Academic literature on the topic 'Junior cycle'
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Journal articles on the topic "Junior cycle"
Haumahu, Jotty Sartje. "IMPROVING THE CAPABILITY OF SCHOOL SCIENCE LABORATORY MANAGERS THROUGH SCHOOL SUPERVISION ASSISTANCE IN CLUSTER I OF BAGUALA DISTRICT, AMBON CITY." EDU SCIENCES JOURNAL 1, no. 1 (February 18, 2020): 8–18. http://dx.doi.org/10.30598/edusciencesvol1iss1pp8-18.
Full textSala, Getrudis. "Penerapan Model Pembelajaran Kooperatif Tipe Scramble dalam Meningkatkan Prestasi Belajar IPS Peserta Didik Kelas VIII B SMPK Jos Soedarso Ende." Prima Magistra: Jurnal Ilmiah Kependidikan 1, no. 1 (May 15, 2020): 47–55. http://dx.doi.org/10.37478/jpm.v1i1.345.
Full textKim, Jinsook, and Hyeyeong Ji. "Exploring the Characteristics and Implications of the New Curriculum Framework for junior cycle in Ireland." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 487–502. http://dx.doi.org/10.22251/jlcci.2022.22.19.487.
Full textSiregar, Samsuddin, Juli Rachmadani Hasibuan, Cindy Anggraini, Aidil Arifin Marpaung, and Yohana Dede Br Marbun. "Table Tennis classes at Junior High Schools utilizing the TPACK-Based Problem-Based Learning Model." INSPIREE: Indonesian Sport Innovation Review 3, no. 01 (January 4, 2022): 79–92. http://dx.doi.org/10.53905/inspiree.v3i01.76.
Full textYustika, Lyza. "Improving Students’ Writing Skill in Recount Text by Using Picture Series Medium." Journal of Language, Literature, and English Teaching (JULIET) 2, no. 1 (April 6, 2021): 12–15. http://dx.doi.org/10.31629/jjumrah.v2i1.3127.
Full textWahyuni, Sri. "Pengembangan Peningkatan Keterampilan Berbahasa Jawa yang Santun pada Siswa Kelas IX F SMP Negeri 1 Lasem Semester 1 Tahun Pelajaran 2018/2019 Melalui Model Palu (Pacelathon Bocah Wolu)." Piwulang : Jurnal Pendidikan Bahasa Jawa 8, no. 2 (December 13, 2020): 80–88. http://dx.doi.org/10.15294/piwulang.v8i2.39999.
Full textMcLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
Full textMcLoughlin, Kevin, and Margaret Farren. "An Action Research Enquiry into the potential of SolidWorks in the teaching of rotation in Junior Certificate Technical Graphics." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 26–35. http://dx.doi.org/10.2478/ijtr-2020-0004.
Full textSoselisa, Novita Jenianis, Magy Gaspersz, and Darma Andreas Ngilawajan. "APPLICATION OF THINK TALK WRITE MODEL TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL ACHIEVEMENT." Jurnal Pendidikan Matematika (Jupitek) 3, no. 2 (December 4, 2020): 51–56. http://dx.doi.org/10.30598/jupitekvol3iss2pp51-56.
Full textKariadinata, Rahayu, R. Poppy Yaniawati, Hamdan Sugilar, and Dede Riyandani. "LEARNING MOTIVATION AND MATHEMATICAL UNDERSTANDING OF STUDENTS OF ISLAMIC JUNIOR HIGH SCHOOL THROUGH ACTIVE KNOWLEDGE SHARING STRATEGY." Infinity Journal 8, no. 1 (February 28, 2019): 31. http://dx.doi.org/10.22460/infinity.v8i1.p31-42.
Full textDissertations / Theses on the topic "Junior cycle"
Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
Full textKing, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.
Full textLEÃO, Alessandra Mendonça. "A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2020.
Full textThis study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country
Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país
Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.
Full textSeki, Yuriko. "Comparative study between France and Japan on the causes of the diminishing interest in science : Propositions for a renovation of science education at junior high school in Japan." Université Louis Pasteur (Strasbourg) (1971-2008), 2005. http://www.theses.fr/2005STR1PS01.
Full textThe goal of the education is to help people build their personality, and it is the role of the school training to help them acquire the necessary liberal arts as well as the power of having a better judgement to a better living. Liberal arts has a universal and a contingent aspect. Until the 20th century the liberal arts essentially contains the Humanities and the Arts, but later the knowledge of scientific subjects acquires a very important meaning. The liberal arts does not only imply the knowledge of the classical texts. The philosopher Jose Ortega y Gasset, of Spanish origin, described the liberal arts " Mission of the University " in 1930: “the liberal arts is a system of various ideas which is possessed by each era. More precisely, it is a system of various ideas which characterize a done era “. What is the system of the various ideas of our time? We would say that it is Science. The main characteristic of the modern liberal arts is that a big part of it's contain provides from the scientific field. However, in the beginning of the 90's, the diminishing interest in science became a confirmed phenomenon not only in Japan, but also in France and in other countries of the world. Japan, a country of small surface, and poor in natural resources was able to have an unprecedented economic growth after the Second World War thanks to the technical renovation based on science. The modern economical society has been pushed up by science and technology in the broad sense of the term. For a long time, we consider that the society of the 21st century is based on knowledge and, if we think about the future of the countries, the diminishing interest of young people in science is an alarming situation. How can we understand this phenomenon?In reality, it is not the first time that the separation between the literary and the scientific knowledge is observed. Charles Percy Snow, who was the councillor of the science of the British government, has already rung the warning bell in his work " The two cultures " in 1959: " The complete misunderstanding of the science is the centre which influences everything ". Indeed, because a literary intellectual understands nothing in science, he becomes more and more anti-scientific. On the other hand, among the scientists, the misunderstanding becomes more marked between the literary scientists and the scientists of applied sciences. Progress and development of sciences and technology led to the specialization and the scission of the studies. During the 20th century, cases of mutual misunderstanding got enchained. This behaviour " of not trying to mutually understand each other " could be fundamentally linked to the nowadays diminishing interest in science. This observation of Snow noticed in the breast of the scientific community goes on to the whole society as one goes along of the years, and becomes apparent in the nineties. The behaviour of the society " of the adults " influences the sense of the values of the children [. . . ]
Brederode, Marion van. "Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080108/document.
Full textThis thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences
Portnoy, Phyllis C. "The legacy of the remnant, Old English laf and the junius cycle." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ32888.pdf.
Full textAfinowicz, Jason David. "Evaluation of shrub encroachment and brush control on water availability in the Upper Guadalupe River watershed." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/210.
Full textAndrade, Flávio Lyra de. "Movimentos sociais, crise do lulismo e ciclo de protesto em junho de 2013: repertórios e performances de confronto, crise de participação e emergência de um quadro interpretativo autonomista." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9734.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this thesis I discuss the cycle of protest of 2013 and dynamics of confrontation that deepened the crisis of Lullism. I analyze the interactions between organizations of social movements and government, in the context of the political crisis unleashed. In view of the magnitude, intensity and extent of the manifestations, I seek to identify the repertoires and performances of confrontation that marked the period of political conflict, both nationally and in Recife. I discussed the events of June with a contextualized political analysis. I explore the comparative historical analysis and the notions constructed by the theory of social movements, applied to the cycles of protest and collective action: structure of opportunity and mobilization, repertoires and performance of confrontation and interpretive framework of collective action. From bibliographic research and analytical studies on June 2013, I situate the cycle of international and Brazilian protests between 2011 and 2013, realizing the impacts of the global crisis of capitalism in 2008 and the consequences of adopting austerity policies. To recognize the dynamics and characteristics that prevailed in Brazil, I make a historical recovery of the previous cycles from 1968. I investigate the place of diffusion of action repertoires and performances from other cycles and selected by the activists for this. In Brazil, I developed reflections on the protest cycles of the redemocratization period, the constitution and erosion of a popular democratic field of social movements, along with the rise and crisis of Lullism and Petism. In the study on protests, horizontal popular assemblies and squatters, nationally, information was obtained by searching the internet on websites, blogs, youtube and journals with active search using key words. In Recife, I conducted a case study through interviews with activists who participated in the 2013 protests and the Ocupe Estelita. I have identified the influence of the antiglobalization cycle for the current cycle, in its radical direct and performative action; The revelation of the exhaustion of participatory architecture in the midst of the crisis of Lullism and of the political system; The emergence of the repertoire and performance of confrontation, and the autonomist framework that exposed, at the outbreak of the cycle, polarized political dissatisfaction, left opposition, in the first moment, and right, in the moments that followed, having in the center the government And the PT. This event promotes an inflection towards a new cycle in the process of democratization and in the forms of institutional interaction and confrontation of social movements.
Nesta tese discuto o ciclo de protesto de 2013 e dinâmica de confronto que aprofundou a crise do lulismo. Analiso as interações entre organizações de movimentos sociais e governo, no contexto da crise política desencadeada. Diante da magnitude, intensidade e extensão das manifestações, busco identificar os repertórios e performances de confronto que marcaram o período de conflito político, em âmbito nacional e em Recife. Abordei os acontecimentos de junho realizando uma análise política contextualizada. Exploro a análise histórica comparada e as noções construídas pela teoria de movimentos sociais, aplicadas à ciclos de protestos e ação coletiva: estrutura de oportunidade e de mobilização, repertórios e performance de confronto e quadro interpretativo de ação coletiva. A partir de pesquisa bibliográfica e estudos analíticos sobre junho de 2013, situo o ciclo de protestos internacional e no Brasil entre 2011 e 2013, percebendo os impactos da crise mundial do capitalismo em 2008 e as consequências da adoção de políticas de austeridade. Para reconhecer a dinâmica e características que predominaram no Brasil, faço uma recuperação histórica dos ciclos anteriores a partir de 1968. Investigo o lugar da difusão de repertórios de ação e performances oriundas de outros ciclos e selecionadas pelos ativistas para este. No Brasil desenvolvi reflexões sobre os ciclos de protesto do período da redemocratização, a constituição e erosão de um campo democrático popular dos movimentos sociais, ao lado do surgimento e crise do lulismo e do petismo. No estudo sobre os protestos, as assembleias populares horizontais e os ocupas(es), em âmbito nacional, as informações foram obtidas através de pesquisa na internet em sites, blogs, youtube e periódicos com busca ativa utilizando palavras chaves. Em Recife, realizei um estudo de caso através de entrevistas com ativistas que participaram dos protestos de 2013 e do Ocupe Estelita. Identifiquei a influência do ciclo antiglobalização para o ciclo atual, em sua ação direta e performática radical; a revelação do esgotamento da arquitetura participacionista no bojo da crise do lulismo e do sistema político; a emergência do repertório e performance de confronto, e do enquadramento autonomista que expôs, na eclosão do ciclo, a insatisfação política polarizada, de oposição de esquerda, no primeiro momento, e de direita, nos momentos que se seguiram, tendo no centro o governo e o PT. Este acontecimento promove uma inflexão no sentido de um novo ciclo no processo de democratização e nas formas de interação institucional e de confronto dos movimentos sociais.
Spina, Paulo Roberto [UNIFESP]. "O Movimento Passe Livre São Paulo: da sua formação aos protestos de 2013." Universidade Federal de São Paulo (UNIFESP), 2016. http://repositorio.unifesp.br/handle/11600/41262.
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A dissertação analisa, com base na teoria do confronto político, o Movimento Passe Livre São Paulo (MPL São Paulo) em duas perspectivas. A primeira focaliza a formação do movimento a partir do estudo de trajetórias de ativistas em suas conexões com espaços de mobilização global e local. A segunda perspectiva analisa a mobilização e as interações do MPL São Paulo nos protestos de junho de 2013. Dois problemas analíticos orientaram a investigação: o do processo de aprendizado de performances e o de dilemas estratégicos de movimentos iniciadores em ciclos de protesto. O argumento do trabalho é o de que a análise dos protestos organizados pelo MPL São Paulo em 2013 requer a compreensão de dois processos sócio políticos de aprendizado de performances com temporalidades distintas. Um, de mais longa duração está relacionado à formação do MPL nacional, na conexão entre os repertórios autonomista e socialista. O outro, de mais curta duração, está relacionado à seleção de táticas de confronto frente a diferentes dilemas estratégicos emergentes nas três fases do ciclo de protesto. Na fase antecedente dilemas sobre como interpretar as oportunidades políticas e ameaças, na fase de mobilização dilemas sobre como expandir a participação de novos atores nos protestos e modificar a relação de tempo e espera com os detentores do poder e na fase de difusão como interagir com a entrada de novos atores e novas reinvindicações nos protestos. Em ambos os processos, o de longa e o de curta duração, ativistas do MPL São Paulo adaptaram e inovaram os repertórios historicamente disponíveis.
This master’s thesis analyzes São Paulo’s Movimento Passe Livre (São Paulo MPL) from two perspectives based on Contentious Politics Theory. The first perspective focuses on the formation of the movement through the study of activists’ trajectories in their connections with larger global and local movements. The second perspective analyzes the movement and MPL São Paulo’s interactions during the June 2013 protests. Two analytical problems guided the research: their performance-learning process and the initiators movements’ strategic protest cycle dilemmas. This master’s thesis argues that the analysis of the protests organized by MPL São Paulo in 2013 requires an understanding of two socio-political performance-learning processes with different time frames. The first and long-term process is the formation of the national MPL, the connection between autonomist and socialist repertoires. The other, a short-term process, is the selection of confrontational tactics in the face of different emerging strategic dilemmas during the three phases of the protest cycle. For the first phase, this paper analyzes dilemmas about how to interpret political opportunities and threats; for the mobilization phase, this paper analyzes dilemmas on how to expand the participation of new actors in the protests and modify the relationship of time and waiting with those in power; and for the dissemination phase, this paper analyzes the interaction with the entry of new actors and new demands during the protests. In both cases, the long-term and the short-term, MPL São Paulo’s activists adapted and innovated using historically available repertoires
Books on the topic "Junior cycle"
Smyth, Lawrence. Introducing engineering: Junior cycle. Dublin: Educational Company of Ireland, 1988.
Find full textComplete home economics for junior cycle. Dublin: School and College Publishing, 1995.
Find full textSmyth, Emer. Choices and challenges: Moving from junior cycle to senior cycle education. Dublin: Liffey Press in association with The Economic and Social Research Institute, 2011.
Find full textBoard, Curriculum and Examinations. Mathematics education: Primary and junior cycle post-primary. Dublin: The Board, 1986.
Find full textIreland. Dept. of Education and Science. Inspectorate. Evaluation Support & Research Unit. Looking at Irish at junior cycle: Teaching and learning in post-primary schools. Dublin: Inspectorate, Evaluation Support & Research Unit, 2007.
Find full textBoard, Curriculum and Examinations, ed. Mathematics education: Primary and junior cycle post-primary : a Curriculum and Examinations Board discussion paper. [Dublin]: Curriculum and Examinations Board, 1986.
Find full textDonne-toi du crédit: Planification de ton programme au secondaire 2e cycle. Edmonton, Alta: Alberta Education, 1989.
Find full textK, Hackett Jay, and Everett Susan A, eds. Teaching science as investigations: Modeling inquiry through learning cycle lessons. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.
Find full textServices, Alberta Alberta Education Language. Français langue seconde: Trousse d'évaluation, tests modèles pour les niveaux: intermédiaire 4, intermédiaire 5, intermédiaire 6, pour les élèves du secondaire 1er cycle = French as a second language : evaluation resource package, model tests for: intermediate level 4, intermediate level 5, intermediate level 6, for junior high school students. Edmonton, Alta: Alberta Education, 1995.
Find full textGolovina, R. D. Biologicheskiĭ krugovorot azota i zolʹnykh ėlementov v mozhzhevelovykh lesakh Altaĭskogo khrebta. Frunze: "Ilim", 1989.
Find full textBook chapters on the topic "Junior cycle"
Johnston, Keith, and Damian Murchan. "Junior Cycle Reform: Looking Forward." In Curriculum Change within Policy and Practice, 255–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_13.
Full textByrne, Chris, Mark Prendergast, and Elizabeth Oldham. "Reforming Junior Cycle: Lessons from Project Maths." In Curriculum Change within Policy and Practice, 125–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_7.
Full textO’Connor, Eileen, and Damian Murchan. "Leading Organisational Change to Support Junior Cycle Reform." In Curriculum Change within Policy and Practice, 229–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_12.
Full textMurchan, Damian. "Bearding the Lion: Reforming Assessment in Junior Cycle." In Curriculum Change within Policy and Practice, 161–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_9.
Full textDevitt, Ann. "Media/ting Educational Reform: Junior Cycle Reform in the Media." In Curriculum Change within Policy and Practice, 61–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_4.
Full textMcCormick, Susan, and Marita Kerin. "Putting the A in STEAM: Arts Education in Junior Cycle." In Curriculum Change within Policy and Practice, 143–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_8.
Full textDevitt, Ann, and Noel Ó Murchadha. "Opportunities and Challenges in the Reform of Junior Cycle Language Curricula." In Curriculum Change within Policy and Practice, 105–24. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_6.
Full textSalokangas, Maija, Wieland Wermke, and Gerry Harvey. "The Junior Cycle Reform from a Comparative Perspective: Assessment as Curriculum Practice According to Irish, Finnish and Swedish Teachers." In Curriculum Change within Policy and Practice, 209–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-50707-7_11.
Full textCurtin, Alicia, Kevin Cahill, Kathy Hall, Dan O’Sullivan, and Kamil Özerk. "Junior cycle reform: the negotiated nature of assessment policy in Ireland." In Assessment in Practice, 66–81. Routledge, 2019. http://dx.doi.org/10.4324/9780429326615-5.
Full textMacPhail, Ann, John Halbert, and Hal O’Neill. "The development of assessment policy in Ireland: a story of junior cycle reform." In Assessment Policy Reform, 84–100. Routledge, 2020. http://dx.doi.org/10.4324/9780429326325-6.
Full textConference papers on the topic "Junior cycle"
Stanchev, Plamen, Gergana Vacheva, and Nikolay Hinov. "Review of Methodologies for Life Cycle Assessment of Power Electronic Devices." In 2022 Seventh Junior Conference on Lighting (Lighting). IEEE, 2022. http://dx.doi.org/10.1109/lighting56379.2022.9929154.
Full textSasmito Adi, Ginanjar, and Ratih Aprilita Wulandari. "SELF EFFICACY ADOLESCENTS IN PREVENTION OF RISKY BEHAVIOR OF DRUG ABUSE IN BALUNG JUNIOR HIGH SCHOOL." In THE 4th INTERNATIONAL NURSING CONFERENCE “LIFE CYCLE APPROACH FOR SUCCESSFUL AGING”. Universitas Muhammadiyah Jember, 2019. http://dx.doi.org/10.32528/inc.v0i0.2717.
Full textMuhammad, Malim, Joko Purwanto, and Rizqi Muji Prisnaini. "Improving Students' Spatial Skill with Learning Cycle Using Cabri 3D Application in Junior High School." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.61.
Full textNakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b942059c7f6.32423155.
Full textNakaoka, Sadao, Sadao Nakaoka, Yasunori Kozuki, Yasunori Kozuki, University Tokushima, University Tokushima, Mitsuko Tsuboi, et al. "ENVIRONMENTAL EDUCATION: LEARNING THE CYCLE OF LIFE BY CONNECTING SEA AND SOIL OF AMAGASAKI." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b43161d851e.
Full textNurochmah, Samsul Arifin, and Arumella Surgandini. "The application of learning cycle 7E model to improve a mathematics communication skills of junior high school students." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041644.
Full textWidodo, Eko, and Anis Hazimah. "Development of student worksheet based on learning cycle 7E to improve science skills of 7th grade junior high school students." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION (ICoSEd 2021): Education for Sustainable Development (ESD) 2030: The Impacts, Challenges, and Strategies in Science Education. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0117383.
Full textSusilawati and Yuni Ahda. "The Impact of Learning Cycle 7e and Student Initial Ability to Student Competence of Grade VIII Junior High School 13 Pekanbaru." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.075.
Full textTang, Yucheng, Zuozhi Zhao, Peng Li, Junling Sun, and Jinyu Song. "Design for Global Sourcing for Gas Turbine Engine Support to Achieve Design Harmonization." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-68935.
Full textVuksanovich, Brian, Darrell Wallace, and Michael Costarell. "Mechanical Engineering Curriculum Improvement Using Product Lifecycle Management (PLM)." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11525.
Full textReports on the topic "Junior cycle"
McGarr, Oliver, Orla McCormack, John O Reilly, Raymond Lynch, Jason Richard Power, Ciarán Ó Gallchóir, Jennifer McMahon, et al. Exploring the introduction of the Framework for Junior Cycle – A longitudinal study: Thematic report no .1 (Initial perspectives on implementation, outcomes, and impact). University of Limerick, 2022. http://dx.doi.org/10.31880/10344/11185.
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