Journal articles on the topic 'Hawthorn Institute of Education'

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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.

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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).
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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.

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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.
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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.

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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.)
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4

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

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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.

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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.

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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.
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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.

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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.

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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.

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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.

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11

FRIEDEN, JOYCE. "IOM Calls for Continuing Education Institute." Clinical Psychiatry News 38, no. 2 (February 2010): 43. http://dx.doi.org/10.1016/s0270-6644(10)70106-5.

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12

Hine, Deborah. "Summer Institute for Environmental Values Education." Environmental Conservation 19, no. 1 (1992): 84. http://dx.doi.org/10.1017/s0376892900030381.

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13

McDougall, Elspeth M. "University of California, Irvine Education Institute." Journal of Surgical Education 67, no. 5 (September 2010): 348–50. http://dx.doi.org/10.1016/j.jsurg.2010.05.011.

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14

WORTHY, WARD. "Chemical Education Institute Plans Major Expansion." Chemical & Engineering News 63, no. 12 (March 25, 1985): 38. http://dx.doi.org/10.1021/cen-v063n012.p038.

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15

Brown, Graham. "Education and research at Dorset Institute." Tourism Management 7, no. 3 (September 1986): 213–15. http://dx.doi.org/10.1016/0261-5177(86)90010-5.

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16

BUSHNELL, DON D., and WILL MCWHINNEY. "SYSTEMS EDUCATION AT THE FIELDING INSTITUTE." International Journal of General Systems 19, no. 1 (July 1991): 3–9. http://dx.doi.org/10.1080/03081079108935158.

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17

HATTORI, Yoichi. "Education in Kanazawa Institute of Technology." Journal of the Japan Society for Precision Engineering 72, no. 1 (2006): 29–32. http://dx.doi.org/10.2493/jjspe.72.29.

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18

Khan, Zeenath Reza. "Using Innovative Tools to Teach Computer Application to Business Students - A Hawthorne Effect or Successful Implementation Here to Stay." Journal of University Teaching and Learning Practice 11, no. 1 (January 1, 2014): 61–72. http://dx.doi.org/10.53761/1.11.1.6.

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A year after the primary study that tested the impact of introducing blended learning and guided discovery to help teach computer application to business students, this paper looks into the continued success of using guided discovery and blended learning with learning management system in and out of classrooms to enhance student learning. Particularly, it looks at the successful adaptation and implementation of learning management system as an aid to learning and delivery of a computer application subject to a class that is majorly populated by business students with little or no IT background. This paper tests the continued success to establish whether the success recorded after the first implementation was sustainable or merely influenced by the Hawthorn effect of trialing an innovation. It concludes with final grade measure over a one-year period of implementation of the system, and student responses that strongly support the original approach used by the author.
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19

Hiller, Claire. "Book Reviews : THE EDUCATION OF GIRLS Lyn Yates Hawthorn, Victoria, ACER, Australian Education Review, No. 35, 1993, 131 pp., $26.95." Australian and New Zealand Journal of Sociology 31, no. 2 (August 1995): 140–41. http://dx.doi.org/10.1177/144078339503100207.

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20

Jenkinson, Jo. "School and Disability: A Review of the Integration Debate." Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 21–26. http://dx.doi.org/10.1017/s0816512200025785.

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ABSTRACTIntegration of students with disabilities into regular schools has come to be one of the most pervasive and controversial issues in special education. The so-called “efficacy” research is beset with methodological problems and offers no clear answer to the debate. This paper reviews influences underlying integration, presents models for its implementation, and discusses their implications for both school organization and disabled students. Some alternative approaches to research are discussed.This paper is based on Jenkinson, J.C. School and Disability: Research and Practice in Integration. Australian Education Review No. 26 Hawthorn, Vic. Australian Council for Educational Research, 1987, and is reproduced with the permission of ACER.
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21

Pronovost, Peter J., Christine G. Holzmueller, Nancy E. Molello, Lori Paine, Laura Winner, Jill A. Marsteller, Sean M. Berenholtz, Hanan J. Aboumatar, Renee Demski, and C. Michael Armstrong. "The Armstrong Institute." Academic Medicine 90, no. 10 (October 2015): 1331–39. http://dx.doi.org/10.1097/acm.0000000000000760.

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22

Jones, Donald. "Exams Institute Moves." Journal of Chemical Education 79, no. 6 (June 2002): 671. http://dx.doi.org/10.1021/ed079p671.

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23

Madazimov, M. M., U. Usmonov, and D. Abdurahmonova. "Andijan State Medical Institute: Steps to Implement Simulation Education in the Institute." Virtual Technologies in Medicine, no. 2 (June 8, 2022): 92–99. http://dx.doi.org/10.46594/2687-0037_2022_2_1440.

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24

Rao, Sumathi. "Harish-Chandra Research Institute, Allahabad." Resonance 6, no. 2 (February 2001): 93–98. http://dx.doi.org/10.1007/bf02836947.

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Hirose, Shigeo. "Robot and Education. Creative Education in Tokyo Institute of Technology." Journal of the Robotics Society of Japan 16, no. 4 (1998): 447–51. http://dx.doi.org/10.7210/jrsj.16.447.

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26

Alexis, Marnelle, Bryan Clary, Danny O. Jacobs, and Aurora Pryor. "Duke Surgical Education and Activities Laboratory and Comprehensive Education Institute." Journal of Surgical Education 67, no. 5 (September 2010): 338–40. http://dx.doi.org/10.1016/j.jsurg.2010.05.021.

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27

Bilyk, Nadiia. "CORPORATE CULTURE OF INSTITUTE OF HIGHER EDUCATION." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 25 (2020): 80–87. http://dx.doi.org/10.35774/rarrpsu2020.25.080.

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Introduction. Corporate culture serves as a regulator of staff behavior through a system of values, norms, rules established within a single educational institution. Corporate culture can be considered as a kind of management ideology aimed at increasing the business activity of employees, the formation of their corporate identity. Goal is to investigate the phenomenon of corporate culture, to analyze the structure and functions of corporate culture, to characterize the features of the corporate code, to reveal the essence of corporate symbols; to present the main aspects of forming the corporate culture of a higher education institution (on the example of the Western Ukrainian National University). Method. The research methodology is based on the complex application of general scientific methods, including analysis and synthesis. The applied historical and cultural approach involves the study of corporate culture as a socio-cultural phenomenon, its role in creating the image of the university. Results. The scientific novelty of the obtained results is reflected both in the very formulation of the problem and in a comprehensive approach to its solution; The work is a study of the innovative activities of higher education institutions in the formation and development of corporate culture, is a critical analysis of previously unexplored aspects of the Western Ukrainian National University. The results of the study are reflected in the conclusions. Conclusions. It is established that the management of a higher education institution forms a corporate culture, thanks to which employees identify themselves as a professional community that stands out in the market of educational services. The directions of improvement of corporate culture of the university are offered, the basic principles of effective corporate culture, the maintenance of the corporate code, and also a role of corporate symbols in formation of image of university are analyzed.
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28

Obara, Toru. "Nuclear Education in Tokyo Institute of Technology." Journal of the Atomic Energy Society of Japan 61, no. 1 (2019): 70–72. http://dx.doi.org/10.3327/jaesjb.61.1_70.

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29

Singh, Gurvinder, Munish Bansal, and Dyal Bhatnagar. "Social Media and Higher Education Institute Recruitment." International Journal of Emerging Research in Management and Technology 6, no. 10 (October 20, 2017): 86. http://dx.doi.org/10.23956/ijermt.v6i10.71.

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Communication medium has changed dramatically in the past decade after the emergence of social media. . Not only it became top priority for business houses now a day but other organizations including education institutes are using social media to connect with students. With approximately 462 million internet users and over 241 million active Facebook users; Internet penetration, Smartphone’s, youth exposure are major factors which are responsible for high growth rate of internet and social website users. Decision makers are consistently trying to identify ways through which firms can make use of social media applications such as Wikipedia, YouTube, Facebook, Twitter etc. It is a place where people discuss politics, products, cricket, music & movies, fashion, science & Technology and many other issues. This new media has led to a paradigm shift in marketing practices of many companies from a traditional brand or product-driven approach to a contemporary customer-driven approach. Social Media and its technology are consumer-driven as it can directly communicate with consumers for their product and services. Moreover, this new form of media is often perceived more trustworthy source rather than sponsored content transmitted thru the traditional media of the promotion mix. Though organizations cannot control the direction of information disseminated through social media yet social media is being widely used by almost all the companies, in spite of their size or structure. Consumers get instant response and feel more attached with the organization.Considering all these benefits educational institutes and universities are now using social media to reach its perspective clients i.e. students, in order to improve recruitments. Social media sites are generally accessed by youth of specific demographic profile. There is big difference in how and why people use social networking sites. In addition, how much is the involvement and continuation of traditional marketing practices required in social media marketing.Unfortunately, universities/institutes using these technologies often fail to understand the unique opportunities and challenges that accompany the adoption of social media. In this paper, an effort has been made on conceptual approach in identifying issues and challenges in identifying role of social media in higher education and to identify factors that affect the selection of higher educational institutes and role of social media in reaching to the perspective students. The data will be analyzed using statistical techniques like factor or confirmatory factor analysis with reliability and validation checks.
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30

Groat, Charles G. "The American Geological Institute and Geoscience Education." Journal of Geological Education 39, no. 2 (March 1991): 103–4. http://dx.doi.org/10.5408/0022-1368-39.2.103.

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31

Reznik, H. "Features of the institute of patronatic education." Privat Law and Business 19 (2019): 106–9. http://dx.doi.org/10.32849/2409-9201.2019.19.22.

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32

Sagadatova, N. M., G. K. Zaynutdinova, and M. S. Absalyamov. "Postgraduate Education in Ufa Eye Research Institute." POINT OF VIEW. EAST – WEST, no. 2 (May 31, 2021): 28–31. http://dx.doi.org/10.25276/2410-1257-2021-2-28-31.

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The article presents the results of the work of the Scientific and Educational department of the Ufa Eye Research Institute of the Academy of Sciences of the Republic of Bashkortostan for 2016-2020. The activities of the Scientific and Educational department allowed us to create a system of training qualified medical personnel, improve the quality of postgraduate professional education of ophthalmologists, which will contribute to improving the efficiency of using the achievements of modern science and technology in everyday medical practice when providing medical care to the population. Key words: Ufa Eye Research Institute, postgraduate education, Scientific and Educational department, results of work, WETLAB.
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Gowra, P. S., and Rajeshwari Hegde. "Industry Institute Interaction for Outcome Based Education." Journal of Engineering Education Transformations 34 (January 31, 2021): 121. http://dx.doi.org/10.16920/jeet/2021/v34i0/157118.

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34

Anderson, Marcia K., and Kelly Gymnasium. "Women’s Institute on Sport and Education Foundation." Women in Sport and Physical Activity Journal 4, no. 1 (April 1995): 73–75. http://dx.doi.org/10.1123/wspaj.4.1.73.

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35

Ruder, Karen. "Women’s Institute on Sport and Education Foundation." Women in Sport and Physical Activity Journal 4, no. 2 (October 1995): 83–111. http://dx.doi.org/10.1123/wspaj.4.2.83.

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36

Swanstrom, Lee L., Blayne Standage, and Mikam Eshragi. "Legacy Institute for Surgical Education and Innovation." Journal of Surgical Education 67, no. 6 (November 2010): 461–63. http://dx.doi.org/10.1016/j.jsurg.2010.05.019.

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37

Dunkin, Brian J., Mike Donovan, and Barbara Bass. "Methodist Institute for Technology, Innovation and Education." Journal of Surgical Education 68, no. 1 (January 2011): 79–82. http://dx.doi.org/10.1016/j.jsurg.2010.05.026.

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38

Shipley, Lori. "Music Education at Hampton Institute, 1868–1913." Journal of Historical Research in Music Education 32, no. 2 (April 2011): 96–121. http://dx.doi.org/10.1177/153660061103200203.

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39

Seaver, Mary E. "The Institute of Occupational Health Nursing Education." Occupational Health Nursing 33, no. 12 (December 1985): 603. http://dx.doi.org/10.1177/216507998503301204.

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40

Spisak, April. "H.I.V.E.: Higher Institute of Villainous Education (review)." Bulletin of the Center for Children's Books 60, no. 11 (2007): 488–89. http://dx.doi.org/10.1353/bcc.2007.0484.

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41

Robinson, R. O., G. T. McCarthy, and T. M. Little. "Conductive education at the Peto Institute, Budapest." BMJ 299, no. 6708 (November 4, 1989): 1145–49. http://dx.doi.org/10.1136/bmj.299.6708.1145.

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42

Welch, Paula. "Dio Lewis' Normal Institute for Physical Education." Journal of Physical Education, Recreation & Dance 65, no. 3 (March 1994): 29–31. http://dx.doi.org/10.1080/07303084.1994.10606871.

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43

Tilling, Elaine. "Institute of Health Promotion and Education New Officers of the Institute, 2003–2004." International Journal of Health Promotion and Education 41, no. 3 (January 2003): 96. http://dx.doi.org/10.1080/14635240.2003.10806233.

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44

Basu, P. K. "Institute of radio physics and electronics." Resonance 5, no. 7 (July 2000): 100–104. http://dx.doi.org/10.1007/bf02867252.

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45

Mukhi, Sunil. "The Tata Institute of Fundamental Research." Resonance 2, no. 9 (September 1997): 91–94. http://dx.doi.org/10.1007/bf02834589.

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46

Burgess, Tony. "Harold at the Institute." Changing English 16, no. 1 (February 14, 2009): 39–49. http://dx.doi.org/10.1080/13586840802652945.

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47

Choppin, P. W. "Howard Hughes Medical Institute." Academic Medicine 64, no. 7 (July 1989): 382–3. http://dx.doi.org/10.1097/00001888-198907000-00006.

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48

Crosby, Lori E., William Parr, Teresa Smith, and Monica J. Mitchell. "The Community Leaders Institute." Academic Medicine 88, no. 3 (March 2013): 335–42. http://dx.doi.org/10.1097/acm.0b013e318280d8de.

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49

Ananiev, Vitaly Gennadievitch. "Institute of out-of-school education in Petrograd as a center of museum education: Prequel." Vestnik of Saint Petersburg State University of Culture, no. 4 (53) (December 2022): 13–17. http://dx.doi.org/10.30725/2619-0303-2022-4-13-17.

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Abstract:
The article is devoted to the early stage of development of the practice of training museum personal at the Institute of out-of-school education in Petrograd. The Institute was founded in 1918. From the very beginning, a field related to museum and exhibition work was included in its program. The draft of its curriculum was developed by M. V. Novorussky, who had rich experience related to museums of visual aids (educational museums). This program was never realized. At the beginning of 1919, I. P. Mordvinov, who made a significant contribution to educational work in the North-West of Russia in the prerevolutionary period, was employee of the Institute. He became the first lecturer of the “museum group”. However, his activity was of a more general nature, and was associated not so much with museum work as with the search for materials for educational activities per se (bibliography, etc.). In the summer of 1919, Mordvinov left the Institute, and a new period began in the history of museum education. Period 1918–1919 can be considered the prehistory of the Institute’s formation as a center of museum education.
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50

Mazmanian, Paul E. "Institute of Medicine recommends a continuing professional development institute for U.S. health professions." Journal of Continuing Education in the Health Professions 30, no. 1 (2010): 1–2. http://dx.doi.org/10.1002/chp.20049.

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