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Journal articles on the topic 'NCEA'

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Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Thorpe, Vicki. "An activity theory analysis of the relationship between student identity and the assessment of group composing at school." British Journal of Music Education 35, no. 1 (October 17, 2017): 5–22. http://dx.doi.org/10.1017/s0265051717000158.

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The purpose of this article is to contribute to existing literature about how activity theory might be used in music education research. It draws from the author's doctoral action research into the assessment of group composing for New Zealand's secondary school qualification, the National Certificate of Educational Achievement (NCEA). It outlines and explains how activity theory was used to examine three interacting activities: social jamming, group composing and achievement in the NCEA. Analysis revealed a relationship between students’ identities, their achievement in NCEA group composing, and socio-economic disparity.

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2

Fastier, Murray. "Managing NCEA assessment practice more effectively." New Zealand Geographer 65, no. 2 (August 2009): 147–53. http://dx.doi.org/10.1111/j.1745-7939.2009.01159.x.

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Jensen, Seini, Irena Madjar, and Elizabeth McKinley. "Students and NCEA course choices and allocations." Set: Research Information for Teachers, no. 2 (August 1, 2010): 45–51. http://dx.doi.org/10.18296/set.0439.

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4

Sanders, Peter, and Andre Boyte. "How can I get that good grade again? Improving Pasifika student achievement in NCEA with a motivation intervention." New Zealand Annual Review of Education 24 (February 27, 2020): 122. http://dx.doi.org/10.26686/nzaroe.v24i0.6329.

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Students who are underachieving in secondary school are likely to hold maladaptive motivation orientations that, unless changed, will have a negative impact on their future achievement. In this study 57 students from two schools with large Pasifika populations were offered supplementary teaching and learning opportunities via two different study skills programmes to improve their motivation and achievement. Participants (including 28 Pasifika students) were randomly assigned to either a traditional study skills (TS) or a motivation-enhanced study skills (MS) programme. NCEA results showed that students in the MS intervention attained more credits and showed significantly greater reduction in the negative motivation orientation uncertain control, compared to students in the TS skills programme. Students also reported that their relationships with their teachers and how their teachers communicated with them about learning was important to their motivation and achievement. Based on these findings, recommendations are made for teacher use of internally assessed NCEA standards as the context for interventions designed to enhance student motivation and achievement, in light of proposed changes to NCEA.

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5

Billingsley, John. "Automatic guidance of agricultural mobiles at the NCEA." Industrial Robot: An International Journal 27, no. 6 (December 2000): 449–57. http://dx.doi.org/10.1108/01439910010378860.

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6

Billingsley, John, and Mark Dunn. "Unusual vision – machine vision applications at the NCEA." Sensor Review 25, no. 3 (September 2005): 202–8. http://dx.doi.org/10.1108/02602280510606480.

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7

Jones, Crystelle. "The shortage of students studying languages for NCEA Level 3." Set: Research Information for Teachers, no. 2 (August 1, 2014): 24–32. http://dx.doi.org/10.18296/set.0321.

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In recent years Learning Languages has become a learning area in its own right in the New Zealand curriculum, and there have been initiatives to facilitate more language learning in primary and intermediate schools. Less has been done to increase the number of students in senior secondary classes. This article outlines the findings of a study into the number of students studying international languages at National Certificate of Educational Achievement (NCEA) Level 3, both nationally and in individual schools, and examines contributing policies and practices.

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8

Alison, Judie. "Rosemary Hipkins, Michael Johnston, and Mark Sheehan: NCEA in Context." New Zealand Journal of Educational Studies 53, no. 1 (December 6, 2017): 143–45. http://dx.doi.org/10.1007/s40841-017-0099-7.

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9

Weissberger, Gali H., Morgan C. Goodman, Laura Mosqueda, Julie Schoen, Annie L. Nguyen, Kathleen H. Wilber, Zachary D. Gassoumis, Caroline P. Nguyen, and S. Duke Han. "Elder Abuse Characteristics Based on Calls to the National Center on Elder Abuse Resource Line." Journal of Applied Gerontology 39, no. 10 (July 31, 2019): 1078–87. http://dx.doi.org/10.1177/0733464819865685.

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Characterizing the types of elder abuse and identifying the characteristics of perpetrators are critically important. This study examined the types of elder abuse reported to the National Center on Elder Abuse (NCEA) resource line. Calls were coded with regard to whether abuse was reported, types of abuse alleged, whether multiple abuse subtypes occurred, and who perpetrated the alleged abuse. Of the 1,939 calls, 818 (42.2%) alleged abuse, with financial abuse being the most commonly reported (449 calls, 54.9%). A subset of calls identified multiple abuse types (188, 23.0%) and multiple abusers (149, 18.2%). Physical abuse was most likely to co-occur with another abuse type (61/93 calls, 65.6%). Family members were the most commonly identified perpetrators (309 calls, 46.8%). This study reports the characteristics of elder abuse from a unique source of frontline data, the NCEA resource line. Findings point to the importance of supportive resources for elder abuse victims and loved ones.

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10

Johansson, Michelle. "Dusky maiden—noble savage: Pasifika representation in the NCEA drama classroom." Curriculum Matters 8 (June 1, 2012): 69–89. http://dx.doi.org/10.18296/cm.0141.

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11

Wilson, Aaron, and Stuart McNaughton. "Using selected NCEA standards to profile senior students’ subject-area literacy." Set: Research Information for Teachers, no. 2 (August 1, 2014): 61–68. http://dx.doi.org/10.18296/set.0310.

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The changing nature of literacy in the senior secondary school means that many common tools do not give subject teachers the detailed information they need to identify and address strengths and gaps in their students’ reading and writing. We illustrate some of the complexities of reading and writing in the senior secondary school and describe one way that teachers and leaders can use NCEA data to find out more about their students’ subject literacy. The approach we describe consists of using a set of Subject Literacy Achievement Standards diagnostically as sensitive indicators of students’ reading in English, mathematics and science.

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12

Fastier, Murray. "Implementing Level 1 NCEA geography: Perceived challenges, obstacles and support systems." New Zealand Geographer 63, no. 3 (December 2007): 216–23. http://dx.doi.org/10.1111/j.1745-7939.2007.00110.x.

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13

Andreassen, Helen. "Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?" Hospitality Insights 2, no. 1 (June 18, 2018): 1–2. http://dx.doi.org/10.24135/hi.v2i1.30.

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The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3]. In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5]. Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity. Corresponding author Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz References (1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018). (2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018). (3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380 (4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018). (5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018). (6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).

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14

김현미. "Exploring the New Zealand Geography Assessment: Focusing on the NCEA Level 3." Journal of The Korean Association of Geographic and Environmental Education 26, no. 1 (February 2018): 135–60. http://dx.doi.org/10.17279/jkagee.2018.26.1.135.

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15

James, Alex, Clemency Montelle, and Phillipa Williams. "From lessons to lectures: NCEA mathematics results and first-year mathematics performance." International Journal of Mathematical Education in Science and Technology 39, no. 8 (October 15, 2008): 1037–50. http://dx.doi.org/10.1080/00207390802136552.

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16

Stoate, Gaenor. "Developing learning partnerships through Mantle of the Expert at NCEA Drama Level 2." Set: Research Information for Teachers, no. 3 (November 1, 2014): 45–51. http://dx.doi.org/10.18296/set.0326.

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Shared learning underpins learning communities and partnerships. This article draws on case study data generated from shared perceptions of the use of inquiry pedagogy, Mantle of the Expert, applied to a drama-devising process at NCEA Level 2. Students, teacher, and researcher were positioned together as members of THEATRON, a fictional professional theatre company commissioned to develop original, devised drama for festival audiences. Reflective discourse observed while the company was working in role is seen to have had a positive effect on the development of effective collaboration between teacher and learners.

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17

Graham, James, Luanna H. Meyer, Lynanne McKenzie, John McClure, and Kirsty F. Weir. "Māori and Pacific secondary student and parent perspectives on achievement, motivation and NCEA." Assessment Matters 2 (June 1, 2010): 132–57. http://dx.doi.org/10.18296/am.0083.

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18

Shulruf, Boaz, John Hattie, and Sarah Tumen. "New Zealand's standard-based assessment for secondary schools (NCEA): implications for policy makers." Asia Pacific Journal of Education 30, no. 2 (June 2010): 141–65. http://dx.doi.org/10.1080/02188791003721598.

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19

Thorpe, Vicki, Hannah Gilmour, and Kathleen Walton-Roy. "Shared understanding: Using a conceptual model to support the assessment of NCEA group composing." Assessment Matters 11 (September 28, 2017): 75–98. http://dx.doi.org/10.18296/am.0025.

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20

Gan, Mark J. S., S. Earl Irving, and Elizabeth McKinley. "Early warning systems in schools: Tracking and monitoring students’ progress using NCEA achievement data." Set: Research Information for Teachers, no. 2 (August 1, 2014): 54–60. http://dx.doi.org/10.18296/set.0328.

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An early warning system can draw the attention of teachers to students’ learning needs early in the course of study, allow monitoring of progress in student learning, and guide the implementation of instructional interventions. In this article we report on a study in which we examined teachers’ views on using early warning systems to identify students who are “at risk” of failing to complete their NCEA qualifications, and we describe the measures that can be put in place to better support such students to achieve their learning goals. In particular, we found that a timely, collaborative, and coherent system of tracking and monitoring was effective in engaging teachers and students in productive learning dialogues, and in supporting interventions that keep students on track to achieving their qualifications.

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21

Arthur, Peter. "GIS Support for Secondary School Field Studies Researching Geographic Environments for NCEA Internal Assessments." New Zealand Journal of Geography 116, no. 1 (May 15, 2008): 25–29. http://dx.doi.org/10.1111/j.0028-8292.2003.tb00808.x.

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22

Baldwin, Roger. "Geography On-Line The Use of Internet Resources to Improve Student Achievement in NCEA." New Zealand Journal of Geography 116, no. 1 (May 15, 2008): 32–34. http://dx.doi.org/10.1111/j.0028-8292.2003.tb00810.x.

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23

Lee, K. W., and S. N. Singh. "Immersion- and invariance-based adaptive missile control using filtered signals." Proceedings of the Institution of Mechanical Engineers, Part G: Journal of Aerospace Engineering 226, no. 6 (June 2012): 646–63. http://dx.doi.org/10.1177/0954410011414993.

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The article presents a new non-certainty-equivalent adaptive (NCEA) longitudinal autopilot for the control of a missile based on the immersion and invariance theory. The interest here is to control the angle of attack of the missile in the presence of large parametric uncertainties. For the derivation of the control law, a backstepping design procedure is used. At each step of the design, certain filtered signals are generated for the synthesis of a stabilizing control signal and a parameter estimator. Using Lyapunov stability analysis, it is shown that in the closed-loop system, trajectory control of the angle of attack is accomplished, and the trajectories of the system are attracted to certain manifold in the space of state variables and parameter errors. For stability in the closed-loop system, an explicit analytical relation involving the controller gains is obtained. It may be pointed out that recently an adaptive autopilot based on the immersion and inversion theory has been designed, but it has stringent requirements because for its synthesis, the derivatives of the Mach number and angle of attack must be known, and a large number of parameters must be updated. The derived control system of this article is synthesized using only the state variables, and its identifier is of lower order. A traditional certainty-equivalent adaptive autopilot is also presented for comparison. Simulation results are obtained which show that the designed NCEA control system can accomplish angle of attack control despite large parametric uncertainties; and it can give better tracking performance than the traditional controller.

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Sheehan, Mark. "“A degree of latitude”: Thinking historically and making holistic judgements about internally assessed NCEA course work." Set: Research Information for Teachers, no. 2 (August 1, 2014): 18–23. http://dx.doi.org/10.18296/set.0307.

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This article draws on a recent New Zealand study of how young people learn to think critically about the past when they conduct internally assessed course work. The research demonstrated that, although students can develop advanced understandings of historical thinking when they conduct research projects, this development is largely dependent on how well teachers understand the conceptual nature of historical thinking. Teachers who understand how the discipline of history operates are more consistent and accurate in making judgements, able to provide specific feedback to students during the research process and they structure their assessment tasks to reflect historical thinking concepts. In the high-stakes internal assessment environment of NCEA understanding how the concepts of historical thinking drive teaching and learning at this level matters. It provides a robust, disciplinary framework that teachers can draw on when they are judging students’ work. This framework equips them to have the confidence to mark holistically when this is appropriate and to see the criteria as a guide.

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25

Junus, Mochammad, Hary Nugroho, Eggipur Pinandita, Shafa Fa'izah, and Dia Fadilah. "THE EFFECT OF BIOGAS WASTE ON NUTRIENT CONTENTS AND MUSTARD PLANTS ( BRASSICA JU NCEA L.) PERFORMANCES." International Journal of Research -GRANTHAALAYAH 9, no. 5 (June 9, 2021): 297–305. http://dx.doi.org/10.29121/granthaalayah.v9.i5.2021.3920.

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The aim of research to determine the effect of sludge that mixed with plant waste and livestock waste on soil nutrient content and Brassica L. performances The research method used was the experiment of adding local microorganism solution (LMS) of banana weevil, coconut fiber ash and eggshell flour into sludge of quail and octopus waste as organic fertilizer with a completely randomized design (CRD) method with 6 treatments and 4 replications The treatments used consisted of P0: sludge 100%; P1 :sludge 50% + LMS 20% + Ash 10% + Eggshell Flour 20%; P2: sludge 50% + LMS 20% + Ash 12.5% + Eggshell Flour 17.5%; P3: sludge 50% + LMS 20% + Ash 15% + Eggshell Flour 15%; P4: sludge 50% + LMS 20% + Ash 17.5% + Eggshell Flour 12.5% and P5: sludge 50% + LM S 20% + Ash 20% + Eggshell Flour 10%. The result showed that the treatment given had a very significant effect (P <0.01) on the total N content, elements P and K, but the highest average was obtained from P0 (100% sludge), so it can be concluded that had no effect on nutrient content. The average of total N values ranged from 1.15 ± 0.10 to 2.39 ± 0.40 percent, element P ranges from 2.65 ± 0.19 to 5.28 ± 0.19 percent and element K ranges from 1.08 ± 0.05 to 4.28 ± 0.21 percent. And for Brassica L. this treatment give a real effect (P <0.01) to the height and weight of a mustard plant wet and did not give an effect (P <0.05) to the number of leaves of mustard plants. The conclusion of this study are the mixed sludge waste had a significant effect on soil nutrient content and on Brassica L. performance.

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Birdsall, Sally, and Bridget Glasgow. "Creating a new pathway for learning using education for sustainability." Set: Research Information for Teachers, no. 2 (August 1, 2014): 41–47. http://dx.doi.org/10.18296/set.0318.

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NCEA has potential for the development of assessment frameworks that enable all students to demonstrate success in learning. However, research shows that this potential is not being realised. This article illustrates the way that two teachers developed a course in education for sustainability designed for those students who were not succeeding in more traditional subjects. The course opened a new pathway for learning and involved studying relevant issues using different learning areas. Students found these issues engaging and, through their learning, not only gained credits but also developed skills that are required in the workplace. However, teaching this type of course involves challenges, such as timetabling and resources. This article also shows how these teachers managed such challenges.

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McDonald, Trevor, and Christina Thornley. "LITERACY TEACHING AND LEARNING DURING THE SECONDARY YEARS: Establishing a pathway for success to NCEA and beyond." Set: Research Information for Teachers, no. 2 (August 1, 2005): 9–14. http://dx.doi.org/10.18296/set.0609.

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Jensen, Seini, Elizabeth McKinley, and Irena Madjar. "NCEA subject choices in mid—low-decile schools: What schools and parents need to know about the university pathway." Set: Research Information for Teachers, no. 2 (August 1, 2010): 37–44. http://dx.doi.org/10.18296/set.0427.

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Martínez-Lemos, Iván, and Vicente Romo-Pérez. "El sector privado del deporte en España: Relación con población, producción y renta (The private sector of sport in Spain. Relationship with population, production and income)." Retos, no. 28 (March 24, 2015): 71–77. http://dx.doi.org/10.47197/retos.v0i28.34847.

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El objetivo general del presente trabajo fue describir el sector privado de actividades deportivas de naturaleza asociativa y mercantil en España y analizar su relación con indicadores de población, producción y renta de las comunidades autónomas (CA). Se utilizaron como fuentes estadísticas el directorio central de empresas (DIRCE) del Instituto Nacional de Estadística (INE) y la clasificación nacional de actividades económicas (CNAE). La muestra estuvo compuesto por el total de unidades productivas censadas en el DIRCE como grupo 931 del CNAE (Actividades Deportivas) para el año 2012 (n=18167). Se llevó a cabo un análisis descriptivo, de correlación parcial y de regresión lineal para analizar la capacidad explicativa de alguno de los indicadores analizados (población, producción y renta) sobre el tamaño y distribución del grupo 931. Los resultados reflejan que el 74.5 % del sector corresponde a personas jurídicas y que el 56.7% a empresas con asalariados, de las cuales el 79% tiene una plantilla inferior a los 10 trabajadores. El 70% del sector está concentrado en torno a las seis CA con mayor población y producto interior bruto (PIB). Dos indicadores, población y producción, han resultado variables explicativas del número de unidades productivas. Sin embargo el indicador de renta ó PIB per cápita (PIBP) no ha mostrado ninguna relación con el tamaño y distribución de la muestra analizada.Abstract. The general aim of this study was to describe the private sector of non-profit and profit sports in Spain, and analyse its relationship with population, production and income indicators from autonomous communities (AC). The Central Enterprise Directory (CED) of the National Statistics Institute (NSI) and the National Classification of Economic Activities (NCEA) were used as statistical sources. The sample consisted of the total production units surveyed in the CED as the NCEA group 931 (Sports Activities) for the year 2012 (n = 18167). A descriptive analysis, partial correlation and linear regression was conducted to analyse the explanatory power of indicators (population, production and income) on the size and distribution of the group 931. The results showed that 74.5% of the sector were legal persons and 56.7% companies with employees, of which 79% has a staff of less than 10 workers. The 70% of the sector is concentrate around the six AC with larger population and Gross Domestic Product (GDP). Two indicators, population and production, have resulted in an explanatory variables on the number of production units. However, the income indicator GDP per capita did not shown any association with sample size and distribution.

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Park, Jeehae. "The Overview of the National Certificate of Educational Achievement(NCEA) in New Zealand for the Establishment of High School Graduation Requirements in South Korea." Korean Comparative Education Society 30, no. 3 (June 30, 2020): 1–23. http://dx.doi.org/10.20306/kces.2020.30.3.1.

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31

Tarara, Julie M., Jorge E. Perez Peña, Markus Keller, R. Paul Schreiner, and Russell P. Smithyman. "Net carbon exchange in grapevine canopies responds rapidly to timing and extent of regulated deficit irrigation." Functional Plant Biology 38, no. 5 (2011): 386. http://dx.doi.org/10.1071/fp10221.

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Whole-canopy net CO2 exchange (NCEC) was measured near key stages of fruit development in grapevines (Vitis vinifera L. cv. Cabernet Sauvignon) that were managed under three approaches to regulated deficit irrigation (RDI): (1) standard practice (RDIS), or weekly replacement of 60–70% of estimated evapotranspiration for well watered grapevines; (2) early additional deficit (RDIE), or one-half of RDIS applied between fruit set and the onset of ripening (veraison), followed by RDIS; and (3) RDIS followed by late additional deficit (RDIL), or one-half of RDIS applied between veraison and harvest. Summed between fruit set and harvest, nearly 40% less irrigation was applied to RDIE vines and ~20% less to RDIL vines than to those continuously under RDIS. After ~5 weeks of additional deficit, NCEC in RDIE vines was 43–46% less per day than in RDIS vines. After RDIL vines had been under additional water deficit for ~3 weeks, NCEC was ~33% less per day than in RDIS vines. Instantaneous rates of NCEC responded rapidly to irrigation delivery and elapsed time between irrigation sets. Concurrent single-leaf measurements (NCEL) reflected the relative differences in NCEC between irrigation treatments, and were linearly associated with NCEC (r2 = 0.61). Despite halving the water applied under commercial RDI, mid-day stomatal conductance values in RDIE and RDIL of ~50–125 mmol m–2 s–1 indicated that the additional deficit imposed only moderate water stress. There was no effect of additional deficit on yield or berry maturity.

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32

Eastman, Peggy. "NCQA." Emergency Medicine News 29, no. 9 (September 2007): 48–49. http://dx.doi.org/10.1097/01.eem.0000296449.37069.f4.

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Chapman, Matt. "NCOA Update." Duke Orthopaedic Journal 3, no. 1 (2013): 0. http://dx.doi.org/10.5005/duke-3-1-xxxvii.

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Godin, Jonathan A. "NCOA UPDATE." Duke Orthopaedic Journal 4, no. 1 (2014): 0. http://dx.doi.org/10.5005/duke-4-1-xxviii.

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35

Carpenter, Val. "The NCBA." Self & Society 19, no. 5 (September 1991): 11–13. http://dx.doi.org/10.1080/03060497.1991.11085208.

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Eastman, Peggy. "NCQA Report." Oncology Times 27, no. 20 (October 2005): 19–20. http://dx.doi.org/10.1097/01.cot.0000290953.21395.ae.

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Eastman, Peggy. "NCQA Report." Oncology Times 26, no. 20 (October 2004): 8. http://dx.doi.org/10.1097/01.cot.0000292949.83282.ce.

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Eastman, Peggy. "NCQA Report." Oncology Times 28, no. 21 (November 2006): 22. http://dx.doi.org/10.1097/01.cot.0000294409.12996.34.

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39

Krupanski, Pamela. "NCECA Journal." Serials Review 18, no. 3 (September 1992): 75–76. http://dx.doi.org/10.1080/00987913.1992.10764085.

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40

McCarthy, Claudine. "NCAA Update." College Athletics and the Law 11, no. 12 (March 2015): 8. http://dx.doi.org/10.1002/catl.30053.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 61, no. 2 (January 20, 2009): 82. http://dx.doi.org/10.3776/ncl.v61i2.193.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 62, no. 1 (January 20, 2009): 73. http://dx.doi.org/10.3776/ncl.v62i1.159.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 60, no. 4 (January 21, 2009): 125. http://dx.doi.org/10.3776/ncl.v60i4.218.

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Davis, Martha. "NCLA Minutes." North Carolina Libraries 60, no. 1 (January 21, 2009): 39. http://dx.doi.org/10.3776/ncl.v60i1.246.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 62, no. 2 (January 19, 2009): 122. http://dx.doi.org/10.3776/ncl.v62i2.144.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 60, no. 3 (January 21, 2009): 77. http://dx.doi.org/10.3776/ncl.v60i3.231.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 61, no. 1 (January 21, 2009): 45. http://dx.doi.org/10.3776/ncl.v61i1.205.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 61, no. 3 (January 20, 2009): 116. http://dx.doi.org/10.3776/ncl.v61i3.171.

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Libraries, North Carolina. "NCLA Minutes." North Carolina Libraries 62, no. 3 (January 19, 2009): 175. http://dx.doi.org/10.3776/ncl.v62i3.131.

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Liu, Yi, Margaret O’Reilly-Allen, and Zaher Zantout. "The Welfare Effects of the National Cooperative Research Act (NCRA) of 1984 and the National Cooperative Production Amendments (NCPA) of 1993." American Journal of Economics and Sociology 66, no. 5 (December 19, 2007): 985–1004. http://dx.doi.org/10.1111/j.1536-7150.2007.00554.x.

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