Journal articles: 'Schools (Summer)'

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Jakob, Jasmin. "Unsere Summer Schools — ein Erfahrungsbericht der Summer School 2018 in Tübingen." NeuroTransmitter 29, S1 (October 2018): 48. http://dx.doi.org/10.1007/s15016-018-6529-z.

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Fletcher, Dr Iwan, Dr Adam Joiner, and Dr Anneke Muller. "Learning from psychiatry summer schools for school leavers." Morecambe Bay Medical Journal 8, no. 1 (August 1, 2018): 2–4. http://dx.doi.org/10.48037/mbmj.v8i1.39.

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Background: In the context of the ongoing recruitment crisis in psychiatry, we evaluated what aspects of a school leavers’ psychiatry summer school was beneficial, and what aspects could be improved. We also considered if the summer school influenced interest in a career in psychiatry. Method: Over a three-year period, we collected and analysed Likert-scale and free-text data from a questionnaire given to school leavers at the end of the summer school. Results: School leavers found listening to a patient’s journey to recovery, interaction with doctors at different stages of training, and help with application to medical school most valuable. Feedback about the summer school was generally very positive and of the 38 school leavers involved, 61% stated they would consider a career in psychiatry following attendance. Discussion: Providing a psychiatry summer school for school leavers is a worthwhile opportunity to expose aspiring doctors to psychiatry, potentially enhancing future recruitment. We offer guidance from our learning to those considering running a similar summer school in the future.

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Babu, Gutti Jogesh. "Penn State Summer Schools." Proceedings of the International Astronomical Union 15, S367 (December 2019): 413–14. http://dx.doi.org/10.1017/s174392132100003x.

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AbstractIntensive week-long Summer Schools in Statistics for Astronomers were initiated at Penn State in 2005 and have been continued annually. Due to their popularity and high demand, additional full summer schools have been organized in India, Brazil, Space Telescope Science Institute.The Summer Schools seek to give a broad exposure to fundamental concepts and a wide range of resulting methods across many fields of statistics. The Summer Schools in statistics and data analysis for young astronomers present concepts and methodologies with hands on tutorials using the data from astronomical surveys.

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Susanna, Möller. "Summer Science Schools Sweden." Gifted Child Today Magazine 11, no. 4 (July 1988): 46–47. http://dx.doi.org/10.1177/107621758801100422.

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Breiner, Bert, and Sigvard von Sicard. "CSIC international summer schools." Islam and Christian–Muslim Relations 3, no. 1 (June 1992): 117–21. http://dx.doi.org/10.1080/09596419208720975.

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Olszewski-Kubilius, Paula M., Leswin Laubscher, Valerie Wohl, and Barry Grant. "Issues and Factors Involved in Credit and Placement for Accelerated Summer Coursework." Journal of Secondary Gifted Education 8, no. 1 (November 1996): 5–15. http://dx.doi.org/10.1177/1932202x9600800102.

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This paper investigates the ways in which students' home schools currently respond to their participation in university summer programs and the effect of program accreditation on their responses. We also studied the factors that affect schools' policies toward summer coursework. Specifically, we compared the actions of schools for students who completed coursework in a fast paced, accelerated summer program in 1992, before accreditation by the North Central Association of Colleges and Schools, to those actions in 1994 after accreditation. Responses that were analyzed included: (a) giving course credit; (b) appropriate placement within the content area; and (c) placement in a special program. It was found that there was a significant increase from 1992 to 1994 in the number of students whose schools took one or more of these actions, mostly due to increases in the awarding of high school credit. An increase in credit given for required rather than elective courses and greater amounts of credit awarded were observed after accreditation. We also found that most schools do not have policies against awarding credit for outside coursework and that factors that facilitate credit include notice of the child's intent to take a summer course and petitions by parents for recognition of the course credit. The nature of the outside institution and the qualifications of the instructor were not important factors in school's decisions about awarding credit for summer coursework.

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SCHOTT, HOWARD. "EVENTS: Bate Collection summer schools." Early Music 14, no. 4 (November 1986): 620–21. http://dx.doi.org/10.1093/earlyj/14.4.620.

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Borman, Geoffrey D., James Benson, and Laura T. Overman. "Families, Schools, and Summer Learning." Elementary School Journal 106, no. 2 (November 2005): 131–50. http://dx.doi.org/10.1086/499195.

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Rafferty, Agnes. "Introduction: Celebrating BISFT Summer Schools." Feminist Theology 27, no. 3 (May 2019): 216–21. http://dx.doi.org/10.1177/0966735019827901.

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Ros, Rosa M. "Summer Schools for European Teachers." Transactions of the International Astronomical Union 24, no. 3 (2001): 166–67. http://dx.doi.org/10.1017/s0251107x00000663.

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The Summer Schools have been organised by the European Association for Astronomy Education (EAAE) for European teachers. The first was organised in La Seu d’Urgell, Spain, the second was organised in 1998 in Pregene, Italy and the third in 1999, during the week of the eclipse in Briey, Prance, on the line of total darkness. We had a cloudy eclipse, but fortunately we could observe it. The fourth one was held in July 2000 in Tavira, Portugal. About 50 participants are involved in each Summer School. In the last, participants came from 14 countries. The activities are organised in General Lectures, Working Groups and Workshops for reduced groups and day and night Observations. To increase communication, each Summer School has three official languages: the language of the host country, English and another well-known by the participants. The proceedings are published beforehand with all the contents to facilitate participation. Each paper appears in English and another language.

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Gürbüz, S., A. Adıgüzel, V. E. Özcan, S. M. Kırpıcı, and A. Yılmaz. "Experimental high energy physics summer school for high schools." Canadian Journal of Physics 97, no. 11 (November 2019): 1229–34. http://dx.doi.org/10.1139/cjp-2018-0823.

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Experimental High Energy Physics Summer School for High Schools, (Liseler İçin Deneysel Yüksek Enerji Fiziği Yaz Okulu — lidyef2018) was held 9–16 September 2018 at Boğaziçi University, Turkey, with financial support from TÜBİTAK under the 4004 grant No. 118B491. Out of nearly 700 (11th and 12th grade) applicants, 30 were selected from all around Turkey. Students were introduced to the fundamentals of high-energy physics and performed experiments that demonstrated the techniques of this field, such as a salad-bowl electrostatic accelerator and a cloud chamber. Here we report on the planning, implementation, and the outcomes of lidyef2018, which can serve as a template for similar activities in the future.

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Köster, Maximilian, Sushant Raj Passi, Felix Bitterer, Ulla Vuorinen, and Nermin Karaoglu. "Virtual summer schools: experiences from Finland and Germany." Journal of Virtual Exchange 5 (December 8, 2022): 144–54. http://dx.doi.org/10.21827/jve.5.38373.

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Summer schools are an important element of universities’ international strategies. During the COVID-19 pandemic, however, they often had to be canceled due to health-related concerns and political guidelines. The partner universities A (Finland) and B (Germany) decided to offer their summer schools in a virtual format in 2021 to allow students to gain international experience from their home country and to maintain international relations during the pandemic. By evaluating the success of their summer schools and sharing their experiences, they found that virtual summer schools have great potential. For certain students (with jobs, limited financial resources, mobility impairments, families to care for, etc.), virtual summer schools are particularly suitable and might even represent the only possibility to gain international experience. For virtual summer schools to be successful, however, universities have to consider organizational and pedagogical questions. In this article, organizers from A and B share their lessons learned as an inspiration for other institutions planning virtual summer schools that are immersive and engaging.

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Henderson, Gavin. "Summer Lovin'. Gavin Henderson Reflects on the Summer Schools Phenomenon." Musical Times 135, no. 1812 (February 1994): 118. http://dx.doi.org/10.2307/1002999.

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Marinoni, Andrea. "GRSS Summer Schools in 2020 [Education]." IEEE Geoscience and Remote Sensing Magazine 9, no. 2 (June 2021): 116–18. http://dx.doi.org/10.1109/mgrs.2021.3078427.

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Butler, Melanie. "What the summer schools did next." English Today 7, no. 4 (October 1991): 22–25. http://dx.doi.org/10.1017/s0266078400005885.

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Watson, George. "The full fry: Ireland's summer schools." Irish Studies Review 1, no. 1 (March 1992): 5–7. http://dx.doi.org/10.1080/09670889208455358.

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Gold, Kenneth M. "From Vacation to Summer School: The Transformation of Summer Education in New York City, 1894–1915." History of Education Quarterly 42, no. 1 (2002): 18–49. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00099.x.

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A noted but rarely explored axiom of the history of American education is that public school practices often originate in private sector settings. As David B. Tyack suggested in his influential study The One Best System, “Many of the innovations designed to offer differentiated schooling in the nineteenth century stemmed not so much from career educators as from wealthy philanthropists, merchants, and industrialists.” Certainly the very organizational structure of many urban school systems grew out of a network of private charity schools formed in the early nineteenth century. After the Civil War, new educational features like kindergartens, manual training, and vocational counseling all began as charitable endeavors but soon worked their way into urban public schools. By the century's end, vacation schools offering summer recreation and industrial education to the children of the urban, immigrant poor became yet another philanthropic program to enter the public school domain. What happened to vacation schools in New York City as a consequence of public administration is the focus of this article.

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Palardy, Gregory J., and Luyao Peng. "The effect of summer on value-added assessments of teacher and school performance." education policy analysis archives 23 (September 27, 2015): 92. http://dx.doi.org/10.14507/epaa.v23.1997.

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This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome. Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles, with many changing 2-3 quintiles. Extensive statistical controls for student background and classroom and school context reduce these differences, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Besides misclassifying teachers and schools, including summer creates biases in VAA estimates against schools with concentrated poverty. These results suggest that removing summer effects from VAA estimates will likely require biannual achievement assessments (i.e., fall and spring).

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Turner, Lindsey, Nicole O’Reilly, Katherine Ralston, and Joanne F. Guthrie. "Identifying gaps in the food security safety net: the characteristics and availability of summer nutrition programmes in California, USA." Public Health Nutrition 22, no. 10 (February 18, 2019): 1824–38. http://dx.doi.org/10.1017/s1368980018004135.

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AbstractObjectiveThe US Department of Agriculture’s Summer Food Service Program and Seamless Summer Option (summer nutrition programmes (SNP)) aim to relieve food insecurity for children and teens during summer months. More needs to be known about when and where SNP are available, and how availability varies by community characteristics, particularly in rural areas where food insecurity and reduced food access are more prevalent.DesignThe present study examined the geographic availability of SNP and summer meal uptake rates in 2016, using state-wide administrative claims data.SettingPublic schools and SNP in California, USA.ParticipantsSchools (n8842) and SNP (n4685).ResultsUrban counties were more likely than rural counties to have higher summer uptake rates, calculated as the percentage of summer meals served relative to eligible students utilizing school meal programmes during the academic school year, but uptake overall was low at 18·2 % of target populations. Geographic availability analyses showed that 63·9 % of public urban schools had an SNP available within 1·6 km (1 mile), but availability was significantly higher within the proximity of larger, higher-poverty high schools with diverse or majority non-White students, and those with higher school-year breakfast participation rates. Availability of an SNP within 16 km (10 miles) of rural schools averaged 68·1 % but was significantly higher around larger schools, higher-poverty schools and those with diverse or majority non-White students.ConclusionsWhile many communities have SNP available, much more work is needed to increase the availability of these programmes to reduce summer food insecurity for children, particularly in rural communities.

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Cherkasova, Yuliya, and Irina Sukovataya. "International Summer School: key trends and prospects in Russia." Russian Journal of Management 7, no. 4 (January 28, 2020): 76–80. http://dx.doi.org/10.29039/2409-6024-2019-7-4-76-80.

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An analytical review of the factors influencing the development of International Summer Schools and the internationalization of education in general has been carried out, key trends have been identified related to changes in the paradigms and models of summer schools for foreign citizens. The analysis was carried out on the basis of a review of Russian and foreign sources of literature on this subject, official websites of universities and educational portals, as well as the experience of the Siberian Federal University in promoting and organizing international summer schools. Environmental factors affecting international summer schools in general are analyzed on the basis of a global trend analysis model - changing paradigms and learning models, as well as changing technologies and learning processes.

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Attenborough, Keith, Matthew Wright, and Olga Umnova. "Mathematics summer schools for acoustics research training." Journal of the Acoustical Society of America 131, no. 3 (March 2012): 2532–38. http://dx.doi.org/10.1121/1.3676731.

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Skoric, Miroslav S. "Summer schools on the amateur radio computing." ACM SIGCSE Bulletin 39, no. 3 (June 25, 2007): 346. http://dx.doi.org/10.1145/1269900.1268916.

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Hollerbach, John, Andreas Birk, and Stefano Stramigioli. "Future RAS Support for Summer Schools [Education]." IEEE Robotics & Automation Magazine 18, no. 3 (September 2011): 20. http://dx.doi.org/10.1109/mra.2011.942485.

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Goldfeld, Michael G. "Summer schools for junior chemists in Russia." Journal of Chemical Education 69, no. 4 (April 1992): 292. http://dx.doi.org/10.1021/ed069p292.

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McCarthy, Martin. "The Summer Schools of the Vatican Observatory." International Astronomical Union Colloquium 105 (1990): 408–13. http://dx.doi.org/10.1017/s025292110008742x.

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Starting on the 10th of June, 1986, the staid and quiet halls and courtyard and corridors, including the giant circular staircase designed by Bernini for the little donkeys that carried Popes to their quarters in the summer palace, echoed to the swift patter of lightfooted students and the buzz of their conversations as 17 young men and 8 young women met at the first Vatican Observatory Summer School in Astronomy and Astrophysics at Castel Gandolfo.These 25 scholars had been chosen from a list of 135 candidates at university and graduate school campuses all over this planet. More than 30 candidates were rejected for “excellence”; they were judged to be too far advanced for admission to the classes on Galaxies and Dark Matter and to those on Spectral Classification and on Instrumentation for Photometry and Image Processing. The classes were aimed at students just beginning or planning immediate entrance into graduate level classes; the School was not planned for “new Ph.D.s,” for “post-docs,” or for those already well into thesis work. Criteria for admission included academic grades, recommendations of university professors, plus personal statements from the candidates on reasons why they felt they wanted to attend the sessions of the school. Applications were studied by faculty and staff members and results were announced in January, giving students some four months to arrange their travel and home commitments so they could be free to respond to the school bells on June 10.

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PODERYTĖ, AGNĖ. "University-organised summer schools as cases of hybrid education." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 211–23. http://dx.doi.org/10.15503/jecs2020.2.211.223.

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Aim. The aim of is article is to discuss how summer schools can be approached as instances of hybrid education and how this can help to address the complex needs of their participants living in a culturally and technologically intertwined world. Methodology. This paper analyses the theoretical framework of hybrid education, its manifestations in summer schools and since it needs contextualisation, how it works in a specific case of Baltic Summer University organised by Vytautas Magnus University (Kaunas, Lithuania). Research and conclusion. To reach their target audience, summer schools combine academic content, and the elements of business and entertainment. This results in a separate mode of education with new possibilities and scope, however poses a paradox: while the adoption of business and entertainment practices puts summer schools somewhat outside the realm of the traditional university practices, it makes higher education more approachable and able to react to the fast-changing reality. Baltic Summer University fits the pattern established and as such, could benefit from a more active engagement of this theoretical approach and the opportunities it offers. Originality. While summer schools are not a particularly new phenomenon, recently this field has witnessed a great expansion in both the supply of programmes and interest from students. The nature of these programmes and sudden interest in them remains under the radar of more extensive in-depth studies, which would actually help to harness its full potential.

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Greening, Jayne, Mark Tarn, and Judy Purkis. "How to run a psychiatry summer school." Psychiatrist 37, no. 2 (February 2013): 65–71. http://dx.doi.org/10.1192/pb.bp.112.039446.

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SummaryGraduates in the UK are not choosing a career in psychiatry. This paper sets out to do three related things: review the factors that attract and deter medical students from a career in psychiatry, describe the provision of current summer schools and special programmes in psychiatry, and provide detail of how initiatives such as summer schools may be set up, run and evaluated locally to potentially address some of those issues identified in the first section.

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Atwine, Daniel, Yvonne Wanjiku Karanja, Arti Ahluwalia, Carmelo De Maria, Dawit Assefa, Victor Konde, Edwin Khundi, et al. "Nurturing next-generation biomedical engineers in Africa: The impact of Innovators’ Summer Schools." Global Health Innovation 3, no. 2 (November 27, 2020): 1–10. http://dx.doi.org/10.15641/ghi.v3i2.1004.

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The mission of healthcare systems in Africa to deliver compassionate and effective care has been constrained by growing populations, increasing burden of disease, political conflict and limited resources. The impacts of these constraints can be substantially alleviated, and the healthcare services strengthened, through the creation and adoption of affordable, accessible and appropriate biomedical engineering systems and technologies. There is an urgent need for building capacities in biomedical engineering, innovation and entrepreneurship in African countries. The African Biomedical Engineering Consortium has been organising a series of Innovators’ Summer Schools to meet this need by empowering students and researchers with entrepreneurial and innovative skills, and facilitating the design and development of robust, appropriate, and commercially viable medical systems and devices. In this paper, we analyse and discuss the impact of six of these schools held between 2012 and 2017. We used a questionnaire-based survey to collect responses from students who had attended the summer schools. The results of this study demonstrate that the teaching-learning model adopted in the ABEC summer schools was largely effective in promoting biomedical engineering skills, career choices, professional networks and partnerships amongst young African engineers and life scientists who attended the summer schools.

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Monfrance, Mélanie, Carla Haelermans, and Trudie Schils. "Effects of summer schools: Who benefits the most?" PLOS ONE 19, no. 4 (April 11, 2024): e0302060. http://dx.doi.org/10.1371/journal.pone.0302060.

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This study investigates whether publicly funded summer school programs in secondary education are of substantive meaning for the math performance of students from lower socioeconomic backgrounds. More specifically, we explore whether this is the case when the summer programs are not explicitly aimed at low-SES students. In this context, we investigate whether summer schools in the Netherlands can decrease inequalities of opportunities in education. We use administrative data from Dutch secondary schools. To analyse the effect of the intervention we apply a Difference-in-Difference analysis in combination with matching estimation techniques. The results indicate that there is an overall modest effect of participation in a summer school. When analysing the SES groups separately, we observe a positive effect of participation for all three SES groups. However, the effect seems less strong for participants in the lowest and middle SES group compared to the highest SES group.

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Rodriguez, Efrain. "Summer schools for magnetic crystallography and neutron diffraction." Acta Crystallographica Section A Foundations and Advances 76, a1 (August 2, 2020): a120. http://dx.doi.org/10.1107/s0108767320098803.

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Fergusson, David, Richard Hopkins, Diego Romano, Elizabeth Vander Meer, and Malcolm Atkinson. "Distributed Computing Education, Part 2: International Summer Schools." IEEE Distributed Systems Online 9, no. 7 (July 2008): 2. http://dx.doi.org/10.1109/mdso.2008.20.

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Richardson, Mark, and Jayne Hunt. "Widening access to HE‐family centred summer schools." Higher Education, Skills and Work-Based Learning 3, no. 2 (May 16, 2013): 118–29. http://dx.doi.org/10.1108/20423891311313153.

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Finch, Jenna E. "Do Schools Promote Executive Functions? Differential Working Memory Growth Across School-Year and Summer Months." AERA Open 5, no. 2 (April 2019): 233285841984844. http://dx.doi.org/10.1177/2332858419848443.

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Children’s working memory (WM) skills, which support both academic and social success, continue to improve significantly through the school years. This study leverages the first nationally representative data set with direct assessments of elementary school students’ WM skills to examine whether WM grows more during the school year or summer months and whether WM growth rates differ by household income. Results demonstrate that WM skills grow more during the school-year months compared to the summer months, suggesting that school environments provide children with unique opportunities to improve and practice their WM skills. Further, lower-income children have significantly faster WM growth rates in the first 2 years of school and the intervening summer, compared to their peers from higher-income families, leading to an overall narrowing in WM disparities by household income during the early school years. However, there was no evidence that schools equalize or exacerbate differences in WM skills between children from lower-income and higher-income households.

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Povian, Cristina Maria. "Alternative methods of learning during the summer schools for children from different environments." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 3 (October 15, 2017): 194–98. http://dx.doi.org/10.18844/prosoc.v4i3.2539.

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Harb, Amanda A., Katherine J. Roberts, Julia E. McCarthy, and Pamela A. Koch. "Comparison of Missing School Meals among Public Schools: How Did New York State Do during COVID-19?" International Journal of Environmental Research and Public Health 19, no. 10 (May 11, 2022): 5838. http://dx.doi.org/10.3390/ijerph19105838.

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Background: The COVID-19 pandemic created barriers to participation in school meals. As a result, many students may have missed out on school meals. The objectives of this study are (1) to compare the number of school meals served by New York State public schools during the first spring and summer of the COVID-19 pandemic to the number served before the COVID-19 pandemic, and (2) to determine relationships between the number of meals served and the levels of school district need and urbanicity. Methods: This study is a secondary analysis of administrative data. The percentage change in the number of school breakfasts and lunches served was calculated for each month and by school district need level and urbanicity level. Results: The number of school meals served decreased during the first spring of the pandemic compared to the spring of the previous school year (−43% in April, −51% in May), while the number of school meals served increased during the first summer of the pandemic compared to the summer of the previous school year (+92% in July, +288% in August). Conclusions: Waivers may provide flexibility to increase participation in school meals, especially during the summer.

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Ellis, Bronwyn, and Janet Sawyer. "Regional Summer Schools: Widening Learning Opportunities Through Intensive Courses." Australian and International Journal of Rural Education 19, no. 1 (March 1, 2009): 35–52. http://dx.doi.org/10.47381/aijre.v19i1.563.

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While many universities now include summer school and other intensive courses as part of their annual programme offerings, undergraduate summer school courses were initiated in one South Australian university by its regional campus. Originally designed to give students who had failed a course the opportunity to catch up, they also enabled students to fast-track their degree, or lighten the workload for a subsequent study period, and provided these students with a distinctive learning experience. Despite much informal favourable feedback from both local students and metropolitan students who have availed themselves of this opportunity, there had not been a formal evaluation of the effectiveness of these regional summer schools, in comparison with the usual delivery modes, prior to the study described in this paper. The positives of the regional campus summer school are demonstrated in these results.

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Udoewa, Victor. "YES International Summer Service Program Design for High School Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 2 (November 27, 2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.

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YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.

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Jawahar, Kaanthan, Declan Hyland, Sarah Jawad, and Emily Victoria Alcock. "Psychiatry summer schools." BMJ, May 10, 2012, e2599. http://dx.doi.org/10.1136/sbmj.e2599.

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"Scientific Summer Schools Announcement." Journal of Electrocardiology 41, no. 2 (March 2008): 181. http://dx.doi.org/10.1016/s0022-0736(08)00095-2.

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"Diploma Awards: Summer 1986." British Journal of Occupational Therapy 49, no. 9 (September 1986): 295–96. http://dx.doi.org/10.1177/030802268604900908.

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Congratulations to the following who, having taken their final examinations, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

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"Diploma Awards: Summer 1987." British Journal of Occupational Therapy 50, no. 9 (September 1987): 304–6. http://dx.doi.org/10.1177/030802268705000905.

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Congratulations to the following who, having fulfilled all the requirements, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

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"Diploma Awards: Summer 1988." British Journal of Occupational Therapy 51, no. 9 (September 1988): 312–14. http://dx.doi.org/10.1177/030802268805100905.

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Congratulations to the following who, having fulfilled all the requirements, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

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"Diploma Awards: Summer 1989." British Journal of Occupational Therapy 52, no. 9 (September 1989): 361–63. http://dx.doi.org/10.1177/030802268905200912.

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Congratulations to the following who, having fulfilled all the requirements, have been awarded their Diplomas by the College of Occupational Therapists. The journal wishes them every success in the future and hopes their careers will be both interesting and rewarding. This list contains the names of successful candidates from occupational therapy schools in all parts of the United Kingdom and in the Republic of Ireland. The school's location is shown in brackets after each name.

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"University of London Summer Schools." Anthropology News 28, no. 3 (March 1987): 19. http://dx.doi.org/10.1111/an.1987.28.3.19.2.

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"Summer schools in nuclear chemistry." Chemical & Engineering News 70, no. 51 (December 21, 1992): 61. http://dx.doi.org/10.1021/cen-v070n051.p061.

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"Courses, workshops & summer schools." Computational Statistics & Data Analysis 23, no. 3 (January 1997): 441–42. http://dx.doi.org/10.1016/s0167-9473(97)90069-4.

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"Courses, workshops & summer schools." Computational Statistics & Data Analysis 24, no. 4 (June 1997): 510. http://dx.doi.org/10.1016/s0167-9473(97)90075-x.

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"Courses, workshops & summer schools." Computational Statistics & Data Analysis 25, no. 1 (July 1997): 123–24. http://dx.doi.org/10.1016/s0167-9473(97)90171-7.

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"Courses, workshops & summer schools." Computational Statistics & Data Analysis 26, no. 3 (January 1998): 391–92. http://dx.doi.org/10.1016/s0167-9473(98)90059-7.

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"Courses, workshops & summer schools." Computational Statistics & Data Analysis 28, no. 1 (July 1998): 128–30. http://dx.doi.org/10.1016/s0167-9473(98)90105-0.

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Journal articles on the topic 'Schools (Summer)'

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