Littérature scientifique sur le sujet « Alberta. Further Education Services »
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Articles de revues sur le sujet "Alberta. Further Education Services"
Mercier, Danielle, Matthew Douma et Carmel Montgomery. « Inpatient supervised consumption services : A nursing perspective ». Canadian Journal of Emergency Nursing 45, no 3 (13 décembre 2022) : E3—E5. http://dx.doi.org/10.29173/cjen200.
Texte intégralBisch, Steven P., Leah Gramlich et Gregg Nelson. « Aplicación del programa ERAS® como una política de salud pública en el sistema de salud de Alberta, Canadá ». Revista Argentina de Cirugía 113, no 2 (1 juin 2021) : 169–75. http://dx.doi.org/10.25132/raac.v113.n2.eras03spb.ei.
Texte intégralHorlick, Sidney, Jacqueline A. Krysa, Katelyn Brehon, Kiran Pohar Manhas, Katharina Kovacs Burns, Kristine Russell, Elizabeth Papathanassoglou, Douglas P. Gross et Chester Ho. « Exploring Rehabilitation Provider Experiences of Providing Health Services for People Living with Long COVID in Alberta ». International Journal of Environmental Research and Public Health 20, no 24 (13 décembre 2023) : 7176. http://dx.doi.org/10.3390/ijerph20247176.
Texte intégralNowlan, Sarah-Emily, Neil J. MacKinnon, Ana Hincapie et Matt Tachuk. « A survey of Alberta pharmacists’ attitudes, comfort and perceived barriers to a community-based naloxone program ». Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 154, no 4 (18 juin 2021) : 262–70. http://dx.doi.org/10.1177/17151635211018254.
Texte intégralCarlson, Linda E., Safiya Karim et Laura E. Labelle. « The ACTION Centre as a Model for Patient Engagement and Knowledge Translation in Integrative Oncology Practice, Training, and Research ». Integrative Cancer Therapies 21 (janvier 2022) : 153473542211032. http://dx.doi.org/10.1177/15347354221103277.
Texte intégralSmith, Mary, et Nazilla Khanlou. « An Analysis of Canadian Psychiatric Mental Health Nursing through the Junctures of History, Gender, Nursing Education, and Quality of Work Life in Ontario, Manitoba, Alberta, and Saskatchewan ». ISRN Nursing 2013 (28 avril 2013) : 1–13. http://dx.doi.org/10.1155/2013/184024.
Texte intégralSperber, Robert I. « The Reform of the Brookline Public Schools Special Education Program : A Retrospective ». Journal of Education 180, no 2 (avril 1998) : 57–75. http://dx.doi.org/10.1177/002205749818000205.
Texte intégralVorobeichik, Allen, Hannah Yaphe, Amber Feldmann, Noolifar Taghizadeh, Dongmei Wang et Eddy Lang. « Impact of Calgary’s supervised consumption site on opioid-related emergency health care usage ». Canadian Journal of Emergency Nursing 45, no 2 (12 juillet 2022) : 6–7. http://dx.doi.org/10.29173/cjen183.
Texte intégralRahman, Amaly, Sarah Curtis, Beth DeBruyne, Sunil Sookram, Denise Thomson, Shari Lutz et Samina Ali. « Emergency Medical Services Provider Comfort with Prehospital Analgesia Administration to Children ». Prehospital and Disaster Medicine 30, no 1 (8 décembre 2014) : 66–71. http://dx.doi.org/10.1017/s1049023x14001277.
Texte intégralZivot, Chloe, Cate Dewey, Meghan Brockington, Chioma Nwebube, Ghaid Asfour, Natasha Vattikonda, Debbie Bell, Sharada Srinivasan et Matthew Little. « Experiences of wellbeing and resilience among refugee mothers and families in Calgary during the COVID-19 pandemic, and the role of participation in HIPPY, a home visiting program ». AIMS Public Health 9, no 3 (2022) : 521–41. http://dx.doi.org/10.3934/publichealth.2022036.
Texte intégralThèses sur le sujet "Alberta. Further Education Services"
Bland, Kathy. « Shared services in further education ». Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
Texte intégralGeorge, D. J. « Motivating students to achieve in a vocational services sector programme within further education ». Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/24263/.
Texte intégralPadfield, Andrew James. « The impact of The Manpower Services Commission on non-advanced post-16 further education ». Thesis, Cardiff University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431714.
Texte intégralFerreira, Stephanus Lourens. « The Design, Implementation, and Evaluation of Student Support and Development Services .ID Further Education and Training Colleges in South Africa ». Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
Texte intégralThe SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.
- student counselling services
- academic development and learning support
- occupationald evelopmenat nd careerg uidance
- life skills education and health education, and
- college institutional development
Brooks, Kimberlee. « Grade nine students and policy : perspectives of the school nutrition and physical activity environment ». Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2012, 2012. http://hdl.handle.net/10133/3114.
Texte intégralxi, 179 leaves : ill. ; 29 cm
Köhler, Marcel, et Lars Leidl. « Interkulturell ausgerichtete Studien- und Dienstleistungsangebote ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-120746.
Texte intégralKöhler, Marcel, et Lars Leidl. « Interkulturell ausgerichtete Studien- und Dienstleistungsangebote ». Berufsakademie Sachsen, Staatliche Studienakademie Breitenbrunn, 2012. https://slub.qucosa.de/id/qucosa%3A3517.
Texte intégralMashiloane, Ernest Phaswa. « Implementation of student support services at public further education and training colleges in Mpumalanga province ». 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000907.
Texte intégral(9809444), Helen Keen Dyer. « (Re) imagining the boundary : A case of contemporary fire and emergency services education and training ». Thesis, 2018. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/13447793.
Texte intégral(9809444), Helen Keen Dyer. « (Re) imagining the boundary : A case of contemporary fire and emergency services education and training ». Thesis, 2023. https://figshare.com/articles/thesis/_Re_imagining_the_boundary_A_case_of_contemporary_fire_and_emergency_services_education_and_training/24079497.
Texte intégralThe Australian Fire and Emergency Services (FES) industry environment is becoming increasingly complex, with recent research suggesting this trend is expected to continue. At the heart of this complexity is an increase in the incidence and intricacy of operational activity, advances in technology and practice plus increasing scrutiny by all levels of government and the public FES serves. The changing industry environment has been attributed to a range of factors and importantly here, manifesting in the changing of many of ‘the ways’, that is, the ways of being, knowing and doing of FES, as they have historically been known. The contemporary industry narrative is calling for collective responses to the business of FES, and as such, calling for FES to work closely with its multiple intersecting jurisdictions and constituents. This qualitative investigation aimed to better understand one such intersection, that of FES and Higher Education (HE). FES has a long and proud history with Australia’s Vocational Education and Training (VET) sector. While this continues today, the industry is increasingly looking toward HE and its potential for preparing FES workers for the increasing complexity. The FES industry and VET have a well-established working relationship, and systems and processes in place to support this relationship. However, arrangements of this kind do not currently exist in regard to HE. As such, current FES HE efforts vary considerably and lack the mechanisms needed to support one another to come together and work in a fulsome way. The FES education and training environment and its enactments, such as training products, present as highly particular, and these particularities come to the fore when education and training is conceptualised as encompassing VET and HE, and as a continuum of these. Against this backdrop, there is a pressing need for an approach which sees FES, VET and HE working in unison. Located within the constructivist perspective, and conducted using an instrumental case study design, this research explores the current FES education and training environment in order to better understand the challenges faced by FES and HE, and thereby, their working together. This research is conducted within the Queensland FES context and in relation to one particular HE provider, CQUniversity Australia. Data were collected through semi-structured interviews, documents, observations of the QFES education and training environment, and a participatory workshop. As a result of the data analysis process, five themes emerged, that of 1) culture, history and tradition, 2) identity and identification, 3) boundaries, 4) accountability, and 5) imaginings. Emerging from the interpretation of these five themes is the need for a specific type of working relationship, postulated here as a collaboration. In support of the collaboration, the FES-HE Model of Collaboration was constructed. This model and its guiding principles speak to FES and HE, and the structure and function of the collaboration argued here as occurring at and within the boundary point between FES and HE, as it is currently known. Through considerations of the FES-HE boundary, and the conceiving of a FES-HE connected future, new understandings of the nature of boundary points emerged. In addition, a mechanism emerged by which boundary points can be navigated and negotiated, here called imaginings. The notion of imaginings, the boundary insights, theorised model and FES contextual understandings represent the contribution to knowledge of this thesis.
Livres sur le sujet "Alberta. Further Education Services"
Deloitte, Haskins & Sells. et Alberta Alberta Education, dir. An Evaluation of Alberta Education's library services : Summary report. Edmonton, Alta : Deloitte Haskins ₊ Sells Associates under contract to Alberta Education, 1986.
Trouver le texte intégralChapman, Margaret. User education in further education college libraries. (London) : British Library Research and Innovation Centre, 1997.
Trouver le texte intégralEducation, Alberta Alberta. Evaluability assessment of library services : Final report. [Regina] : Alberta Education, 1985.
Trouver le texte intégralAlberta. Alberta Education. Language Services. Ukrainian bilingual education in Alberta. [Edmonton, Alta.?] : Alberta Education, 1986.
Trouver le texte intégralDeloitte, Haskins &. Sells. An evaluation of Alberta Education's library services. Edmonton : Alberta Education, 1986.
Trouver le texte intégralServices, Alberta Alberta Education Planning. Alberta Education evaluability assessment of library services : Final report. Edmonton, Alta : Alberta Education, Planning Services, 1985.
Trouver le texte intégralNelly, McEwen, et Alberta. Alberta Education. Planning Services, dir. Alberta Education evaluability assessment of library services : Final report. [Edmonton] : Alberta Education, Planning Services, 1985.
Trouver le texte intégralBritain, Great. Further education bill : A bill intituled an act to empower local education authorities to supply goods and services through further education establishments (...). London : HMSO, 1985.
Trouver le texte intégralGreat Britain. Further Education Unit., dir. External support services : Meeting additional support needs in further education. London : FEU, 1994.
Trouver le texte intégral1951-, Lees John, et Vaspe Alison 1954-, dir. Clinical counselling in further and higher education. London : Routledge, 1999.
Trouver le texte intégralChapitres de livres sur le sujet "Alberta. Further Education Services"
Mellors, Colin, David Pollitt et Andrew Radtke. « Dungannon College of Further Education ». Dans Directory of Language Training and Services for Business, 175. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-116.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Redbridge College of Further Education ». Dans Directory of Language Training and Services for Business, 437. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-323.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Boumville College of Further Education ». Dans Directory of Language Training and Services for Business, 94–95. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-47.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Chelmsford College of Further Education ». Dans Directory of Language Training and Services for Business, 137. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-83.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Hull College of Further Education ». Dans Directory of Language Training and Services for Business, 258. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-185.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Hendon College of Further Education ». Dans Directory of Language Training and Services for Business, 240. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-171.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Kingston College of Further Education ». Dans Directory of Language Training and Services for Business, 279. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-201.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Moray College of Further Education ». Dans Directory of Language Training and Services for Business, 360. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-261.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Castlereagh College of Further Education ». Dans Directory of Language Training and Services for Business, 132. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-78.
Texte intégralMellors, Colin, David Pollitt et Andrew Radtke. « Magherafelt College of Further Education ». Dans Directory of Language Training and Services for Business, 334. London : Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-243.
Texte intégralActes de conférences sur le sujet "Alberta. Further Education Services"
Torosyan, Liya D., Katerina А. Stepanenko, Vera V. Semina et Armine E. Grigoryan. « Further Education as an Integrative Pivot of Lifelong Learning ». Dans 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.023.
Texte intégralSchmitt, Florian, Kris Rudolph, Eckhard Kirchner, Benjamin Blat Belmonte, Aaron Kappes et Stephan Rinderknecht. « Smart Products, engineering and services. An example of modern engineering education ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1197.
Texte intégralKotlars, Aleksandrs, Dmitrijs Solovjovs et Valerijs Skribans. « Contemporary Tendencies in Third Party Logistics ». Dans Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.023.
Texte intégralVan Dyck, Annelies, Els Koppen, Lynn Van den Broeck et Greet Langie. « Student perceptions of student support services for first-year engineering students ». Dans SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona : Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1413.
Texte intégralAhmed Fadelelmoula, Ashraf. « Traits Contributing to the Promotion of the Individual’s Continuance Usage Intention and Perceived Value of M-University Services ». Dans InSITE 2023 : Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5150.
Texte intégralOcholla, Dennis N., et Lyudmila Ocholla. « Responsiveness of Academic Libraries in South Africa to Research Support in the 4th Industrial Revolution : A Preliminary study ». Dans The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-169-177.
Texte intégral« Business Priorities Driving BYOD Adoption : A Case Study of a South African Financial Services Organization ». Dans InSITE 2019 : Informing Science + IT Education Conferences : Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4284.
Texte intégralBrink, Henning, Sven Packmohr et Kristin Vogelsang. « The digitalization of universities from a students’ perspective ». Dans Sixth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11181.
Texte intégralKongprasert, Pawith, et Sopid Sawangjit. « THE STUDY OF FULL-ACADEMIC SERVICES ONLINE-REQUEST SATISFACTION : A CASE STUDY OF THE FACULTY OF SCIENCE AND TECHNOLOGY, SUAN SUNANDHA RAJABHAT UNIVERSITY ». Dans THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/xx324yc.
Texte intégralShinohara, Kazuhiko. « Ergonomic Problems in Japan’s Medical Air Transportation Services ». Dans Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100349.
Texte intégralRapports d'organisations sur le sujet "Alberta. Further Education Services"
Arora, Sanjana, et Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.
Texte intégralKastelliz, Dietlinde, et Achim Hopbach. Evaluierung der Pädagogischen Hochschulen. Thematische Analyse. AQ Austria - Agentur für Qualitätssicherung und Akkreditierung Austria, 2018. http://dx.doi.org/10.22163/fteval.2018.505.
Texte intégralArifi, Besa. Education in Preventing & ; Countering Violent Extremism : Considerations for the Western Balkans. RESOLVE Network, septembre 2022. http://dx.doi.org/10.37805/pn2022.1.wb.
Texte intégralShyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3897.
Texte intégralKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina et Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3854.
Texte intégralWilliams, Sarah. Silos and Systems. Auckland University of Technology, novembre 2023. http://dx.doi.org/10.24135/10292/16947.
Texte intégralFerre, Zuleika, Néstor Gandelman et Giorgina Piani. Quality of Life in Montevideo. Inter-American Development Bank, septembre 2008. http://dx.doi.org/10.18235/0011268.
Texte intégralBano, Masooda. The Missing Link : Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), septembre 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.
Texte intégralMorkun, Volodymyr S., Сергій Олексійович Семеріков et Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Texte intégralPanchenko, Liubov F., et Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3750.
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