Relevant bibliographies by topics / Hawthorn Institute of Education

Academic literature on the topic 'Hawthorn Institute of Education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Hawthorn Institute of Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Hawthorn Institute of Education"

1

Al-Momany, Nairooz H., Zeid M. Makahleh, Nadia A. Al-Omari, Hana A. Al-Sarayreh, and Rawan O. Momani. "Analysis of Factors That Interrupt With INR Control in the First Anticoagulation Clinic Monitoring Jordanian Patients." Clinical and Applied Thrombosis/Hemostasis 25 (January 1, 2019): 107602961987025. http://dx.doi.org/10.1177/1076029619870252.

Full text
Abstract:
Multiple factors such as vitamin K consumption, drug interactions, herbs interactions, disease states, and alcohol intake affect international normalized ratio (INR) values and thus warfarin dosing. These variables have been described in general and for all patients in the literature. In contrast, the factors that affect INR control in a specific population are rarely studied. Being aware of these factors contributes a lot in maintaining an INR control and avoiding the supratherapeutic or subtherapeutic anticoagulation and the associated risks of hemorrhage or thromboembolism. The aim of this study is to recognize the specific population factors in Jordanian patients that interrupt INR control. Such recognition provides clinical pharmacists managing the anti-coagulation clinic (ACC) with necessary tools and predictors of dose adjustment, nontarget INR handling, and points to add on to the educational session. A total of 2788 patients were referred to the first clinical pharmacists managed ACC at Queen Alia Heart Institute—the only official referral hospital for cardiac patients in Jordan—for education and monitoring between November 1, 2013, and November 1, 2016. We evaluated specific population factors that interrupt INR control using a pretested, structured clinical data collection form. The patients were followed up regularly for achieving target INR (TINR). For patients who were not achieving TINR, the possible cause was examined thoroughly by reviewing the patient’s medical file for recent medication intake, comorbidities, and laboratory results. Then the patients or their caregiver were asked direct questions regarding their diet, food supplements, cigarette smoking, shisha smoking, alcohol intake, herbs, and complementary medicine use and compliance, in addition to performing pharmacogenetic testing (polymorphisms of vitamin K–epoxide reductase complex [VKORC1] and cytochrome P450 2C9 [CYP2C9] genes) in special cases. For a total of 2788 patients, 89 488 INR values were included in the study. Of all, 20 365 (22.8%) were non-TINR values, 13 145 (14%) were subtherapeutic, and 7220 (8.1%) were supratherapeutic. All patients included in the study had a non-TINR at least 3 times (n = 65, 2.3%) and as frequent as 50 times (n = 21, 0.8%) during the study period. Non-TINR values ranged from 1 to 11. Serious side effects reported in 7 patients with uncontrolled INR, 6 were bleeding, which required hospitalization (2 upper gastrointestinal [GI] bleeding, 3 nasal bleeding, and 1 eye bleeding), 1 was cerebrovascular accident (CVA thrombolytic). Factors that interrupted INR control in our population, arranged in descending sequence, were concurrent medication use 46.9% (mainly Salicylates and Amiodarone), smoking cigarettes and shisha 17% (represented the most frequent single factor that caused non-TINR in the present study), a nonbalanced dietary vitamin K intake 16.88% caused changes in INR (lower) was related to an increase in the intake of vitamin K-rich food, were noticed to be much more in the spring season in Jordan (end of March and April mainly), herbal supplements 15.02%; Hawthorn (Crataegus, الزعرور) is an herb that lives widely in Jordan, and shockingly we found that it is used very commonly in our ACC patients and corresponded to an elevated INR <8 in 11 patients, and serious bleeding events that required hospitalization in 2 cases), noncompliance 1.49%, comorbid diseases 1%, malabsorption 0.53%, alcohol intake 0.39%, and VKORC1 A/G and CYP2C9 *1*1 genotype 0.15%. The analysis of factors that interrupted with INR control in our patients were both predicted and distinctive; most of these factors were reported previously by other researchers. On the other hand, many of the previously reported factors were not frequently detected in our patients, and the frequency of each of the realized factors was contributed differently to non-TINR in our population. Alarming factors causing non-TINR detected in our study include smoking both cigarettes and shisha, herbal use (Hawthorn and Ginseng), increased intake of vitamin K rich food in the spring season, and concurrent medication use (Salicylates, Amiodarone, Ciprofloxacin, nonsteroidal anti-inflammatory drugs [NSAIDS], Azithromycin, Clarithromycin: although the use of these drugs is mandatory sometimes, it can be replaced by an alternative, eg, antibiotics or monitored closely together with warfarin).
APA, Harvard, Vancouver, ISO, and other styles
2

Kacal, Emel, Oguzhan Caliskan, Gokhan Ozturk, Ibrahim Gur, Hakki Kocal, Omer F. Karamursel, Derya Kilic, and María-Ángeles Moreno. "Early detection of graft-incompatibility in hawthorn (Crataegus azarolus L.) trees on apple, pear, and quince rootstocks." Spanish Journal of Agricultural Research 20, no. 4 (October 10, 2022): e0903. http://dx.doi.org/10.5424/sjar/2022204-19567.

Full text
Abstract:
Aim of study: This study was conducted to determine the usability of some clonal rootstocks of apple (MM 106 and MM 111), pear (Fox 11), and quince (Quince A) for hawthorn trees propagation. Area of study: Fruit Research Institute, Isparta and Hatay Mustafa Kemal University, Hatay, Turkey. Material and methods: ‘Sultan’ hawthorn cultivar was budded on the following clonal rootstocks: pear Fox 11, quince A, and apple MM 106 and MM 111. Plants of hawthorn seedlings (Crataegus azarolus L.) budded with ‘Sultan’ cv. were used as control. External visual diagnosis of the scion-rootstock graft combinations was performed by observing visual symptoms in budded trees growing in nursery conditions, as well as anatomic and histological investigations of the incompatibility in the laboratory. Main results: In this study, healthy scion development and callus tissue in the graft region were formed in the seedling rootstock as well as on Fox11 and Quince A clonal rootstocks. In contrast, MM 106 and MM 111 apple rootstocks showed incompatibility symptoms, with insufficient scion vigor and unstructured callus tissue development. Research highlights: ‘Tanslocated’ and ‘located’ graft incompatibility symptoms were observed in Sultan/MM 106 and Sultan/MM 111 combinations. Further studies are necessary to confirm the early good compatibility found in nursery conditions, testing the effect of those clonal rootstocks from different species (Fox11 and Quince A) on vigor, yield, and fruit quality traits in orchard conditions.
APA, Harvard, Vancouver, ISO, and other styles
3

Bobev, S. G., C. Crepel, and M. Maes. "First Report of Erwinia amylovora on Crataegus monogyna and Pyrus pyraster in Bulgaria." Plant Disease 82, no. 11 (November 1998): 1283. http://dx.doi.org/10.1094/pdis.1998.82.11.1283c.

Full text
Abstract:
Typical symptoms of fire blight, caused by Erwinia amylovora, were observed in late June of 1998 on Crataegus monogyna Jacq. (hawthorn) and Pyrus pyraster Burgsd. (syn. P. caucasia, wild or thorny pear) in the region of Plovdiv. Symptoms observed on hawthorn were shepherd's-crook shoots, necrotic flowers and fruitlets, and dried amber ooze droplets. On thorny pear, only infected shoots were detected. Isolation on King's B medium (2 days, 26°C) resulted in the appearance of whitish, glistening, rounded colonies. Based on their cultural characteristics, positive hypersensitive response (HR) on tobacco leaves, successful laboratory inoculations of hosts' shoots and pear fruitlets, positive serological reaction (slide agglutination), and target-specific polymerase chain reaction (PCR; 23S rDNA), the isolates from both species were placed in the E. amylovora group. The bacterium has also been isolated by the first author from Cydonia oblonga, Pyrus communis, Mespilus germanica, and Malus sylvestris within the 5-year period of 1989-1993 (1). To our knowledge this is the first official report of fire blight on C. monogyna and P. pyraster in Bulgaria. Reference: (1) S. G. Bobev. 1995. Pages 121–126 in: Jubilee Scientific Session, Higher Agricultural Institute of Plovdiv, vol. 3, bk. 1. (In Bulgarian.)
APA, Harvard, Vancouver, ISO, and other styles
4

Anonymous. "Science education institute forming." Eos, Transactions American Geophysical Union 75, no. 13 (1994): 148. http://dx.doi.org/10.1029/94eo00842.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Watzenig, Kerstin, and Christine Zinn. "Dutch Institute for Film Education." Ludwigsburger Beiträge zur Medienpädagogik 4 (January 1, 2003): 1–2. http://dx.doi.org/10.21240/lbzm/04/16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Savchuk, Varfolomii S., Nadiia M. Kushlakova, and Olha L. Ryabchenko. "Dnipropetrovsk Institute of Social Education." Universum Historiae et Archeologiae 2, no. 1 (January 3, 2020): 125. http://dx.doi.org/10.15421/26190110.

Full text
Abstract:
The aim of the article is to illuminate the process of the emergence and activities of the Dnipropetrovsk Institute of Social Education, to provide a detailed picture of the transformations occurred in it, to find out the fate of this institution and its influence on the resumption of the activities of the Dnipropetrovsk State University. Research methods: analytic-synthetic, historical-chronological, comparative-historical, logical. The main results and scientific novelty: for the first time the main components and consequences of the activity of the Dnipropetrovsk Institute of Social Education for a short time of its existence have been considered in detail. The dynamics of changes in staff and students of the Institute has been analyzed, the factors influenced these changes have been clarified. Practical value: systematic factual base for comparative analysis of activity and further development and transformations of the Institutes of Social Education of Ukraine and analysis of statistics of their staff and student body have been created in the process of the research. Originality of research is based on a wide range of sources used and their and their analytic-synthetic processing. Article type: theoretical research. Main results. We consider the problematic issues related to the education and activities of Dnipropetrovsk Institute of Social Education. The composition of the institute departments in the study period is clarified, its quantitative and subject dynamics are shown. The introductory campaigns to Dnipropetrovsk (Novomoskovsk) Institute of Social Education have been systematically studied. The dynamics of quantitative changes in the composition of freshmen in the years 1930-1933 is investigated. and the student contingents as a whole. The statistical data on the distribution of first-year students by gender, social status, nationality, party membership and LCYU are given and analyzed. The dynamics of transformational reformations caused by the relocation of the Dnipropetrovsk Institute of Social Education to Novomoskovsk was studied. The influence of transformational reformations on the personnel and student staff of Dnipropetrovsk Institute of Social Education is considered. The contingents of students of the day-time and evening department of the Working Faculty by the DISЕ and the base of their replenishment are determined. The data on the professorial staff of the Dnipropetrovsk Institute of Social Education at the time of its transformation to Novomoskovsk are given and the factors that influenced the decision of the overwhelming majority of professors to remain in Dnipropetrovsk are analyzed. The conclusion is made about the expediency of changing the institute location and its influence on the further institute development.
APA, Harvard, Vancouver, ISO, and other styles
7

Lewis, D. A. "Institute for Information Management." Journal of Studies in International Education 14, no. 3 (January 1, 1988): 189. http://dx.doi.org/10.1177/102831538801400308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Richardson, Joe, and Charlotte Robinson. "The Georgia Principals' Institute." NASSP Bulletin 71, no. 495 (January 1987): 20–23. http://dx.doi.org/10.1177/019263658707149510.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Cheng, Margaret Harris. "Chinese officials ban HIV education institute." Lancet Infectious Diseases 6, no. 12 (December 2006): 764. http://dx.doi.org/10.1016/s1473-3099(06)70648-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

FRIEDEN, JOYCE. "IOM Calls for Continuing Education Institute." Internal Medicine News 43, no. 2 (February 2010): 44. http://dx.doi.org/10.1016/s1097-8690(10)70121-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Hawthorn Institute of Education"

1

Chan, King-chung, and 陳敬聰. "Institute of Chinese Medical Education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983777.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chan, King-chung. "Institute of Chinese Medical Education." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/orecord.jsp?B25951762.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sun, Tao. "Protective effect of total flavonoids from leaves of Crataegus pinnatifida (hawthorn) against Hydrogen peroxide induced injury in Myocardiac H9c2 cells." Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1636299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Coggin, Lara dos Passos. "Teachers, Talk, and the Institute for Transformative Education." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/204270.

Full text
Abstract:
Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such as Milner (2006) and Sleeter (2008) focus on improving multicultural teacher education. While understandable, this focus prevents scholars from forming a deeper, multi-dimensional picture of teacher learning, racial ideas (synthetic, conscious) and ideologies (derivative, un-examined), and social interaction. This year-long study of 15 participants in the 2009-10 Institutes for Transformative Education asks how educator discourse about the Institute contributes to this picture.Teacher life narratives have been linked to conceptions of race, class, and culture effectively (Johnson, 2002), and constructivist reflection in teacher education (Loughran, 2002) continues to command attention in current work on teacher learning. Yet the context of spoken discourse is often absent from the analysis in these studies, making it difficult to understand how contextual framing in conversation reflects and affects teachers' social mediation of racial politics in their daily practice and their civic lives. This study focuses on talk between the researcher and 15 educators, connecting the local frames of participants' stories of race in schools with state, national, and theoretical discourses.Understandings of critical multicultural education build on interactions between critical multicultural scholars including Grande (2004), hooks (1994, 2006), and Spivak (1988). Analysis of individual educator discourse can only be effective with the aid of previous work on teachers and race (Pollock, 2004, 2008), socially situated learning (Cole, et al., 1978; Guitart, 2008), racetalk in conversation (Bonilla-Silva, 2006; Anderson, 2008), conversation in social interaction (Goffman, 1959; Wooffitt, 2005), institutional theory (DiMaggio & Powell, 1983; Foucault, 1972), and educational philosophy (Freire, 1984, 1988).
APA, Harvard, Vancouver, ISO, and other styles
5

Ram, Amy J. "A summer math institute: Adolescent girls' experiences in mathematics." Thesis, The University of Arizona, 1999. http://hdl.handle.net/10150/291767.

Full text
Abstract:
The purpose of this research is to examine possible causes of gender differences in mathematics and to investigate potential methods for lessening their effect on adolescent girls. Throughout a six week, summer school mathematics course, the participants were exposed to various activities and instructional methods thought to positively impact adolescent girls' self-esteem, self-efficacy and future mathematics course taking plans. Data collected included pretest - posttest measures as well as interview and observational data. The results indicate that along with a statistically significant improvement in mathematical skills, the participants showed an increase in self-confidence related to learning mathematics. The amount of mathematics courses the participants planned to take increased considerably by the end of the study. Suggestions for future research are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Jones, Susan Hicks. "Creating a tradition: Early campus planning at Hampton Institute, 1868-1893." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618513.

Full text
Abstract:
The goal of this study was to explore the beginnings of higher education for freed slaves after the Civil War as reflected in the development of the built environment of one of the earliest and most prominent of the historically Black colleges, Hampton Institute. The main purpose was to study the way in which campus planning was implemented at Hampton, its intentions and effects. The study had three hypotheses: (1) a master plan for the development of the campus of Hampton Institute was created by its founder, (2) this master plan was followed by the administration and builders during the early stages of the school's development and (3) the founder of Hampton Institute was aware of the symbolism of the architecture and used it intentionally to create a sense of specialness and to inspire strong attachment among the students of the school.;The study of numerous original documents available in the Hampton University Archives revealed answers to these questions. First, there is ample evidence that a master plan did exist for the development of Hampton's campus and that it was, to a large degree followed. The architectural intentions of Hampton's principal revealed a great deal about the beginnings of Negro education and the controversy which existed concerning the type of education which was best suited to the needs of Blacks. They also reflect the unique mission of the early Black schools. Hampton was the model for many schools which espoused one view of the type of education which would best prepare Blacks to take their place in post war society and, therefore, was an appropriate subject for this study.;The study also revealed certain common characteristics which, when present, produce coherent, consistent campus planning. This information is important for present day administrators trying to promote effective decision making regarding campus growth.;The extension of this study to include other prominent Black schools would provide valuable insights into the evolution of higher education for Blacks. These schools were shaped by their unique mission which was in turn shaped by the unique educational needs of the group they were founded to serve.
APA, Harvard, Vancouver, ISO, and other styles
7

邱基衛 and Kei-wai Yau. "Chinese Cuisine Training Institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985567.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mohamed, Ali Abdul Rashid. "Teaching Singaporean working adults in diploma programmes at a privately funded educational institute." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1904.

Full text
Abstract:
This Portfolio examines how adult learners at the Marketing Institute of Singapore (MIS) who are not in the mainstream educational route prefer to learn. The specific research questions were: Is adult learning distinctly different from learning in childhood; And how MIS can improve its offerings as a private education provider or PEO for adult learners enrolled in their part-time professional Sales and Marketing Diploma programme in Singapore. In order to uncover evidence that adult learning is truly distinct and different from childhood learning, the researcher carried out an extensive literature review on books, periodicals and even speeches made by academics and/or members of Parliament in Singapore. The literature review revealed a distinct brand of adult learning called Andragogy which was a field of study propagated by respected American adult educator, Dr. Malcolm Knowles. Primary data was gathered from a sample of 47 adult learners out of a total student population of 200 enrolled in MIS’s evening part-time Diploma in Sales and Marketing programme. The purpose of the small-scale survey was to study how adults learn and receive information from teachers at MIS. It is the contention of the present study that adult learners at MIS are different from adolescence students studying in the mainstream educational state-owned institutions and that their learning styles and need are different. The conceptual framework of this portfolio analyses external elements like the education landscape of Singapore which is controlled by the Government of Singapore and the private education market which caters to working adults in Singapore. The present study concludes with recommendations for further actions needed by the MIS and areas for further research.
APA, Harvard, Vancouver, ISO, and other styles
9

Enns, James. "Every Christian a missionary : fundamentalist education at Prairie Bible Institute, 1922-1947 /." PDF version available online, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64910.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.

Full text
Abstract:
The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Hawthorn Institute of Education"

1

National Institute of Conductive Education. National Institute of Conductive Education. Birmingham: The Institute, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Duggan, John P. Dublin Institute. [s.l.]: [s.n.], 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

H.I.V.E.: Higher Institute of Villainous Education. London: Bloomsbury, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Walden, Mark. H.I.V.E.: Higher-Institute-of-Villainous-Education. New York, N.Y: Simon & Schuster Books for Young Readers, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

University of London. Institute of Education. Institute of Education: Report of activities. London: University of London, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

New York (State). Dept. of Audit and Control. State Education Department, New York State Institute for Special Education. [Albany, N.Y: The Office, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Walden, Mark. H.I.V.E.: The Higher Institute of Villainous Education. New York: Aladdin Paperbacks, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Walden, Mark. H.I.V.E.: The Higher Institute of Villainous Education. New York: Aladdin Paperbacks, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Walden, Mark. H.I.V.E.: The Higher Institute of Villainous Education. New York: Aladdin Paperbacks, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

H.I.V.E.: The Higher Institute of Villainous Education. New York: Aladdin Paperbacks, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Hawthorn Institute of Education"

1

Elizabeth Hancock, Robin. "Mid-Pacific Institute." In Global Citizenship Education for Young Children, 128–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Elizabeth Hancock, Robin. "Mid-Pacific Institute." In Global Citizenship Education for Young Children, 95–110. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Elizabeth Hancock, Robin. "Mid-Pacific Institute." In Global Citizenship Education for Young Children, 111–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McCulloch, Gary, and Steven Cowan. "The Institute of Education London." In A Social History of Educational Studies and Research, 25–43. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Foundations and futures of education: Routledge, 2017. http://dx.doi.org/10.4324/9781315708775-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lockard, Jade, and Andrea D. Lewis. "Intercommunal Youth Institute." In Unsung Legacies of Educators and Events in African American Education, 149–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90128-2_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Howe, Roger E. "Mathematics in the Yale Teachers Institute." In Advances in STEM Education, 211–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68956-8_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wiescher, Michael. "The Institute of International Education (IIE)." In Arthur E. Haas - The Hidden Pioneer of Quantum Mechanics, 299–302. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80606-4_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Taylor, Nicole A. "Institute for Colored Youth." In Unsung Legacies of Educators and Events in African American Education, 123–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90128-2_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Younghusband, Eileen. "The Teacher in Education for Social Work*." In National Institute Social Services Library, 47–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003200024-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Red, David, and James North. "Language Learning at the Foreign Service Institute." In Foreign Language Education in America, 171–89. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Hawthorn Institute of Education"

1

Davenport, James H., Tom Crick, Alan Hayes, and Rachid Hourizi. "The Institute of Coding." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3298736.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Richardson, Martin. "The Townes Laser Institute." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.ep11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Xingqi. "Animation Education in Higher Education Institute of Canada." In 2016 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/essaeme-16.2016.189.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Krotenko, T. Iu. "Institute of Education and Digital Socialization." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-63.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barov, Sergey, Elena Zakharova, Umeda Ovezova, and Pavel Ulyanishchev. "THE CONFUCIUS INSTITUTE NETWORK." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1756.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Davenport, James H., and Rachid Hourizi. "The Institute of Coding." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3293834.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Friedman, Jonathan S. "The Puerto Rico Photonics Institute." In 12th Education and Training in Optics and Photonics Conference, edited by Manuel F. P. C. Martins Costa and Mourad Zghal. SPIE, 2014. http://dx.doi.org/10.1117/12.2070283.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Richardson, Martin. "The Townes Laser Institute." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2208089.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

van der Werff, H., and University of Twente. "Cross-border education in an international institute." In GeoSkill 2010. Netherlands: EAGE Publications BV, 2010. http://dx.doi.org/10.3997/2214-4609.20144525.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Adedugba, Adebayo T., Olaleke O. Ogunnaike, Kingsley A. Adeyemo, and Busola E. Kehinde. "MODELLING THE TRANSPORTATION EFFICIENCY OF AN EDUCATIONAL INSTITUTE." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021215.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Hawthorn Institute of Education"

1

Byrd, H., and R. Jennings. Retraining Institute in Teacher Education. Office of Scientific and Technical Information (OSTI), July 1992. http://dx.doi.org/10.2172/7234176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Byrd, H. B., and R. Jennings. Retraining Institute in Teacher Education. Final report. Office of Scientific and Technical Information (OSTI), July 1992. http://dx.doi.org/10.2172/10167997.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Farrar, Charles, David Mascarenas, Eric Flynn, and Michael Todd. National Security Education Center: Update on Engineering Institute Activities. Office of Scientific and Technical Information (OSTI), September 2014. http://dx.doi.org/10.2172/1156844.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dale Osborn. Fox Ridge Energy and Education Institute Project Development Final Report. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1054903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ardis, Mark, and Gary Ford. SEI (Software Engineering Institute) Report on Graduate Software Engineering Education, 1989. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada219018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Snyder, F., S. Poston, and J. Engle. Oak Ridge Institute for Science and Education, Medical Sciences Division report for 1994. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/90174.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

J. R. Morton. Radiological Assessment for the Vance Road Facility Source Vault, Oak Ridge Institute for Science and Education, Oak Ridge, Tennessee. Office of Scientific and Technical Information (OSTI), September 2000. http://dx.doi.org/10.2172/769308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Atcitty, Stanley, Dylan Moriarty, and Virginia Hernandez. NNSA Minority Serving Institute Partnership Program (MSIPP)-- Partnership for Advanced Manufacturing Education and Research (PAMER); FY22 Q1 Progress Report. Office of Scientific and Technical Information (OSTI), January 2022. http://dx.doi.org/10.2172/1841656.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

J. R. Morton. Radiological Assessment Survey of the Vance road Facility Source Vault Building Materials, Oak Ridge Institute for Science and Education, Oak Ridge, Tennessee. Office of Scientific and Technical Information (OSTI), September 2000. http://dx.doi.org/10.2172/769314.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

Full text
Abstract:
The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Hawthorn Institute of Education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography