Relevant bibliographies by topics / Preparation practices

Academic literature on the topic 'Preparation practices'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Preparation practices"

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Naz, Samina, Bushra Tasneem, Hassaan Hanif Khan, Asma Kafeel, Muhammad Abid Owais, and Aisha Tasneem. "Bowel Preparations for Colonoscopy: Current Medical Practices in Pakistani Hospital Settings." Pakistan Journal of Medical and Health Sciences 16, no. 7 (July 30, 2022): 585–86. http://dx.doi.org/10.53350/pjmhs22167585.

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Aim: To evaluate the quality of bowel preparations concerning the Boston Bowel Preparation Score (BBPS) and to analyze the administration, ease, palatability, and side effects of practices. Study design: Cross-sectional study Place and Duration: this study was conducted in Liaquat University of Medical and Health Sciences Jamshoro from October 2021 to March 2022 Methodology: The present study incorporated 132 patients who visited the hospital for a colonoscopy. Patients above 18 years of age were included, whereas patients with surgical procedures were excluded from the study. Participants were evaluated through pre-designed proforma for demography, dietary recommendations, side effects, procedure indications, bowel preparations, and patient ease of the bowel preparations. BBPS was used to access the bowel preparation. A score ≥ 5 was regarded as satisfactory. Results: Out of 132 patients, 73 (55.3%) were males. Seventy-one (53.8%) patients received Polyethylene glycol-based bowl preparation, and sixty-one (46.2%) patients received sodium phosphate-based preparation. Chronic constipation was the most typical cause of colonoscopy. Common side effects were vomiting (12.1%), nausea (1.5%), and bloating (3%). More than half of them responded that the preparations were palatable. A satisfaction rate of 80.3% was observed in patients with both preparations. BBPS of above five was observed in 109 (82.6%) patients. Conclusion: Polyethylene glycol and sodium phosphate preparations have been widely used in clinical practices for cleansing the colon. Sodium phosphate-based preparation was found more effective. Keywords: Bowel cleansing agents, Colonoscopy, Endoscopy, Polyethylene Glycol, Sodium phosphate.
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West, Estella, Cathi Lamp, Amy Block Joy, Suzanne Murphy, Mark Hudes, Sybille Bunch, and Joan Wright. "Food preparation practices influence nutrition." California Agriculture 53, no. 1 (January 1999): 29–32. http://dx.doi.org/10.3733/ca.v053n01p29.

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Barnhill, Gena P., Bianca Sumutka, Edward A. Polloway, and Eunjoo Lee. "Personnel Preparation Practices in ASD." Focus on Autism and Other Developmental Disabilities 29, no. 1 (February 14, 2013): 39–49. http://dx.doi.org/10.1177/1088357612475294.

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Meyer, Fritz, Rebekka Preuß, Aniela Angelow, Jean-François Chenot, Elisabeth Meyer, and Simone Kiel. "Cerumen Impaction Removal in General Practices: A Comparison of Approved Standard Products." Journal of Primary Care & Community Health 11 (January 2020): 215013272097382. http://dx.doi.org/10.1177/2150132720973829.

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Background Ear irrigation is a commonly used method for removing earwax in general practice. There is no firm evidence if no pre-treatment is as good as pre-treatment with various standard preparations. Aim To assess the effectiveness of no pre-treatment compared to pre-treatment with commercially available cerumenolytics and to assess which preparation is best suited for pre-treatment. Methods This is a pragmatic observational study of patients with cerumen treated from a single GP with 3 different preparations or no preparation prior to standardized ear irrigation. Generalized linear mixed models with logit link function were performed to assess the effectiveness of pre-treatment with different preparations and no pre-treatment. The models were adjusted for age group (<70, ≥70) and sex. Results A total of 168 patients (298 ears, 58 % female, median age 65 years) consulted for obstructive cerumen, some of them several times. The cerumen was successfully removed in 70% (208/298). Comparing any preparation to no preparation (aggregated comparison), the odds ratio for complete clearance was 1.35 (95%confidence interval: 0.69-2.65). Comparing the preparations individually, the odds ratio of the docusate-sodium-based preparation was 1.87 (95% CI: 0.79-4.42) indicating a higher effectiveness. Although, not statistically significant. Ear irrigation was less successful for patients aged ≥ 70 years (OR = 0.48, 95% CI: 0.23-0.98). Conclusions The aggregated comparison indicates a slight trend toward a higher effectiveness of any pre-treatment compared to no pre-treatment. The effect-size of docusate-sodium-based pre-treatment indicates a higher effectiveness of cerumen impaction removal. Nevertheless, superiority could not be shown conclusively according to the statistical significance given the restricted sample size.
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Popham, W. James. "Appropriateness of Teachers' Test-Preparation Practices." Educational Measurement: Issues and Practice 10, no. 4 (December 1991): 12–15. http://dx.doi.org/10.1111/j.1745-3992.1991.tb00211.x.

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Painchart, Lucie, Marie Palamini, Pascal Odou, and Jean-François Bussières. "Profile of Centralization Practices for Preparation of Non-Hazardous Drugs in Quebec Hospitals." Pharmaceutical Technology in Hospital Pharmacy 4, no. 2 (August 27, 2019): 89–94. http://dx.doi.org/10.1515/pthp-2019-0016.

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Abstract Background The preparation of many drugs intended for parenteral administration is centralized in the pharmacy of healthcare institutions. However, no data are available describing the range of drugs with centralized preparation. The objective was to establish a profile of centralization practices for the preparation of non-hazardous drug doses in the pharmacy departments of Quebec healthcare institutions. Methods For this cross-sectional descriptive study, an e-mail survey was distributed in March 2017 to the directors of the pharmacy departments of Quebec healthcare institutions. Respondents were asked to estimate the percentage of parenteral drug doses that were prepared centrally in the pharmacy, the name of each drug prepared this way, the criteria used to select drugs for central preparation, and the barriers to centralizing preparation of drug doses. Only descriptive statistical analyses were performed. Results Of the 30 directors of pharmacy departments invited to participate, 27 (90 %) responded, representing a total of 40 Quebec healthcare facilities. Overall, 232 individual drugs were centrally prepared in one or more of these facilities, for an overall median of 22 drugs per facility (min: 1, max: 101). Conclusions This is the first survey in Quebec and indeed all of Canada to identify the many medications that are centrally prepared in hospital pharmacies. The survey showed that the selection of drugs for central preparation differed widely across facilities. It would be desirable for pharmacy departments in this province to collaborate on standardizing practices for central preparations.
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Bruder, Mary Beth, and Carl J. Dunst. "Personnel Preparation in Recommended Early Intervention Practices." Topics in Early Childhood Special Education 25, no. 1 (January 2005): 25–33. http://dx.doi.org/10.1177/02711214050250010301.

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Petrie, Edward M. "Passive cleaning practices for improved surface preparation." Metal Finishing 105, no. 5 (May 2007): 56–61. http://dx.doi.org/10.1016/s0026-0576(07)80555-1.

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Hanson, Laura C., Anna P. Schenck, Franziska S. Rokoske, Amy P. Abernethy, Jean S. Kutner, Carol Spence, and Judi Lund Person. "Hospices' Preparation and Practices for Quality Measurement." Journal of Pain and Symptom Management 39, no. 1 (January 2010): 1–8. http://dx.doi.org/10.1016/j.jpainsymman.2009.09.003.

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Mandell, Colleen J., and Mary M. Murray. "Innovative Family-Centered Practices in Personnel Preparation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 28, no. 1 (January 2005): 74–77. http://dx.doi.org/10.1177/088840640502800108.

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Dissertations / Theses on the topic "Preparation practices"

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Sookhoo, Sharind Nadra Adine. "Practices in alternative teacher preparation programs in California." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/16.

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The challenges of the Great Recession of 2008 have impacted the field of education to the point that many intern programs have ceased to exist. Alternative (or Intern) teacher preparation programs have also become an increasingly popular topic, especially since the term "highly qualified teachers" will soon be up for re-assessment. Concerns over the quality of teacher preparation programs have yet to yield conclusive results and seems to be an unending debate. This study has provided a glimpse into two intern programs and the process by which these programs have evolved. There were 6 major themes that emerged out of this study: Communication & Collaboration, Support, Financial Influences, Individual Dynamics, Beyond Curriculum and How Programs have Evolved to Remain Current. This study described participant perspectives that relate only not how these two intern programs survived during the challenging economic crisis, but how they have managed to thrive. Efforts were made by each program to utilize low intern enrollment to their benefit by providing added supports and individualized programming to better meet the needs of interns/teachers in training. Three intern participants, two Intern program directors and four intern program instructors have provided their perceptions on their programs to illustrate a clearer picture of how their respective intern programs have evolved to remain current in this challenging economically turbulent time.
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Graf, Sharyn Sue. "Middle level principal preparation and certification: Practices and recommendations." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185514.

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This study was primarily concerned with the experience and university preparation that middle level principals brought to their role as leaders of a school for early adolescents and with the types of state administrative certification and/or endorsements, particularly middle level administrative certification. A total of 77 middle, junior high, and intermediate school principals were sent the Middle Level Principal Survey to assess the nature of their school, their personal and professional background, their preparation to become an administrator, and the types of state certification they and their teachers held. The principals selected were building administrators of outstanding middle, junior high, and intermediate schools identified in the 1987-88 Elementary and 1988-89 Secondary School Recognition Programs. The 40 principals who responded to the survey were representative of 22 different states. The principals ranked the psychology of the early adolescent and middle level teaching methods as the top university administrative courses needed as preparation for a middle level principal. Adolescent psychology/development and middle school curriculum/methods were the two middle level university courses most frequently completed by the responding principals. Six principals surveyed had completed their doctoral studies; the remaining principals held a Master's or Educational Specialist degree. Over half of these principals majored in educational administration; one indicated a major in middle level education. Most undergraduate majors were in some specialized area of secondary education. Two principals reported an undergraduate major in middle level education. A majority of the principals had between 10 and 14 years of teaching experience. All but a few of the principals had prior administrative experience, a majority as an assistant principal. While most states had either middle level teacher certification or endorsement, they did not have middle level administrative certification or endorsement. Middle level education is often associated with either elementary or secondary education. This study found middle level education primarily associated with secondary education. The implications of the data collected through the survey indicated a need for those responsible for the education of early adolescents to receive specialized preparation in middle level education. However, the need for an expanded administrative certification division to include middle level principals was in question.
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Wiewandt, Frank. "Archiving the digital image today's best practices of file preparation /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1131398443.

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Frank, Wiewandt Edward. "ARCHIVING THE DIGITAL IMAGE: TODAY'S BEST PRACTICES OF FILE PREPARATION." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131398443.

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Worsfold, Denise. "An evaluation of domestic food hygiene and food preparation practices." Thesis, Open University, 1994. http://oro.open.ac.uk/57506/.

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The aim of this investigation was to evaluate the hygiene of domestic food preparation practices. The traditional survey approach used to study this behaviour has problems of interpretation and verification. In this study direct observation, supplemented with food temperature measurements was used to gather information for the purpose of developing an understanding of the causes of domestic food poisoning. The food handling practices of 108 people preparing foods commonly implicated in outbreaks of food poisoning were analysed. A HACCP approach was employed and a standard measure of hygienic food handling behaviour, the Food Safety Risk Score, (FSR) was devised. The FSR score indicated the extent of the use of appropriate control measures during food preparation. The higher the score the greater the risk of unsafe food being produced. Scores expressed as a percentage, ranged from 0 to 65% with over half of the subjects scoring below 20%. More than half (60%) of the people cooked in advance of consumption but most (85%) cooked the food thoroughly. Few used any method to speed the cooling of cooked food. Temperature abuse during food transport and storage was exhibited by more than 40% of people. Cooked food was held at ambient temperature for prolonged periods by 19% of the people and was re-heated inadequately by 11%. The standard of personal hygiene of some participants was low. An assessment of the cleanliness of the domestic kitchen and the condition of equipment and surfaces used in food preparation, based on ATP measurements and a kitchen checklist showed that there was a wide variation in the standards found in homes. The great potential for indirect and direct cross contamination in the domestic kitchen was highlighted. The problems involved in persuading people to practise well-known food hygiene principles are considered and recommendations for improving domestic food hygiene are made.
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Wilson, Karen. "The energy consumption and environmental aspects of household cooking practices." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309648.

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Sillito, G. Nathan, and University of Lethbridge Faculty of Education. "Instruction in assessment-for-learning practices in Alberta teacher preparation programs." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3429.

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This study is an examination of what teacher preparation institutions in the Canadian province of Alberta are teaching student teachers about ‘assessment-for-learning’ practices. A large body of research exists to show that assessment-for-learning practices are among the best tools educators have for improving student learning; therefore, it is important that assessment-for-learning practices be taught to prospective teachers. As a school administrator, I had encountered many first-year teachers who seemed to be lacking knowledge and skills in assessment-for-learning practices and I sought to determine whether or not the deficiencies could be traced to inadequate preparation during their undergraduate training. Interviews were conducted with instructors at seven Alberta education faculties on whether and how assessment-for-learning practices were integrated into their teacher education programs. There is some variance in the way courses are organized to teach assessment-for-learning practices to student teachers; some schools having a designated course on assessment, others embedding assessment into other teacher preparation courses. Overall, the findings in this study suggest that Alberta education faculties are providing future teachers with training in assessment-for-learning practices. Further research into other areas of teacher preparation and/or induction would be necessary to determine the reasons for deficiencies in new teacher knowledge of assessment-for-learning practices. This study also includes some recommendations for improving instruction in assessment for learning at Alberta teacher preparation institutions, as well as some suggestions for further study.
vii, 73 leaves ; 29 cm
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Cable, Stuart. "Clinical experience : preparation of medical and nursing students for collaborative practices." Thesis, University of Dundee, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251176.

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Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.

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The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The end result may be that students are unprepared to meet the demands of nursing practice. Research on intuition in nursing has focused on nursing practice. To date, no study has explored intuition in nursing education. This study provides data on intuition in undergraduate nursing curricula. A descriptive research study was done on faculty members of the National League for Nursing (NLN). An intuition survey was developed and pilot tested on 10 undergraduate nursing faculty. The survey was sent to a random sample of 676 NLN faculty members nationally. A 51% $(N = 330)$ response rate was achieved. The survey included: (a) intuition attitudes, (b) attitudes toward including intuition in the undergraduate nursing curriculum, (c) intuition in the current curricula, (d) practices related to development and teaching of intuition, and (e) preparation for teaching about intuition. The major findings are: (1) Faculty expressed attitudes of value for intuition. (2) Faculty expressed attitudes that support the importance and appropriateness of including intuition but had concerns about including intuition. (3) Intuition is currently included in the undergraduate nursing curriculum on a limited bases. (4) Faculty use many strategies to develop their own intuition and to help students develop intuition. The majority of faculty rate the strategies as effective. (5) A limited number of respondents had preparation to teach about intuition and the majority expressed interest in learning more about intuition. (6) Program type, years in nursing education, and highest degree in nursing made a difference on intuition attitudes.
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Shannon, Brooke M. "The Value of Deliberative Democratic Practices to Civic Education." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.

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Books on the topic "Preparation practices"

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Weber, Christine L., and Angela M. Novak. Best Practices in Professional Learning and Teacher Preparation. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233275.

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Novak, Angela M., and Christine L. Weber. Best Practices in Professional Learning and Teacher Preparation. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233268.

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Novak, Angela M., and Christine L. Weber. Best Practices in Professional Learning and Teacher Preparation. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233251.

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Ylimaki, Rose M., and Stephen L. Jacobson, eds. US and Cross-National Policies, Practices, and Preparation. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0542-5.

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United States. Congress. Senate. Committee on Finance. Protecting taxpayers from incompetent and unethical return preparers: Hearing before the Committee on Finance, United States Senate, One Hundred Thirteenth Congress, second session, April 8, 2014. Washington: U.S. Government Printing Office, 2014.

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Association, Life Office Management, ed. Test preparation guide for LOMA 330: Management principles and practices. Atlanta: LOMA Education and Training, 2007.

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Beacham, Cindy V. Designing your future: An introduction to career preparation and professional practices in interior design. Upper Saddle River, N.J: Pearson/Prentice Hall, 2008.

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D, Stayton Vicki, Miller Patricia S, Dinnebeil Laurie A, and Council for Exceptional Children. Division for Early Childhood., eds. DEC personnel preparation in early childhood special education: Implementing the DEC recommended practices. Longmont, CO: Sopris West, 2003.

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US and cross-national policies, practices, and preparation: Implications for successful instructional leadership, organizational learning, and culturally responsive practices. Dordrecht: Springer Science+Business Media B.V., 2011.

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Group, Primary Research. International survey of academic library data curation practices. New York: Primary Research Group, 2013.

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Book chapters on the topic "Preparation practices"

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Kovács, Attila. "Preparation for the Evaluation." In Enhancing Procurement Practices, 333–48. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8947-5_20.

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Budge, Joahnna Evans. "Report Preparation." In Legal Nurse Consulting Principles and Practices, 835–46. 4th edition. | Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283642-35.

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Kovács, Attila. "Preparation of Realisation-Related Documents." In Enhancing Procurement Practices, 405–18. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8947-5_23.

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Johnson, Lauri, Jorunn Møller, Petros Pashiardis, Gunn Vedøy, and Vassos Savvides. "Culturally Responsive Practices." In US and Cross-National Policies, Practices, and Preparation, 75–101. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0542-5_5.

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Kovács, Attila. "Preparation of the conditions of Contract." In Enhancing Procurement Practices, 363–403. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8947-5_22.

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Kovács, Attila. "Preparation of the Instructions to Offerors." In Enhancing Procurement Practices, 419–54. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-8947-5_24.

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Kroeger, Stephen D., and William C. Hunter. "Preparing teachers to use culturally responsive practices." In Redesigning special education teacher preparation, 17–40. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-3.

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Boulton, Roger B., Vernon L. Singleton, Linda F. Bisson, and Ralph E. Kunkee. "Preparation of Musts and Juice." In Principles and Practices of Winemaking, 65–101. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4615-1781-8_3.

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Boulton, Roger B., Vernon L. Singleton, Linda F. Bisson, and Ralph E. Kunkee. "Preparation of Musts and Juice." In Principles and Practices of Winemaking, 65–101. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4757-6255-6_3.

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Caner Orhan, E., Metin Can, Zeki Olgun, and Ayşe Özer. "Performance Evaluation Practices at Dense Medium Separation Circuits." In XVIII International Coal Preparation Congress, 839–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40943-6_130.

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Conference papers on the topic "Preparation practices"

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Cochran-Smith, Marilyn, and Emilie Reagan. "“Best Practices” for Evaluating Teacher Preparation Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/2.

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Strassenburg, Arnold A. "Changes in teacher preparation practices." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37550.

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Průcha, Tomáš, Lucie Rohlíková, and Zbyněk Filipi. "COMPUTER SCIENCE TEACHER PREPARATION PRACTICES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2391.

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Holger, David. "EAC/ABET Accreditation Preparation and Best Practices." In 44th AIAA Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-91.

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Castro Schepers, Ofelia. "Bringing Trauma-Informed Practices to Teacher Preparation." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580710.

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Atanasova, Galina. "BEST PRACTICES IN STUDENTS’ PREPARATION IN PROGRAMMING COMPETITIONS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0395.

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Swars Auslander, Susan. "Developing Elementary Mathematics Specialists' Instructional Practices During a Preparation Program." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683480.

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Rushby, Nicholas John. "Publication ethics – moral principles and cultural dissonance." In World-Class Scientific Publication – 2017: Best Practices in Preparation and Promotion of Publications. ASEP; NP “NEICON”; Ural University Press, 2017. http://dx.doi.org/10.24069/2017.978-5-7996-2227-5.01.

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Rushby, Nicholas John. "The challenge of Dissernet: a case study." In World-Class Scientific Publication – 2017: Best Practices in Preparation and Promotion of Publications. ASEP; NP “NEICON”; Ural University Press, 2017. http://dx.doi.org/10.24069/2017.978-5-7996-2227-5.02.

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Abramov, Egor G. "Russian and International Experience of Research Results Expertise: Overcoming the National Difficulties." In World-Class Scientific Publication – 2017: Best Practices in Preparation and Promotion of Publications. ASEP; NP “NEICON”; Ural University Press, 2017. http://dx.doi.org/10.24069/2017.978-5-7996-2227-5.03.

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Reports on the topic "Preparation practices"

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Epeneter, Beverly. Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5282.

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Doyle, Jesse D., Nolan R. Hoffman, and M. Kelvin Taylor. Aircraft Arrestor System Panel Joint Improvement. U.S. Army Engineer Research and Development Center, August 2021. http://dx.doi.org/10.21079/11681/41342.

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Aircraft Arresting Systems (AAS) for military applications utilize sacrificial panels made of Ultra-High Molecular Weight polyethylene (UHMWPE) that are embedded into the pavement beneath the AAS cable to protect the pavement from cable damage. Problems have been observed with the materials and practices used to seal the UHMWPE panel joints from water and debris. Data obtained from laboratory and field studies were used make improvements to current practice for sealing UHMWPE panel joints. The study evaluated four joint-sealant materials, eight alternative surface treatment and preparation techniques to promote adhesion to UHMWPE, and seven joint-edge geometries. Bond-strength testing of joint-sealant specimens was conducted in the laboratory, followed by field evaluation of construction techniques. Field performance of the joint systems was monitored for 24 months after installation. Additionally, a thermal response model was developed to refine the joint design dimensions. Results confirmed that the best material to use was self-leveling silicone joint sealant. It was recommended that a dovetail groove be cut into the edge of UHMW panels to provide positive mechanical interlock and to reduce adhesive failures of the sealant. It was also recommended that the panel-to-panel joint-sealant reservoir be widened to prevent sealant compression damage.
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Zhou, Hong, Aaron Mack, Gitanjali Talreja, Josia Assmies, Stefan Minning, Andreas Unsoeld, John Bobiak, et al. BEST PRACTICE GUIDE FOR PREPARATION OF CELL CULTURE MEDIA SOLUTION. BioPhorum, April 2021. http://dx.doi.org/10.46220/2021ds001.

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Khatry, R., and A. Thompson. Good practice in training set preparation for marine navigation systems. National Physical Laboratory, January 2022. http://dx.doi.org/10.47120/npl.ms33.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Zankovsky, Sergey S., and Petr P. Battakhov. DISSERTATION LAW: REGULATORY FRAMEWORK, PRACTICE AND CUSTOMS IN RUSSIA. DOI CODE, 2021. http://dx.doi.org/10.18411/1556-4590-7677-88654.

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The article considers the normative and practical aspects of the dissertation law, work of dissertation councils and certain elements of the procedures for defending dissertations. The importance of thorough preparation for the defense is emphasized and its directions are defined. Special attention is paid to the quality of the provisions submitted for defense. The analysis of typical errors in the formulation of such provisions is given.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Hsue, S. T., J. E. Stewart, T. E. Sampson, G. W. Butler, C. R. Rudy, and P. M. Rinard. Guide to nondestructive assay standards: Preparation criteria, availability, and practical considerations. Office of Scientific and Technical Information (OSTI), October 1997. http://dx.doi.org/10.2172/563322.

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