Littérature scientifique sur le sujet « London High School (London, Ohio) »
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Articles de revues sur le sujet "London High School (London, Ohio)"
Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis et al. « Book Reviews ». Teaching History : A Journal of Methods 10, no 2 (4 mai 2020) : 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
Texte intégralG, Shanmugam. « 100 years of the Devine Teacher - Student relationship among the three Generations of Indian Geoscientists (1920s – 2020s) : A remarkable Story of Knowledge transfer from T. N. Muthuswami Iyer “TNM” through A. Parthasarathy to G. Shanmugam and beyond ». Journal of The Indian Association of Sedimentologists 1, no 1 (31 décembre 2022) : 2–40. http://dx.doi.org/10.51710/jias.v1i1.221.
Texte intégralJohnson, Shaina Willen, Susan Redline, Carol Rosen, Mark J. Rodeghier et Michael DeBaun. « Low Nocturnal Hemoglobin Oxygen Saturation Does Not Predict Pain or Acute Chest Syndrome Episodes in Children with Sickle Cell Anemia ». Blood 128, no 22 (2 décembre 2016) : 1320. http://dx.doi.org/10.1182/blood.v128.22.1320.1320.
Texte intégralCaraher, M., S. Lloyd et T. Madelin. « The “School Foodshed” : schools and fast-food outlets in a London borough ». British Food Journal 116, no 3 (25 février 2014) : 472–93. http://dx.doi.org/10.1108/bfj-02-2012-0042.
Texte intégralRood, Sarah, et Katherine Sheedy. « Sydney Rubbo ». Microbiology Australia 30, no 3 (2009) : 30. http://dx.doi.org/10.1071/ma09s30.
Texte intégralMakagon, Daniel. « I Want You Around : The Ramones and the Making of Rock ‘N’ Roll High School, Stephen B. Armstrong (2023) ». Punk & ; Post-Punk 12, no 3 (1 octobre 2023) : 406–9. http://dx.doi.org/10.1386/punk_00226_5.
Texte intégralPavlou, Victoria. « Teaching and Learning in Art Education : Cultivating Students’ Potential from Pre-K through High School, D. Sickler-Voigth (2020) ». International Journal of Education Through Art 16, no 3 (1 septembre 2020) : 465–67. http://dx.doi.org/10.1386/eta_00046_5.
Texte intégralSteil, Lucien, et John Simpson. « An Alternative Project for the Euston Station Area in London ». Journal of Traditional Building, Architecture and Urbanism, no 3 (8 novembre 2022) : 273–88. http://dx.doi.org/10.51303/jtbau.vi3.601.
Texte intégralBarst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis et Richard A. Krasuski. « Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease ». Advances in Pulmonary Hypertension 6, no 3 (1 août 2007) : 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.
Texte intégralManu, Emmanuel, et Xavela T. Maluleke. « Learners' Substance Abuse at School in Selected High Schools in East London of South Africa ». International Journal of Educational Sciences 19, no 1 (3 octobre 2017) : 15–23. http://dx.doi.org/10.1080/09751122.2017.1368190.
Texte intégralThèses sur le sujet "London High School (London, Ohio)"
Ladokun, Ayodele Olanrewaju. « Geographies of juvenile crime : a study of crime in selected high schools in East London, South Africa ». Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/345.
Texte intégralCarelse, Garth Craig. « An investigative case study of the introduction of democratic decision-making within an East London secondary school ». Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1007404.
Texte intégralMbuqe, Bongeka. « Procurement of learner teacher support materials in East London District public secondary schools ». Diss., 2020.
Trouver le texte intégralEntrepreneurship, Supply Chain, Transport, Tourism and Logistics Management
M. Com. (Logistics)
Mostert, Jacques. « An analysis of reintegration experiences and development of a resilience-based reintegration programme for learners with behavioural, emotional and social difficulties in the London Borough of Waltham Forest, United Kingdom ». Thesis, 2014. http://hdl.handle.net/10210/8997.
Texte intégralBehavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.
Livres sur le sujet "London High School (London, Ohio)"
Davies, Helen. The poetry games : North London & Middlesex. Peterborough : Young Writers, 2013.
Trouver le texte intégralRenfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. Salem, Or. (2410 Gibsonwoods Ct. NW, Salem 97304) : D.L. Renfrow, 1999.
Trouver le texte intégralBritain, Great. Gayton High School : London Borough of Harrow Local Education Authority : a report by HMI. [London] : Department of Education and Science, 1991.
Trouver le texte intégralDepartment of Education & Science. Canon Palmer Roman Catholic High School : London Borough of Redbridge Local Education Authority : a report by HMI. Stanmore : Department of Education and Science, 1991.
Trouver le texte intégralGoodson, Ivor. Through the schoolhouse door : Working papers. Toronto : Garamond Press in association with RUCCUS, 1993.
Trouver le texte intégralBalet, Catherine. Identity : Dress codes in European schools : London, Paris, Berlin, Barcelona, Milan, January 2004-April 2006. Göttingen : Steidl, 2006.
Trouver le texte intégralBall, Stephen J. Choice, pathways, and transitions post-16 : New youth, new economies in the global city. London : RoutledgeFalmer, 2000.
Trouver le texte intégralWenham, L. P. James Tate : Master of Richmond School, Yorkshire and canon of St Paul's Cathedral, London : schoolmaster and scholar. (Northallerton) : North Yorkshire County Record Office, 1991.
Trouver le texte intégralBrown, David M. Gone at 3:17 : The Untold Story of the Worst School Disaster in American History. Washington, D.C : Potomac Books, 2012.
Trouver le texte intégralKinsella, Sharon. Female revolt in male cultural imagination in contemporary Japan. Sous la direction de Ruch Barbara, Mamiya Noriko, Chino Kaori Kinen "Shinshiten" Kōen (4th : 2006 : London, UK), Chūsei Nihon Kenkyūjo et Institute for Medieval Japanese Studies. Kyoto, Japan : Medieval Japanese Studies Institute, 2007.
Trouver le texte intégralChapitres de livres sur le sujet "London High School (London, Ohio)"
MacKechnie, Charlotte. « Angel Oak Academy, London, England ». Dans Systematic synthetic phonics : case studies from Sounds-Write practitioners, 23–30. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1356.
Texte intégralMoore, James. « A problem of scale and leadership ? Manchester’s municipal ambitions and the ‘failure’ of public spirit ». Dans High culture and tall chimneys, 190–220. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781784991470.003.0007.
Texte intégralMoore, Daniel. « ‘A revolution of incalculable effect’ : modernism and the teaching of art in schools ». Dans Insane Acquaintances, 60–82. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266755.003.0003.
Texte intégralLeibman, Laura Arnold. « The Material of Race ». Dans Once We Were Slaves, 74–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197530474.003.0006.
Texte intégral« William Drummond, Ben Jonson’ s literary table-talk (1619) ». Dans English Renaissance Literary Criticism, sous la direction de Brian Vickers, 528–36. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198186793.003.0030.
Texte intégralHaffenden, John. « ‘Owl Empson’ ». Dans William Empson, 67–97. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199276592.003.0004.
Texte intégralNettle, Daniel. « Worriers ». Dans Personality, 104–30. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199211425.003.0005.
Texte intégralMorris, Peter J. T., et Peter Reed. « Of Lancastrian Stock and the Formative Years ». Dans Henry Enfield Roscoe, 25–40. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780190844257.003.0002.
Texte intégralScolieri, Paul A. « An Interesting Experiment in Eugenics ». Dans Ted Shawn, 75–152. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199331062.003.0003.
Texte intégralNurse, Lyudmila. « Identities and life choices of mothers in a disadvantaged neighbourhood in England ». Dans Biographical Research and the Meanings of Mothering, 103–20. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781447365624.003.0006.
Texte intégralActes de conférences sur le sujet "London High School (London, Ohio)"
Mangat, Paramjeet Kaur. « ACADEMIC PROCRASTINATION AMONG HIGH SCHOOL STUDENTS IN RELATION TO PEER PRESSURE ». Dans 7th Teaching & Education Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.007.010.
Texte intégralQuarcoo, Rosemary. « An Evaluation of the Conduciveness of Senior High School Clothing and Textiles Classroom Environment ». Dans London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0033.
Texte intégralSunprasert, Jutharat, Ekapong Hirunsirisawat, Narongrit Waraporn et Somporn Peansukmanee. « METAL SHIP AND ROBOTIC CAR : A HANDS-ON ACTIVITY TO DEVELOP SCIENTIFIC AND ENGINEERING SKILLS FOR HIGH SCHOOL STUDENTS ». Dans 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.052.
Texte intégralAlzahrani, Mona. « AN INVESTIGATION OF THE FLUCTUATION IN LANGUAGE LEARNING MOTIVATION OVER TIME : A QUALITATIVE CASE STUDY ». Dans London –International Conference on Social Science & Humanities, 23-24April 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.243244.
Texte intégralSaxena, A., S. Ramakrishnan, S. Kant et A. Roy. « 42 Echocardiographic screening for rheumatic heart disease among asymptomatic adults : study from a region with high prevalence of echocardiographic rhd in asymptomatic school children ». Dans British Congenital Cardiac Association, Annual meeting abstracts 9–10 November 2017, Great Ormond Street Institute of Child Health, London, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2017-bcca.42.
Texte intégralChen, Zhan. « The Brilliance of Alexandra Road ». Dans 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.51.
Texte intégralEyt-Dessus, Annora, et Leonard Houx. « Excellence in design for online business ». Dans ASCILITE 2020 : ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.
Texte intégralSundborg, Bengt. « Making the Most of Daylight in Town Planning ». Dans 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6687.
Texte intégralRapports d'organisations sur le sujet "London High School (London, Ohio)"
Jones, Theresa, et Elisabeth Storer. Key Considerations : Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), mars 2022. http://dx.doi.org/10.19088/sshap.2022.005.
Texte intégralSchmidt-Sane, Megan, Tabitha Hrynick, Elizabeth Benninger, Janet McGrath et Santiago Ripoll. The COVID-19 YPAR Project : Youth Participatory Action Research (YPAR) to Explore the Context of Ethnic Minority Youth Responses to COVID-19 Vaccines in the United States and United Kingdom. Institute of Development Studies, octobre 2022. http://dx.doi.org/10.19088/ids.2022.072.
Texte intégralKaawa-Mafigiri, David, Megan Schmidt-Sane et Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, novembre 2022. http://dx.doi.org/10.19088/sshap.2022.037.
Texte intégralLees, Shelley, et Mark Marchant. Key Considerations : Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, décembre 2022. http://dx.doi.org/10.19088/sshap.2022.046.
Texte intégralMoro, Leben, et Alice Robinson. Key Considerations : Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, décembre 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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