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Books on the topic 'Centre for Academic Development'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Rao, G. N. CDS M. Phil theses: 1975/76-1989/90 : a review. Thiruvananthapuram: Centre for Development Studies, 1996.

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2

Success in academic surgery. London: Springer, 2012.

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3

SCONUL and Higher Education Design Quality Forum., eds. The development of learning resource centres for the future: Proceedings of a conference held at the Royal Institute of British Architects on 10 October 1995. London: SCONUL, 1996.

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4

Muresan, Laura-Mihaela, and Concepción Orna-Montesinos, eds. Academic Literacy Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2.

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5

Jaramillo, Teresita Mondragón. Políticas de desarrollo de colecciones: Un modelo para bibliotecas académicas basado en el sistema de bibliotecas de la Universidad de Antioquia. Medellín: Universidad de Antioquia, 2000.

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6

Varley, Allen. Marine information centre development. [Paris]: UNESCO, 1991.

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7

Department, Bristol (England) Planning. Ridingleaze Shopping Centre: Development Brief. Bristol: Bristol City Council, 1988.

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8

HINT (Health Information for Nottingham Teenagers). Teenage health centre development project. Nottingham: HINT/BASE 51, 1991.

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9

Council, Liverpool City. City centre business development strategy. Liverpool: Council, 2000.

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10

Baume, David. Advancing Practice in Academic Development. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315720890.

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11

Department, Hillier Parker May &. Rowden (Firm) Research. British shopping centre development: Master list. London: Hillier Parker Research, 1993.

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12

Gharpure, V. T. Agro service centre in agriculture development. Jaipur: Raj Pub. House, 2005.

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13

Hillier Parker May & Rowden (Firm). Research Department. British shopping centre development master list. London: Hillier Parker Research, 1995.

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14

Birmingham (England). Planning and Architecture Department. City centre development schedules, January 1991. Birmingham: Planning and Architecture Dept., 1991.

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15

IBDC (Organization : Harare, Zimbabwe). Indigenous Business Development Centre, (Zimbabwe): Constitution. Harare: The Centre, 1991.

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16

Regional Co-operative Programme in Higher Education for Development in Asia and the Pacific. Academic staff development units in universities. Bangkok, Thailand: Unesco Principal Regional Office for Asia and the Pacific, 1989.

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17

Chandra, Ravi A., Neha Vapiwala, and Charles R. Thomas, eds. Career Development in Academic Radiation Oncology. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71855-8.

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18

Hillier Parker May & Rowden (Firm). British shopping centre development: Master list : 1965-1992 development trends. London: Hillier Parker May & Rowden, 1993.

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19

Social development research: Impact on academic achievement and literacy development. United States]: Zaner-Bloser, 2011.

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20

Varley, Allen. Marine information centre development: An introductory manual. [Paris]: UNESCO, 1991.

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21

Riddell, W. A. The origin and development of Wascana Centre. [Regina, Sask: Wascana Centre Authority, 1992.

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22

Report of the Curriculum Development Centre in ... New Delhi: University Grants Commission, 1991.

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23

Centred on Learning: Academic Case Studies on Learning Centre Development. Ashgate Publishing, 2003.

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24

Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.

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25

Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.

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26

Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.

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27

Fye, W. Bruce. The Development of an Academic Medical Center in Rochester. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199982356.003.0003.

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In 1915 the Mayo brothers created the Mayo Foundation for Medical Education and Research and established a formal relationship with the University of Minnesota, located ninety miles away in Minneapolis. Louis Wilson, a pathologist the Mayo brothers had hired in 1905, championed a more rigorous system of specialty training. An educational reformer, Wilson focused on the need to improve postgraduate training at a time when the emphasis in the United States was on closing or reforming substandard medical schools. The fellowship program established in Rochester, Minnesota, was unique in that it required candidates to have graduated from an acceptable medical school and to have completed an internship. Mayo fellows spent three years preparing for careers as medical or surgical specialists. Fear of competition led several physicians in the Twin Cities to attempt to end the affiliation between the Mayo Foundation and the University of Minnesota. Their efforts failed.

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28

Chen, Herbert, and Lillian S. Kao. Success in Academic Surgery. Springer, 2016.

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29

Mayes, Linda C. Educator's Center Guide to Understanding Child Development: Supporting Healthy Academic and Emotional Growth. Scholastic, Incorporated, 2021.

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30

Dossani, Rafiq, Christopher Nelson, and Peggy G. Chen. Supporting the Development of a Vision and Strategic Plan for Zhejiang University's Academic Medical Center. RAND Corporation, The, 2019.

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31

Dossani, Rafiq, Peggy Chen, and Christopher Nelson. Supporting the Development of a Vision and Strategic Plan for Zhejiang University's Academic Medical Center. RAND Corporation, 2019. http://dx.doi.org/10.7249/rr2819.

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32

Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.

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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

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33

McCarty, Nolan. Polarization and American Political Development. Edited by Richard Valelly, Suzanne Mettler, and Robert Lieberman. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199697915.013.17.

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One of the most fertile areas of research has been the question of why the American political system has polarized so sharply over the past four decades. The academic debates about polarization have largely been carried out by mainstream scholars of political behavior and institutions. Scholars of American Political Development (APD) have a major opportunity to participate in a vital debate about the emergence of a central feature of the contemporary American system while mainstream scholars should come to appreciate that one cannot easily develop explanations for dynamic change with static models of institutions and behavior. This chapter reviews the literature on polarization to introduce scholars of APD to debates about the measurement of polarization and its causes Also areas in which our knowledge about polarization can be improved by historical–institutional analysis are identified.

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34

Gower Assessment and Development Centre (Gower Assessment & Development Centre). Ashgate Publishing, 1997.

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35

Gower Assessment and Development Centre (Gower Assessment & Development Centre). Ashgate Publishing, 1997.

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36

Gower Assessment and Development Centre (Gower Assessment & Development Centre). Ashgate Publishing, 1997.

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37

Jorge Braga De Macedo (Editor), Colm Foy (Editor), and Charles P. Oman (Editor), eds. Development Is Back (Development Centre Studies). Organization for Economic Cooperation & Devel, 2004.

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38

Heins, Dorothy K. An analysis of the effects of involvement in the Access Program on the retention and GPAs of freshman participants. 1990.

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39

Angus Maddison. Published by : OECD Publ. Development Centre Studies The World Economy: Historical Statistics (Development Centre Studies). Org. for Economic Cooperation & Development, 2003.

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40

Braga, De Macedo. Development Centre Seminars Sustainable Recovery in Asia: Mobilising Resources for Development (Development Centre seminars). OECD (Organisation for Economic Co-Operation & Dev, 2000.

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41

W, Sprecher Jerry, and Educom. Task Group I--Academic Software Development., eds. Facilitating academic software development. McKinney, Tex: Academic Computing Publications, 1988.

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42

Macdonald, Ranald. Academic and Educational Development. Routledge, 2003. http://dx.doi.org/10.4324/9780203417041.

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43

MacDonald, Ranald, and James Wisdom. Academic and Educational Development. Taylor & Francis Group, 2001.

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44

Electronic Commerce for Development (Development Centre Studies). OECD, 2002.

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45

Rajasekharan, K. Academic Library Development ; Perspectives in Academic Librarianship. Ess Ess Publications, 1991.

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46

Hook, Steven W., and Franklin Barr Lebo. Development/Poverty Issues and Foreign Policy Analysis. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.432.

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International development has remained a key part of global economic relations since the field emerged more than half a century ago. From its initial focus on colonization and state building, the field has evolved to encompass a wide range of issues, theoretical problems, and disciplinary traditions. The year 1945 is widely considered as a turning point in the study of international development. Three factors account for this: the end of World War II that left the US an economic hegemon, the ideological rivalry that defined the Cold War, and the period of decolonization that peaked around 1960 that forced development issues, including foreign aid, state building, and multilateral engagement, onto the global agenda. Since then, development paradigms have continuously evolved, adapted, and been reinvented to address the persistent and arguably widening gap between the prosperous economies of the “developed North” and the developing and frequently troubled economies of the “global South.” Today, a loosely knit holistic paradigm has emerged that recognizes the deficiencies of its predecessors, yet builds on their strengths. A holistic conception of international development embraces methodological pluralism in the scholarly study of development, while recognizing the multiple ways policy practitioners may productively apply academic theories and research findings in unique settings.

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47

Development Centre Seminars Global Finance from a Latin American Viewpoint (Development Centre Seminars). OECD Development Centre, 2000.

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48

Oxford Polytechnic. Educational Methods Unit., ed. Academic staff development and appraisal. Oxford: Oxford Polytechnic Educational Methods Unit, 1986.

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49

Baume, David, and Celia Popovic. Advancing Practice in Academic Development. Taylor & Francis Group, 2016.

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50

1947-, Devarajan G., Gopalakrishnan Nair P. 1956-, and Ahammed Kunju M. 1946-, eds. Resource development in academic libraries. New Delhi: Ess Ess Publication, 1992.

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