Letteratura scientifica selezionata sul tema "Joseph Composite High School"
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Articoli di riviste sul tema "Joseph Composite High School"
Hash, Phillip M. "The National High School Orchestra 1926—1938". Journal of Research in Music Education 57, n. 1 (aprile 2009): 50–72. http://dx.doi.org/10.1177/0022429409333376.
Testo completoCassimere, Raphael. "“Our School Is Our Glory”: Reflections on the Early Years of Joseph F. Clark High School, 1949–1970". Journal of African American History 103, n. 4 (settembre 2018): 560–80. http://dx.doi.org/10.1086/699954.
Testo completoVogelpohl, Rachele E., Rachel A. Lindsey, Christopher D. Stickley, Ronald K. Hetzler, Whitney Williams e Iris F. Kimura. "A Prospective Evaluation on the Effects of One High School Football Season on Neurocognitive Test Scores in High School Football Athletes". International Journal of Athletic Therapy and Training 22, n. 5 (settembre 2017): 49–55. http://dx.doi.org/10.1123/ijatt.2016-0083.
Testo completoOldham, Jessie R., David R. Howell, Corey J. Lanois, Paul D. Berkner, Rebekah C. Mannix e William P. Meehan. "SPORT TYPE AND BASELINE NEUROCOGNITIVE SCORES AMONG HEALTHY HIGH SCHOOL ATHLETES". Orthopaedic Journal of Sports Medicine 9, n. 7_suppl3 (1 luglio 2021): 2325967121S0012. http://dx.doi.org/10.1177/2325967121s00121.
Testo completoShosh, Joseph M. "Making Meaning in a Dialogical Discourse Diary". English Journal 94, n. 1 (1 settembre 2004): 53–58. http://dx.doi.org/10.58680/ej20044154.
Testo completoGalla, Brian M., Elizabeth P. Shulman, Benjamin D. Plummer, Margo Gardner, Stephen J. Hutt, J. Parker Goyer, Sidney K. D’Mello, Amy S. Finn e Angela L. Duckworth. "Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability". American Educational Research Journal 56, n. 6 (3 maggio 2019): 2077–115. http://dx.doi.org/10.3102/0002831219843292.
Testo completoGula, Louie Petere. "THE EMERGING SEDENTARY LIFESTYLE OF THE 21ST CENTURY JUNIOR HIGH SCHOOL STUDENTS". SKY-International Journal of Physical Education and Sports Sciences (IJPESS) 6 (14 dicembre 2022): 1–17. http://dx.doi.org/10.51846/the-sky.v6i0.1584.
Testo completoHuong, Duong Thi Thu. "Social factors associated to the multiple risk behaviors among high school students: A case study of Hanoi high school students, Vietnam". GHMJ (Global Health Management Journal) 2, n. 3 (31 ottobre 2018): 48. http://dx.doi.org/10.35898/ghmj-23198.
Testo completoTomczyk, Christopher P., Megan Mormile, Megan S. Wittenberg;, Jody L. Langdon e Tamerah N. Hunt. "An Examination of Adolescent Athletes and Nonathletes on Baseline Neuropsychological Test Scores". Journal of Athletic Training 53, n. 4 (1 aprile 2018): 404–9. http://dx.doi.org/10.4085/1062-6050-84-17.
Testo completoSizer, Theodore R. "Horace’s Frustration, Horace’s Hope". English Journal 86, n. 5 (1 settembre 1997): 20–24. http://dx.doi.org/10.58680/ej19973406.
Testo completoTesi sul tema "Joseph Composite High School"
Whatling, Michael. "Joseph Rose died for our sins : stories of the experience of being out in high school". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85213.
Testo completoThis dissertation describes the experience of being gay and out at school for seven male students aged sixteen to eighteen. Data was collected through multiple semistructured interviews with participants recruited through the various urban, suburban, and alternative high schools they attended at the time of this study.
Data was analyzed using a modification of the Stevick-Colaizzi-Keen method of analyzing phenomenological data (Moustakas, 1994). The theoretical framework undergirding this study is phenomenological research, arts-based research, and queer theory in education. Findings are represented as a literary novel in order to better preserve participants' voices.
Data analysis indicates that the experience of being out in high school is characterized by: (a) managing "the secret" of being gay before and during coming out; (b) seeing being gay as just being yourself; (c) perceiving the school as privately supportive, but publicly indifferent to gay students; (d) emotionally reflecting the school environment; (e) valuing relationships as a positive; (f) seeing harassment, gossip, and gender differences as negatives; (g) ascribing to perpetrators of homophobia and harassment character flaws and anachronistic beliefs; (h) being left on your own to deal with homophobia and harassment as others abdicate their responsibilities; (i) employing escapist, self-protection, and resistance strategies to deal with homophobia and harassment; (j) searching for connectivity to other gays and the LGBT community; (k) facing the silence of information and resources in schools on LGBT issues and people; and (l) advising others to be true to themselves.
This research has implications for teachers, administrators, policy-makers, and those involved in teacher education programmes who are interested in addressing the needs of gay students.
Reuschel, Jill C. "A Comparative Study of High School Academic Paths, Grade Point Averages, and ACT Composite Scores as Predictors of Success at Walters State Community College". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1847.
Testo completoSilva, Milene Dutra da. "Ciência e arte na sala de aula: mediações possíveis entre arte urbana, Joseph Wright e o ensino de óptica geométrica". Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1264.
Testo completoEste trabalho se propôs a repensar o ensino de alguns tópicos da óptica a partir das relações entre ciência e arte, entendidas como expressões humanas inseparáveis e instrumentos de compreensão do mundo. O referencial teórico possibilitou reflexões sobre o processo ensino-aprendizagem, sobre as relações entre Ciência a Arte como áreas do conhecimento humano construídas sócio historicamente e sobre o papel da criatividade e da imaginação no ensino de ciências. Baseando-se nestas relações, foi desenvolvida uma unidade didática alternativa para transposição de conceitos da óptica geométrica no ensino médio. A intervenção teve como concepção norteadora a pedagogia dialógico-problematizadora de Paulo Freire e se utilizou dos três momentos pedagógicos Estudo da Realidade, Organização do Conhecimento e Aplicação do Conhecimento, que são proposição dos pesquisadores J.A. Angotti e D. Delizoicov. Foi desenvolvida em três etapas e envolveu seis turmas de três colégios estaduais em Curitiba. O tema gerador foi a Arte Urbana (especialmente o grafite), presente no universo dos nossos educandos. A discussão gerada abordou o conceito de Ciência e a problematização foi feita utilizando-se a tela “An Experiment on a Bird in the Air Pump” (1766), de Joseph Wright of Derby. A estratégia de pesquisa foi do tipo observação participante e o tratamento de dados pelo método comparativo constante. Os dados foram obtidos no estilo cooperativo e a categoria geral definida para análise foi a das “Perspectivas tidas pelos sujeitos”, pois esta é consoante com a concepção freiriana de educação centrada nos sujeitos envolvidos e suas vivências. A pesquisa possibilitou concluir que são promissoras as possibilidades de incrementar o ensino de Física numa abordagem que busque reflexão sobre o papel da Ciência na construção coletiva e histórica do conhecimento, enriquecida pelas suas relações com a Arte; tanto na dimensão pedagógica quanto na acadêmica de pesquisa.
A summary of the stages of a qualitative research on Education, developed at UTFPR, Brazil, is presented. The purpose of this work is to rethink Education on some topics of Optics, on the basis of the relationship between Science and Art, which are understood here as inseparable human expressions and representations of the world. Based on this relationship, an alternative didactic unit was developed, aiming the transposition of concepts on Geometrical Optics in high school. The intervention was based on the dialogical and problem-posing approach due to Paulo Freire, and it was applied to six classes at three State high schools in Curitiba. The generative theme was Street Art, ubiquitous in the universe of students. The generated discussion involved the concept of Science and questioning was made using the painting “An Experiment on a Bird in the Air Pump”, by Joseph Wright of Derby (1766). The research strategy was participant observation, and data were processed by constant comparative method. The data were obtained from the cooperative style and the general category set for analysis was that of “Perspectives taken by subject”, since this is consonant with the Freirian conception for education centered on the involved subjects and their experiences. The research made it possible to conclude that the possibilities are promising to increase the teaching of Physics in an approach that aims to reflect on the role of science in building collective and historic knowledge, enriched by their relationships with art; both in pedagogical and academic research.
Bassi, Madu Musa. "Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory". University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.
Testo completoIt has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.
Briselance, Claude. "Les écoles d' horlogerie de Besançon : une contribution décisive au développement industriel local et régional (1793-1974)". Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20078/document.
Testo completoThe history of the watchmaking schools in Besançon is part of the birth and continuous development of a specific industry in a very limited sector of the French territory. When studying those schools we start at the « protoindustrial » time with its roots in the revolutionary ideals of 1793 and end up with the technological upheavals of electronics and the « quartz » technology in the 1970s. Three « schools » followed one another over the long term. Each school aimed at satisfying the demands of a watchmakng industry confronted to rapidly changing technical evolutions ; so it innovated in its own way by creating an original « corpus » in the students training and most of the time upset the practices and common ideas of the time. If the first two « schools » had a limited lifespan, the last one created in 1861 by the town council itself has been supporting the industrial growth of the city and the surrounding region. Since its foundation it has stuck to the industrial reality by placing the emphasis on high standards and opening new specific branches whenever necessary, thus answering the needs of firms always looking for highly qualified staff. For a large number of French people Besançon became the « capital town of the watchmaking industry » thanks to the shops or repair workshops kept by Besançon-trained former students all over France… It served as a background to set up research and university laboratories in the city : Observatoire Chronométrique, Ecole d’Ingénieurs, Centre d’Etudes Horlogères et de Développement Industriel (Cétéhor)… It contributed to the industrial diversification of the town in fields related to watchmaking such as mechanical cutting, micromechanics, equipment and microtechniques. It was nationalized in 1891 and then belonged to the very small elite goup of the Professional National Schools that influenced the future industrial development of the country. In 1933 it moved into sparkling-new premises and was acknowledged as the flagship of technical education in France : it offered a large number of innovating courses ranging from the skilled worker to the engineer and was granted the latest equipments in every field. The path of this new school also enhanced a « humane » and « prosopographical » history ; it highlighted the part played by the numerous former students who created their own successful businesses. Being faithful to their old school they contributed to the renown and economic growth and prosperity of the city and its region… Beyond the local impact we must regard the history of the watchmaking schools as an important part of the history of Technical Education in France. To meet the needs of a soaring watchmaking industry they opened the way to the transfer of professional training from apprenticeship in workshops with its observed shortcomings to education in technical high schools. Their pedagogical innovations, the strong support of their former students created a vital school-business link that still lives on in the collective memory of the town inhabitants.In 1974 its name changed to Lycée Jules Haag thus losing any reference to watchmaking. Let us now try and understand the strong influence and success of those watchmaking schools, the active part they played in the economic industrial prosperity of a town and its surrounding region…
Chung, Hsueh-Ming, e 鍾學明. "A Study on Adaptation to School of Professional Senior high Students Who Once Dropped Out of School Now Go Back---As the Example with St. Joseph Technical Senior High School". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/54768391853426684167.
Testo completo國立東華大學
教育研究所
92
Abstract The research probes into the adaptation to one professional senior high school which is from a far-off region, and the students who once dropped out of school now go back. Whether got rid of the factors of dropping off. It intends to the reasons of going back and adaptation the school environment influence. And inspect the relevant tactics of counseling to the kind of students and the effect of their adaptation to school. Seek and ask volunteers to participate in the specific research through groups’ interview and depth interview in order to realize the school adapts to the situation. Obtain the following conclusion: First, the reason why they dropped out of school rely mainly on personal factors, it contains family, school and society. And the students who often violate the school rules and easily dispute with their teachers got easily dropping out of school. After going back to school if the factors haven’t been dispelled, they will difficult to succeed. On the contrary, if they can conquer that, they will adapt to. Second, the reason of going back achieved by self demanding will represent better than that advised by others or weak-willed in the adaptation situation. Third, their poor achievement is involved the low will of studying. And they have more intention in technical ability learning, and scarce to the courses of English and math. Fourth, teachers and students are getting interdynamic, will have a difference because of the role whom the teacher acted. The most be trusted are the preceptors who will give them more care and forgiveness and they hate the officers of students’ affairs most because there is nothing but scolding and punishment. Fifth, they usually keep good relationship with the peers and get involved with harmony in a short time. Sixth, there are some achievements of counseling tactics from the adaptation situation to school of the case: 1.The establishment of trust relation between each other makes the defense dispelled. And the counseling treatment can work while willing to be honest. 2.The power produced by positive stimulation will change their behavior cognition, and it’s more easily succeeded than the advice talking like a Dutch uncle. 3.The label effect will dispel naturally as the teachers would like to give love, patience and care. Also will help them to involve the environment and adapt to the living learning. 4.Besides forgiving and care, we should probe the questions then can seek the appropriate strategies to make them change. Also strengthen the interaction of teachers and students in order to prevent the bad behavior making again which will lead the counseling and adaptation fail.
Tsai, Kuang-ming, e 蔡光明. "On the Church of St. Joseph, Kung-Tung Technical Senior High School ----Architectural Vocabulary & Theological Meaning". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/72126501278318482016.
Testo completo國立成功大學
建築學系
96
Abstract This paper focuses on the architecture of a church. The introductory chapter is to make a brief sketch of the origin of the church:its development, meaning,and original structure. Noah's story from the Bible connects the ark and the church buildings in a theological sense. The deep influence of monasticism in the growth of Christianity-the development of its system and the characteristics of its architecture- will be mutually related. Anchorites obey the monastic vows: poverty, chastity, and obedience. Inspired by God, they enter earthly world to help others, deliver good news, and make up their minds to become loyal servants of God. The second chapter introduces the Bethlehem Mission Society. Inheriting the spirit of medieval monasticism, it reached the eastern part of Taiwan for helping the poor and the weak, establishing many social service institutions among which is Kung-Tung Technical Vocational Senior High School. Kung-Tung has been giving local students a technical hand to make living. Kung-Tung church’s simple form, different from others, is deemed as a paradigm of Modernism in Taiwan. Its layout and brutal outlooks comes from the prevailing thought of a contemporary master:Le Corbusier. Third chapter describes the construction of the old buildings of Kung-Tung. Besides its plain and stern appearance, the location of the buildings coordinates with human worship of the nature from very beginning. The orientation of the buildings is the same as the axis of the laid stone coffins in prehistoric Pumarh Culture. This not only reflects the existential/theological meaning of coffin and salvation but also gives this campus a sense of Christian Paradise. The third chapter gives further description of the relationship between St. Gall Plan, the model of a monastery, the special feature of Citeaux Order, and the buildings of Kung-Tung. The intentions of the façade, the opening, and the metaphor convey the mystery of Christianity. The unique construction is a harmony of materials and visions. The fourth chapter discusses the ship image of the church which derived from the Bible. Noah's story, once again proves the origin of the church comes from the construction of the Ark in theological sense. Furthermore, our analysis on its religious core plan/ space proves its reflections of the life journey of Jesus Christ and "Civitas Dei". Its lighting reflects the beauty of materials and creates the idea of Christ's eternal light successfully. The new meaning of Citeaux is represented here. The fifth chapter is a conclusion of the setting of natural worship, the spirit of monasticism, and the rich theological meaning. Building material and lighting reflects the essence of Jesus Christ and the atmosphere of the Holy Spirit. Its vocabularies of transplant, graft, and rebirth are put into practice. The uniqueness of St. Joseph, comparing with other churches in Taiwan whose imitation of the western motif and decoration, gives a new modern meaning. It reveals the image of Christianity in simple and plain style and is definitely an outstanding church building.
Li, Hsiao-Ching, e 李筱晶. "The Action Research in Combining QUASAR Cognitivie Assessment Instrument with Composite Assessment on junior high school students learning mathmatics". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71621753962379168799.
Testo completo國立臺東大學
進修部教育行政碩士班(夜間)
102
The purpose of this research was to investigate a junior high school mathematics teacher selecting the One-Variable Linear Equation in teaching mathematics courses. This research will take the class of 30 students to study by action research in five units : Using symbols to represent numbers
"A Comparative Study of High School Academic Paths, Grade Point Averages, and ACT Composite Scores as Predictors of Success at Walters State Community College". East Tennessee State University, 2009. http://etd-submit.etsu.edu/etd/theses/available/etd-0320109-121643/.
Testo completoLibri sul tema "Joseph Composite High School"
Joseph, Sephora. Sephora Joseph. New York, NY: Kurt Hahn School, 2015.
Cerca il testo completo1949-, Murphy Joseph, a cura di. The productive high school : creating personalized academic communities / Joseph Murphy ... [et al.]. Thousand Oaks, Calif: Corwin Press, 2001.
Cerca il testo completoSaint-Joseph Lisesi. Tabiat Tarihi Müzesi, a cura di. İstanbul Saint Joseph Lisesi tarihi bitkiler koleksiyonu: The historic plant collection of Istanbul's Saint Joseph High School. Beyoğlu, İstanbul: Türkiye İş Bankası, 2013.
Cerca il testo completoA, Khor K., Moore J. J, Srivatsan T. S e Institute of Metals, a cura di. Processing and fabrication of advanced materials VI: Proceedings of a symposium organized by School of Mechanical & Production Engineering, Nanyang Technological University, Singapore ; symposium co-sponsored by The Institute of Metals (IOM: United Kingdom), The Minerals, Metals & Materials Society (TMS: USA), Advanced Materials Research Center (Singapore) ; held November 24-26 1997, Orchard Hotel, Singapore. London: IOM Communications, 1998.
Cerca il testo completo1911-1984, Joseph John Ferris. Letters from lost thyme: Two decades of letters from John Joseph to Patricia Larsen. [S.l.]: Books & Co., 2000.
Cerca il testo completoArthur, Nikki. Raphael: A great American story about a legendary football coach at a small Catholic high school in the deep South. Jackson, Miss: Mississippi Sports Council, 2006.
Cerca il testo completoJoseph a Foran High School. Foreign Visions: A Joseph A. Foran High School Publication 2016. Lulu Press, Inc., 2016.
Cerca il testo completoProcessing and Fabrication of Advanced Materials VI: Proceedings of a Symposium Organized by : School of Mechanical & Production Engineering Nanyang Techological University. Maney Publishing, 1999.
Cerca il testo completo(Introduction), Edward Albee, a cura di. Letters from Lost Thyme: Two Decades of Letters from John Joseph to Patricia Larsen. Books & Co./Helen Marx Books, 2000.
Cerca il testo completoJoseph, Conrad. Heart of Darkness (Unabridged Classics for High School and Adults). Commuter Library, 1998.
Cerca il testo completoCapitoli di libri sul tema "Joseph Composite High School"
Kuo, Ming, Matthew H. E. M. Browning e Milbert L. Penner. "Refueling Students in Flight: Lessons in Nature May Boost Subsequent Classroom Engagement". In High-Quality Outdoor Learning, 67–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_4.
Testo completoDebost, Michel. "Paris Conservatoire and French School". In The Simple Flute, 173–75. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195145212.003.0051.
Testo completoTidmore, Lauren R. "Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed". In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 369–95. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch021.
Testo completoTidmore, Lauren R. "Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed". In Advances in Educational Marketing, Administration, and Leadership, 126–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1766-6.ch008.
Testo completoHagan, John, Bill McCarthy e Daniel Herda. "Two Mothers/Two Sons". In Chicago's Reckoning, 47–62. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197627860.003.0003.
Testo completoAlkasirah, Nurul Azni Mhd, Mariam Mohamad, Mageswaran Sanmugam, Girija Ramdas e Khairulnisak Mohamad Zaini. "Examining the Validity and Reliability of the Arabic Vocabulary Achievement Instrument to Evaluate a Digital Storytelling-Based Application". In Embracing Cutting-Edge Technology in Modern Educational Settings, 264–84. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1022-9.ch012.
Testo completo"Michael Wyschogrod". In Wrestling with God, a cura di Steven T. Katz, Shlomo Biderman e Gershon Greenberg, 455–61. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0038.
Testo completoMiller, J. D. B. "Hedley Bull, 1932-1985". In Order and Violence, 1–12. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198275558.003.0001.
Testo completoAtti di convegni sul tema "Joseph Composite High School"
Abrate, Serge, Jefferson F. Lindsey, Alan Weston, Jon Rivers e William Dill. "Advanced Technological Pre-College Education Program in Composite Manufacturing". In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0636.
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