Books: 'Transition year programme'

1

Delma, Byrne, and Hannan Carmel, eds. The transition year programme: An assessment. Dublin: Liffey Press in association with the Economic and Social Research Institute, 2004.

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2

Gallagher, Susan. The Transition Year Programme in Irish Secondary schools: A longitudinal study of self-concept and career deceisiveness. Dublin: University College Dublin, 1998.

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3

Mackellar, Ian. Transition years science resource units. [Richmond Hill, Ont.]: Science Teachers' Association of Ontario, 1994.

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4

Jeffers, Gerry. Reel 2 real: Transition Year film studies. Dublin: Educational Company of Ireland, 1997.

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5

Education, Ontario Ministry of. Transition years pilot projects 1991-1992 : year two reports =: Les années de transition, projets pilotes 1991-1992 : rapports de la deuxième année. Toronto, Ont: Ministry of Education and Training = Ministère de l'éducation et de la formation, 1993.

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6

Education, Ontario Ministry of. Transition years: Pilot projects, 1991-1992 : year two reports = Les années de transition : projets pilotes, 1991-1992 : rapports de la deuxième année. Ontario: Ministry of Education and Training, 1993.

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7

Federation, Ontario Teachers'. Response of the Ontario Teachers' Federation to the Transition years consultation paper. [Toronto, Ont: OTF/FEO, 1991.

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8

Keren, Brathwaite, ed. Access and equity in the university: A collection of papers from the thirtieth anniversary conference of the Transitional Year Programme, University of Toronto. Toronto, ON: Canadian Scholars' Press, 2003.

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9

Anufriev, Valeriy, Yuliya Gudim, and Aytkali Kaminov. Sustainable development. Energy efficiency. Green economy. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1226403.

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The monograph examines the problems of sustainable development and energy efficiency using the scientific and methodological approach proposed by the authors for the development of regional fuel and energy programs based on the KhMAO, the Sverdlovsk region, and the oil and gas production enterprise JSC Yuganskneftegaz, and presents the results of the environmental and economic assessment. This approach allows us to evaluate and select the most effective investment project for the utilization of associated petroleum gas from the point of view of energy, environmental and climate security on comparable indicators (tons, rubles). The authors proposed to distinguish from more than 200 UN indicators four basic indicators: the change in the green area (country, region, city, household) for the year; the level of energy efficiency; the amount of pollutants released per year; the annual amount of greenhouse gas emissions. It is proposed to consider the possibility of using the" energy " ruble of S. A. Podolinsky (kW / h) as a possible world reserve currency. Taking into account the unique experience of the region's participation in various projects of sustainable development, energy-efficient and low-carbon economy, it is proposed to create a market for waste and greenhouse gas emissions on the basis of the trade exchange of the Sverdlovsk region as a pilot platform for the implementation of the green economy. The history of the term "green economy", the essence of this concept is considered; the results of the application of green economy in different countries are shown. The international experience of green solutions and technologies is analyzed, the psychological aspects of the transition to a green economy are studied. For all those interested in the environmental development of the economy.

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10

Byrne, Delma, Carmel Hannan, and Emer Smyth. The Transition Year Programme: An Assessment. Liffey Press, 2005.

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11

Ireland. Department of Education and Science., ed. Work experience at senior cycle: Guidelines for schools offering: Transition Year Programme, Leaving Certificate Applied Leaving, Certificate Vocational Programme. Dublin: Department of Education and Science, 1998.

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12

Exploring masculinities: [a programme in personal and social development for transition year and senior cycle boys and young men]. Dublin: Department of Education and Science, 2000.

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13

Transition year programmes: Guidelines 1994-'95. Dublin: An Roinn Oideachais/Department of Education, 1994.

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14

Board, Curriculum and Examinations, ed. Planning, introducing and developing transition year programmes: Guidelines for schools. Dublin: Curriculum and Examinations Board, 1986.

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15

Keren, Brathwaite, ed. Stories from life: The transitional year programme collection of short fiction. Toronto: Canadian Scholars' Press, 1987.

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16

(Editor), Braithwa, and Keren Brathwaite (Editor), eds. Stories from Life: The Transitional Year Programme Collection of Short Fiction. Canadian Scholars Pr, 1990.

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17

Contemporary Toronto writers: A collection of short fiction for transitional year programme TYP009. Toronto: Life Rattle Press, 1997.

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18

Ferris, Jacqueline Ann. Disadvantaged students in university: An analysis of attrition rates and patterns at the University of Toronto. 1991.

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19

Disadvantaged students in university: An analysis of attrition rates and patterns at the University of Toronto. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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20

Cox, Brennan D., Kristin L. Cullen, William Buskist, and Victor A. Benassi. Helping Undergraduates Make the Transition to Graduate School. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195378214.003.0019.

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This chapter highlights several key changes that faculty can helpstudents prepare for as they leave their undergraduate institutions to begingraduate work. It provides data about common preconceptions andmisconceptions of graduate school, including advice from experienced graduatestudents about how first-year students can successfully negotiate theundergraduate-to-graduate transition. Although this chapter applies mainlyto preparing students for PhD programs in psychology, its suggestions will help faculty to prepare their undergraduates for any type ofgraduate degree in psychology.

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21

National Resource Center for the First-Y. Facilitating the Career Development of Students in Transition (First-Year Experience Monograph). First-Year Experience & Students in Transitio, 2005.

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22

The First Year And Beyond Rethinking The Challenge Of Collegiate Transition. Jossey-Bass, 2008.

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23

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Transition From School to College and Career. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0013.

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The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.

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24

Dan, Bloom, and Manpower Demonstration Research Corporation, eds. FTP: The Family Transition Program : implementation and three-year impacts of Florida's initial time-limited welfare program. New York: Manpower Demonstration Research Corporation, 1999.

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25

Horne, Cynthia M. Conclusion: Evaluating Post-Communist Transitional Justice. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198793328.003.0009.

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Unlike the blanket criticisms or accolades transitional justice measures receive in the literature, we are confronted with the reality of divergent and contingent relationships between transitional justice measures like lustration, public disclosures, and truth commissions and political and social trust-building goals. These findings force us to reconsider policy recommendations associated with transitional justice programs both because of possibly contrary outcomes, and due to previously unconsidered temporal conditions. With respect to comparative democratization, this study demonstrated a potentially important democracy promotion effect from transitional justice measures meriting continued exploration. This retrospective of nearly twenty-five years of transitional justice in Central and Eastern Europe and parts of the former Soviet Union contributes to the growing body of knowledge on regional regime change, with special attention to how issues of complicity, trust building, and nostalgia constitute unique challenges faced by former communist countries.

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26

Brathwaite, Keren S. Access and Equity in the University: A Collection of Papers from the Thirtieth Anniversary Conferenceof the Transitional Year Programme, University of Toronto. Canadian Scholars Press, 2003.

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27

Cox, Tory, Terence Fitzgerald, and Michelle Alvarez, eds. The Art of Becoming Indispensable. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197585160.001.0001.

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Despite their academic preparation and lived experiences, new school social workers face a learning curve when moving from entry-level practice to proficiency. The Art of Being Indispensable: What School Social Workers Need to Know in Their First Three Years of Practice is the first book focusing specifically on the needs of new school social workers as they transition to this complex role. Each of the book’s 20 chapters features an academic scholar and at least one school social work practitioner; overall, there are 18 academics and 42 practitioners from 28 different states. The diversity of the authors’ experiences, representing all variations of schools and districts, ensures that the content is applicable to a variety of practice contexts. Each chapter addresses the challenges of a public health pandemic and the impact of racial injustice. There is a timeless quality to this text since every year, new school social workers are being hired, whether from master of social work and bachelor of social work programs or from the ranks of professional social workers changing fields and becoming school social workers. This indispensable guide will help new school social workers to effectively execute their roles and responsibilities.

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28

Weinreb, Alice. Hunger and the Remaking of History. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190605094.003.0004.

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This chapter analyzes occupied Germany between 1945 and 1949, the years that saw the transition from the Second World War to the Cold War. During this time, the country was divided into four zones, each occupied by an Allied power (the United States, the USSR, France, and Great Britain.) This chapter argues that these years, known in Germany as the Hunger Years, played a key role in shaping modern discourses of human rights through assertions of the right of all individuals to food. Specifically, in the wake of the Third Reich, the hunger of German civilians acquired a moral weight that effectively depoliticized the category of “rights.” Analyzing civilian and medical debates about the causes and consequences of German hunger, the chapter explores the ways in which the different Allied rationing programs interpreted responsibility for Nazi crimes, and the ways in which Germans reacted to, challenged, and appropriated these categories.

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29

Hofmann, Christine, Markéta Zelenka, and Boubakar Savadogo. How to strengthen informal apprenticeship systems for a better future of work? lessons learned from comparative analysis of country cases. International Labour Office, 2022. http://dx.doi.org/10.54394/wjek5468.

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This paper undertakes a meta study on informal apprenticeship in developing countries. It compares the findings of country-level research conducted by the ILO and others in the past 15 years to shed more light on apprenticeship systems in the informal economy. It discusses the features and practices of informal apprenticeship systems, their responsiveness to rights at work, and the effectiveness of such systems along criteria such as dropouts, training quality, and transitions to employment. The analysis is complemented by a selected number of country case studies that describe and assess the policies and programmes that were introduced during past years to strengthen and upgrade apprenticeship systems in the informal economy. The findings aim to improve understanding of this complex, heterogenous, yet self-sustained training system in the informal economy for evidence-based discussions and policy dialogue between ILO constituents and beyond.

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30

Mihr, Anja, and Chandra Sriram Lekha. Rule of Law, Security, and Transitional Justice in Fragile and Conflict-Affected Societies. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198805373.003.0006.

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States are expected to provide both security and justice for their citizens; one needs the other in order to work well. Yet when both are damaged or destroyed by war, state actors and outsiders alike tend to treat them as competing post-conflict priorities. Over the past twenty years, numerous processes have emerged to promote one or both, including “transitional justice”—from courts and truth commissions to community reconciliation—and programs to restore rule of law, reform the “security sector” (SSR) and disarm, demobilize, and reintegrate fighters into society (DDR). The many actors involved have just as many, sometimes competing, operational priorities, knowing that change is urgent, but necessarily long-term. This chapter examines the interaction of transitional justice, rule of law, SSR, and DDR, identifying key concepts, actors, processes, and challenges in pursuing change in each of these areas simultaneously.

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31

Lefroy, Ted, Allan Curtis, Anthony Jakeman, and James McKee, eds. Landscape Logic. CSIRO Publishing, 2012. http://dx.doi.org/10.1071/9780643103559.

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In 2005, researchers from four Australian universities and CSIRO joined forces with environmental managers from three state agencies and six regional catchment management authorities to answer the question: 'Can we detect the influence of public environmental programs on the condition of our natural resources?' This was prompted by a series of national audits of Australia's environmental programs that could find no evidence of public investment improving the condition of waterways, soils and native vegetation, despite major public programs investing more than $4.2 billion in environmental repair over the last 20 years. Landscape Logic describes how this collaboration of 42 researchers and environmental managers went about the research. It describes what they found and what they learned about the challenge of attributing cause to environmental change. While public programs had been responsible for increase in vegetation extent, there was less evidence for improvement in vegetation condition and water quality. In many cases critical levels of intervention had not been reached, interventions were not sufficiently mature to have had any measurable impact, monitoring had not been designed to match the spatial and temporal scales of the interventions, and interventions lacked sufficiently clear objectives and metrics to ever be detectable. In the process, however, new knowledge emerged on disturbance thresholds in river condition, diagnosing sources of pollution in river systems, and the application and uptake of state-and-transition and Bayesian network models to environmental management. The findings discussed in this book provide valuable messages for environmental managers, land managers, researchers and policy makers.

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32

Yurdusev, Ahmet Nuri, Hacer Topaktaş, and Özgür Kolçak. Exploring the Commonalities of the Mediterranean Region. Turkish Academy of Sciences, 2019. http://dx.doi.org/10.53478/tuba.2019.002.

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TÜBA-EMAN symposium, titled as “Exploring the Commonalities of the Mediter-ranean Region”, was held two years ago. It was our wish to publish the proceedings in the aftermath of the symposium. The publication has been delayed due to, among other reasons, the transitional period that TUBA has gone since then. I am glad that the papers, except three of them, have now been compiled and TUBA is pleased to publish the Proceedings. The Proceedings comprises the full texts of the papers, the original symposium programme and abstracts of the presented papers. TUBA sees itself as part of the global scientific community and values its coopera-tion with sister academies and inter-academy organizations. We shall do our best to contribute towards the activities of EMAN in the future as well. I would like to express my thanks to those academicians who showed relentless efforts in organizing this symposium, most notably Pavao Rudan, the President of EMAN, Ahmet Cevat Acar, the then President of TUBA, and A. Nuri Yurdusev, the then Vice President of TUBA. I would also like to thank the contributors to this Pro-ceedings and our staff in TUBA as well.

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33

Liechty, Edward A., Cindy Hughes, and Becky Dolan, eds. Coding for Pediatrics, 2014. American Academy of Pediatrics, 2013. http://dx.doi.org/10.1542/9781581108354.

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“Published annually and currently in its 19th edition, Coding for Pediatrics is the signature publication in a comprehensive suite of coding products offered by the American Academy of Pediatrics (AAP). Written by coding experts for coders and physicians, this manual is a product of the AAP Committee on Coding and Nomenclature and is extensively reviewed each year by the AAP Coding Publications Editorial Advisory Board. This edition has been fully updated and revised to include all changes to the 2014 Current Procedural Terminology (CPT®) and International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM) codes, complete with accompanying guidelines for their application. The numerous clinical vignettes and examples featured in the book, as well as the many “Coding Pearls” included throughout, have also been fully revised and revisited. New to this edition, is an emphasis through the entirety of the manual on the upcoming transition to International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) with newly added “Transitioning to 10” boxes. These boxes accompany the text and highlight for the reader the various codes and situations most affected by the forthcoming change. New 2014 features and updates make Coding for Pediatrics more indispensable that ever! ICD-10-CM guidance and examples with dynamic call-out boxes New chapter on preventive medicine services New information on changes to transitional care management Updated guidance for reporting new codes for interprofessional consultations New explanation of changes to the code for cerumen removal Web access to Coding for Pediatrics updates and alerts Updated clinical vignettes to bring complex coding issues to life. Updated coding fact sheets, sample letters, denial tracking tool, and more The basics and beyond-with chapter after chapter of important information, updates and advice, including * New and Revised CPT® and ICD-9-CM Codes for 2014 * Diagnosis Coding: ICD-9-CM and ICD-10-CM * Evaluation and Management Documentation and Coding Guidelines: Incident-To, PATH Guidelines, and Scope of Practice Laws * Preventive Evaluation and Management Services in the Office, Outpatient, Home, or Nursing Facility Setting * Noncritical Hospital Care * Perinatal Counseling and Care of the Neonate and Critically Ill Infant/Child * Emergency Department Services * Common Procedures and Non-E/M Medical Services * Modifiers and Coding Edits * Category II CPT® Codes-Pay for Performance Measures and Category III CPT® Codes-Emerging Technologies * Fraud and Abuse: Compliance for the Pediatric Practice * The Business of Medicine: From Clean Claims to Correct Payment and Emerging Payment Methodologies Coding for Pediatrics, has the prior approval of American Academy of Professional Coders (AAPC) for 4.0 continuing education hours. Granting of prior approval in no way constitutes endorsement by AAPC of the program content or the program sponsor.”

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34

Li, Wai-Kee, Hung Kay Lee, Dennis Kee Pui Ng, Yu-San Cheung, Kendrew Kin Wah Mak, and Thomas Chung Wai Mak. Problems in Structural Inorganic Chemistry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823902.001.0001.

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The First Edition of this book, which appeared in 2013, serves as a problem text for Part I (Fundamentals of Chemical Bonding) and Part II (Symmetry in Chemistry) of the book Advanced Structural Inorganic Chemistry published by Oxford University Press in 2008. A Chinese edition was published by Peking University Press in August in the same year. Since then the authors have received much feedback from users and reviewers, which prompted them to prepare a Second Edition for students ranging from freshmen to senior undergraduates who aspire to attend graduate school after finishing their first degree in Chemistry. Four new chapters are added to this expanded Second Edition, which now contains over 400 problems and their solutions. The topics covered in 13 chapters follow the sequence: electronic states and configurations of atoms and molecules, introductory quantum chemistry, atomic orbitals, hybrid orbitals, molecular symmetry, molecular geometry and bonding, crystal field theory, molecular orbital theory, vibrational spectroscopy, crystal structure, transition metal chemistry, metal clusters: bonding and reactivity, and bioinorganic chemistry. The problems collected in this volume originate from examination papers and take-home assignments that have been part of the teaching program conducted by senior authors at The Chinese University of Hong Kong over nearly a half-century. Whenever appropriate, source references in the chemical literature are given for readers who wish to delve deeper into the subject. Eight Appendices and a Bibliography listing 157 reference books are provided to students and teachers who wish to look up comprehensive presentations of specific topics.

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35

Levenson, Zachary. Delivery as Dispossession. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197629246.001.0001.

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Abstract This book explains why nearly thirty years after the transition to democracy, the South African government continues to evict squatters from urban land. It argues that housing officials view occupiers as threats to the government’s housing delivery program, which, they insist, requires order and state control. New occupations are therefore stigmatized as “disorderly” threats, and government actors represent their removal as a precondition for access to housing. Drawing on a decade of sustained ethnographic fieldwork in two such occupations in Cape Town, this study explains why one was evicted, whereas the other was ultimately tolerated, answering a central question in urban studies: how do governments decide when to evict, and conversely, when to tolerate? These decisions are not made in a vacuum but instead require an analysis that expands what we typically call “the state.” This book argues that the state does not simply “see” occupations, as if they were a feature of the natural landscape. Rather, occupiers collectively project themselves to government actors, affecting how they are seen. But residents are not only seen; they also see, which shapes how they organize themselves. When residents see the state as an antagonist, they tend to unify under a single leadership; but when they see it as a potential ally, they often remain atomized as if they were individual customers. The unity in the former case projects an orderly population, less likely to be evicted; but the fragmentation in the latter case projects a disorderly mass, serving to legitimate eviction rulings.

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Books on the topic 'Transition year programme'

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