Academic literature on the topic 'Learning through country'
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Journal articles on the topic "Learning through country"
Nicholls, Ron, and Tangikina Moimoi Steen. "Yuntuwarrun: Learning on Country." AlterNative: An International Journal of Indigenous Peoples 13, no. 1 (February 16, 2017): 26–34. http://dx.doi.org/10.1177/1177180116689026.
Full textMartinez-Velasco, Antonieta, and Antonia Terán-Bustamante. "Entrepreneurship: Analysis by Country Through Machine Learning Techniques." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 340–50. http://dx.doi.org/10.34190/ecie.17.1.475.
Full textMakoni, Busi. "Beyond Country of Birth." Heritage Language Journal 15, no. 1 (April 30, 2018): 71–94. http://dx.doi.org/10.46538/hlj.15.1.4.
Full textJackson-Barrett, Elizabeth. "Strengthening Identities and Involvement of Aboriginal Children through Learning On Country." Australian Journal of Teacher Education 43, no. 6 (June 2018): 86–106. http://dx.doi.org/10.14221/ajte.2018v43n6.6.
Full textMonteiro, Stein. "Cultural Assimilation: Learning and Sorting." Review of Economic Analysis 13, no. 2 (June 28, 2021): 115–56. http://dx.doi.org/10.15353/rea.v13i2.4045.
Full textMuhammad Nor, Rahimah, and Zakaria Mustafa. "Moving Beyond On Home Country: Developing Global Citizenship through International Learning in Japan." Journal of Education and Learning (EduLearn) 7, no. 3 (January 12, 2013): 135. http://dx.doi.org/10.11591/edulearn.v7i3.178.
Full textInayatillah, Inayatillah. "Inculcating Character Values Through History Learning." Jurnal Ilmiah Peuradeun 10, no. 1 (January 30, 2022): 33. http://dx.doi.org/10.26811/peuradeun.v10i1.732.
Full textIslаmov, Shokhrukh. "STUDYING THE HISTORY OF EDUCATION IN UZBEKISTAN THROUGH DIGITAL TECHNOLOGIES." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 236–39. http://dx.doi.org/10.55640/eijmrms-02-05-48.
Full textAbou-Khalil, Victoria, Samar Helou, Brendan Flanagan, Niels Pinkwart, and Hiroaki Ogata. "Language Learning Tool for Refugees: Identifying the Language Learning Needs of Syrian Refugees Through Participatory Design." Languages 4, no. 3 (September 9, 2019): 71. http://dx.doi.org/10.3390/languages4030071.
Full textMomaya, K. "Evaluating Country Competitiveness in Emerging Industries." Journal of International Business and Economy 9, no. 1 (July 1, 2008): 36–58. http://dx.doi.org/10.51240/jibe.2008.1.3.
Full textDissertations / Theses on the topic "Learning through country"
Worthington, Christi Lynn. "Motivating readers through policies and classroom practices." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3257.
Full textPeacock, James O. "Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/117.
Full textDeSilva, Dominique Carmen. "MUSIC LEARNING THROUGH TRADITION: COUNTY CLARE SINGING SESSIONS AND POTENTIAL BENEFITS OF CLASSROOM ADAPTATION." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591453.
Full textM.M.
The Irish singing session has provided a safe community where singers of all abilities are welcome to share with and learn from one another. Through British occupation and into independence, the Irish session has transformed tremendously from its original form. Still, the session carries on the Irish tradition of music learning and enculturation through oral transmission. Singing sessions provide a unique opportunity for the many songs of Irish history to be sung and learned; passed down from generation to generation! Singers learn new songs through listening to and watching other singers, imitating material, experimenting with new ideas, and discussing musical performances with others. Session leaders may attempt to create an encouraging and accepting environment where singers feel secure, resulting in the unbridled sharing of singers’ deep connections with a song. Such methods, including personal choice and a safe environment, have been observed through field research and have shown to positively affect singers and communities related to singing sessions in County Clare, Ireland. In this study, I pose that the methods used in singing sessions may also be beneficial when adapted for use in the music classroom.
Temple University--Theses
Hall, Amanda F. ""WE ARE...": CREATING DISCURSIVE SPACES FOR THE CONSTRUCTION OF COUNTER NARRATIVES THROUGH PHOTOVOICE AS CRITICAL SERVICE LEARNING." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5464.
Full textFogarty, William. "'Learning through country : competing knowledge systems and place based pedagogy'." Phd thesis, 2010. http://hdl.handle.net/1885/11712.
Full textCHEN, WEN-HUA, and 陳雯華. "Learning Efficiency through WebQuest on Green Consumption Curriculum - SanChi Elementary School in Hsinchu County as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5a7m99.
Full text明新科技大學
土木工程與環境資源管理系碩士在職專班
104
The purposes of this study are to explore the learning effects of students' cognition and attitude on green consumption instruction via WebQuest teaching model, to analyze the effects of different background variables on green consumption cognition and attitude, to investigate the correlation between the cognition and attitude of green consumption. The methodology of the study used a quasi-experimental design method and questionnaires. The data were processed and analyzed with SPSS. The samples included 61 third graders from SanChi Elementary School in Hsinchu County. Students were divided into an experimental group and a control group. Students in the experimental group were instructed through the WebQuest teaching model on green consumption. Students in the control group were instructed through traditional teaching method on green consumption. The results were summarized as follows: 1. WebQuest teaching model demonstrated better understanding to traditional teaching method as students in the experimental group got higher grades than students in the control group. 2. Significant progress in students' cognition and attitude of green consumption in the experimental group showed the effectiveness of the WebQuest teaching model. 3. In the experimental group, there were ginder differences. Male students had significant progress in cognition and attitude of green consumption. 4. Among background variables, green consumption sources of knowledge were significantly different from green consumption cognition and attitude; sex, level of parents education and environmental experience weren't. 5. Green consumption cognition and green consumption attitude showed positive correlation. Environmental educators and researchers may find the research results relevant for future improvement.
TSUNG, CHIH HSIAO, and 蕭宗智. "Community Adult Learning Progress through Reading Group Development --A case study of the development of Miaoli County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/43981709126853833677.
Full text國立臺灣師範大學
社會教育學系在職進修碩士班
97
Reading group, with an informal learning style of adults, is the best learning activity to represent the nature of willingness, democracy and participation of adults. It is a naturally-formed folk learning group, which was originated from the basic principal—living is never apart from learning. Possessing the learning characteristics such as equal rights, autonomy, cooperation, flexibility and accessibility, the importance of reading group for adult education in Taiwan has been rising recently. Reading group can transform a community into a living space with cultural environments, cultural activities, cultural participation, cultural organizations, cultural discipline and cultural facilities. This kind of organization can provide significant learning activities and facilitate community residents’ participation in the learning environment, and further establish a solid foundation for culture life circles in Taiwan. The major objects of this study are community reading groups in Miaoli and Miaoli Community Reading Group Development Association. The research area focuses on the leaders after participating “Reading Group Leader Training Program” courses held by Miaoli Community Reading Group Development Association and also the regular members participating in the reading group activities. The purpose of this study is to discuss that reading groups connect with each other through their ideals and consensus, and by the mechanism of team learning, reading groups increase the frequencies of communication and conversation, aggregate mutual consensus and therefore generate the motive force to build an ideal community environment of an individual or families. This study illustrates how to form efficient reading groups, and how to organize these “tiny and pretty” reading groups and generate the force of community empowerment. Furthermore, the study also discusses the specific accomplishments of community empowerment, and the key factors of successful empowering processes. From the analyses of interviews, focus-group interviews and literature reviews, the study indicates three strategies successfully giving impetus to community learning: 1. Build up the consensus of reading groups. With conversation as a fundamental form of learning and with team learning, study groups can aggregate their consensus, share ideas and brainstorm, scheme out goals, and hence they can grow together. 2. Set up the team-learning organization’s shared vision, integrate learning resources, and build up the learning culture of the community. Besides successful strategic plans, a non-profit organization (NPO) in lending an impetus to community learning environment should emphasize the development and application of human resources, the integration of learning organization, the design and implementation of learning programs, and the establishment of learning centers which all will prompt community residents to become lifelong-learning modern citizens with citizen literacy. 3. Implement projects to establish the learning culture of the community. This includes two major projects—the impetus and development of community academy and the operating strategies of library. Well combine towns’ reading groups, libraries and corresponding community education organizations, jointly operate “community academy” to realize the dream of lifelong learning, and use libraries as centers to achieve the goal of community empowerment.
Shen, Tzu-Hsin, and 沈慈馨. "A Case Study on the Effects of Learning through Drama Approach towards Life Education in Junior High School, Hsinchu County." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/82cycx.
Full text國立臺灣藝術大學
表演藝術教學碩士學位班
105
The main idea of this research is to apply “Learning Through Drama Approach” to “Life Education” to the Ninth grade students in the secondary school. The purpose of this research is to let students have common sense of the life values and develop students’ abilities to solve the problems. Through the Eight classes teaching activities with Ninth–grade students from a secondary school in the Hsinchu County. From the memos of teaching observation, records of learning tasks, questionnaire, interview from students, several conclusions can be extracted: A. The courses are designed to meet student's abilities and demands. B. The courses will assist students to meet their own developments and achieve the potential of themselves. C. The courses do help students establishes correct values of Life Education. D. Create a fun learning enviroment will improve students are interested in learning the topics of Life Education. E. Increase interactively experienced and opportunity of Life Education issues in between. F. Learning communicates and solves Life Education 's issues in group cooperation may enhance the abilities of students. G. Make students expression themselves by providing the oral description, train students candidates the position of self-perspective in Life Education. H. By solving issues of Life Education, provide multiple positions and perspectives for examining the questions, bring up the ability of judgment by independently.
康志偉. "An action research of the application of drama activities for teaching students in self-contained special education classes through cooperative learning among parents, teachers and students----The experience of the Taipei County Fongnian Elementary School." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/08403114739602803318.
Full text國立台北師範學院
特殊教育學系碩士班
92
This study was to investigate the impacts of the application of drama activities for teaching students with severe and profound disabilities in a self-contained elementary special education class on parents, teachers and students. The main purposes of this study included: (1) to explore the contents and meaning of integrating drama activities into teaching practices in the special education class; (2) to understand the perceptions of the special education teachers, parents and administrative staff on the integration of drama activities into classroom teaching; (3) to analyze the effects of the application of drama activities on the cooperative learning among parents, teachers and students; and (4) to clarify the factors that affect the program of drama activities implemented through cooperative learning among parents, teachers and students. This study also adopted systematic actions to modify the practices and contents of the aforementioned program in a cyclic process of action and self-reflection, in order to construct the optimized model for integrating drama activities into teaching practices in the special education classroom. For fulfilling the research purposes, action research methods were employed. Data from questionnaire survey, in-depth interview and classroom observations were also collected for qualitative analysis. The participants of the study were individuals who were involved in the program of drama activities implemented through cooperative learning among parents, teachers and students, as well as teachers and administrative staff who took part in drama activities in special education classes. The research process was composed of two phases. The first phase was the developing process of the application of drama activities for teaching students in special education classes throughout the years. An action-reflection spiral of development and implementation was used to create an optimized program for integrating drama activities into teaching practices in special education classes. The second phase was to explore the process of the program of drama activities implemented through cooperative learning among parents, teachers and students. The data was collected from document analysis, participant observation, in-depth interview and questionnaire survey. A triangulation of data-collection methods was used to help strengthen reliability and validity and provide a more comprehensive analysis. The findings of the study were as follow: 1. Drama activities entailed ongoing motivating power for teaching practices in special education classes. It was found that teaching through drama activities have the long-term effects of providing students the opportunities for performance and promoting student interest in learning. By integrating drama activities into curriculum and teaching practices in the special education class; the potential of the students were developed and surprised all of the teachers participated in the study. It also expanded the diversity and possibilities of collective creation achieved by parents, teachers and students. 2. It was found that the educational meaning of drama activities such as spontaneous performance, practical participation, and team cooperation could positively affect parents’, teachers’, and administrative staff’s attitude toward the education of students with severe and profound disabilities. 3. The concept of cooperative learning among parents, teachers and students could be achieved by teaching through drama activities. For students, integrating drama activities into curriculum and teaching practices enabled them to fully develop basic skills. It was found that the children’s spontaneous communicative behaviors, social interaction skills, and emotional stability were improved significantly. It could also promote the relationship of parent-child interaction, parent-teacher cooperation, teacher-student interaction, and facilitate teachers’ professional development. It used a student-centered approach and cultivated democratic spirit through interactively mutual learning in the process of teamwork in order to achieve holistic learning. 4. The process of curriculum development of the “drama activities implemented through cooperative learning among parents, teachers and students” followed the procedures found in Creative Drama, Thematic Drama, and Performance Drama. It was found that factors influencing curriculum development included student’s abilities, parent’s conceptions, teacher’s beliefs, the profession of drama, professionalism, team''s vision, fund raising, administrative support, and social resources. 5. The program of drama activities implemented through cooperative learning among parents, teachers and students emphasized mutual interaction and cooperative learning through team activities. It combined the professions of special education and drama, and also a democratic philosophy. Thus, the study contributed to the development of theories associated with drama activity and cooperative learning. According to the research findings, the implications and suggestions for the integrating drama activities into curriculum and teaching practices in the special education classroom and the further research were also presented.
Books on the topic "Learning through country"
Susan, Humphries, ed. Coombes approach: Learning through an experiential and outdoor curriculum. New York: Continuum, 2012.
Find full textA Trip Through Leatherstocking Country. Educator's International Press, Inc., 2001.
Find full textStitzlein, Sarah M. Learning How to Hope. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190062651.001.0001.
Full textSnodgrass, Jennifer. Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.001.0001.
Full textThapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
Full textFlath, David. The Japanese Economy. 4th ed. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192865342.001.0001.
Full textRushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.
Full textBianchi, Robert R. China and the Islamic World. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190915285.001.0001.
Full textRosemblatt, Karin Alejandra. Science and Politics of Race in Mexico and the United States, 1910-1950. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636405.001.0001.
Full textMARROQUÍN-DE JESÚS, Ángel, Juan Manuel OLIVARES-RAMÍREZ, Dulce María de Guadalupe VENTURA-OVALLE, and Luis Eduardo CRUZ-CARPIO. CIERMMI Women in Science T-X Humanities and Behavioral Sciences. ECORFAN, 2021. http://dx.doi.org/10.35429/h.2021.10.1.106.
Full textBook chapters on the topic "Learning through country"
Lenci, Kent. "Cross-Cutting Dialogue Through Cross-Country Connections." In Learning to Depolarize, 35–49. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003289494-4.
Full textSomerville, Margaret. "Children’s Place Learning Maps: Thinking through Country." In Children, Place and Sustainability, 64–84. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137408501_4.
Full textCenoz, Jasone. "Learning Through the Minority: An Introduction to the Use of Basque in Education in the Basque Country." In Teaching through Basque, edited by Jasone Cenoz, 1–4. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690715-001.
Full textGuigourès, Romain, Dominique Gay, Marc Boullé, Fabrice Clérot, and Fabrice Rossi. "Country-Scale Exploratory Analysis of Call Detail Records Through the Lens of Data Grid Models." In Machine Learning and Knowledge Discovery in Databases, 37–52. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23461-8_3.
Full textIturbe Tolosa, Andoni, and Monike Gezuraga Amundarain. "University-Society. Proposal for New Forms of Communication in the University of the Basque Country Through Service-Learning." In Advances in Intelligent Systems and Computing, 251–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46068-0_32.
Full textGory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms, 145–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.
Full textUrrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Full textUrrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Full textHaolader, Faruque A., and Shahadat H. Khan. "Case Study: Bangladesh. The Demand Side of Environmental Sustainability Through Skills Recognition." In Education for Sustainability, 65–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_4.
Full textCastellanos-Reyes, Daniela, Enilda Romero-Hall, Lucas Vasconcelos, and Belen García. "Mobile Learning for Emergency Situations: Four Design Cases from Latin America." In Global Perspectives on Educational Innovations for Emergency Situations, 89–98. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_9.
Full textConference papers on the topic "Learning through country"
Sider, Steve, Ajeevsing Bholoa, and Deewakarsingh Authelsingh. "Fostering Inclusion for Learners with Special Educational Needs through Teacher Education: Comparing Educators’ Experiences from Canada and Mauritius to Consider the Future of Inclusive Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9824.
Full textKuba, Ruchika, Tapan Kumar Jena, and Biplab Jamatia. "Demonstration of Working Models of Medical Education through Open and Distance Education Mode." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3173.
Full textLafuente-Ruiz-de-Sabando, Amaia, Oihana García-Alonso, Gorka Estíbalez, María Pilar Fernández-Ferrín, Javier Forcada, Cristina González-Morgado, Iván Iturricastillo, et al. "IMPROVING STUDENT MOTIVATION THROUGH AN EDUCATIONAL INNOVATION PROJECT AT THE FACULTY OF ECONOMICS AND BUSINESS (UNIVERSITY OF THE BASQUE COUNTRY)." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0640.
Full textThomas-Martin, Alice, and Ruel Ellis. "TRANSFORMING THE DELIVERY OF CURRICULUM IN THE CARIBBEAN SIDS THROUGH MOBILE LEARNING." In International Conference on Emerging Trends in Engineering & Technology (IConETech-2020). Faculty of Engineering, The University of the West Indies, St. Augustine, 2020. http://dx.doi.org/10.47412/wvbv1825.
Full textAdonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
Full textEsampally, Chandraiah. "Employability through a Degree Programme in Psychosocial and Economic Support at the Institute Of Distance Education, University of Eswatini." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7732.
Full textWambua, Francis, Abednego Moki, and Edwin Tarno. "Raspberry Pi, A Sustainable Internet Connectivity Solution for Master Craftsmen: A Case Study of Kenya Technical Trainers College." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4457.
Full textAl Lamki, Hanan, and Zahir Al Omairi. "Ruwad National Training Framework." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210899-ms.
Full textGhosh, Anirban. "ICT Integrated Pedagogy: A Success Story of Netaji Subhas Open University, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2204.
Full textNarita, Chieko, Yutaro Shimode, Iwako Yamamoto, Noriyuki Kida, and Hiroyuki Hamada. "Proposal of “Future Applied Conventional Technology”." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37374.
Full textReports on the topic "Learning through country"
Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.
Full textKaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.
Full textShiihi, Solomon, U. G. Okafor, Zita Ekeocha, Stephen Robert Byrn, and Kari L. Clase. Improving the Outcome of GMP Inspections by Improving Proficiency of Inspectors through Consistent GMP Trainings. Purdue University, November 2021. http://dx.doi.org/10.5703/1288284317433.
Full textChegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.
Full textKim, Ozano, Sophie Witter, Jo Keatinge, Beth Scott, and Nicola Wardrop. What Works for Health Systems Strengthening: An Overview of the Evidence – Resource Toolkit. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.102.
Full textMeeuwissen, Talia, Mable Chanzu, Julie Aubriot, Jimmy Kariuki, Carolyne Odhiambo, Hillary Okumu, Peter Karichu, and Emmah Mwende. How Sanitation and Hygiene Champions Emerged in Siaya County. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.019.
Full textSandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
Full textKatwere Ssemwanga, David, Dominic Lomongin Aballa, Steven Amoko, and Sheila Nduhukire. A Holistic Approach to Accelerated Attainment of Open-Defecation Free Status in Moyo District. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.018.
Full textKwizera, Maurice, Kwizera, Maurice, Lambert Karangwa, Jeannette Murekatete, Gilbert Rukundo Mutabaruka, Jean Paul Mbarushimana, Tariya Yusuf, Inbar Hanna Yaffe, et al. Making Sanitation and Hygiene a Human Security Issue: The case of Nyamagabe District, Rwanda. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.017.
Full textCoultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.007.
Full text