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Littérature scientifique sur le sujet « PRINCALS »

Auteur : Grafiati
Publié le 9 mars 2023
Mis à jour le 10 mars 2023

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Articles de revues sur le sujet "PRINCALS"

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Miljánovich Castilla, Manuel, Violeta Nolberto S., Martha Martina Ch., Rosa Elena Huerta R., and Fernando Camones G. "Perú: Mapa de violencia familiar, a nivel departamental, según la ENDES 2007-2008. Características e implicancias." Revista de Investigación en Psicología 13, no. 2 (2014): 191. http://dx.doi.org/10.15381/rinvp.v13i2.3725.

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El objetivo central del presente estudio fue elaborar un Mapa de la Violencia Familiar en el Perú a nivel nacional y departamental, a partir de los resultados de la Encuesta Demográfica y de Salud Familiar ENDES 2007-2008. Se elaboró un Índice Global de Violencia Familiar (IGVF) que sintetiza los indicadores de Violencia Física, Violencia Psicológica y Violencia Sexual. La construcción de tal índice se efectúo mediante el método multivariante PRINCALS, llamado también Análisis de componentes principales categóricos o no lineales. Dado que las variables están medidas en escalas nominal u ordinal, no están relacionadas de un modo lineal y, por tanto, se requiere emplear el procedimiento generalmente denominado escalamiento óptimo, empleando el citado método. Dicho índice permitió trazar el mapa en referencia, cuya principal ventaja es superar la información fragmentaria sobre violencia física, psicológica, sexual y algunas variables asociadas, tales como edad, estado civil, grado educativo y nivel socioeconómico. La estimación del índice Global de Violencia Familiar (IGVF), a nivel nacional, es igual a 12,58 y el índice de Violencia Psicológica (IVP) es igual a 23,40, ambos con coeficiente de variación bajo (0,014). Los departamentos de Loreto, Apurímac, Pasco, Madre de Dios y Arequipa, constituyen el 20% con mayor IGVF, el mismo que fluctúa entre 14,28 y 16,13. El 20% de departamentos con IGVF más bajo, cuyos valores fluctúan entre 10,43 y 13,38, está integrado por Ica, Lima, Cajamarca y Lambayeque. La conclusión más importante es que en el Perú de hoy, la violencia familiar, en sus diferentes formas, violencia física, violencia psicológica y violencia sexual, está extendida y arraigada en todo el territorio y distribuida con ciertas diferencias a nivel departamental.
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Kerlouégan, Jérôme. "Printing for Prestige? Publishing and Publications by Ming Princes Part 2." East Asian Publishing and Society 1, no. 2 (2011): 105–44. http://dx.doi.org/10.1163/221062811x594342.

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AbstractScattered throughout the realm in a great number of provincial courts, Ming imperial clansmen did not wield political or military power. Some among them therefore used their energies to publish books; indeed, the publishing activities of the Ming princes constitute one of many elements of what can be termed “princely culture.” Even though princely imprints formed an insignificant proportion of Ming publications, a large number of them have survived to our day. Based on the examination of approximately 240 such editions, this essay explores the relationships between the princes and the literati who assisted them. It raises questions central to princely publishing: How learned were the princes? What books did they publish? For which audiences and with what objectives? What are the main characteristics of princely publications? Did princes have well-defined publishing strategies? The last section of the essay addresses the heritage of Ming princely publications in the Qing dynasty. This essay will be published in several installments in East Asian Publishing and Society.
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Fogel, A. S. "DEATH OF A PAGAN PRINCE IN ANCIENT RUS AND ITS REFLECTION IN THE “DRUZHINA CULTURE” (IX -XI CENTURIES)." Izvestiya of Samara Scientific Center of the Russian Academy of Sciences. History Sciences 3, no. 3 (2021): 5–13. http://dx.doi.org/10.37313/2658-4816-2021-3-3-5-13.

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The paper is devoted to the study of the peculiarities of the reflection of the deaths of the first pagan representatives of the princely dynasty of Rurikovich in the minds of the druzhina (prince’s squad). The main attention is paid to the features of the position of the druzhina in the traditional society of Ancient Rus and its interaction with the princes. The author identifies the main aspects of the druzhina culture, reveals the symbolic and mythological meaning of life and especially the death of the prince in the perception of the druzhina. The paper covers the main options and complexes of actions of the druzhina in relation to the dead prince. The problem is considered on the basis of modern achievements of Russian humanities.
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Kerlouégan, Jérôme. "Printing for Prestige? Publishing and Publications by Ming Princes." East Asian Publishing and Society 1, no. 1 (2011): 39–73. http://dx.doi.org/10.1163/221062811x577503.

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AbstractScattered throughout the realm in a great number of provincial courts, Ming imperial clansmen did not wield political or military power. Some among them therefore used their energies to publish books; indeed, the publishing activities of the Ming princes constitute one of many elements of what can be termed “princely culture.” Even though princely imprints formed an insignificant proportion of Ming publications, a large number of them have survived to our day. Based on the examination of approximately 240 such editions, this essay explores the relationships between the princes and the literati who assisted them. It raises questions central to princely publishing: How learned were the princes? What books did they publish? For which audiences and with what objectives? What are the main characteristics of princely publications? Did princes have well-defined publishing strategies? The last section of the essay addresses the heritage of Ming princely publications in the Qing dynasty. This essay will be published in several installments in East Asian Publishing and Society. The bibliography for the whole essay will be published with the last installment.
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Kerlouégan, Jérôme. "Printing for Prestige? Publishing and Publications by Ming Princes Part 3." East Asian Publishing and Society 2, no. 1 (2012): 3–75. http://dx.doi.org/10.1163/221062812x641195.

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Abstract Scattered throughout the realm in a great number of provincial courts, Ming imperial clansmen did not wield political or military power. Some among them therefore used their energies to publish books; indeed, the publishing activities of the Ming princes constitute one of many elements of what can be termed “princely culture.” Even though princely imprints formed an insignificant proportion of Ming publications, a large number of them have survived to our day. Based on the examination of approximately 240 such editions, this essay explores the relationships between the princes and the literati who assisted them. It raises questions central to princely publishing: How learned were the princes? What books did they publish? For which audiences and with what objectives? What are the main characteristics of princely publications? Did princes have well-defined publishing strategies? The last section of the essay addresses the heritage of Ming princely publications in the Qing dynasty. Parts 1 and 2 of this essay were published in East Asian Publishing and Society 1:1 and 1:2. Tables will follow in the next issue.
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Kerlouégan, Jérôme. "Printing for Prestige? Publishing and Publications by Ming Princes Part 4: Appendices." East Asian Publishing and Society 2, no. 2 (2012): 109–98. http://dx.doi.org/10.1163/22106286-12341234.

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Abstract Scattered throughout the realm in a great number of provincial courts, Ming imperial clansmen did not wield political or military power. Some among them therefore used their energies to publish books; indeed, the publishing activities of the Ming princes constitute one of many elements of what can be termed “princely culture.” Even though princely imprints formed an insignificant proportion of Ming publications, a large number of them have survived to our day. Based on the examination of approximately 240 such editions, this essay explores the relationships between the princes and the literati who assisted them. It raises questions central to princely publishing: How learned were the princes? What books did they publish? For which audiences and with what objectives? What are the main characteristics of princely publications? Did princes have well-defined publishing strategies? The last section of the essay addresses the heritage of Ming princely publications in the Qing dynasty. The first three parts of this essay have been published in East Asian Publishing and Society 1.1, 1.2, and 2.1.
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Гадалова, Галина Сергеевна. "TO THE QUESTION ABOUT THE TIME OF THE OLD RUSSIAN PRINCESS-WIDOW RAISING A SON." Вестник Тверского государственного университета. Серия: История, no. 4(64) (December 28, 2022): 150–60. http://dx.doi.org/10.26456/vthistory/2022.4.150-160.

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Анализ летописных источников о жизни княгинь-вдов Тверского княжеского дома свидетельствует об их активной деятельности как в период несовершеннолетия наследников, так и в последующее время. Привлечение к исследованию дополнительных источников позволяет уточнить время монашеского пострига великих княгинь: вдовы уходили в монастырь после женитьбы сына, свидетельствующей о его самостоятельности. Однако если в княгине нуждалась семья, вдова оставалась жить на княжем дворе. An analysis of chronicle sources about the life of the princesses-widows of the Tver princely house testifies to their vigorous activity, both during the period of minority of the heirs, and in the subsequent time. The involvement of other sources in the study allows us to clarify the time of the monastic vows of the Grand Duchesses: widows went to the monastery after the marriage of their son, testifying to his independence. However, if the family needed the princess, the widow remained to live in the prince's court.
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Dale, Sharon, Martin Gosman, Alasdair Macdonald, and Arjo Vanderjagt. "Princes and Princely Culture 1450-1650, Vol. 2." Sixteenth Century Journal 38, no. 2 (2007): 488. http://dx.doi.org/10.2307/20478393.

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Bogatyrev, Sergei. "Memory and Politics in the Chronicle Lists of Princes, 12th–15th Centuries." Canadian-American Slavic Studies 53, no. 4 (2019): 449–88. http://dx.doi.org/10.1163/22102396-05304004.

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Abstract This paper examines the lists of princes that can be found in the East Slavic chronicles compiled from the twelfth to the fifteenth century, including the Primary Chronicle and the Novgorodian chronicles. For the first time in the historiography, this work studies the corpus of princely lists as distinctive texts with specific cultural functions. The lists of princes were not reference tools but rather charters that validated political arrangements and shaped collective identities. On the basis of textual and formal analysis, the article demonstrates that the chronicle lists of princes legitimised kingship and served as a form of recorded collective memory for members of princely families and their Novgorodian allies. In a group of princely lists from the first half of the fifteenth century, the genealogical concepts of the Riurikid and Danilovichi dynasties appeared for the first time in East Slavic literature. These concepts reflected intensified contacts among literati in the East Slavic republic of letters and political changes caused by the expansionism of the Grand Duchy of Lithuania and the growth of the principalities of Moscow and Tver’.
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Dzhabayeva, Takhmina Ch. "Formation of large feudal property on Kumyk Plain of Dagestan from the 16th to the mid 18th centuries." Vestnik of Kostroma State University, no. 2 (2019): 14–17. http://dx.doi.org/10.34216/1998-0817-2019-25-2-14-17.

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The article is devoted to a detailed analysis of the history of the formation of the feudal land ownership of the Kumyk princes of Dagestan, its features, the role of the family and clan factor. The caution and foresight of the Russian Tsarist authorities in establishing contacts with the rulers of Dagestan, including the Kumyk princes, is noted. In addition, data are provided on the formation of mutually benefi cial relations between the Kumyk princes of Dagestan and Russian power. It is noted that by 1722, the land on Kumyk Plain of Dagestan had already been in full ownership of the princely house. Later, the documents issued by the imperial authority only confi rmed and to a certain extent regulated the land tenure of the princes. The article concludes that long before the 18th century the lands of the Kumyks had been in hereditary possession of the Kumyk princes. In the fourth generation after Sultan Mut – the ancestor of the Kumyk princes – (approximately in the early 18th century) his lands were divided into allotments according to the number of princely clans who owned them together, not dividing them among themselves.
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Thèses sur le sujet "PRINCALS"

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MENNI, CRISTINA. "Population stratification in genome-wide association studies: a comparison among different multivariate analysis methods for dimensionality reduction." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/19317.

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INTRODUCTION: Genome-wide association studies (GWAS) are large-scale association mapping using SNPs, making no assumptions on the genomic location of the causal variant. They hold substantial promise for unraveling the genetic basis of common human diseases. A well known problem with such studies is population stratification (PS), a form of confounding which arises when there are two or more strata in the study population, and both the risk of disease and the frequency of marker alleles differ between strata. It therefore may appear that the risk of disease is related to the marker alleles when in fact it is not. Many statistical methods were developed to account for PS so that association studies could proceed even in the presence of structure and for GWAS, linear principal components analysis (PCA) represents a sort of gold-standard. PCA uses genotype data to extract continuous (principal) axis of variation, which can be used to adjust for association attributable to ancestry along each axis. The assumption underlying PCA, however, is that the variable under studies are continuous and so SNPs are quantified by fixing for each marker a reference and a variant allele and by counting the number of mutations. This implies that the distance between homozygous wild type and heterozygous is the same as the distance between heterozygous and homozygous mutant and it thus implies an additive model of inheritance. This model is very conservative, is very static and most importantly it is not necessarily the correct one. AIM: The aim of this thesis is to treat SNPs as ordinal qualitative variables. This means that there is a distance between homozygous wild type, heterozygous and homozygous mutant, but that the distance between each pair is not necessarily the same. So, we no longer assume any model of inheritance and can potentially better capture some information that linear PCA misses out. METHODS: We apply a multivariate technique to reduce dimensionality in the presence of non-metric data known as non linear principal components analysis (NLPCA, also known as PRINCALS: Principal components analysis by means of alternating least squares). PRINCALS belongs to “Gifi’ s system”, a unified theoretical framework under which many well known descriptive multivariate techniques are organised. We apply both PCA and PRINCALS to a sample dataset of 90 individuals belonging to three very distinct subpopulations and 1,000 randomly chosen uncorrelated SNPs and compare the results graphically, using Procrustean superimposition approach and the test Protest and finally with a scenarios analysis. RESULTS: When we compare the performances of PCA and PRINCALS, we find that the two methods yield similar scores for markers with a low/null genotypic variability across the study sample, while scores differ as the level of genotypic variability increases. This suggests that the two methods capture intra-subject variability differently. Procrustes analysis and scenarios analysis confirm this. Indeed, the matrix of principal components obtained with PCA and the matrix of dimensions obtained with PRINCALS are shown to be statistically different by the test PROTEST and, in the scenarios analysis, we find that, as the level of PS increases, PRINCALS appears to outperform PCA. CONCLUSION: PCA and PRINCALS behave differently. Validation analyses are needed to confirm these results.
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Burress, Karen Conner. "Why Principals Leave? Why Principals Stay?" Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264129.

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<p> The purpose of this study was to investigate principal turnover to determine the perceived reasons why principals leave their positions, or why they stay. My study addressed the experiences of those individuals, telling their stories of why they leave their assigned schools, including their needs and stressors, or describing their external supports they perceive causing them to stay. The qualitative study borrowed elements of a narrative study through the interview process. Nine current or former administrators, in two Piedmont North Carolina school districts, were selected for interviews, lasting approximately 90 minutes to two hours in length. All interviews were conducted at the convenience of the school employee in relation to time and location. The participants represented a cross section of experience, levels of schooling, gender and ethnicity. </p><p> The significance of their experiences as it relates to principal retention and turnover were examined. The major stressors identified were raising achievement scores and lack of support from supervisors. The supports of having effective mentors and instructional coaches, being able to distribute leadership and having valuable college coursework were common among participants. Other major themes included the importance of finding balance in the principalship, the impact of health issues, the rewards of being a school leader and advice they would give to new administrators. Current and future principals, policy makers and school districts can benefit from the data gathered as it relates to the needed skill sets, supports and stressors to promote less turnover in the principalship.</p><p>
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Tipton, Tony Edward. "Perceived Leadership Practices of Principals-Coaches and Principals-Noncoaches." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2105.

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The purpose of this study was to compare the perceptions of self-reported leadership practices using the Kouzes and Posner Leadership Practices Inventory between high school principals in North Carolina who were coaches with those principals who were not coaches. This quantitative study was conducted using a survey-design method in which all 368 public high school principals in North Carolina were given the opportunity to participate. A Principal Demographic sheet along with the 2003 edition of Kouzes and Posner's Leadership Practices Inventory (LPI) Self- Form was used to gather information regarding the principals' perceptions of their leadership practices. The response rate was 64.9%. This study determined that for the research question: Do the Kouzes and Posner mean scores (for the five dimensions) differ between principals who have been coaches and those who have not, no significant difference, as measured by η2 (< .01) was reported in any of the five dimensions. This study established that North Carolina high school principals reported significantly higher levels on each of the 5 leadership practices than did those individuals in the Kouzes and Posner study. In addition, a positive relationship was found between the number of previous years of coaching experience and 3 of the 5 leadership practices. The study determined that there was little difference in the mean scores between male and female North Carolina principals.
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Unruh, Anne Louise. "The Readiness of Middle School Assistant Principals to Become Principals." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/28058.

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The purpose of this study was to gain an understanding of the experiences, educational and job related, that middle school assistant principals have received to prepare, and to become principals. In order to explore and describe those experiences provided by the middle school principals a phenomenological research design was used for this study. Those participants who were interviewed work in middle schools within Region V of the Virginia School University Partnership. This research project included two steps in data collection. The first step required the assistant principals to examine the Interstate School Leaders Licensure Consortium Standards (ISLLC), and indicate whether they had experienced those functions under each standard in one or more of three areas: principal preparation, job responsibility, and district professional development. The second parts of the study involved follow up interview questions for each in the participants. The findings of the study discuss that the standards are addressed and also how the assistant principals feel about their preparation and school district professional development.<br>Ed. D.
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Gerald, Shameka Nicole. "Measuring Principals' Technology Leadership and Principals' Behaviors: A Quantitative Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97602.

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The purpose of this research study was to identify the current self-reported technology leadership behaviors of principals in one public-school division in Virginia. Additionally, this study identified the difference, if any, in the self-reported technology leadership behaviors of principals across principal and school demographics. For this study Technology leadership was defined as "leadership practices and behaviors that support effective teaching and learning with technology as characterized by the ISTE-EL standards" (Schoenbart, 2019, p. 9). This quantitative descriptive study examined the essential role of principals as leaders responsible for successfully implementing technology integration plans. The researcher collected data via the Education Leaders Technology Survey (ELTS), developed by Dr. Adam Schoenbart, which assessed the 2018 International Society for Technology Education ¬Standards for Education Leaders (Schoenbart, 2019). Overall, the researcher used technology leadership scores and demographic data to describe principal technology leadership behaviors related to the following research questions: (1) To what extent do principals report exhibiting technology leadership behaviors? (2) What are the differences in reported principal technology leadership behaviors, if any, across the following demographic factors? (2a) principal demographic groups of gender identity, age, years of experience. (2b) school demographic groups of school type, size, community technology access, and socioeconomic status. The findings of the study suggested that principals (n = 23) are somewhat exhibiting technology leadership behavior and there is no difference in technology leadership behavior across principal or school demographic groups. Based on the finding of this study several implications for practice and recommendations for future research developed.<br>Doctor of Education<br>The 2020 COVID-19 pandemic has forced businesses, government organizations, churches and schools across the United States of America. In a matter of days, COVID-19 has dismantled traditional educational structures and school leaders at all levels have been forced into becoming technology leaders. Though schools are closed, the expectation of teaching and learning are still present and have transitioned to completely online environments. It is up to school leaders to guide school communities into virtual learning, but are principals prepared? This study examined the current technology leadership of principals in one public-school division in Virginia. Additionally, this study examined if a difference existed in principal reported technology leadership across principal and school demographic groups. Technology leadership can be summarized as practices that support effective teaching and learning with technology. Principal technology leadership scores were calculated based on responses to the online Education Leaders Technology Survey developed by Dr. Adam Schoenbart in 2019. The Education Leaders Technology Survey measured self-reported principal technology leadership based on the 2018 International Society for Technology in Education Standards for Education Leaders (Schoenbart, 2019). The results of this study indicated that principals report somewhat demonstrating technology leadership and report having a slightly higher opportunity to demonstrate technology leadership in their schools. Study findings also indicate that there are no differences in principal reported technology leadership across principal or school demographic groups. Based on the findings, several recommendations for principals, division leaders and principal preparation programs were made along with recommendations for future research on this topic.
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Barnett, Steven Nicholas. "Mentor Principals’ Perceptions About a Mentoring Program for Aspiring Principals." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1518.

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The purpose of this study was to assess the perceptions of principals who serve as mentors for an internship program for aspiring principals at East Tennessee State University. Each mentor was interviewed to gather information about the internship program, the benefits of mentoring in the program, and what the mentors may have learned about their tacit knowledge as a result of the experience. Mentors and the professors in the Educational Leadership Policy Analysis department at ETSU may benefit from the findings as the design of the school leadership program continues to advance. Mentoring is an important component of training for aspiring and beginning principals because interns learn on the job in a supportive environment where they can take chances. Mentors also learn from the experience of being a mentor. The literature reviewed for this case study supported the need for standard-based mentoring programs. The ISLLC standards are an excellent example of standards that are used to provide structure and coherence for mentoring programs. Positive and negative outcomes for the mentor were reviewed to support the research. Leadership and the change process were also reviewed to support the importance of the mentor's role in the process we call mentoring. Several themes emerged from the analysis of data provided by mentor principals about mentoring aspiring principals. Mentoring resulted in reflection about the decisions the mentor makes during the day while explaining procedures to the intern. It was also found to be an experience that works best when a positive relationship is developed between the mentor and the intern; often leading to a relationship that lasts long after the internship is over. Principals examined their understanding of tacit knowledge and the possible ways tacit knowledge could be taught to their intern.
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Ros, Henrik. "Enegiutredning Hotell Princess." Thesis, Högskolan i Gävle, Avdelningen för bygg- energi- och miljöteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13510.

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This report will show the energy usage of Hotel Princess in Sandviken, Sweden. When the hotel changed owner an examination of the hotels heating, ventilation and sanitary systems were done. The report showed flaws in the ventilation system, and is why the new owner wanted a closer look at the energy use of the hotel.   The original building was built in the 1930s and two major extensions have been built, one in the 1950s and the most recent in the 1980s. An assumption made is that the building parts were built to the restrictions during the time. Activities on the hotel include sleep over, conference, night club, massage and swimming in the hotels pool section. District heating is the primary source of heat and is produced at the CHP-plant in Sandviken.   When investigating the energy use of a building, an energy balance is constructed.  In an energy balance the energy added is equal to the total energy losses. The added energy consists of bought energy (district heat) and “free” energy (heat from humans, electric apparatus, solar energy and lights). The losses include unwanted ventilation, transmission, ventilation, and tap water losses. Calculations have been done with help of collected statistics, measurements and conversations with the hotel staff.   The result shows that the total energy use is more than 1 400 MWh every year.  About half of the energy losses come from transmission through the building construction. Almost one fourth of the energy losses come from the ventilation system, just above 10 % from tap water and about 13 % from unwanted ventilation. To heat the building and hot water, about 4/5 district heat and 1/5 “free” energy is used.   Investigating the ventilation system revealed problems, the largest being that several ventilation units were out of function and some showed large differences between supply and exhaust air. Installing a ventilation system with variable air volume (VAV) could lower the energy demand to heat ventilation air by roughly 73 %, equal to about 140 000 kr every year. A new ventilation system is a large investment, however, and it is not likely be a profitable investment within a 15-year period.   Further work could be: Investigate the ventilation units that are out of function, especially the pool ventilation unit. If necessary, check what the price of a new ventilation system would be. Update the drawings of the current ventilation system, if it is going to be used in the future.
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Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.

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Kronberg, Kari. "Dairy Princess handbook /." Click here to view, 2009. http://digitalcommons.calpoly.edu/dscisp/1/.

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Butler, Angela Suzanne. "Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3023.

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Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's reading knowledge and teachers' perceptions of their principal's actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers' perceptions of their principal's reading knowledge and type of school; teachers' perceptions of their principal's actions and type of school; and teachers' perceptions of their principal's actions and teachers' years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed discrepancies between principals' and teachers' perceptions of the degree of principals' reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study's results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership.
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Livres sur le sujet "PRINCALS"

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French, Vivian. Princess Sophia and the prince's party. HarperCollinsPublishers, 2007.

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Martin, Gosman, MacDonald A. A, and Vanderjagt Arie Johan, eds. Princes and princely culture, 1450-1650. Brill, 2003.

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1955-, Ernst Waltraud, and Pati Biswamoy, eds. India's princely states: People, princes, and colonialism. Routledge, 2007.

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Young, Laurie. Princess Polly and the pea: A royal tactile and princely pop-up. Piggy Toes Press, 2007.

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Young, Laurie. Princess Polly and the pea: A royal tactile and princely pop-up. Piggy Toes Press, 2007.

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Young, Laurie. Princess Polly and the pea: A royal tactile and princely pop-up. Piggy Toes Press, 2007.

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Princess, princess. Walker, 2003.

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Dale, Penny. Princess, princess. Candlewick Press, 2003.

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1913-, Malgonkar Manohar, ed. Princess: The autobiography of the Dowager Maharani of Gwalior. Century, 1985.

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Scindia, Vijayaraje. Rājamātā Vijayārāje Śinde yāñce ātmakathana. Rājahãsa Prakāśana, 1987.

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Chapitres de livres sur le sujet "PRINCALS"

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Portin, Bradley S. "Principals." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_333.

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Schraml, Carla. "Procedural Principals." In The Dilemma of Recognition. VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19405-9_3.

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Timko, Michael. "The Princess." In Carlyle and Tennyson. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-09307-6_24.

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Cornish, Linley, and Kathy Jenkins. "Teaching Principals." In Bush Tracks. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-097-0_10.

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Towns, Deborah. "Women Principals." In Women of Influence in Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-815-0_3.

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Thompson, Jason. "Princess Caroline." In Queen Caroline and Sir William Gell. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98008-9_1.

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Nesbit, E. "Noël’s Princess." In The Story of the Treasure Seekers and The Wouldbegoods. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34116-7_6.

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Bearce, Stephanie. "Princess Spy." In Top Secret Files. Routledge, 2021. http://dx.doi.org/10.4324/9781003239222-11.

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Narkin, Elisabeth. "Princely residences." In Early Modern Court Culture. Routledge, 2021. http://dx.doi.org/10.4324/9780429277986-12.

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Ernst, Waltraud, Biswamoy Pati, and T. V. Sekher. "Princely maladies." In Health and Medicine in the Indian Princely States. Routledge, 2017. http://dx.doi.org/10.4324/9781315165875-4.

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Actes de conférences sur le sujet "PRINCALS"

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Георгиев, Павел. "Princeps Avarum and Cani Zauci in Aachen in the autumn of 811. Towards the Bulgarian-Frankish relations under the rules Krum (802?–814) and Omurtag (814–831)." In Hadak útján. A népvándorláskor kutatóinak XXIX. konferenciája. Budapest, 2019. november 15–16. 29th. Bölcsészettudományi Kutatóközpont Magyar Őstörténeti Kutatócsoport, 2022. http://dx.doi.org/10.55722/arpad.kiad.2021.4.1_10.

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The author offers new possibilities for interpretation of Frankish, domestic and Byzantine sources regarding the Bulgarian political control over territories of Avar Khaganate, destroyed by Charlemagne. The main focus is placed on the certificate of embassy led by Princeрs Avarum and Canizauci in Aachen in November 811. Coordinating it with Bulgarian and Byzantine sources, leads to the following conclusions. 1. It is likely that the diplomatic mission to Charlemagne in 811, involving representatives of the Avar com­munity, led by its Tudun and Slavic tribal princes, was led by the Bulgarian prince – Omurtag, the younger brother of the ruler Krum (802? – 814), in his capacity as prince (princeps) and ombritag. i. e. Avars hegem­on, in the northwestern borders after 803 and „Khan’s beloved younger brother” (khani sev`ingi or khani sev(inč) ingi). In Aachen, he introduced himself as a cani zautzi, that is, with his post of „Khan’s envoy”. 2. The khanas uvigi Omurtag (814–831) missions to Emperor Louis in 824 and 825–826 appear to have also been led by a member of the ruling family in Plisk oba (Pliska), maybe from his second son – Zvinitsa/Zvinichis. They also appear to have had a representative/s of settlers between 813 and 837 in Trans­Danubian Bulgaria (probably in the Lower Tisza region) of Bulgarian captives of Eastern Thrace of Armenian origin. One of their leaders in 837 was named Tzantzès, and his son, Stilian, and his descendants gained fame in Byzantium under the surname Ζαούτζης, Ζαούτζας. It coincides exactly with the pro­Bulgarian official title (position) zautzi (tzautci), (=chaush) and probably derived from it. On this basis, we conclude that Τζάντζην (Öан¤·þ воеводэ) was performing the carrier of messages or emissary functions of the Bulgarian state before 837. 3. The considered evidence, facts and circumstances surrounding the Bulgarian diplomatic missions of 811, 824 and 825/6 provide new testifies for the Bulgarian state’s control over the south-eastern parts of the Avar Khaganate after its collapse in the period 791–803. They have a contribution to clarify important aspects of the Bulgarian state’s relations with the East Frankish Kingdom, as well as with the local population of Avars, Bulgarians and Slavs there.
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Малыгин, П. Д., and С. В. Богданов. "STAGES OF DISTRIBUTION OF THE PRINCELY POWER IN THE UPPER VOLGAREGION IN THE XII - EARLY XIII CENTURIES." In Археология Владимиро-Суздальской земли. Crossref, 2019. http://dx.doi.org/10.25681/iaras.2019.978-5-94375-304-6.97-106.

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В статье анализируется динамика окняжения Верхневолжья в XII - начале XIII в. С этим процессом авторы связывают установление рубежей новых княжеств и возведение крепостей. На основании анализа сообщений письменных источников авторы выделяют 4 этапа окняжения Верхневолжья, выявляют закономерность и последовательность в расширении суздальских границ вдоль Волги от устья р. Нерли до устья р. Вазузы. Авторы приходят к выводу, что в середине XII в. Волга выше устья р. Медведицы была общерусской дорогой, на этом участке проживали свободные общинники, не подвергшиеся огосударствлению со стороны Новгорода, Суздаля и Смоленска. В конце XII в. владимирскими князьями был окняжен участок Волги от устья Медведицы до устья Тверцы, а в начале XIII в. - от устья Тверцы до устья Вазузы. Авторы проводят критический анализ результатов радиокарбонового анализа древесины из раскопок укреплений Тверского кремля и заключают, что крепостные сооружения должны быть датированы не ранее 1238 г. The article analyzes the dynamics of circulation in the princely property of the territory of the Upper Volga region in the XII - early XIII century. With this process, the authors associate the establishment of the frontiers of new principalities and the construction of fortresses. Based on an analysis of written sources, the authors identify 4 stages of conversion to princely property in the Upper Volga region, reveal the pattern and sequence in expanding the Suzdal’ borders along the Volga from the mouth of the Nerl’ to the mouth of the Vazuza River. The authors come to the conclusion that in the middle of the XII century the Volga, above the mouth of the Medveditsa River, was an all-Russian road; free members of the community lived on this site, who did not pay tribute to Novgorod, Suzdal’ or Smolensk. At the end of the 12th century, the princes of Vladimir converted the princely property of the territory on the Volga from the mouth of the Medveditsa Riverto the mouth of the Tvertsa River, and in the early 13th century - from the mouth of the Tvertsa Riverto the mouth of Vazuza River. The authors conduct a critical analysis of the results of radiocarbon analysis of wood from the excavations of fortifications of the Tver’ Kremlin and conclude that they should be dated no earlier than 1238.
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Coffia, Adam. "Milk Sad Princess." In ACM SIGGRAPH 2010 Computer Animation Fesitval. ACM Press, 2010. http://dx.doi.org/10.1145/1836623.1836670.

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Wolanczyk, Roxanne. "The princess series." In the 12th annual ACM international conference. ACM Press, 2004. http://dx.doi.org/10.1145/1027527.1027772.

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Mestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.

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Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Pleps, Jānis. "Konstitūcijas tiešas piemērojamības princips." In Latvijas Universitātes 80. starptautiskā zinātniskā konference. LU Akadēmiskais apgāds, 2022. http://dx.doi.org/10.22364/juzk.80.31.

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The direct application of the Constitution is the very essence of the concept of the Constitution in the Western legal tradition. The Constitution is a real and enforceable legal act with the highest legal force, which is binding for everyone in the legal system. The principle of the direct application of the Constitution is reflected in the Central and Eastern Europe after the collapse of socialistic and Soviet regimes. Here, it was necessary to even formulate it as a written constitutional provision for ensuring of supremacy of the Constitution and rule of law. In case of Latvia, the direct application of the Constitution is self-evident and respected in the legal system. The Constitutional Court and the Supreme Court in few cases have formulated a strict obligation to ensure a direct application of the Constitution and especially the fundamental rights and freedoms.
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Zdancewic, Steve, Dan Grossman, and Greg Morrisett. "Principals in programming languages." In the fourth ACM SIGPLAN international conference. ACM Press, 1999. http://dx.doi.org/10.1145/317636.317799.

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Daniels, Eric. "Princess and the Frog." In SIGGRAPH '10: Special Interest Group on Computer Graphics and Interactive Techniques Conference. ACM, 2010. http://dx.doi.org/10.1145/1834518.1834550.

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Li, Shen, Guang Yu, Xue Zhang, and Wan-feng Zhang. "Identifying princes of Sleeping Beauty - knowledge mapping in discovering princes." In 2014 International Conference on Management Science and Engineering (ICMSE). IEEE, 2014. http://dx.doi.org/10.1109/icmse.2014.6930325.

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Rapports d'organisations sur le sujet "PRINCALS"

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Zwanaiger, Laura. The Princess. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-749.

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Pinedo, Maritza, and Jongeun Kim. The Gypsy Princess. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1200.

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Jacob, Brian. Do Principals Fire the Worst Teachers? National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w15715.

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Sjue, Sky. "The Princess and the pRad" [Slides]. Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1782614.

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Goff, Peter, Ellen Goldring, J. Edward Guthrie, and Leonard Bickman. Changing Principals' Leadership through Feedback and Coaching. Consortium for Policy Research in Education, 2015. http://dx.doi.org/10.12698/cpre.pb15-3.

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Kaplan, Steven, and Per Stromberg. Venture Capitalists As Principals: Contracting, Screening, and Monitoring. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8202.

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Jacob, Brian, and Lars Lefgren. Principals as Agents: Subjective Performance Measurement in Education. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11463.

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Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, 2022. http://dx.doi.org/10.54300/641.201.

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
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Weston, Allan. Vision, Interpersonal Orientation and Personal Values in Elementary School Principals. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1176.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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