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Relevant bibliographies by topics / Self-study

Academic literature on the topic 'Self-study'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2024

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Journal articles on the topic "Self-study"

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Thị Linh, Nguyễn. "TỰ HỌC VÀ KỸ NĂNG TỰ HỌC CỦA SINH VIÊN ĐẠI HỌC HIỆN NAY." Tạp chí Quản lý giáo dục 13, no. 7 (July 2021): 13–17. http://dx.doi.org/10.53750/1859-2910.2021.13.7-13.

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In order to improve the quality of teaching, it is necessary to ensure three unifying stages: curriculum contents, teaching methods of teachers and self-study of students. In order to select effective teaching methods in practice, it is impossible to ignore the self-study problem of students. The successful teaching process of teachers has a dialectical relationship with the self-study process of students. Therefore, the effective measure of the teaching method is the result of self-study. In the content of this article, the author wishes to present the most fundamentalfundamental knowledge about self-study and self-study skills of students.

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Park, Chang Min, and Young Chun Kim. "A Methodological Inquiry of Self-study." Journal of Elementary Education 30, no. 4 (November 30, 2017): 75–104. http://dx.doi.org/10.29096/jee.30.4.04.

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Alan, Bülent. "Re-discovery of the Self through Personal Experience Methods: A Narrative Self-Study." Journal of Qualitative Research in Education 7, no. 2 (March 25, 2019): 1–25. http://dx.doi.org/10.14689/issn.2148-624.1.7c.2s.1m.

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Świrko, Janina. "Self-Study." Pedagogika Szkoły Wyższej 23 (2018): 23–32. http://dx.doi.org/10.18276/psw.2018.1-02.

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Robbins, Jessica B., and David Sarkany. "Self-Study." Academic Radiology 24, no. 6 (June 2017): 721–24. http://dx.doi.org/10.1016/j.acra.2016.10.015.

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Perry, John. "Critical Study Velleman: Self to Self." Noûs 44, no. 4 (November 30, 2010): 740–58. http://dx.doi.org/10.1111/j.1468-0068.2010.00803.x.

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Larson, Connie, and Brian K. Alldredge. "Self-study Material." American Journal of Health-System Pharmacy 51, no. 12 (June 15, 1994): 1593. http://dx.doi.org/10.1093/ajhp/51.12.1593a.

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Dougherty, Paul J., and Elizabeth Ames. "ACGME Self Study." Clinical Orthopaedics and Related Research 476, no. 2 (February 2018): 208–10. http://dx.doi.org/10.1007/s11999.0000000000000116.

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Jacobs, Richard S. "Self-study Material." American Journal of Health-System Pharmacy 52, no. 9 (May 1, 1995): 1023. http://dx.doi.org/10.1093/ajhp/52.9.1023.

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Powell, Michael F. "Self-study Material." American Journal of Health-System Pharmacy 54, no. 7 (April 1, 1997): 853. http://dx.doi.org/10.1093/ajhp/54.7.853.

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Dissertations / Theses on the topic "Self-study"

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Henderson, Karen L. "A study of self-ignition problems." Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385604.

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Livingston, Jordan. "Towards an Integrative Study of Self." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24220.

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The study of self within psychology has been limited in a number of ways. Two sets of empirical studies extended the study of self beyond traditional trait-based self-perception. In the first set of studies, seven hundred and eighty-nine adults listed their multiple “self-aspects” that represent meaningful elements of their lives and completed trait ratings for each of their self-aspects. The similarity between trait responses for the different self-aspects indicated the degree of “self-complexity” for a participant, as well as the degree of “self-integration.” Results replicated previous findings indicating that lower self-complexity is associated with higher well-being, and that network-based approaches for measuring self-complexity were more strongly with well-being. Finally, participants who completed the same task 3 weeks later demonstrated an increase in self-integration. Broadly, the results demonstrate that network-based approaches are an effective metric for studying the structure of the self and that future work may have success using networks to inform identity-based interventions. In the second set of studies, five hundred and ninety-four adults completed studies about personal identity and morality. Participants imagined that some trait about someone had changed and were asked to indicate the degree to which the trait change would change the person’s identity. Comparisons of interest examined the degree to which moral trait changes led to more perceived identity change than non-moral trait changes and the degree to which imagining changes to oneself versus to another person yielded differences in perceived identity change. Results replicated previous work indicating that morals lead to most perceived identity change and find that changes to self yielded large perceived identity change than changes to a friend. Moreover, neuroimaging work revealed that thinking about identity change for both targets recruits regions of the cortical midline and that thinking about moral trait words does not recruit any regions compared to thinking about non-moral trait words, challenging previous assumptions about the nature of self-perception and personal identity. Results from both sets of studies were integrated with philosophical and translational perspectives to consider the overall contributions to real-world, self-control issues and broader questions about the nature of the self.

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Irwin, Elizabeth. "Reframing Educational Consultancy: A Self-Study." Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365902.

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In this self-study, my role as an external consultant in reframing a professional learning design at one school site is examined during the 6th year of the consultancy. Specifically, this research explores more deeply my role in developing and implementing a differentiated professional learning model, focused on building teacher ownership and choice. It builds on the history of the previous 5 years of the consultancy. The key question being examined is: How has my work, as an external math consultant in introducing a new differentiated professional learning model, impacted on teachers’ practice? Sub-questions include, (a) How did the participants respond to the changed professional learning design and why; (b) How has the implementation of the differentiated professional learning design influenced me in my growth as a consultant and why? In the self-study I employed a range of data sources so as to gain various perspectives from participants involved with the implementation of the differentiated professional learning design. These included semi-structured individual interviews with teachers before and after the implementation of the professional learning cycle, an interview with the Principal, a participant focus group interview mid-way through the cycle conducted by a critical friend, a substantive conversation with the critical friend, and reflective journal entries. The data were gathered and presented with narrative account methods to ascertain the teachers’, the Principal’s, and my own stories and multiple perspectives on experiences regarding the implementation of the reframed design. The theoretical framework of interrelated components of professional knowledge landscapes, reflective practice, and social and situated learning provide the basis for the analysis of the data.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Brenner, Bradley R. "A study of self-awareness, self-efficacy, and sojourner adjustment over time." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/37.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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McCorkle, Laura Steed. "A study of the relationships of self-efficacy of self-management of asthma and asthma self-management knowledge." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2583.

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The purposes of this study are to examine the relationship of self-efficacy regarding self-management of asthma and student self-management knowledge and also examine the extent to which self-efficacy and self-management knowledge predicts student outcomes such as reading grades, the number of times a student was absent and the number of visits a student made to the school nurse. Students were sampled from one public school district within a suburban city in the southwest portion of the United States. The sample was comprised of 33 males and 12 females ranging in age from six to eleven years of age. Three data collection instruments were developed for this study. Parents of the participants were asked to fill out a demographic survey to provide descriptive data. Participants of the study were administered two face-to-face interview surveys: The Asthma Student Self-Management Knowledge in a School Setting Survey (SMS) and the Asthma Self-Efficacy of Self-Management of Asthma Survey (AMES). Both surveys were developed based on the six lesson topics of Open Airways. Two separate data analyses were conducted based on the data collected from each participant. To better understand the relationship between the AMES and the SMS, a Pearson Product Moment Correlation Coefficient was used in the regression analysis. The findings showed that there was a statistically significant positive relationship between the SMS and the AMES. To determine if the AMES and the SMS could predict reading grades, the number of times a student was absent and the number of visits a student made to the school nurse, a multiple linear regression was used. The findings showed that there is minimal evidence showing that only reading scores maybe predicted by asthma self-efficacy and asthma self-management knowledge. Taking into account identified limitations such as not taking into account the severity of the participant??s asthma, one would be cautious to generalize these findings to other children with asthma. Based on these results and limitations, recommendations for future practice and for future research are provided.

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Mizner, Teresa Marie 1971. "Changes in self-concept, changes in self: A study of middle school females." Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/278556.

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The purpose of this research is to investigate self-concepts among middle school females. A nine-week self-concept enhancement program is implemented and utilized as the treatment condition. The self-concepts of all participants are assessed and monitored in nine-week intervals. The instrument, Student Self-Concept Scale assesses: (1) Self-Confidence in four areas: self-image, academic, social, and composite; (2) Importance of: self-image, academic, and social, and (3) an Outcome-Confidence composite. The results indicate that statistically significant differences exist at the pretest in two subscales: academic importance and social importance. At the posttest, statistically significant differences are detected in the academic importance subscale and in the outcome confidence composite. Overall, the results illustrate positive trends within the treatment group for each domain of the self-concept scale, with the exception of the decreased importance that all participants placed on self-image. Nine-week delayed tests in the experimental group reveal that increases from the posttest are maintained.

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Ludvigsen, Donna. "Reflective leadership : A self-study of practice." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593.

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Encouraging reflective leadership practice is a recognised focus for coaches and consultants in primary schools. Despite the wealth of knowledge on coaching and consulting in organisational learning, there is less known about the transition between these two interactions and the purpose behind this. This self-study of my practice as a regional school improvement officer in Victoria, Australia, details my interaction with six teacher-leaders, who considered school improvement strategies by constructing a pattern-block representation of the structures within their schools. The research questions posed were: “What do teacher-leaders reflect upon when considering school improvement approaches?” and “How does the external facilitator encourage teacherleaders to reflect upon their practice?” Research undertaken for this study was used to develop a range of statements related to Donald Schön’s theory of reflective practice, particularly reflection-in-action. The statements were presented as a stimulus for action in practice and encompassed a range of tensions. Tensions included; orchestrating change by moving between the current situation and a preferred future; making connections by acknowledging the complexity of the situation whilst attempting to create order; developing a strategy from the consideration of a shared vision and a written plan; and undertaking leadership by moving between hierarchical, distributive and self-organising structures. Tacit and explicit knowledge was evident when reflecting-inaction. Finally I explored how, as the external facilitator, I encouraged reflection by moving between coaching and consulting interactions. I began this research by examining the practice of others. However, the greatest learning I achieved related to how I reflected-in-action and my understanding of self-study in practice. Initially in this study, I placed myself at the centre of the research and considered this a selfin- study; however, as the study progressed, I examined both my practice and the research simultaneously, terming this self-and-study, and, finally, from my analysis of the research when the study concluded, I developed a series of statements that could be used as a stimulus for future action, which I refer to as self-from-study. The larger implication for this research therefore relates to my understanding of my own reflection-in-action and how by embracing a number of tensions one can consider a range of possibilities for improvement.
Doctor of Philosophy

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Engel-Herbert, Roman Harald. "Micromagnetic study of self-organizes magnetic nanostructures." [S.l.] : [s.n.], 2006. http://deposit.ddb.de/cgi-bin/dokserv?idn=983681104.

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Boychuck, Randy David. "A critical incidents study of self esteem." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25352.

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The intent of this study was twofold. It was designed to evaluate the effectiveness of an experiential program which' purportedly enhanced self esteem in gay men. In addition, it aimed to discover what events and human experiences facilitate self esteem. The eight gay male participants who volunteered for the self esteem program were also employed to obtain data which was used to discover factors which facilitate self esteem. Flanagan's (1954) critical incidents technique was used to discover what facilitates and hinders self esteem in everyday life. A category system of factors facilitating self esteem was induced from critical incidents data obtained in a preliminary interview and from a journal of significant events which participants submitted throughout their involvement in the program. The program evaluation was based on three sources of information. The participants were compared with a control group of eight gay males on Rosenberg's (1965) Scale of Self Esteem both before and after their involvement in the program. They were also subjects in preliminary and summary, open-ended, interviews which were designed to assess changes in self esteem and to discern the degree to which initially stated goals and expectations were fulfilled by their participation in the program. In addition, critical incidents questions in the summary interview assessed how, and the degree to which, the program incorporated the factors which facilitate self esteem in everyday life. The names given to the eighteen categories of behaviours, events and/or experiences which were found to facilitate self esteem in everyday life are as follows: appreciation, affiliation, recognition, acceptance, honesty, self acceptance, self support, forgiveness, contributing, performance, confidence, accomplishment, sense of progress, overcoming, self care, belonging, social comparison, and independence. Given the exploratory and descriptive nature of this study, these factors constitute an initial model of what facilitates self esteem that needs to be tested using appropriate methods of verification. Interview data indicated that the experiential program facilitated the self esteem of seven of the program's eight participants. One participant reported that self esteem remained unchanged from the preliminary interview. Participants described six primary types of change: increased self confidence; increased self acceptance; improved capacity to engage in, strengthen and maintain satisfying interpersonal relationships; increased self knowledge; improved self discipline; and resolutions to existential questions. In addition, summary interview data revealed that participants were able to specify experiences, activities and events occurring within the context of the program which were representative of every facilitative category. Moreover, the relative absence of reported hindering incidents indicates that the hindering effect of the program on self esteem is negligible. Quantitative results did not corroborate the qualitative evidence for increased self esteem. An analysis of covariance applied to self esteem scores did not produce a significant difference between the participants and a control group.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Brunton, Kathy. "Becoming a substantial self : a case study." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28586.

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The phenomenon of becoming a more substantial self was investigated using the case study method. The co-researcher, Mary, was interviewed to elicit her experience of the phenomenon. Understanding was built up through collection of data from a variety of sources including early recollections, a diary, and interviews with friends and associates. The data were analyzed and Cochran's dramaturgical method was used to discover the coherent pattern of meaning. A rich, detailed description of the case was then written and summarized. It was found that, for Mary, substantiality involved childhood experiences of powerlessness, incompetence, and lack of social acceptability. In response to these experiences she had formulated the position that she must defend against those painful vulnerabilities by presenting herself as strong person. Implicit in this was the assumption that she was powerless, incompetent and unacceptable and, as a result, dependent on external support. At the age of 33, Mary reached a point where her life circumstances defeated the viability of this position. She felt humiliated and defeated and could see no solution. It was then that she had a supportive spiritual experience and, at the same time, an experience of gentle confrontation from a supportive authority figure. This was the beginning of a 7-8 year transition period which involved two central processes. One process involved a kind of letting go or opening up, the other involved a movement forward involving risk, effort and action. Through many and various experiences Mary experienced that if she let go of her social mask of invulnerability and accepted herself as she was, with painful feelings and imperfections, she arrived at an experience of harmony with herself, other people and the world in general. Profoundly interwoven with this was the process of risk, effort and action. In supportive contexts, Mary began to apply herself and to discover her capacities. She began to take larger and larger risks until she came to experience herself as a competent person capable of pursuing her goals. The emergence of the substantial self was marked by the experience of the self as a capable social being and a harmonious spiritual, physical, and emotional being. Mary's life is no longer oriented around protecting vulnerabilities but around using her full capacities to accomplish social goals while staying in touch with her spiritual self.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Books on the topic "Self-study"

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School, Boston College Law. Self-study. [Newton, Mass: Boston College Law School], 1998.

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School, Boston College Law. Self-study. [Newton, Mass: The School], 1991.

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University, Oregon State. Accreditation self study. Corvallis, Or: OSU Accreditation Steering Committee, Oregon State University, Office of Academic Affairs, 2001.

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), National College of Naturopathic Medicine (U S. Self Study 2000. Portland, Or: National College of Naturopathic Medicine, 2000.

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Rainbow, Bob. Supported self-study. Oxford: Pergamon Educational Productions, 1989.

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Joseph L. Mailman School of Public Health. Self-Study report. [New York]: [Columbia University, Mailman School of Public Health], 2002.

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University of British Columbia. School of Library, Archival, and Information Studies. Self-study report. Vancouver: University of British Columbia, School of Library, Archival and Information Studies, 1991.

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McGrath, Ian. Extensions: Self study. London: Heinemann, 1987.

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College, Boston. Self-study for reaccreditation. [Chestnut Hill, Mass: Trustees of Boston College, 2007.

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Schmidt, Cheryl Ann. A+ certification self-study. El Granda, CA: Scott/Jones Inc. Publishers, 1999.

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Book chapters on the topic "Self-study"

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Ikpeze, Chinwe H. "Self-Study." In Teaching across Cultures, 13–28. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-983-8_2.

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Clift, Renee T., Patricia Brady, Raul A. Mora, Soo Joun U. G. Choi, and Jason Stegemoller. "From Self-Study to Collaborative Self-Study to Collaborative Self- Study of Collaboration." In Making a Difference in Teacher Education Through Self-Study, 85–100. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3528-4_6.

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Barak, Judith, Smadar Tuval, and Bobbie Turniansky. "Rhizomatic Self-Study." In Springer International Handbooks of Education, 1–18. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_21-1.

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Kristinsdóttir, Jónína Vala, Svanborg Rannveig Jónsdóttir, Karen Rut Gísladóttir, Edda Óskarsdóttir, and Hafdís Guðjónsdóttir. "Cultivating Self-Study." In Springer International Handbooks of Education, 1–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_49-1.

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Haigh, Rupert. "Self-study exercises." In Legal English, 189–204. 5th ed. 5th edition. | Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315149127-15.

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Kitchen, Julian, Linda Fitzgerald, and Deborah Tidwell. "Self-Study and Diversity." In Self-Study and Diversity II, 1–10. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-534-0_1.

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O’Connor, Kevin, Gladys Sterenberg, and Norman Vaughan. "Portfolio and Self-Study." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1135–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_38.

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Shin, Hye Young, and Chilseong Im. "Self-Study in Korea." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1339–54. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_45.

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Pinnegar, Stefinee, and Mary Lynn Hamilton. "Self-Study Inquiry Practices." In Key Concepts in Theatre/Drama Education, 345–50. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-332-7_56.

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Freese, Anne R. "Transformation Through Self-Study." In Making a Difference in Teacher Education Through Self-Study, 65–79. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3528-4_5.

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Conference papers on the topic "Self-study"

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David Brecht, H., Suzanne M. Ogilby, and Eugene Sauls. "Self-Study Interactive Lectures." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2633.

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This paper presents the groundwork development of a computer assisted learning program called SelfStudy Interactive Lectures (SSIL). SSIL is an enriched classroom presentation that uses transcript-quality lecture notes and OFFICE programming features to facilitate and empower students’ learning at a greater depth than otherwise obtainable. A major feature of SSIL is its response to variation in students’ abilities to understand complex material, such as accounting. The paper provides an overview of SSIL and discusses the implications for the scope and depth of lecture coverage. As a case study, students in classes using SSIL were surveyed and the results of the surveys are reported in the paper. This is seed research in nature, opening up opportunities for future research into the SSIL methodology’s connection to pedagogical theory and its testing for more general application in other classroom settings.

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Costa, Mariana, Luís Mestre, and Susana Alegria. "SELF-REGULATION OF CURRICULAR LEARNING IN SELF-STUDY TIME." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1951.

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Wiesner, P. "Self-Study And Professional Development." In Electro International, 1991. IEEE, 1991. http://dx.doi.org/10.1109/electr.1991.718239.

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Huang, Jian. "Study on self balancing car." In 3rd Workshop on Advanced Research and Technology in Industry (WARTIA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/wartia-17.2017.81.

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Pivar, Matej, and Deja Muck. "Study of 4D primitives' self-transformation." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p58.

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4D printing is the process through which a 3D printed object or primitive is transformed into another structure under the influence of external energy input such as temperature, light or other extertal stimuli. The 4th dimension is the time in which the primitive changes its appearance. In most cases, the shape changes. We call this a self-assembly or self-transformation process. In the process of printing a primitive, capable of transforming themselves from one shape to another, we often encounter combinations of one or two thermoplastic materials that have different thermal and physico-mechanical properties. The printed primitive is transformed where the active element is contained. The active element is the basic building block of the self-transforming primitive. For this purpose, it is necessary to choose the appropriate combination of thermoplastic materials, to determine the length of the active element and the number of layers of which it is composed. For the printing of the active element two thermoplastic materials can be selected which differ from each other in their thermal transitions and physico-mechanical properties. The process of transformation under the influence of elevated temperature should be carried out in such a way that the printed primitive is heated above the temperature of the glass transition that the material used on the active elements has. This releases the residual stresses created during the printing process and causes the active material to shrink. In this way, a primitive can be transformed from a flat shape to a final 3D shape. This shape is then maintained by controlled cooling below the glass transition temperature of the active element. In this paper the first research results of the primitive transformation were presented. The appropriate combination of materials and the optimal temperature of the water as external stimuli were determined, and finally the primitives’ shape recovery. In the research we used the active element which consists of a single layer of flexible, elastic thermoplastic material (passive material) and three layers of thermoplastic materials with the properties of shape memory polymers (active material). For printing we used the multitool 3D printer ZMorph which is based on Fused Deposition Modeling (FDM) technology.

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Wu, Yi-Sin, Teng-Wen Chang, Min-Nan Liao, and Sambit Datta. "Reflecting Self: An Interactive Mirror Study." In CAADRIA 2016: Living Systems and Micro-Utopias - Towards Continuous Designing. CAADRIA, 2016. http://dx.doi.org/10.52842/conf.caadria.2016.321.

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T., Sanjana, Archana H. R., and Akkamahadevi M. B. "Self-Study: An Active Learning Approach." In 2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2017. http://dx.doi.org/10.1109/mite.2017.00026.

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Rao, U. V. Narayana, and Ch Naga Satish Kumar. "A study on self-compacting concrete." In ADVANCES IN SUSTAINABLE CONSTRUCTION MATERIALS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0144559.

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Wu, Yi-Sin, Teng-Wen Chang, Min-Nan Liao, and Sambit Datta. "Reflecting Self: An Interactive Mirror Study." In CAADRIA 2016: Living Systems and Micro-Utopias - Towards Continuous Designing. CAADRIA, 2016. http://dx.doi.org/10.52842/conf.caadria.2016.321.

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Suhendri, Puji Sugiharto Dwi Yuwono, Eddy Wibowo Mungin, and Mulawarman. "Study of Conformity Behaviour and Self-Confidence From Self Control Perspective." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.24.

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Reports on the topic "Self-study"

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Grogin, Phillip W. Nanotechnology Safety Self-Study. Office of Scientific and Technical Information (OSTI), March 2016. http://dx.doi.org/10.2172/1244321.

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Chochoms, Michael. Respirators: Supervisors Self-Study #43442. Office of Scientific and Technical Information (OSTI), April 2016. http://dx.doi.org/10.2172/1248126.

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Chochoms, Michael. Hearing Conservation Self-Study #12350. Office of Scientific and Technical Information (OSTI), August 2016. http://dx.doi.org/10.2172/1296654.

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Hanson, Todd. General Employee Training Self-Study. Office of Scientific and Technical Information (OSTI), April 2017. http://dx.doi.org/10.2172/1356108.

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Glass, George. Pressure Safety: Advanced Self-Study 30120. Office of Scientific and Technical Information (OSTI), February 2016. http://dx.doi.org/10.2172/1239899.

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Chochoms, Michael. Respirators: APR Issuer Self Study 33461. Office of Scientific and Technical Information (OSTI), July 2016. http://dx.doi.org/10.2172/1239926.

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Glass, George. Flammable Gas Safety Self-Study 52827. Office of Scientific and Technical Information (OSTI), March 2016. http://dx.doi.org/10.2172/1242925.

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Pu, Carlton, and Douglas Blough. Reflective Self-Regenerative Systems Architecture Study. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada455808.

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Buck, Kelly R., and Andree E. Rose. Crime Self-Reporting Study: Phase 1. Fort Belvoir, VA: Defense Technical Information Center, November 2004. http://dx.doi.org/10.21236/ada428279.

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Schwarzkopf, Rebecca Lyn, and Helen Mae Rinke. Self-Study #37013 General Employee Training. Office of Scientific and Technical Information (OSTI), June 2018. http://dx.doi.org/10.2172/1458920.

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