Literatura académica sobre el tema "Executive leaders"
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Artículos de revistas sobre el tema "Executive leaders"
Longenecker, Clinton y Mike McCartney. "The benefits of executive coaching: voices from the C-suite". Strategic HR Review 19, n.º 1 (30 de enero de 2020): 22–27. http://dx.doi.org/10.1108/shr-06-2019-0048.
Texto completoLeeds, J. Peter, Krystal N. Roach, Scott K. Burtnick y Holly M. Moody. "Development and validation of an executive training and development-type taxonomy". Journal of Workplace Learning 30, n.º 6 (13 de agosto de 2018): 442–68. http://dx.doi.org/10.1108/jwl-01-2018-0025.
Texto completoFrugé, Kimberly R. "Repressive agent defections: How power, costs, and uncertainty influence military behavior and state repression". Conflict Management and Peace Science 36, n.º 6 (19 de octubre de 2019): 591–607. http://dx.doi.org/10.1177/0738894219881433.
Texto completoNyukorong, Remy y William Quisenberry. "Character Traits Of Effective Executives: A Phenomenological Study Of Ceos In Ghana". European Scientific Journal, ESJ 12, n.º 20 (30 de julio de 2016): 69. http://dx.doi.org/10.19044/esj.2016.v12n20p69.
Texto completoRao, M. S. "Grooming management graduates as leaders, entrepreneurs and chief executives". Human Resource Management International Digest 23, n.º 7 (12 de octubre de 2015): 27–30. http://dx.doi.org/10.1108/hrmid-07-2015-0128.
Texto completoAllen, Stuart y Louis W. Fry. "Spiritual development in executive coaching". Journal of Management Development 38, n.º 10 (11 de noviembre de 2019): 796–811. http://dx.doi.org/10.1108/jmd-04-2019-0133.
Texto completoLichtenstein, Scott y Pat Dade. "The Shareholder Value Chain: Values, Vision and Shareholder Value Creation". Journal of General Management 33, n.º 1 (septiembre de 2007): 15–31. http://dx.doi.org/10.1177/030630700703300102.
Texto completoTkaczyk, Bart. "Crafting continuing learning and development: a positive design tool for leadership development". Development and Learning in Organizations: An International Journal 28, n.º 4 (2 de junio de 2014): 5–8. http://dx.doi.org/10.1108/dlo-10-2013-0079.
Texto completoCole, Loressa y Jeffrey N. Doucette. "Meet ANCCʼs New Executive Leaders". JONA: The Journal of Nursing Administration 47, n.º 10 (octubre de 2017): 472–73. http://dx.doi.org/10.1097/nna.0000000000000526.
Texto completoMiller, Steven V. "Individual-level expectations of executive authority under territorial threat". Conflict Management and Peace Science 34, n.º 5 (28 de octubre de 2015): 526–45. http://dx.doi.org/10.1177/0738894215600384.
Texto completoTesis sobre el tema "Executive leaders"
Kovacs, Louise Carolyne. "Enabling leaders to navigate complexity : an executive coaching framework". Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20827/.
Texto completoDe, Beer Paul Andrew. "The role of executive coaching in assisting leaders to empower organisations". Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50519.
Texto completoENGLISH ABSTRACT: The concept of executive coaching has become known over the last 20 years. Executive coaching is a service that is provided to managers and leaders within organisations in order to help them to make changes that will lead to increased personal and organisational performance. Coaching helps leaders to function better in the business world by helping them to see beyond their own mindsets; helping them to learn new skills; and helping them to overcome deeply ingrained habits and behaviours that may be restricting their further success. Coaching is not targeted specifically at executives that are experiencing performance problems, but at any manager or leader that wants to learn or change in some way, or simply wants to further increase their performance. The need for executive coaching has arisen due to the speed at which the world is developing and hence because of constant change. Globalisation, technology, mass production and increased levels of democracy have lead to a highly competitive business world. The leader and manager of today have to be highly efficient and deal with a much broader range of tasks than ever before while being highly advanced in the areas of personal and interpersonal skills. These same changes that have affected the world have lead to changing social norms where people have the need to partiCipate and be heard. The traditional management approaches to business whereby leaders commanded their employees to execute their ideas, is no longer an efficient practise as business is just too complex to centralise decision making. The concept of organisational empowerment which became know in the late 1980's has to do with the top leaders of organisations sharing their power and authority with those lower down in the organisation. Empowerment is seen as the key to sustainable organisational success, however it is complex to implement, takes considerable time and needs dedication, focus and drive from top leaders to be successful. Top leaders however will need to transform their own styles, habits and skills in order to successfully empower their organisations. Executive coaching is seen as the best method to help leaders and managers to empower their organisations by assisting them to change their leadership styles, learn better personal skills and to properly plan and execute changes that need to be made within the organisation. The use of executive coaching will also teach executives how to coach all those within their organisations, which will further help change the organisation from a traditional culture to a culture of collaboration and support.
AFRIKAANSE OPSOMMING: Die konsep van bestuursafrigting het in die afgelope 20 jaar bekend geword. Bestuursafrigting is 'n diens wat gelewer word aan bestuurders en leiers binne 'n organisasie om hulle te help om veranderinge te maak wat sal lei tot verhoogde persoonlike en organisatoriese prestasie. Afrigting help leiers om beter te presteer in die besigheidswereld deur verby hul eie gedagte raamwerk te kyk, nuwe vaardighede aan te leer en om diep ingewortelde gewoontes en gedrag te oorkom wat sukses verhinder. Afrigting is nie net gefokus op uitvoerende amptenare wat prestasie probleme ervaar nie, maar op enige bestuurder of leier wat wil leer of verander, of prestasie wil verbeter. Die behoefte vir bestuursafrigting het ontstaan as gevolg van die tempo waarmee die wereld voortdurend verander. Globalisering, tegnologie, massa produksie en verhoogde vlakke van demokrasie het gelei na 'n hoogs kompeterende besigheidswereld. Die hedendaagse leier en bestuurder moet hoogs effektief wees, meer take kan verrig as ooit tevore en ook nog hoogs gevorderd wees in terme van interpersoonlike vaardighede. Hierdie veranderinge het ook gelei na veranderende sosiale norme waar mense meer betrokke wil wees deur insette te lewer. Die tradisionele benadering tot besigheid, waar leiers opdragte gee aan werknemers om hulle idees uit te voer, is nie meer effektief in die huidige komplekse samelewing nie. Die idee van organisatoriese bemagtiging, wat in die laat 1980's bekend geword het, het te make met die verspreiding van mag van die senior bestuur in die organisasie na laer vlakke. Bemagtiging is die sleutel tot volhoubare organisatoriese sukses maar, dit is moeilik om te implementeer, het baie tyd en toewyding nodig en benodig fokus van die top leiers om suksesvol te wees. Daarom moet top bestuurders hul eie styl, gewoontes en vaardighede transformeer om bemagtiging suksesvol te implementeer in hul organisasies. Bestuursafrigting word gesien as die beste metode om leiers en bestuurders te help om hul werknemers te bemagtig deur hulle te help om hulle leierskapstyle te verander, beter persoonlike vaardighede aan te leer en om beter organisatoriese beplanning en uitvoering te fasiliteer. Die gebruik van bestuursafrigting leer bestuurders hoe om ander te mentor wat die tradisionele kultuur van bestuur vervang met een van samewerking en ondersteuning.
Elbarouki, Sam. "Executive Banking Leaders and Risk-Management Strategies on Subprime Mortgage Lending". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2254.
Texto completoPhilipps, Armin F. "Leaders’ perceptions after a coaching intervention as part of their development journey". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97425.
Texto completoENGLISH ABSTRACT: The aim of this study was to gain insights into leaders’ perceptions of their coaching experiences. The study aimed to capture personal experiences after a coaching intervention and to reveal the individual’s views on such experiences. It furthermore aimed to provide insights on the change effect of coaching conversations. This purpose was supported by the following research objectives: - Objective 1: To identify which aspects of the coaching intervention had the desired impact for the coachee; - Objectives 2: To establish the aspect of the coaching process which supported the goals of the initial development journey of the participant; - Objective 3: To identify what other aspects the coachee became aware of during his/her journey of development; and - Objective 4: To establish what constituted a positive coaching experience. The research was based on a phenomenological and interpretive approach and included a sample of twelve individuals who had recently completed a coaching intervention, either in their personal capacity or as part of an organisational change intervention. All participants completed a semi-structured interview schedule which was utilised as the primary data source. The researcher developed themes and categories of data for analysis and interpretation and tested the research objectives against the data collected, as well as against literature reviewed. To create a unique experience for individual coaching participants, coachees, coaches and organisations are required to partner with each other as these are the key coaching elements outlined within the context of the coaching intervention. Motivation and perception may play a part in the creation of the coaching experience and probably influence the participants. The key coaching elements are three core relationships and are described in more detail herein. The researcher developed a coaching engagement model which is presented, discussed and adapted through the data feedback received.
Beauchamp, Julie. "An exploration into the vision and visioning activity of leaders /". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84469.
Texto completoAn analysis of the visioning process yielded two important components: the visioning activity and the visioning product. Based on this analysis and a review of the existing literature, vision was defined as a product with content and the visioning activity a two-stage process involving vision formulation and vision articulation. Building on these definitions, a number of vision content characteristics and visioning behaviors were examined, leading to theoretical propositions and testable hypotheses.
The empirical test of the proposed theoretical framework was carried out in two studies. Study 1 investigated observers' perceptions of leader behaviors, vision content characteristics and related attributions of vision and visionary leadership. This study was conducted using analyses of biographical and autobiographical accounts. Study 2 sought to replicate the investigation with direct observations from followers of "real-life" organizational leaders.
The empirical test substantiated the importance of distinguishing between the various content characteristics of visions as they relate to attributions of vision and visionary leadership on the part of observers/followers. The empirical results also support the importance of distinguishing between the various components of the visioning activity of leaders as they relate to attributions of vision and visionary leadership on the part of observers/followers. Finally, the results suggest distinct relationships between the attributions of vision/visionary leadership and various effects of the visioning process on followers.
In light of these results, suggestions for future research and implications for leadership practice are discussed.
Ramos, Polly Castro. "Employee Retention Strategies for Executive Operation Leaders in an Academic Nursing Environment". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7181.
Texto completoBloxham, Thomas Raymond. "Leadership of public education : an exploration of executive leaders in education Queensland". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61601/1/Thomas_Bloxham_Thesis.pdf.
Texto completoDavies, Malcolm Roy y n/a. "Prediction of Transformational Leadership by Personality Constructs for Senior Australian Organisational Executive Leaders". Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060220.142914.
Texto completoLongueira, Manuel. "The value of emotional intelligence training for leaders at Goedgevonden Colliery". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97281.
Texto completoENGLISH ABSTRACT: Emotional intelligence has been a much debated topic in leadership circles globally, since the idea was first conceived in the 1970s, and later made popular by Goleman in the 1990s (Goleman, 1995: 5). In an endeavour to effect a culture change at the Glencore SA operations, a process of emotional intelligence (EI) training has been rolled out to the leadership at the mining operations over the past four years. This has met with varying degrees of success, but it begs the question: What is the value of this training, and how effective is it expected to be? This research set out to assess the correlation between the results in productivity and safety, with that of the exposure of emotional intelligence to the leadership at the Goedgevonden (GGV) coal mining operation. To this end, this research sought to develop a view of the levels of emotional intelligence, or the lack thereof, prior to any form of intervention, and to draw comparisons with the present EI levels. The hypothesis being: EI training of the leadership team at the Goedgevonden operation has significantly improved performance. The research then tested a sample of the GGV leadership for their emotional intelligence quotient using a commercially available test. These test results have been included in the findings. The concept of group emotional intelligence (GEI) was studied in the course of the literature review, and it was further deemed pertinent to examine this concept as to its relevance at the Goedgevonden operation. Tests were conducted with two teams. A distinct disparity arose from the findings of the team emotional tests, which did not correlate with the similar training to which both teams had been exposed. The findings of the team emotional tests also correlated significantly with the performance of the two teams over the past three years. A ten percent discrepancy in performance exists, as with a very similar percentage in test scores. A strong sense of need for emotional intelligence training evolved from the interview process. More significantly, was the need for this training to be aimed at the lower levels of the organisation, as well as for this training to incorporate a strong element of team EI. These aspects are both articulated in the recommendations also.
Connaghan, Karen M. "Essential entrepreneurial and innovation practices of executive leaders in California education service agencies". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133187.
Texto completoThe role of entrepreneurship and innovation in K–12 education continues to evolve. As more reform efforts come and go, it is clear that little has changed despite billions of dollars invested in these efforts. Education leaders are being asked to leverage entrepreneurial and innovative solutions to transform the K–12 education environment to meet the needs of a modern society and workplace. Consequently, there is an urgent need to expand the boundaries of possibilities for improving public education. Identifying the essential practices of executive education leaders is of particular importance to K–12 education which is under increasing pressure to provide better equity of resources, do more with less, close the student achievement gap, and prepare students for a future where most jobs have yet to be defined. To meet this challenge, executive education leaders must leverage and implement key entrepreneurial and innovation practices. The purpose of the study was to identify and understand the practices of executive level leaders in California County Offices of Education. The study was designed using the Delphi method approach of identification, shared evaluation, re-evaluation, and finally consensus among the executives to identify the essential entrepreneurial and innovation practices of education leaders. At the conclusion of the process, 15 executives identified 13 opportunity recognition, leadership, and staff practices they believe to be essential to support entrepreneurship and innovation in education. The 2 opportunity recognition skills were: (a) collaboration, (b) future-focus. The 8 leadership practices were: (a) articulate vision, (b) promote healthy organization culture, (c) flexibility, (d) life-long learning, (e) relationship building, (f) actively seek opportunities, (g) decisive. The 3 staff practices were: (a) trust, (b) flexibility, (c) drive. A key finding of the study was the identification of 3 overarching practices spanning opportunity recognition, leadership, and staff: (a) collaboration, (b) flexibility, and (c) future-focused. The essential practices identified in this study assist leaders in strengthening and transforming education organizations. By focusing on the identified essential practices, leaders are able to meet the challenges and complexity evident in today’s K–12 education environment, and create organizations where entrepreneurship and innovation can thrive in support of student learning.
Libros sobre el tema "Executive leaders"
Creating leaders for tomorrow. Portland, Or: Productivity Press, 1996.
Buscar texto completoGoldman, Alan. Transforming toxic leaders. Stanford, Calif: Stanford University Press, 2009.
Buscar texto completoJohn, Beeson y Conference Board, eds. Developing business leaders for 2010. New York, NY: Conference Board, 2002.
Buscar texto completoThe Toyota leaders: An executive guide. New York: Vertical, 2008.
Buscar texto completoHitch, Christopher. Executive skills for busy school leaders. Larchmont, NY: Eye On Education, 2010.
Buscar texto completoHitch, Christopher. Executive skills for busy school leaders. Larchmont, NY: Eye On Education, 2010.
Buscar texto completoKnowledge leadership: Tools for executive leaders. Thousand Oaks: Response Books, 2008.
Buscar texto completoExecutive intelligence: What all great leaders have. New York: Collins, 2005.
Buscar texto completoToxic leaders: When organizations go bad. Westport, Conn: Quorum Books, 1996.
Buscar texto completoThought leaders: The source code of exceptional managers and entrepreneurs. New Delhi: Tata McGraw Hill Pub. Co., 2001.
Buscar texto completoCapítulos de libros sobre el tema "Executive leaders"
Brown, Paul y Kate Lanz. "Coaching leaders with neuroscience". En Mastering Executive Coaching, 226–40. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671-14.
Texto completoLee, Robert J. y Michael H. Frisch. "Learning to Coach Leaders". En Advancing Executive Coaching, 47–81. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118255995.ch3.
Texto completoAnstiss, Tim y Margaret Moore. "Coaching leaders towards improved health and well-being". En Mastering Executive Coaching, 194–211. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671-12.
Texto completoKets de Vries, Manfred F. R. "Do We Get the Leaders We Deserve?" En The Daily Perils of Executive Life, 115–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91760-9_21.
Texto completoBlankenship, J. Ross. "What is executive assessment?" En Assessing CEOs and senior leaders: A primer for consultants., 9–41. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-002.
Texto completoBlankenship, J. Ross. "Ethical and legal considerations in executive assessment." En Assessing CEOs and senior leaders: A primer for consultants., 69–97. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-004.
Texto completoReid, Wendy. "Artists and Managers as Executive Leaders of Arts Organizations". En Kultur und Management, 227–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-19277-2_22.
Texto completoReid, Wendellyn. "Artists and Managers as Executive Leaders of Arts Organizations". En Kultur und Management, 197–207. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05871-5_20.
Texto completoDolan, Simon L. "How can an executive coach help leaders and organizations?" En The Secret of Coaching and Leading by Values, 68–95. Abingdon, Oxon ; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003025146-3.
Texto completoBlankenship, J. Ross. "Professional development and future directions in executive assessment." En Assessing CEOs and senior leaders: A primer for consultants., 167–88. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-007.
Texto completoActas de conferencias sobre el tema "Executive leaders"
Li, Jiequn y Runde Lu. "On the Strategy of Leaders' Executive Power Improvement". En 2018 2nd International Conference on Data Science and Business Analytics (ICDSBA). IEEE, 2018. http://dx.doi.org/10.1109/icdsba.2018.00093.
Texto completoCelaya, Leandra Yvonne, Daniel K. Mueller y Samuel Robert Hernandez. "Developing Healthcare Leaders, Fostering Collaboration, and Facilitating Transformation in the Kingdom of Saudi Arabia: Practice-Based Synthesis Projects in a Global Executive Graduate Program". En Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8058.
Texto completoAlfaro-Pozo, Rocío, María Ávila-Rondón, Gema Calleja-Sanz y Cristina Tomàs-Pérez. "HOW DO FUTURE BUSINESS LEADERS THINK? ANALYSIS OF EXECUTIVE MBA STUDENTS’ PROPOSALS". En 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2207.
Texto completoIto, Kumiko y Takehiro Inohara. "Model of sense-making process for leaders' organizational resocialization: Based on case study of executive leaders in boundaryless career". En 2014 11th International Conference on Service Systems and Service Management (ICSSSM). IEEE, 2014. http://dx.doi.org/10.1109/icsssm.2014.6943396.
Texto completoConstantinides, Michalis. "System-Level Leadership in Multi-Academy Trusts in England: The Role of Executive Leaders". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690388.
Texto completoNichols, Timothy, Glenn Ashe y Dennis Kruse. "The Global Shipbuilding Executive Summit Series: Partnering with the Navy and Coast Guard to Improve Naval Shipbuilding". En SNAME Maritime Convention. SNAME, 2014. http://dx.doi.org/10.5957/smc-2014-p29.
Texto completoPetrat, Deborah, Lucas Polanski-Schräder, Ilker Yenice, Lukas Bier y Ilka Subtil. "AI as a leader - what individual factors influence the acceptance of AI applications that take on leadership tasks?" En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002233.
Texto completoHowes, C. Susan y Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry". En SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.
Texto completoHonda, Hiroshi. "Partnering to Succeed: Keys to Managing Technology Development, Risk and Globalization". En ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/ts-23403.
Texto completoJuita, Novia, Ermanto Ermanto y Ngusman Abdul Manaf. "Language Politeness of Executive Leader in Facebook". En Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.97.
Texto completoInformes sobre el tema "Executive leaders"
Gentry, William, Jennifer Deal, Sarah Stawiski y Marian Ruderman. Are leaders born or made? Perspectives from the executive suite. Center for Creative Leadership, 2012. http://dx.doi.org/10.35613/ccl.2012.2028.
Texto completoBendixen, Shannon, Michael Campbell, Corey Criswell y Roland Smith. Change-Capable Leadership The Real Power Propelling Successful Change. Center for Creative Leadership, 2017. http://dx.doi.org/10.35613/ccl.2017.2049.
Texto completoNietschke, Yung, Anna Dabrowski, Maya Conway y Chaula Pradhika. COVID-19 Education Response Mapping Study in Asia: Executive summary. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-701-4.
Texto completoDeal, Jennifer, Kristin Cullen, Sarah Stawiski, William Gentry y Marian Ruderman. World Leadership Survey Biannual Report on Employee Commitment and Engagement 2013–2014. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2048.
Texto completoReinhold, Diane, Tracy Patterson y Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.
Texto completoBaader, Franz y Benjamin Zarrieß. Verification of Golog Programs over Description Logic Actions. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.198.
Texto completoLam, Terence y Keith Gale. Construction frameworks in the public sector: Do they deliver what they promise? Property Research Trust, noviembre de 2021. http://dx.doi.org/10.52915/sbuk7331.
Texto completoBizer, Kilian y Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.
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