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Journal articles on the topic 'Practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Halimoon, Hasrul. "Practical Teaching Practices among Lecturers of Construction Technology in Vocational College." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5322–33. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020239.

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2

Simpson, Stacy. "Sharing Lessons Learned: “Practiced” Practices for Software Security." Datenschutz und Datensicherheit - DuD 36, no. 9 (September 2012): 641–44. http://dx.doi.org/10.1007/s11623-012-0218-z.

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3

Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.

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4

Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/88y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.

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5

Bickston, Stephen J., Jean Alley, and Deborah P. Robin. "Best Practices: Academic Gastroenterology Practices." Clinical Gastroenterology and Hepatology 4, no. 11 (November 2006): 1415–18. http://dx.doi.org/10.1016/j.cgh.2006.09.001.

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6

Taylor, Gill, Les Staves, and Susan Dobson. "Collaborative working practices in special schools." Down Syndrome Research and Practice 1, no. 2 (1993): 84–86. http://dx.doi.org/10.3104/practice.17.

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7

Shannon, Li-Jen. "BEST Robotics Practices." International Journal of Information and Education Technology 5, no. 3 (2015): 179–83. http://dx.doi.org/10.7763/ijiet.2015.v5.498.

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8

Sahibgareeva, Gulnara Faridovna, and Vlada Vladimirovna Kugurakova. "Game Balance Practices." Program Systems: Theory and Applications 13, no. 3 (September 10, 2022): 255–73. http://dx.doi.org/10.25209/2079-3316-2022-13-3-255-273.

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The subject of the research refers to the development of game and interactive projects — the practice of game balance of computer games. Current trends formed in both scientific and commercial spheres are taken into account. The research methods are modeling and experimentation. The main result is the formed vision on the integration of the received features into the tool of game prototypes generation. Two tools for working with game balance are described. The presented results are the part of one big applied research aimed at developing a game tool for prototyping computer games, reducing development time and resources by automating through generation of all kinds of content based on natural language text, including, in the long run, game balance. The work is a logical development of research on creating a full-fledged game engine for game designers and screenwriters.

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9

Hunt, Marion. "Clinical Nursing Practices Clinical Nursing Practices." Nursing Standard 17, no. 11 (November 27, 2002): 29. http://dx.doi.org/10.7748/ns2002.11.17.11.29.b196.

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10

Sims, Sandra, Dolly Lambdin, Pat VanVolkinburg, B. J. Santos, George Graham, and Crystal Gorwitz. "Exemplary Practices: Going Beyond Appropriate Practices." Strategies 23, no. 5 (May 2010): 31–32. http://dx.doi.org/10.1080/08924562.2010.10590892.

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11

Garbarski, Dana, Nora Cate Schaeffer, and Jennifer Dykema. "Interviewing Practices, Conversational Practices, and Rapport." Sociological Methodology 46, no. 1 (June 23, 2016): 1–38. http://dx.doi.org/10.1177/0081175016637890.

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12

Gunsalus, C. K. "Best Practices in Communicating Best Practices." Science and Engineering Ethics 16, no. 4 (September 2, 2010): 763–67. http://dx.doi.org/10.1007/s11948-010-9227-1.

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13

Allen, John I., Mary Igo, and Deborah P. Robin. "Best Practices: Community-Based Gastroenterology Practices." Clinical Gastroenterology and Hepatology 4, no. 10 (October 2006): 1292–95. http://dx.doi.org/10.1016/j.cgh.2006.07.023.

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14

Kaleem, Rameeza, Rehan Ahmad Khan Sherwani, Muhammad Adnan, and Tayyaba Rahat. "OPTIMAL BREASTFEEDING PRACTICES; MOTHERS’ KNOWLEDGE AND PRACTICES." PROFESSIONAL MEDICAL JOURNAL 24, no. 09 (September 1, 2017): 1387–91. http://dx.doi.org/10.17957/tpmj/17.3903.

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15

Escobedo, Paula, Mª Auxiliadora Sales, and Joan A. Traver. "From Traditional Practices to Inclusive Teaching Practices." Procedia - Social and Behavioral Sciences 116 (February 2014): 3327–31. http://dx.doi.org/10.1016/j.sbspro.2014.01.757.

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16

Everett, Berkeley. "Now: From “Best Practices” to “Better Practices”." Mathematics Teacher: Learning and Teaching PK-12 113, no. 11 (November 2020): 952–53. http://dx.doi.org/10.5951/mtlt.2020.0129.

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17

Cairns, Rebecca, and Deborah Price. "Applying decolonising practices to change curricular practices." Curriculum Perspectives 44, no. 1 (April 2024): 73–75. http://dx.doi.org/10.1007/s41297-024-00241-2.

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18

Mathur, Dr Kirti. "Requirement Management Best Practices." Indian Journal of Applied Research 4, no. 1 (October 1, 2011): 320–22. http://dx.doi.org/10.15373/2249555x/jan2014/93.

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19

Castillo, Romer C. "Green Warehousing Practices in the Philippines." Indonesian Green Technology Journal 11, no. 01 (May 30, 2022): 1–12. http://dx.doi.org/10.21776/ub.igtj.2022.011.01.01.

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Green practice is a worldwide policy and everybody is concerned with sustainable development. This study assessed the green warehousing (GWH) practices in the Philippines and its sustainability dimensions. It utilized a quantitative descriptive-survey approach with questionnaire for data collection. The sample consists of 48 warehouses with warehouse managers as respondents. Statistical tests used were frequency and percentage, mean and standard deviation, Kruskal-Wallis H-Test, and Mann-Whitney U-Test. Results showed most of participating warehouses are located in Parañaque, corporate-owned, small enterprises, operating for 15 years or less, with less than 100 employees, and private. Results further revealed that GWH practices on inventory management and operations were almost always practiced while those on facility design, layout, mechanical handling equipment, staff, and warehouse management system (WMS) were often practiced. Environment, social, and economic GWH practices are also often practiced. Top GWH practices are mostly economic and some social while bottom GWH practices are mostly environmental. Significant differences on GWH practices were found on inventory management, staff, WMS, and social dimension when grouped to location; on WMS when grouped to operation years; and on facility design, environment, and social dimension when grouped to nature of service. These findings may guide warehouse managers in enhancing their GWH practices as they gear towards attaining sustainability in support to the United Nation’s Sustainable Development Goals.

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20

Bryant, Jennifer Edic, Karen Escalante, and Ashley Selva. "Promising Practices." Journal of School Administration Research and Development 2, no. 1 (June 15, 2017): 32–41. http://dx.doi.org/10.32674/jsard.v2i1.1924.

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This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next gen- eration of teacher leaders in response to the shortage of K-12 principals. Given the impact, principals have on student development and the shortage of those applying for the principalship, the purpose of this cross-case analysis was to discover how principals build leadership capacity at their respective school sites and groom individuals for leadership roles. Further, this study explored teacher perceptions of the practices in addition to factors that facilitated or inhibited the implementation of the principals’ practices. Three school principals served as the primary participants for this research, and data were gleaned from interviews, observations, and artifacts. Findings indicated that the principals fostered leadership capacity by providing authentic administrative opportunities for teachers pursuing the administration credential. Additionally, the principals’ methods for building leadership capacity were positively perceived by the identified teacher leaders. Factors that facilitated leadership capacity development include school and district systems and structures, while factors that inhibited teachers’ development include psychological concerns. This study illuminates the need for principals to build leadership capacity at their school sites in order to purposefully prepare teacher leaders for principal succession.

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21

Kuntz, Aaron. "Foucauldian practices." ACCESS Contemporary Issues in Education 40, no. 1 (October 1, 2020): 41–46. http://dx.doi.org/10.46786/ac20.8961.

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In this article I consider philosophical inquiry as an ethical enactment for material change. I do so by situating philosophical inquiry as a type of virtuous practice, animated by an ethical determination to generate material difference. I thus place a large degree of theoretical emphasis on the Foucauldian notions of practice, virtue, and enactment as a means to recognize the open-ended, process-based orientation of such work. Through the course of this article I extend my argument to challenge conventional inquiry practices in education as a means to generate different, more immanently situated, effects.

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22

Vinck, Dominique. "Engineering practices." Revue d'anthropologie des connaissances 8, 2, no. 2 (2014): a. http://dx.doi.org/10.3917/rac.023.0226.

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23

James, Aaron. "Why Practices?" Raisons politiques 51, no. 3 (2013): 43. http://dx.doi.org/10.3917/rai.051.0043.

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24

Challiner, Barbara. "Spanish practices." Nursing Standard 7, no. 22 (February 17, 1993): 66–67. http://dx.doi.org/10.7748/ns.7.22.66.s64.

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25

Szubka, Tadeusz. "Cognitive Practices." International Philosophical Quarterly 35, no. 3 (1995): 360–62. http://dx.doi.org/10.5840/ipq199535337.

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26

van Wingerden, Ruben. "Crucifixion Practices." Novum Testamentum 64, no. 3 (June 6, 2022): 269–76. http://dx.doi.org/10.1163/15685365-bja10021.

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Abstract Ancient crucifixion has been the subject of some major studies in the last twenty years. However, they remain silent on how the patibulum was attached to the vertical post or stipes, either with or without an individual. This issue is addressed in this article. The author describes modern approaches to this issue and suggests that there is evidence that nails were used in attaching the patibulum to the crux/stipes. Moreover, the author suggests that the crux/stipes was not imagined to be always already erected before the patibulum was attached, contrary to what is usually related. The Gospel of Peter implies that both beams were attached to each other on the ground before being raised up, and this practice is attested with similar capital punishments in Antiquity as well.

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27

Betancur Rojas, Claudia Andrea, Benjamín Barón Velandia, and Blanca Lucia Cely. "Praxeological Practices." Praxis Pedagógica 21, no. 28 (July 13, 2021): 1–4. http://dx.doi.org/10.26620/uniminuto.praxis.21.28.2021.1-4.

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28

Stewart, Walter W., and Ned Feder. "Research Practices." Science 235, no. 4785 (January 9, 1987): 146. http://dx.doi.org/10.1126/science.235.4785.146-a.

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29

Kaschub, Michele. "Grading Practices." Music Educators Journal 83, no. 2 (September 1996): 9. http://dx.doi.org/10.2307/3398956.

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30

Henderson, Amanda. "Questioning practices." Nursing Standard 25, no. 50 (August 17, 2011): 61. http://dx.doi.org/10.7748/ns2011.08.25.50.61.p6111.

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31

Svraka, Bernadett, Maya J. Lo Bello, and Éva Márkus. "Integration practices." Gyermeknevelés 10, no. 2–3 (May 7, 2022): 36–47. http://dx.doi.org/10.31074/gyntf.2022.3.36.47.

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The pedagogical practice of acceptance paves the way to integrating those disadvantageous children who can only live their daily lives with support and would experience a learning process full of failures without the proper aid. Societal expectations and social integration can only meet successfully when the spirit of educational institutions and the attitude of teachers demonstrate an accepting attitude. The structure of the institution must furthermore undergo a transformation. When good practices are included in institutional regulatory documents and efforts are made to comply with them, i.e., the institution adapts to the individual needs of the child, then inclusion can be said to occur. Ensuring the conditions necessary for inclusion is a major challenge for the teaching community. Many creative initiatives launched for the purpose of implementing integration demonstrate that the harmonious cooperation of teachers, parents, and children is essential in the process. An example of such an initiative can be found in the second phase of our sensitising series.

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32

Smith, Eric. "‘Best Practices’." Biomedical Instrumentation & Technology 46, no. 1 (January 1, 2012): 11. http://dx.doi.org/10.2345/0899-8205-46.1.11a.

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33

Bradford, B. J. "Immunization practices." American Journal of Public Health 89, no. 10 (October 1999): 1594–95. http://dx.doi.org/10.2105/ajph.89.10.1594.

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34

Andrews, Debby. "Best Practices." Business Communication Quarterly 67, no. 1 (March 2004): 5–6. http://dx.doi.org/10.1177/1080569903262045.

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35

Hardy, B. "Restrictive Practices." English 38, no. 161 (June 1, 1989): 177–83. http://dx.doi.org/10.1093/english/38.161.177.

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36

Jaskot, Bunny. "Teaching Practices." American Biology Teacher 78, no. 2 (February 1, 2016): 173–74. http://dx.doi.org/10.1525/abt.2016.78.2.173.

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37

Bergeron, David M. "Teaching Practices." Shakespeare Quarterly 48, no. 4 (1997): 458. http://dx.doi.org/10.2307/2871257.

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38

Mellor, Bronwyn, Mamie O’Neill, and Annette Patterson. "Changing practices." English in Education 25, no. 2 (June 1991): 62–70. http://dx.doi.org/10.1111/j.1754-8845.1991.tb00109.x.

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39

Muñoz-Laboy, Miguel A., and Brian Dodge. "Bisexual Practices." Journal of Bisexuality 5, no. 1 (April 19, 2005): 79–101. http://dx.doi.org/10.1300/j159v05n01_06.

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40

Acosta, Sandra, and Heather Honoré Goltz. "Transforming Practices." Health Promotion Practice 15, no. 4 (March 31, 2014): 465–70. http://dx.doi.org/10.1177/1524839914527591.

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41

Perez-Enciso, Miguel. "Spanish practices." Nature 378, no. 6559 (December 1995): 760. http://dx.doi.org/10.1038/378760c0.

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42

Duffett, Mark. "Fan Practices." Popular Music and Society 38, no. 1 (November 25, 2014): 1–6. http://dx.doi.org/10.1080/03007766.2014.973764.

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43

Stewart, W., and N. Feder. "Research Practices." Science 235, no. 4785 (January 9, 1987): 146. http://dx.doi.org/10.1126/science.3798102.

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44

Arnold, Norman R. "Periodontic practices." Journal of the American Dental Association 116, no. 1 (January 1988): 16–18. http://dx.doi.org/10.14219/jada.archive.1988.0152.

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45

McWilliam, R. A. "Controversial Practices." Topics in Early Childhood Special Education 19, no. 3 (July 1999): 177–88. http://dx.doi.org/10.1177/027112149901900310.

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46

Sharon Daniel. "Hybrid Practices." Cinema Journal 48, no. 2 (2008): 154–59. http://dx.doi.org/10.1353/cj.0.0094.

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47

Wahlström, Mattias. "UNFORMULABLE PRACTICES?" Distinktion: Journal of Social Theory 7, no. 2 (January 2006): 121–39. http://dx.doi.org/10.1080/1600910x.2006.9672932.

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48

Bajaj, Arveen. "Changing practices." Vital 1, no. 4 (September 2004): 50–52. http://dx.doi.org/10.1038/vital174.

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49

Zaremba, Jennifer L., Karen Carroll, and Kathleen Manley. "Electrocardiographic Practices." Dimensions of Critical Care Nursing 33, no. 2 (2014): 82–87. http://dx.doi.org/10.1097/dcc.0000000000000024.

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50

Hartley, Heather. "Medical Practices." Contemporary Sociology: A Journal of Reviews 38, no. 1 (January 2009): 14–17. http://dx.doi.org/10.1177/009430610903800106.

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