Relevant bibliographies by topics / Central Board of Education

Academic literature on the topic 'Central Board of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Contents

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

Journal articles on the topic "Central Board of Education":

1

Kaufmann, Petra, and P. Pearl O’Rourke. "Central Institutional Review Board Review for an Academic Trial Network." Academic Medicine 90, no. 3 (March 2015): 321–23. http://dx.doi.org/10.1097/acm.0000000000000562.

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Rao, Sylvia Fernandez, T. Vijayapushpam, and N. Bala Krishna. "Comparison of Nutrition Knowledge and Snacking Habits of Children from Schools Affiliated to Sate Education Board and Central Board of Secondary Education." Indian Journal of Public Health Research & Development 5, no. 2 (2014): 153. http://dx.doi.org/10.5958/j.0976-5506.5.2.094.

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Wilkins, Catherine E. "Services of the Central Education Library of the Peel Board of Education serving graduates at Brock University and the Extension Campus of the Ontario Institute of Studies in Education : A Survey." Education Libraries 16, no. 1 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v16i1.20.

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The setting for this study was the J.A. Turner Professional Library which is the central corporate Professional Library for the Peel Board of Education which is the largest Public School Board in Canada located west of Toronto encompassing Mississauga, Brampton and Caledon. The library also provides library services for educators in graduate programs at Brock University, St. Catharines, and the extension campus Park Royal, the Ontario Institute for Studies in Education at the University of Toronto, York University, Toronto, and the Faculty of Education University of Toronto to support their professional development and continuing education needs. The focus for the study were the Peel and Brock consumer groups to allow for comparison. The purpose of this study was to evaluate the services and resources of the J.A. Turner Professional Library by aseertaining the views and opinions of these two consumer groups. The data collection consisted of a self-reporting questionnaire and selected interviews. The results indicate that there is a high level of support for the J.A. Turner Professional Library. The interviews provided future directions for the development of the J.A. Turner Professional Library. The study closes with a series of recommendations to enhance the operation of the J.A. Turner Professional Library within the organizational context of the Peel Board of Education.
4

Misra, Pradeep. "‘The Indian Express’ Investigation of India’s Toppers: Seven ‘Takeaways’ for Betterment of Education System." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 268–72. http://dx.doi.org/10.34293/education.v9i3.3850.

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The Indian Express, an English Daily, investigated the progression of 86 national school Board toppers (51 men and 35 women) during the two-decade of 1996-2015. The investigation consisted of toppers of Class X and XII (from the Central Board of Secondary Education and the Council for Indian School Certificate Examinations). It was published in three parts (The Indian Express, December 27-28-29, 2020). As a follow-up of the major findings of the investigation, this article proposes seven ‘takeaways’ for the betterment of India’s education system.
5

Scott, HJ. "Motivational factors of surgeons interested in postgraduate surgical education: a narrative inquiry." Bulletin of the Royal College of Surgeons of England 92, no. 2 (February 1, 2010): 62–66. http://dx.doi.org/10.1308/147363510x485832.

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Clinical teachers are central to the successful education of medical graduates and dedicated surgical trainers are pivotal to the training of surgical trainees. The structure of education has changed within the NHS: the instigation of the Postgraduate Medical Education and Training Board (PMETB) and Modernising Medical Careers (MMC) has taken the ultimate responsibility for quality assurance from the colleges and the profession, into a government-run body.
6

Narmadha, U., and S. Chamundeswari. "Attitude towards Learning of Science and Academic Achievement in Science among Students at the Secondary Level." Journal of Sociological Research 4, no. 2 (June 25, 2013): 114. http://dx.doi.org/10.5296/jsr.v4i2.3910.

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<p>The present study aimed to investigate attitude towards learning of Science and academic achievement in Science among students at the secondary level. Using random sampling technique 422 students, from the secondary level in different systems of education, namely, state, matriculation and central board schools were chosen. The Attitude toward Learning of Science Scale (Grewal, 1972) was used to assess the attitude towards learning Science and the marks scored in Science were taken from their half yearly performance. The data collected was subjected to statistical analysis, namely, mean, standard deviation, ‘t’- test, ‘F’- ratio, Karl Pearson’s Product Moment Correlation Co-efficient ‘r’. Results showed that the students belonging to the central board schools have a higher level of attitude towards learning of Science compared to students in state board but did not differ with students in matriculation board schools at the secondary level. Similarly, students belonging to central board schools performed better in Science subject compared to the students in state and matriculation board schools at the secondary level. The girls are significantly better in their attitude toward learning of Science when compared to the boys in all categories of schools. In matriculation and central board schools the girls are better than boys in their academic achievement in Science whereas in state board schools there is no significant difference in their gender. A positive correlation was found to exist between attitude towards learning Science and academic achievement in Science among the students.</p>
7

Sharma, Ekta, and Sandeep Sharma. "Creativity nurturing behaviour scale for teachers." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1016–28. http://dx.doi.org/10.1108/ijem-10-2017-0294.

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Purpose Today, innovation and creativity are the buzz words in the galore of not only business but also of education. The need to foster creativity and innovation has long been a priority in the educational and corporate spheres. The purpose of this paper is to propose the scale for the measurement of teacher’s creativity nurturing behaviour. Design/methodology/approach The sample consists of 356 primary school teachers from various category, e.g. municipal schools, private schools, Indian Certificate Secondary Education board, Central Board of Secondary Education (CBSE) board, regional board. The data are collected through the questionnaire with 15 items and four constructs: abstraction, inquisitiveness, motivation and critical thinking. The data have been analysed through SPSS and AMOS. Findings The result shows good fit of the model with four constructs or latent variables. Originality/value This paper is original and a scale development for creativity nurturing behavior.
8

Rooney, Lisa, Laura Covington, Andrea Dedier, and Birdena Samuel. "Measuring IRB Regulatory Compliance: Development, Testing, and Use of the National Cancer Institute StART Tool." Journal of Empirical Research on Human Research Ethics 14, no. 2 (March 13, 2019): 95–106. http://dx.doi.org/10.1177/1556264619831888.

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Institutional review boards (IRBs) have been criticized for overstepping their authority by requiring research protocols to meet requirements that go beyond regulatory approval criteria. The youngest National Cancer Institute (NCI) central IRB (CIRB), the Cancer Prevention and Control (CPC) CIRB, was studied with the NCI Stipulation Analysis Review Tool (StART), which categorized 1,049 stipulations in 51 determination letters covering 30 approved protocols. NCI StART reduced the potential for subjective uncertainty in assessing the wide range of content in the stipulations. The tool determined the board functioned in accordance with federal mandates, with 80% of rendered stipulations aligning with IRB approval criteria. A complementary article provides background data and findings from the first 3 years’ experience of the CPC CIRB.
9

Wilkins, Catherine E. "The Review of the J .A. Turner Professional Library Part II: The Qualitative Component." Education Libraries 16, no. 2 (September 5, 2017): 10. http://dx.doi.org/10.26443/el.v16i2.27.

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The setting for this study was the J.A. Turner Professional Library which is the central corporate Professional Library for the Peel Board of Education which is the largest Public School Board in Canada. The library also provides library services for educators in graduate programs at Brock University, the Ontario Institute for Studies in Education, York University, and the Faculty of Education University of Toronto to support their professional development and continuing education needs. The focus for the study were the Peel and Brock consumer groups so as to allow for comparisons. The purpose of this study was to evaluate the services and resources of theJ.A. Turner Professional Library by ascertaining the views and opinions of two consumer groups of the Professional Library at the Peel Board of Education. The author initiated the evaluation for several reasons including: her belief that the library as a service component of the organization must ensure that it's objectives fit the organizational culture and as the Peel Board was committed to organizational renewal i.e., strategic planning so was the library. The sample consisted of library users drawn from two consumer groups of which there were 127 Peel and 50 Brock users, and 32 Peel and three Brock stakeholders. The data collection consisted of a self-reporting questionnaire and selected interviews. For the purpose of analysis the responses were divided into the following two groups Peel Board of Education and Brock users. The results indicate that there is a high level of support for the J.A. Turner Professional Library. The interviews provided future directions for the development of the J .A.Turner Professional Library. The study closes with a series of recommendations to enhance the operation of the J.A. Turner Professional Library within the organizational context of the Peel Board of Education.
10

Turnbull, H. Rutherford, Ann P. Turnbull, and David H. Cooper. "The Supreme Court, Endrew, and the Appropriate Education of Students With Disabilities." Exceptional Children 84, no. 2 (November 2, 2017): 124–40. http://dx.doi.org/10.1177/0014402917734150.

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In this article, we analyze the Supreme Court’s decision in Endrew F. v. Douglas County School District RE-1 (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability to have an appropriate education. We compare the Endrew decision with IDEA and the Court’s previous appropriate education decision, Board of Education of the Hendrick Hudson Central School District v. Rowley (1982), on four key concepts: educational program, reasonably calculated, progress, and child’s circumstances. We discuss the case’s implications for systems capacity development and interpret Endrew as a narrative about students’ ethical claim to dignity.
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You might also be interested in the extended bibliographies on the topic 'Central Board of Education' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Central Board of Education":

1

Thomas, Robert Glover. "Perceptual differences of school board presidents in education reform and nonreform states in the central region /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769392319635.

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2

Haywood, Narvia D. "The Impact of Site-based Management on Perceived Roles of Superintendents, Board Chairpersons, Principals and Selected Central Office Personnel in Tennessee School Systems." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2696.

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The introduction of site-based management has had an impact on the operation of school systems in Tennessee; however no one seems to know for certain what that impact was. Findings from this study revealed that there is a basic understanding of the impact of site-based management as perceived by superintendents, board chairpersons, principals, personnel, budget, curriculum, and staff development administrators. Findings also revealed that central office staff and principals, for the most part, perceive that the superintendents and board chairpersons were supportive of site-based management programs. One hundred and eighty-one educators, including board chairpersons, responded to a fifty-four item questionnaire. This questionnaire focused on the following areas: impact, roles, system-wide policies, personnel, relationships, staff development, morale, position authority, curriculum, policy making, budget and support. Using the F-test for analysis of variance, it was determined that significant differences in perceptions existed in the area of understanding the impact, sharing decisions at the school site, boards of education relinquishing policy making authority to the school site, and principals and faculties having control of the curriculum. The remaining eight (roles, system-wide policies, personnel, staff development, morale, position authority, budget, support) had no significant differences in the perceptions of the respondents. Conclusions of the study emphasize that in order for site-based management programs to be successful there must be a dramatic change in the traditional administrative role. Recommendations were extensive training, retraining, and education be provided so that all school and central office personnel and community members understand and have a sense of ownership of site-based management.
3

Rogers, Donald A. "Actual and Desired Attributes of Shared Decision-making as Viewed by School Board Chairpersons, Central Office Personnel, and Principals in the First Educational District of Tennessee." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2776.

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The purpose of this study was to identify actual and desired attributes of shared decision making by practicing school leaders in the First Educational District of Tennessee. This study examined the relationships between selected demographic variables, organizational decision-making areas, and the responses of school board chairpersons, central office personnel, and principals. The research design included five research questions along with six null hypotheses testing the relationship between actual and desired attributes of shared decision making for each of the three positions of school leader. One hypothesis tested the demographic variables--gender, age, educational level, and years of professional educational experience--as related to the actual and desired attributes of shared decision making. The instrument used included 10 areas of common organizational decisions related to the school setting. The Shared Education Decision Survey (SEDS) had 92 questions, with each having a two-part (actual-desired) response. A statistically significant difference ($p \leq .05)$ for central office personnel was found in all 10 organizational decision-making areas testing actual compared to desired participation in shared decision making. A statistically significant difference ($p \leq .05$) was found for principals in all 10 areas of organizational participation in shared decision making. The statistically significant difference ($p \leq .05$) for demographic variables by position and gender indicated eight areas of interest for principals and seven areas for central office personnel. The variable of age had significance ($p \leq .05$) in two areas for principals and three areas for central office personnel. The variable of educational level held significance ($p \leq .05$) for the overall population in three areas but none for the individual positions. The demographic of experience at the level of significance ($p \leq .05$) was found in the central office personnel in one area of organizational decision making. The nonparameter tests of Kruskal-Wallis, Mann-Whitney, and Wilcoxon were used to test the hypotheses.
4

Warren, Robert G. "Citizens' perception of the relationship between school board operating structure and board planning, board goals and board behavior." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/998.

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Very little research has been done on the dynamics of school boards. This study was undertaken to examine perceptions of school board behavior. Also the study attempted to determine the relationship of board behavior, board planning and board goals. Sources of data for the study included questionnaire, formal and informal conversation. The subjects were graduate students enrolled in Clark Atlanta University Education department; other subjects were nongraduate (citizens). Statistical procedures used was the Pearson correlation analysis. Some findings emerged from data analysis. When respondents see the school board as planning and cooperative in terms of the clients' needs, they also see the board as reaching its student goal. Respondents see dominated and fragmented boards as negative for student achievement goal, cooperative behavior and system planning, while they see 1 positive relationship for board consensus and passive board with cooperation and planning. However, there is no significant relationship among board consensus, passive board and board goals. The general perception is that school boards should improve public relations. The recommendations were the school board should improve the citizen perception or improve their performance.
5

Badinger, Harald, and Volker Nitsch. "What Do Central Bankers Do? Evidence from the European Central Bank's Executive Board." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/6777/1/wp277.pdf.

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This paper examines how managers at the top of a public institution, central bank executives, allocate their working time. Using detailed Information from personal diaries of the six members of the European Central Bank's Executive Board over a period of two years, we codify and analyze more than 3,700 reported activities and compare the results with recent findings on the time use of CEOs in the private sector. We report four additional observations. First, the daily schedule of central bankers is dominated by routine tasks; variations in economic uncertainty have, on average, no significant effect on the number of activities. Second, there are sizable differences in the scope of activities across board members. Third, the change in publication rules of diary entries from 'on request' to 'regular' was associated with a significant decline in reported activities. Fourth, nationality matters: Board members interact disproportionately often with fellow nationals.
Series: Department of Economics Working Paper Series
6

Persson, Alexander, and Joel Roos. "Analysis and optimization of the board distribution to central and northern Europe at Fiskeby Board AB." Thesis, Linköpings universitet, Kommunikations- och transportsystem, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-150143.

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Hur företag distribuerar produkter till sina kunder har en betydande roll för kostnaderna relaterade till distributionen men också för den servicegrad som företaget erbjuder sina kunder. Att hela tiden förändra distributionen efter de förutsättningar som ges är en nyckel för att hålla kostnaderna nere och servicegraden uppe. De förändrade förutsättningarna har för Fiskeby Board AB inneburit att tyngdpunkten för var deras kunder befinner sig geografiskt har förflyttats från i huvudsak norra Europa (Sverige, Norge, Finland etc.) till centrala/norra Europa. Många av Fiskebys kunder är placerade i Tyskland, Polen och Frankrike till exempel. Det har inneburit att Fiskeby nu måste förändra sin distributionslösning till exempel genom att upprätta ett eller flera distributionslager i centrala Europa. Målet med det här examensarbetet är att ta fram ett beslutsunderlag till var Fiskeby bör placera ett eller flera distributionslager i centrala Europa baserat på att lastbilstransporter av produkter är möjliga överallt i centrala Europa men också ifall tågtransport av produkter är möjlig till Duisburg, Tyskland. En optimeringsmodell har tagits fram som hanterar ruttplanering av fordon och lokalisering av distributionslager. Optimeringsmodellen har som mål att minimera kostnaderna, men ett av de primära målen med den nya distributionslösningen som optimeringsmodellen motsvarar utöver att minimera kostnaderna är även att minska ledtiderna för att öka servicegraden till Fiskebys kunder. Optimeringsmodellens resultat baserades på verkliga indata från Fiskebys för det första halvåret 2017 och tog hänsyn till ledtider, distributörer, distanser etc. Resultaten visade att ifall tågtransport vore möjlig till Duisburg skulle ett distributionslager upprättas i Duisburg och det skulle innebära en kostnadsbesparing för transportkostnader med 2,88 Mkr (15,83 %), minskad genomsnittsledtid för transport till kund efter avrop med 1,20 arbetsdagar och minskade koldioxidutsläpp med 489,79 ton på ett halvår. I fall tågtransporter inte vore möjliga skulle ett distributionslager upprättas i Lübeck vilket skulle generera en kostnadsbesparing för transportkostnader med 2,02 Mkr (11,16 %), minskad genomsnittsledtid till kund efter avrop på 0,89 arbetsdagar och minskade koldioxidutsläpp på 41,81 ton på ett halvår. Den totala kostnaden för nuläget är 18,19 Mkr men den ökar oavsett ifall ett distributionslager upprättas i Lübeck eller Duisburg. Ifall ett distributionslager upprättas i Lübeck ökar totala kostnaden till 19,92 Mkr och ifall ett distributionslager upprättas i Duisburg ökar den totala kostnaden till 18,87 Mkr.
7

Alemu, Getahun. "White Board." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2195.

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Covert, Julia L. "A narrative analysis of National board- and non-national Board-Certified Teachers's belief systems /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403774.

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Hickman, Katherine Marie. "Board of Certification Examination Success and Clinical Education." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30087.

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Athletic training education has evolved from a model with a strong experiential component and a weak educational curricular component to a standards based framework program. Throughout the development of Athletic Training Education Programs (ATEPs), starting in 1950â s through today when the Commission on Accreditation of Athletic Training Education (CAATE) has tightened restrictions and standards for athletic training curriculum. Athletic training education is broken into two components. The first component includes a didactic education or classroom curriculum and the second component involves clinical experience, where hands on experience supplements classroom understanding and allows students to becomes competent with the concepts taught during classroom curriculum. In comparing allied health professions, entry-level athletic trainers perceive approximately 53% of their professional development comes from clinical experiences, while physical therapy clinical experience have been reported to be 23% - 30% of the professional development (Weidner & Henning, 2002). The purpose of the study was to examine if relationships exist between characteristics within ATEPs and athletic training students (ATSs) success on the Board of Certification (BOC) examination. Twenty-four graduates from six selected CAATE accredited NCAA Division I participating Institutions completed a 20 question survey regarding characteristics of clinical experiences within the ATEP as well as other demographic information that may identify relationships between those characteristics and success on the certification examination. BOC EXAMINATION SUCCESS AND CLINICAL EDUCATION iii Results of this study identified no significant relationships between characteristics within ATEPs, football experience, or student demographics and success on the BOC examination. The number of subjects was limited and, if a larger population were surveyed, results may differ. Although not statistically significant, GPA as a predictor of and first attempt success on the BOC examination approached a significant value. These findings show consistency with previous research. In conclusion, this study did not identify relationships that were significant but relationships that approached a level significance. No significant relationships were identified between ATEP characteristics, football experience, or student demographics and BOC examination success. Although fall football experience is not related to success on the BOC examination results show significant relationship between football experience and studentsâ perception of observational role as well as hands on injury evaluation experience. Students who are placed within Division I football tend to hold roles strictly as observers versus those students who are placed within the high school football settings. Future research in the area of clinical experience and success on the BOC examination should continue. A larger sample size, from a variety of athletic conferenceâ s should be included in the survey population.
Ph. D.
10

Andrews, Leigh S. "Southern Reactions To Brown v. Board of Education." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1114703454.

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Books on the topic "Central Board of Education":

1

New York (State). Office of the State Deputy Comptroller for the City of New York. New York City Board of Education, did the board cut its central administration staffing in 1988 and 1989? [New York, N.Y: Office of the State Deputy Comptroller, 1990.

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Texas. Legislature. Joint Select Committee to Review the Central Education Agency. Final report of the Joint Select Committee to Review the Central Education Agency. Austin, Tex: The Committee, 1994.

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Central Provinces (India). Board of High School Education. Curriculum Revision Committee. Report of the Curriculum Revision Committee appointed by the Board of High School Education, Central Provinces. Nagpur: Printed at the Govt. Press, 1985.

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Richards, Larry. Education Centre, University of Toronto: A report on the Education Centre architecture and art. [S.l: s.n., 2004.

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Cummins, Patrick. The Learning Centre: Adult basic education using computers. [Ottawa]: Learning Centre, Ottawa Board of Education, 1992.

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Beals, Melba Pattillo. Warriors don't cry: A searing memoir of the battle to integrate Little Rock's Central High. New York: Pocket Books, 1995.

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York, New York (State) Office of the State Deputy Comptroller for the City of New. New York City Board of Education, granting central headquarters and community school district administrative personnel time off for days not recognized as City holidays. [New York, N.Y: Office of the State Deputy Comptroller, 1992.

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Lennox, Carolyn. Diagnostic Centre review. [Mississauga, Ont.]: Peel Board of Education, Research Dept., 1990.

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Clandfield, Sandra. All ears: A guide to listening kits for ESL instructors. Toronto: Continuing Education-Adult ESL, Toronto Board of Education, 1990.

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Hinebaugh, Jeffrey P. A board game education. Lanham: Rowman & Littlefield Education, 2009.

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Book chapters on the topic "Central Board of Education":

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Lee, S. "An FPGA Board Used for Digital Logic Labs." In Microelectronics Education, 77–80. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2651-5_13.

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Harman, Ann E., and Cynthia A. Lien. "The Process of Board Certification." In Comprehensive Guide to Education in Anesthesia, 99–116. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8954-2_8.

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López, Antonio. "Back to the Drawing Board." In International Handbook of Media Literacy Education, 274–88. New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315628110-23.

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Martin, Waldo E. "Introduction: Shades of Brown: Black Freedom, White Supremacy, and the Law." In Brown v. Board of Education, 1–41. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_1.

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Martin, Waldo E. "Roberts v. City of Boston (1849)." In Brown v. Board of Education, 42–60. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_2.

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Martin, Waldo E. "Plessy v. Ferguson (1896)." In Brown v. Board of Education, 61–86. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_3.

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Martin, Waldo E. "Sweatt v. Painter (1950) and McLaurin v. Oklahoma State Regents (1950)." In Brown v. Board of Education, 87–120. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_4.

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Martin, Waldo E. "Brown v. Board of Education (1952–55)." In Brown v. Board of Education, 121–98. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_5.

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Martin, Waldo E. "Popular Response to Brown." In Brown v. Board of Education, 199–229. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_6.

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Martin, Waldo E. "Epilogue: The Legacy of Brown." In Brown v. Board of Education, 230–37. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_7.

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Conference papers on the topic "Central Board of Education":

1

Budiyono, Serly Andini Restu Putri, and Muhammad Tho’in. "Effect of Income Rate, Education, Religiosity to Muzakki Interest to Pay Zakat; Case Study of National Amil Zakat Board Central Java." In Proceedings of the 2018 International Conference on Islamic Economics and Business (ICONIES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconies-18.2019.78.

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Kokina, Kristina, Linda Mezule, and Anatolijs Borodinecs. "Board game for the engineering students to promote interest in city infrastructure courses." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13027.

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Learning is a complex process that includes self-motivation, self-control and self-discipline. The efficiency of learning depends on the motivation of students and overall atmosphere in the classroom. At the same time, promotion of interest to communicate out of the classroom is of the same importance. Furthermore, if students find an interest in a specific professional field during the out-of-classroom activities, the study process in engineering sciences becomes easier and more enjoyable.To promote the interest in engineering studies at Riga Technical University study programme Heat, Gas and Water Technology, workshops at the infrastructure units of the related industry representatives, summer workshops in the sports, seminar and recreation centre, as well as basketball and table tennis competition between teachers and students are organized on a regular basis. Through the thematic games, teachers find the motivation to upgrade the quality of the study process and students gain more information on the topic and ability to achieve higher results. The proposed board game for the out-of-classroom activities is a successful method to facilitate the communication between lecturers and students in practice. At the same time, the game contains control questions that allow to stimulate and promote the knowledge level of the students.
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Buzzetto-More, Nicole. "Navigating the Virtual Forest: How Networked Digital Technologies Can Foster Transgeographic Learning." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2948.

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During the past decade the globally networked digital technologies that operate within the realm of the internet have encouraged academicians and educators the world over to communicate, collaborate, and share knowledge. They have stimulated the creation of transgeographic educational initiatives which broaden the opportunities of learners and are an effective means of eradicating ethnocentrism, xenophobia, and cultural divides. The construction of transgeographic learning communities within the unmapped virtual forest of the internet requires an organized and systematic approach. Success is dependent on committed participants; a shared learning platform; a clear understanding of purpose; extensive student and instructor preparedness towards technology usage; exemplary curricula; a central focus for investigation; interaction with experts; extensive opportunities for intellectual discourse; and collaboration. The purpose of this paper is to offer an independent examination of a successful technology-dependent transgeographic learning project that serves as a model from which to base future projects. The Summer Ecosystems Experience for Undergraduates (SEE-U) is available to colleges and university students worldwide, operating at three geographically distinct locations concurrently. The program includes global networking, GPS and GIS usage, a shared investigative focus, real-time interactions, data collection, a globally networked geo-referenced digital database that was specifically created for this project, data manipulation, online lectures, bulletin board discussions, Web-based office hours, links to relevant resources, expert presenters, online demonstration videos, networked simulations, collaborative research, and a series of student presentations.
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Maio, Leandro, Salvatore Ameduri, Vittorio Memmolo, Fabrizio Ricci, and Antonio Concilio. "Ultrasonic De-Icing System for Leading Edge in Composite Material." In ASME 2019 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/smasis2019-5627.

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Abstract The paper presents a numerical study about a de-icing system using ultrasonic waves. The activity is developed within the project “SMart On-Board Systems” (SMOS), which is part of Italian Aerospace National Research Program, funded by the Italian Ministry of Education (MIUR) and Research and coordinated by Italian Aerospace Research Centre (CIRA). The system is conceived for an aircraft wing leading edge and it shall be extended to other aircraft components, once its efficiency and reliability will be demonstrated. In this work, a numerical study about a 0012 NACA profile in composite material is discussed and the simulations results coming from finite element analyses in frequency and time domains are presented.
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Munk, Julie Elert, Jesper Sønderskov Sørensen, and Linda Nhu Laursen. "VISUAL BOARDS: MOOD BOARD, STYLE BOARD OR CONCEPT BOARD?" In The 22nd International Conference on Engineering and Product Design Education. The Design Society, 2020. http://dx.doi.org/10.35199/epde.2020.47.

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Cap, Constant. "The Importance of Participation and Inclusion in African Urbanization. A focused look at Transport and Housing Projects." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/dmcz6151.

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According to the World Bank (2015) Africa’s urbanization rate has surpassed other parts of the world. It is believed that by 2030, over 50% of Africans will reside in Urban Centres. Kenya is among the African counties that has experienced a tremendous increase in her urban population. This is most visible in the capital, the primate city of Nairobi. The growth has led to increased pressure on basic needs like housing, transport, water, education and security. Coupled with unequal economic development and social benefits, the result has been the tremendous expansion of informal sectors across fields. To respond to some of this pressure, the central government has vowed initiate large projects in housing, transport, water and others (Republic of Kenya, 2018). Newly enacted legislation also provides for the establishment of multi-sectoral urban boards to oversee the delivery of some services. Among the major projects coming up include Affordable Housing schemes and Mass Rapid Transport investments such as Bus Rapid Transit and expanded commuter rail systems. However, experience from the past both in Nairobi and other Cities has taught us the importance of inclusion, empathy and participation in such projects. Recent times have shown that public projects tend to ignore these and other key elements leading to massive failure of investment. The paper investigates case studies from similar projects in other parts of Africa, Bus Rapid Transit Projects in Lagos, Dar es Salaam and South African Cities; past Slum Upgrading and Housing Projects in Nairobi and other parts of the continent. The research methods also involve data collection on inclusion and participation from those who are affected directly by these proposed projects as well as the impacts that previous projects have had. The results from the study show that without proper communication and participation there are several misunderstandings on liveable spaces in cities. These include misinterpretations of the challenge’s citizens face, on the intentions of proposed solutions as well as the socioeconomic decision-making process of citizens. The implication of this leaves an unhealthy competition between existing informal ‘structures’ in various sectors against the new government driven proposals. The results are that those meant to benefit end up not being the primary beneficiaries. In conclusion, the role of putting people primarily as the centre objective of planning remains critical and key. For African planners, diverting from this will increase the existing inequalities and lead to further social divisions.
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Hardin, Caroline, Alexander Brooks, Joshua Gabai, Anthony Pellicone, and Isaac Sung. "Questioning the Board in Computer Science Education Board Games." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293793.

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MUSICO, Paolo. "The Central Logic Board for the optical module of the KM3NeT detector." In Technology and Instrumentation in Particle Physics 2014. Trieste, Italy: Sissa Medialab, 2015. http://dx.doi.org/10.22323/1.213.0372.

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Khairani, Nadia, and Devianti Yunita Harahap. "Corporate Governance and Firms Value: From the Board Diversity and Board Compensation Perspective." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006888104700478.

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Reports on the topic "Central Board of Education":

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Ahoba-Sam, Rhoda, and Lisa Nieth. Higher Education Institutes and the Twente Board: Policy Report. Center for Higher Education Policy Studies (CHEPS), 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.01.

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Boozer, Michael, Alan Krueger, and Shari Wolkon. Race and School Quality Since Brown vs. Board of Education. Cambridge, MA: National Bureau of Economic Research, June 1992. http://dx.doi.org/10.3386/w4109.

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Kirk, T. B. W., and A. B. Wicklund. Central Calorimeter configuration: A study report to the SDC Technical Board. Office of Scientific and Technical Information (OSTI), April 1991. http://dx.doi.org/10.2172/10185145.

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ARMY SCIENCE BOARD WASHINGTON DC. Use of Technologies in Education and Training; Supplement to Army Science Board Ad Hoc Study. Fort Belvoir, VA: Defense Technical Information Center, December 1995. http://dx.doi.org/10.21236/ada303930.

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Hanushek, Eric, John Kain, and Steven Rivkin. New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement. Cambridge, MA: National Bureau of Economic Research, January 2002. http://dx.doi.org/10.3386/w8741.

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Research Department - Central Bank - General - Board & Advisory Council Memoranda - Board Papers - Correspondence - 1951 - 1960. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/16067.

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Research Department - Central Bank - General - Board & Advisory Council Memoranda - Commonwealth Bank of Australia - Board Papers - File 3 - 27 November 1957. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/15099.

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Research Department - Central Bank - General - Board & Advisory Council Memoranda - Commonwealth Bank of Australia - Board Papers - File 3 - 23 July 1958. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/15120.

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Research Department - Central Bank - General - Board & Advisory Council Memoranda - Commonwealth Bank of Australia - Board Papers - File 1 - 24 July 1952. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/14987.

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Research Department - Central Bank - General - Board & Advisory Council Memoranda - Commonwealth Bank of Australia - Board Papers - File 3 - 26 November 1958. Reserve Bank of Australia, September 2021. http://dx.doi.org/10.47688/rba_archives_2006/15125.

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