verbally consented and completed a demographic questionnaire. The three focus group sessions (each lasting 1.5 hours) were audiotaped, and the data was coded into categories and subcategories based on frequencies of topics that were discussed. RESULTS: A total of 14 subjects, separated into three focus groups of students, residents, and preceptors were held with 5, 4, and 5 subjects respectively. Both men and women were included in the study, with only females in the resident group. The student, resident, and preceptor groups had mean ages of 29±5.4, 28±3.7, and 47±12 years respectively. Overall the most commonly discussed topics included various learning techniques, specific drug or disease state focuses, and the importance of professionalism. CONCLUSIONS: Many insightful ideas for the Advanced Patient Care course soon to be implemented at the UACOP were generated by the three focus groups. Focus groups including pharmacy students, residents and preceptors are a useful tool for designing new courses and determining information and skill sets to be added to college of pharmacy curriculums.
Roth, Rachel Anne. "High School Students in College-Level Classes: Associations Between Engagement, Achievement, and Mental Health." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4571.
Full textAlexander, Anita Nicole. "The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.
Full textNorris-Shu, Ashleigh E. "Undergraduate Student Perceptions of AP and Dual Enrollment in Relation to College Readiness Skills." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3494.
Full textCooper, ShaRonda M. "From There to Here: The Experiences of Historically Black College and University Graduates in Pursuit of an Advanced Degree from a Predominately White Research University." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490632000441306.
Full textPotts, Donald Joseph. "Development of a curriculum for a 24-hour advanced officer narcotics course." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1323.
Full textWilliamson, Vicki, and n/a. "A study of the perceptions of actual and ideal role responsibility of College librarians as held by principals, College Librarians and senior library staff in Colleges of Advanced Education in New South Wales." University of Canberra. Library and Information Studies, 1990. http://erl.canberra.edu.au./public/adt-AUC20050629.141005.
Full textMullins, Christine, Katherine Hall, Sandy Diffenderfer, Jo-Ann Marrs, and April Stidham. "Development and Implementation of Advanced Practice Registered Nurse Competency Validation Tools in Four Nurse-Led Clinics in Rural East Tennessee." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7092.
Full textParker, Patricia. "Association of College and Career Readiness Indicators on Hispanic College Enrollment and Postsecondary Resiliency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157595/.
Full textMitchell, Wanda Shnita. "Self-concept, racial identity development and the perception of the graduate and professional educational experience among African-American female college students planning to pursue advanced degrees: A correlational study." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618705.
Full textWalther, Jane M. "Evaluating the effects of credit-based transitional programs on high school students' critical thinking skills." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/60/.
Full textGirardi, Anthony G. "Dual credit programs in Missouri : a profile of participating and non-participating high schools /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012971.
Full textHobbs, Phillip M. "An assessment of the Dual Enrollment/Dual Credit program at Jefferson State Community College in Birmingham, Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-154553.
Full textLedo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
Full textShamsher, Mahmood Ali. "Problems of cohesion and coherence in the writing of non-native advanced learners of English : the case of 4th year English specialists, College of Education, Sana'a University, The Republic of Yemen." Thesis, University of Strathclyde, 1994. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21321.
Full textOlive, Karl William. "Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/189.
Full textSwanson, Kathrine Bridgett. "An analysis of the effects of high school student concurrent enrollment at Collin County Community College District." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4354/.
Full textOakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
Full textPerry, Laura Melissa. "A Case Study Market Analysis of Acceleration Mechanisms in Florida: Dual Enrollment Positioning." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/9.
Full textSantos, Flávia Carvalho dos. "Gestão de ações culturais nas universidades – o caso do campus avançado da UFJF em Governador Valadares." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7777.
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O presente texto, desenvolvido no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF), compreende um caso de gestão que analisa o setor de cultura do campus avançado de Governador Valadares da UFJF (UFJF-GV), implantado em 2012, por meio do Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni). A partir das observações no cotidiano profissional, com o trabalho de produção cultural dentro do setor de Comunicação, Cultura e Eventos (CCE), foi possível identificar problemas que dificultam o planejamento e a efetivação de ações de cunho artístico-cultural no campus. A dificuldade encontrada na UFJF-GV apresenta-se como algo comum às instituições públicas de educação superior, limitando o papel das universidades de garantirem que seus estudantes tenham acesso à produção e à apreciação de ações de cunho cultural, estando assim na contramão de um projeto de país que visa o desenvolvimento integral dos cidadãos. O objetivo geral deste trabalho foi analisar as principais barreiras no desenvolvimento de projetos e ações de cultura na UFJF-GV. Os objetivos específicos foram apresentados como: (I) descrever os fatores que dificultam o desenvolvimento das atividades culturais na UFJF-GV; (II) analisar a perspectiva dos gestores da Pró-Reitoria de Cultura da Universidade Federal de Juiz de Fora (UFJF) e da Diretoria Geral do campus avançado sobre a gestão cultural no campus de Governador Valadares, bem como as demandas da comunidade acadêmica no campo cultural e (III) propor um Plano de Ação Educacional (PAE) coerente com a realidade do campus avançado e que possibilite o desenvolvimento de atividades culturais de forma bem sucedida. Para isso, foi aplicado um questionário sociocultural junto aos estudantes da UFJF-GV. Por meio da aplicação do instrumento, identificamos a carência de formação no campo artístico-cultural dos discentes, bem como uma demanda relevante para a prática de ações de cunho cultural, tendo em vista que a atual formação acadêmica tem se limitado às questões tecnicistas. Também foram realizadas entrevistas com os gestores da UFJF-GV e da Pró-Reitoria de Cultura da UFJF. Entre as principais questões identificadas pelas entrevistas está a indefinição da responsabilidade pela gestão do trabalho cultural no campus avançado, bem como o déficit de recursos e de servidores atuando na área. A partir desses diagnósticos, o Plano de Ação Educacional propõe a realização de sete ações que visam, entre outras coisas, minimizar os impactos da formação tecnicista imposta às universidades públicas, bem como a criação de um planejamento que defina responsabilidades e ações a serem executadas pela área cultural do campus avançado. De um modo geral, o plano busca intervir nas lacunas identificadas com a pesquisa e com as entrevistas, contribuindo para que a UFJFGV cumpra a sua missão como instituição de ensino e espaço de promoção à diversidade e à cultura, cooperando, assim, para o desenvolvimento regional.
The present text, developed in the scope of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF), comprises a management case that analyzes the (UFJF-GV), implemented in 2012 through the Support Program for Restructuring and Expansion of Federal Universities (Reuni). From the observations in the professional daily life, with the work of cultural production within the sector of Communication, Culture and Events (CCE), it was possible to identify problems that make difficult the planning and the accomplishment of actions of an artistic and cultural nature in the campus. The difficulty found in the UFJF-GV is something common to public institutions of higher education, limiting the role of universities to ensure that their students have access to the production and appreciation of cultural actions, thus being against a project country that aims at the integral development of citizens. The general objective of this work was to analyze the main barriers in the development of projects and actions of culture in the UFJFGV. The specific objectives were presented as: to describe the factors that hinder the development of cultural activities in the UFJF-GV; to analyze the perspective of the managers of the UFJF's Pro-Rectory of Culture, the General Directorate and the UFJF-GV students on cultural management at the Governador Valadares campus; and propose a plan of intervention consistent with the reality of the advanced campus and that enables the development of cultural activities in a successful way. For this, a sociocultural questionnaire was applied to the students of UFJF-GV, which identified the lack of training in the cultural artistic field of the students, as well as a relevant demand for the practice of cultural actions, considering that the current formation has been limited to technical issues. Interviews were also conducted with the managers of UFJF-GV and the UFJF's Department of Culture. Among the main issues identified by the interviews are the lack of definition of the responsibility for the management of cultural work in the advanced campus, as well as the deficit of resources and servers working in the area. Based on these diagnoses, the Educational Action Plan proposes to carry out seven actions that aim, among other things, to minimize the impacts of technical training imposed on public universities, as well as the creation of a plan that defines responsibilities and actions to be carried out by the advanced campus cultural area. In general, the plan seeks to intervene the gaps identified with the research and interviews, contributing to the UFJF-GV fulfilling its mission as an educational institution and space for the promotion of diversity and culture, thus cooperating for development regional level.
Lee, Chuan Jen, and 李全仁. "The survey of advanced education of medical technology college students for studing preventive health in skill school." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/73924319605293061392.
Full textVítor, Catarina Cardoso Rodrigues Bonifácio. "A qualitative assessment of an education programme for advanced pharmacy practice." Master's thesis, 2016. http://hdl.handle.net/10451/34526.
Full textObjective: To understand graduates’ perceptions about an advanced education programme for pharmacist practitioners (the MSc in Advanced Pharmacy Practice - APP fast-track) and to identify how the acquired skills and knowledge from this programme have been used at their workplaces. Methods: A purposive sample was chosen and potential participants were contacted by email. The inclusion criteria was pharmacists of any background graduated from the MScPP (APP fast-track). A semi-structured interview was conducted and interviews (n=15) were later manually transcribed. The transcriptions were imported into the software QSR NVivo 11® and a matrix coding approach was used for data analysis. Results: Participants’ representations concerned motivation, value and challenges of the programme, as well as impact at the workplace and arisen opportunities. Data reveals similar levels of impact from graduates with different years of practice. Almost all participants applied for membership of the Royal Pharmaceutical Society Faculty (n=11) which appears to be related with continuing professional development, by keeping up-to-date in the pharmacy profession. Concerning the different professional roles before enrolling on the MScPP, 14 graduates were clinical pharmacists and one worked in academia. Despite that, positive impact was registered in both professional role groups. The MScPP quality was frequently pointed as main reason for valuing the programme and the most quoted challenge was time as this is 12-month part-time taught postgraduate programme. Conclusion: This study concluded that the MScPP has definitely impact positively on short-term career progression and has adapted to different specialisations, bringing added benefits to different practitioners. Therefore, the MScPP appears to be fulfilling its objective to progress advanced practice. The idea of duplicating the MScPP more locally, so it would be accessible to more pharmacists in the United Kingdom, should be considered.
Objectivo: Compreender as perceções dos graduados de um programa de pós-graduação para farmacêuticos (MSc in Advanced Pharmacy Practice – APP fast-track) sobre este programa de estudos e identificar como é que as competências e o conhecimento adquiridos neste programa têm sido usados nos seus locais de trabalho. Métodos: Foi escolhida uma amostra intencional e os participantes potenciais foram contactados por email. O critério de inclusão usado foi farmacêuticos de qualquer especialização que se tivessem graduado do MScPP (APP fast-track). Foi conduzida uma entrevista semi-estruturada e as entrevistas obtidas (n=15) foram posteriormente transcritas manualmente. As transcrições foram importadas para o software QSR NVivo 11® e a análise de dados foi feita através de codificação de matrizes. Resultados: As representações obtidas dos participantes envolveram motivação, valor e desafios do programa, mas também impacto no trabalho e oportunidades que tenham surgido. Os dados revelam níveis de impacto semelhantes para graduados com diferentes anos de prática profissional. Quase todos os participantes concorreram à Faculdade da Royal Pharmaceutical Society (N=11) o que parece estar relacionado com a continuação do desenvolvimento profissional, através da atualização na profissão farmacêutica. Relativamente às diferentes especializações antes de entrar no Mestrado, 14 graduados trabalhavam em Farmácia Hospitalar e 1 desempenhava um papel académico. Apesar dos diferentes papéis, foi registado um impacto positivo em ambos os grupos profissionais. A qualidade do Mestrado foi frequentemente considerada a maior razão de valorização deste programa e o desafio mais citado foi o tempo, já que este é um programa de pós-graduação part-time de 12 meses. Conclusão: Este estudo concluiu que o Mestrado apresenta impacto positivo na progressão da carreira farmacêutica a curto prazo e adapta-se a diferentes especializações, trazendo benefícios a diferentes profissionais. Assim sendo, este Mestrado parece estar a cumprir o seu objetivo de potenciar a prática dos farmacêuticos com competências mais especializadas. A ideia de replicar este programa mais localmente, para que fosse acessível a mais farmacêuticos no Reino Unido, deve ser considerada.
(10586288), Sheila F. Hurt. "Investigating the relationship between the use of advanced placement credit and performance in subsequent college courses." Thesis, 2021.
Find full textGreer, Thomas R. "The status of the Advanced Placement Program in Indiana as of 2006." 2010. http://liblink.bsu.edu/uhtbin/catkey/1628856.
Full textDepartment of Educational Leadership