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Books on the topic 'Open space secondary schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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2

J, White Ronald, Bartner Howard, and United States. National Aeronautics and Space Administration., eds. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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3

Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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4

J, White Ronald, Bartner Howard, and United States. National Aeronautics and Space Administration., eds. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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5

Lujan, Barbara F. Human physiology in space: A curriculum supplement for secondary schools. [Washington, D.C.?: National Aeronautics and Space Administration, 1994.

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6

J, Sabo Dennis, Barnes Kevin M, Hannum John W, and Hoffman James D. 1954-, eds. Quality middle schools: Open and healthy. Thousand Oaks Ca: Corwin Press, 1998.

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7

Sujāta, Ke. Distance education at secondary level in India: The National Open School. Paris: UNESCO, International Institute for Educational Planning, 2002.

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8

Danzer, Gerald A. People, space, and time: The Chicago Neighborhood History Project : an introduction to community history for schools. Lanham, MD: Published for the Chicago Metro History Fair by the University Press of America, 1986.

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9

Williamson, Jean. Staff development needs of teachers involved with open learning: An enquiry into the staff development needs of teachers involved with open learning in secondary schools. [S.l: The author], 1994.

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10

Project, Exemplary Schools. Technical report: Holding open the doors : Kildonan East Collegiate. Toronto: Canadian Education Association, 1995.

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11

Pursaill, John. Developing core skills in GNVQs: A resource for teachers and trainers. Cambridge: National Extension College, 1993.

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12

More Work For Mother: The Ironies of Household Technology from the Open Hearth to the Microwave. London, UK: Free Association, 1989.

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13

Blagin, Anatoliy, and Ol'ga Kotova. Astronomy. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083410.

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Summarize the introductory course of astronomy, given the latest scientific data about space. Each section provides examples of tasks and tasks for independent work of students. Are regarded as standard tasks and Olympiad so the tutorial can also serve as a guide for solving problems of high complexity. Designed for students in secondary vocational education. It may be useful to the students of gymnasiums, secondary schools and Junior students of universities and teachers of natural science disciplines. Can also be used for self-education.
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14

Prain, Vaughan, Craig Deed, Peter Cox, Debra Edwards, and Cathleen Farrelly. Personalising Learning in Open-Plan Schools. BRILL, 2016.

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15

Washington (State). Superintendent of Public Instruction., ed. High school: Opening doors --and keeping them open. 6th ed. [Olympia? Wash: Office of the Superintendent of Public Instruction?], 1989.

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16

Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.

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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.
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17

Experiences in earth-space science (Experiences in science for secondary schools). Laidlaw Brothers, 1985.

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18

Magnoli, Michael A. Experiences in earth-space science resources ([Experiences in science for secondary schools]). Laidlaw Brothers, 1986.

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19

Hoffman, James D., Wayne K. (Kolter) Hoy, Dennis J. Sabo, Kevin M. Barnes, and John W. Hannum. Quality Middle Schools: Open and Healthy. Corwin Press, 1997.

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20

Hoffman, James D., Wayne K. (Kolter) Hoy, Dennis J. Sabo, Kevin M. Barnes, and John W. Hannum. Quality Middle Schools: Open and Healthy. Corwin Press, 1997.

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21

(Editor), Gaby Weiner, Open University (Corporate Author), and Peter C. M. Raggatt (Editor), eds. Curriculum and Assessment: Some Policy Issues : A Reader (Open University Set Book). Pergamon Press Inc, 1986.

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22

(Editor), Gaby Weiner, Open University (Corporate Author), and Peter C. M. Raggatt (Editor), eds. Curriculum and Assessment: Some Policy Issues : A Reader (Open University Set Book). Pergamon Press Inc, 1986.

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23

Open space library media centers in senior high schools in the United States: A historical view. Ann Arbor, Mich: University Microfilms International, 1987.

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24

Martin, Suggett, Association for Science Education, and Association for Astronomy Education, eds. Earth and space: Teaching materials in support of science in the National Curriculum : suitable for secondary schools. Hatfield: Association for Science Education, 1992.

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25

Authority, Boston Redevelopment. Jamaica plain ipod. 1985.

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26

Lewis, Roger, and John Pursaill. Developing Core Skills in GNVQs. National Extension College Trust Ltd, 1993.

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27

Cowan, Ruth Schwartz. More Work for Mother: The Ironies of Household Technology from the Open Hearth to the Microwave. Basic Books, 1985.

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28

Calder, Peter. Chronic long bone osteomyelitis. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199550647.003.011001.

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Pathological features of chronic osteomyelitis♦ Necrotic bone♦ Compromised soft tissues with reduction in vascularity♦ Ineffective host response♦ Sequestrum formation♦ New bone formation from viable periosteum and endosteum♦ Formation of involucrum:Treatment principles in chronic osteomyelitis♦ Surgical debridement – remove all devitalized necrotic tissue♦ Dead space management:• Soft tissue defect – avoid healing by secondary intention. Consider local and free flaps• Bone defects – small structural with autologous bone graft, consider Papineau ‘open bone grafting’ where free tissue transfer is not an option, distraction osteogenesis with bifocal and bone transport for large defects including fibula transfer♦ Bone stability – movement needs to be eliminated♦ Antibiotic therapy – based on culture and sensitivity, local administration with PMMA beads or collagen sponge, Lautenbach procedure in resistant cases.
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29

Shahane, Shantanu. Osteoarthritis of the elbow joint. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199550647.003.005.005.

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♦ Symptomatic, primary osteoarthritis of the elbow usually occurs in young men involved in heavy manual labour.♦ Common causes of secondary osteoarthritis of the elbow are trauma, infection, bleeding disorders and neuropathic conditions.♦ Clinically, the commonest presenting symptom is loss of motion. Patients can also complain of pain, locking and ulnar nerve symptoms.♦ Plain X-rays are usually sufficient for diagnosis. They show reduction in joint space and osteophytes at the tip of olecranon and coronoid processes. Loose bodies are also frequently seen.♦ Symptoms in early stages of arthritis are controlled by nonoperative means. Steroids are rarely used in clinical practice.♦ In advanced cases, numerous operative treatments including arthroscopic and open procedures are available.♦ Total Elbow replacement (TER) for primary degenerative arthritis of the elbow is only to be considered as the last option and when stringent pre and post-operative requirements are followed.
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30

Watson, John Scott. Changing the Culture. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039867.003.0004.

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This chapter examines the environmental impact of residents' behavior and the Prairie Crossing Homeowners Association's conservation management practices. Prairie restoration and preservation at Prairie Crossing plays a secondary role, mainly cultural in nature—and equally as important as the development's primary ecological purpose. The prairie acts as the symbol of Prairie Crossing, giving the development not only a name but also a character, the first impression a prospective buyer assimilates. The prairie and open space provide a positive feedback loop for the conservation agenda, offering for adult residents a sense of connection to the land, and for children a playground to stimulate the natural experience. In addition to the Prairie Crossing Homeowners Association's conservation practices and residents' conservation practices and behaviors, this chapter considers how Prairie Crossing combats knowledge deficits with both formal and informal educational settings. It also describes energy conservation as a guiding principle of Prairie Crossing as well as the project's economic viability.
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31

Polikhun, Nataliia, Kateryna Postova, Iryna Slipukhina, and Lesia Horban. Project of educational program for institutions of specialized education of scientific direction. Institute of Gifted Children of the National Academy of Pedagogical Sciences of Ukraine, 2021. http://dx.doi.org/10.32405/978-617-7734-30-6-2021-48.

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The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.
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