Bibliografie tematiche / Personal development

Letteratura scientifica selezionata sul tema "Personal development"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "Personal development"

Taylor, David. "Personal development". Medical Education 31 (dicembre 1997): 15–16. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02580.x.

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is the son of Azim Rajab, Oljaboyev. "IMPORTANCE OF FAMILY IN PERSONAL DEVELOPMENT". International Journal of Advance Scientific Research 4, n. 4 (1 aprile 2024): 97–101. http://dx.doi.org/10.37547/ijasr-04-04-17.

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A view on the formation of a person as a person in society and Concepts are different and different, and they all have a meaning complement each other. Well, who can we call a person and his how important is the importance of the family in finding its place in society in a mature state.

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Boston, Arthur "AJ". "Personal Collection Development". Theology Cataloging Bulletin 24, n. 4 (1 agosto 2016): 14–15. http://dx.doi.org/10.31046/tcb.v24i4.647.

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Boston, Arthur "AJ". "Personal Collection Development". Theology Cataloging Bulletin 24, n. 4 (1 agosto 2016): 14–15. http://dx.doi.org/10.31046/tcbv24no4_647.

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Ebrahimi, Atiqullah. "PERSONAL BRAND DEVELOPMENT". Journal of Applied Research 4, n. 6 (2022): 311–16. http://dx.doi.org/10.47576/2712-7516_2022_6_4_311.

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Baker, Michael J. "Personal professional development". Marketing Review 9, n. 2 (18 maggio 2009): 99–113. http://dx.doi.org/10.1362/146934709x442647.

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Makinson, Geoff. "Personal development planning". Nursing and Residential Care 3, n. 11 (novembre 2001): 543–45. http://dx.doi.org/10.12968/nrec.2001.3.11.9898.

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Floodgate, Jean F., e A. E. Nixon. "Personal Development Plans:". Journal of European Industrial Training 18, n. 11 (dicembre 1994): 43–47. http://dx.doi.org/10.1108/03090599410073550.

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LUO, Guicheng, e Zhishu CUI. "On Forecasting for Personal Management and Development". International Journal of Science and Research (IJSR) 8, n. 9 (5 settembre 2019): 309–18. http://dx.doi.org/10.21275/3091902.

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Irving, J. A., e D. I. Williams. "Personal growth and personal development: Concepts clarified". British Journal of Guidance & Counselling 27, n. 4 (novembre 1999): 517–26. http://dx.doi.org/10.1080/03069889908256287.

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Tesi sul tema "Personal development"

Florio, Zintel Linda. "Exploring personal development and implications for leadership". Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.

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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.

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Disque, J. Graham. "Sexuality and Personal Development". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2839.

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Naslund, Melissa Nicole. "Counselor Education: A Personal Growth and Personal Development Experience". Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.

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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.

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Jäderberg, Josefin. "Development of a Personal Cooler". Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-182640.

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This master thesis project within product development is established for Electrolux. The project was a collaboration between the Royal Institute of Technology, Lund University and Electrolux department Healthy Home. The goal with this project was to deliver a concept proposal for Electrolux on a product with the purpose to cool one individual, a concept called “Personal cool”. The project concerns the cooling of one individual, cooling in this case meaning to lower the temperature to achieve a greater comfort for the user. The concepts should consider feasibility as well as usability. The developed concept should be able to be produced within 3-4 years. In order to deliver a feasible concept within the project scope, the developed concept should use existing technologies and components. To achieve the set goal, to deliver a concept proposal for Electrolux, the project’s intention was to answer the following research questions: What technology could be integrated in a personal cool? Which main components can be identified for the chosen technology? What are the requirements for a personal cool? The project included various stages and methods to achieve the delivered result. Activities such as research, market analysis, consumer survey, concept development, calculations, prototypes and CAD-models were implemented. The customer needs and desires were collected and combined with the given project requirements set by Electrolux. The outcome of this resulted in a requirement specification, which was used to eliminate the identified technologies and the developed concepts. The result was to use Peltier Modules as the technology to generate cold for the concept. The main components were identified to be Peltier modules, heat sinks and fans. These were selected after performance calculations. The goal was achieved and the research questions are answered. The results of this project are considered to be successful. The developed concept of a Personal cool includes the selected technology, the main components as well as internal and outer design. Finally, it can be concluded that this project contributes to an innovative concept for Electrolux, when this product category and technology is not existing within the department, Healthy Home, at Electrolux.
Detta examensarbete är ett produktutvecklingsprojekt som är framtaget för Electrolux. Projektet var ett samarbete med Kungliga Tekniska Högskolan, Lunds Universitet och Electrolux avdelning Healthy Home. Målet med projektet var att ta fram ett konceptförslag till Electrolux på en produkt med avsikt att kyla en person, ett koncept som kallas ”Personal cool”. Projektet avser kylning av en individ, med kylning i detta fall menas att sänka temperaturen för att uppnå en ökad komfort för användaren. Konceptet hade som avsikt att beakta genomförbarhet samt användarvänlighet. Det framtagna konceptet skulle vara möjligt att producera inom 3-4 år, därför skulle existerande teknik och befintliga komponenter användas. För att uppnå målet att leverera ett konceptförslag till Electrolux hade projektet som avsikt att besvara följande forskningsfrågor: Vilken teknik kan integreras i konceptet ”Personal cool”? Vilka huvudsakliga komponenter kan identifieras för den valda tekniken? Vilka är kraven för en ”Personal cool”? Projektet innehöll olika steg och metoder för att uppnå det levererade resultatet. Aktiviteter så som efterforskningar, marknadsundersökning, enkätstudie, konceptutveckling, beräkningar, prototyper samt CAD-modeller gjordes. Kundernas behov och krav sammanställdes och sammanslogs med de givna projektkraven satta av Electrolux. Det resulterande i en kravspecifikation som användes för att utvärdera de identifierande teknikerna samt koncepten. Resultatet blev att använda sig av Peltier-moduler som teknik i konceptet. Komponenterna som identifierades var Peltier-moduler, kylflänsar och fläktar. Dessa valdes efter beräkningar för att fastställa kapaciteten. Målet med projektet är uppnått och forskningsfrågorna är besvara, därav anses resultat av projekt vara framgångsrikt. Det framtagna konceptet på en ”Personal cool” innefattar vald teknik, huvudkomponenterna så väl som inre- och yttre design. Avslutningsvis kan konstateras att projektet bidrar till ett innovativt koncept för Electrolux, då denna produktkategori och teknik inte innefattas inom området på avdelningen Healthy Home.

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Gordon, Lisa Lande 1961. "Identity development and personal expressiveness". Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277201.

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A third defining dimension of identity has been proposed in addition to those of exploration and commitment. This study set out to demonstrate a relationship between identity scores as measured by the Extended Objective Measure of Ego-Identity Status and the third defining dimension, personal expressiveness, as measured by the Personal Expressiveness Activities Questionnaire. Results demonstrated a strong relationship between identity scores and expressiveness with a significant positive correlation between the achievement subscores and expressiveness, and significant negative correlations between the moratorium, foreclosure, and the diffusion subscores. The results appear to validate that expressiveness is indeed a third defining dimension of identity, however recommendations are made based on this study's findings regarding the adequacy of Waterman's Seven-Category Paradigm. Limitations and implications of the study are discussed.

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Hunt, Celia. "Personal fictions : the use of fictional autobiography in personal development". Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285106.

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This thesis contains the results of my research between 1994 and 1998 into the uses of fictional autobiography in personal development. The topic arose out of my observation, both of my own experience and the experience of students attending my creative writing courses, that writing fictional autobiography as part of a writing apprenticeship not only enabled the development of writing skills and the finding of a writing 'voice', but often had a therapeutic effect on the writer's relationship with himor herself, and with his or her significant others. I set out to explore this observation through an examination of my creative writing course 'Autobiography and Fiction' (subsequently called 'Autobiography and the Imagination'), which I taught at the University of Sussex Centre for Continuing Education from 1991 to 1996. I issued questionnaires to all 78 students who had taken this course, to generate data on the benefits of engaging in the writing of fictional autobiography. I also conducted interviews on the same topic with 5 of these students. I analysed the resulting data using the theory of the Germani American psychoanalyst Karen Horney, and to a lesser extent that of object relations theorists D.W. Winnicott, Christopher Bollas and Marion Milner. Where appropriate, I also used theory of literary and social narrative. The thesis presents the three main findings of the research, namely, that the writing of fictional autobiography (1) can facilitate a closer contact with the inner life, resulting in a stronger sense of identity and the finding of a 'writing voice'; (2) can help to reveal and work through problems of identity which cause writer's block; and (3) can provide a means of're-writing' self-narratives which have been 'written' in the psyche by family and society. The thesis concludes with some suggestions as to how fictional autobiography might be used in a self-analytic or psychoanalytic context.

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Haag, Markus. "Personal knowledge development in online learning environments : a personal value perspective". Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134937.

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This thesis investigates personal knowledge development in online learning environments and the impact that personal values have on it. Personal knowledge development was investigated from the perspective of Nonaka’s SECI model of organisational knowledge creation. This model served as the basis for an adapted model that conceptualises personal knowledge development in online learning at the individual level. The personal value types of the Schwartz Value Survey and the Portrait Values Questionnaire were adopted to measure personal values and their impact on personal knowledge development in online learning environments. Three data collection approaches were used. First, an exploratory study was conducted which elicited online learners’ experiences of their personal knowledge development in online learning; this study used online discussion forums for data collection. Second, a Delphi study was carried out. Experts were asked which of the ten individual-level value types by Schwartz are likely to be particularly relevant in the context of online learning. Third, an online survey was created. Its aim was to measure the impact that personal values and background variables, such as gender and age, have on personal knowledge development in online learning. A measurement instrument was devised that measures three of the SECI modes, namely Externalisation, Combination and Internalisation. This instrument measures the magnitude of online learners’ Externalisation and Combination activities as well as their level of Internalisation, i.e. the outcomes of personal knowledge development. Results of the exploratory study show that there are widely diverging experiences of personal knowledge development in online learning. The literature review suggests that the cultural situatedness of an online learning environment is an important influencing factor on personal knowledge development. The results of the Delphi study suggest that Self-Direction, Stimulation, and Achievement are particularly relevant value types in the context investigated here. Finally, the online survey confirms this view, as all three value types were found to be positively correlated with Externalisation, Combination, and Internalisation, with the exception of the Achievement-Combination relationship. A modified version of the SECI model is proposed, which extends the applicability of the original SECI model from the organisational to the individual level. It is argued that this model is suitable to describe personal knowledge development in the context of online learning. The study also contributes to closing the gap in research on the impact of personal values in the context investigated in this study. Moreover, a measurement instrument was created that can be used to measure Externalisation and Combination, i.e. personal knowledge development processes, and Internalisation, i.e. personal knowledge development outcomes.

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Antia, Yezdi F. "Personal computer development system software architecture". Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/104287.

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Nash, Dennis William. "The idea of personal development with special reference to personal, social and moral development (PSME) in education". Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/705/.

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The notion of Personal Development is situated in the domain of values, especially moral values. Moral values are concerned with what is right alongside what is good in its several aspects. For curriculum purposes, Personal Development finds its sense largely within the content provided by the terms 'moral' and 'social' in PSME. 'Personal' is not an independent category. But there is a certain overlap between Personal Development and Self-Development, where the latter term refers to an individual's generic human development. A person's individuality is not in a confluence of differently combined qualities and attributes. An individual is strongly a person in those values that he appropriates or endorses as his own. Values connect a person strongly with his unity and continuity as an individual over time. Our worth as persons attaches to our reciprocal relationships with each other and to ourselves for ourselves insofar as we maintain integrity in our own projects. To this extent values have an objective reference. I want to show the manner in which a person is attached to the values that confront him in a pluralist society. It is not just that values are realized in a person's life; it is the relation he has to those values. Those values are expressed in the constituents of Personal Development - namely, those personal qualities and attributes thought desirable - and will be 'strongly' or 'thinly' present in that person. In respect of these qualities and attributes he will be strongly or thinly attached to his human world. This is a question about the manner of our residence in our own being and about the relation that our being has to the 'ways of being persons' in the human world. A person is culturally emergent, although some versions of self-realization give the impression that the individual is prior to culture. There is a certain circularity in what we might call absolute or intrinsic values, especially moral ones. For example, we may want to say that we acquire virtues in order to flourish in life. But what constitutes flourishing will be captured in 'contested' value terms and will therefore shape what we take virtues to be.

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Kucheruk, Maryna. "Creativity as personal characteristic". Thesis, Міжнародний центр наукових досліджень, 2019. https://er.knutd.edu.ua/handle/123456789/14706.

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The research deals with creativity as philosophical and psychological category. Human activity only then becomes creativity, when it contributes to the development of a human personality, human culture, and most importantly – an individual spirituality.
Дослідження стосується творчості як філософської та психологічної категорії. Людська діяльність лише тоді стає творчістю, коли вона сприяє удосконаленню особистості людини, людської культури, а найголовніше – духовності людини.
Исследование касается творчества как философской и психологической категории. Человеческая деятельность только тогда становится творчеством, когда она способствует развитию личности человека, человеческой культуры, а главное – духовности человека.

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Libri sul tema "Personal development"

Arban, Carey Lewis. Personal development secrets. South Carolina?]: C.L. Arban, 1994.

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Arban, Carey Lewis. Personal development secrets. [Peachtree City, Ga.]: C.L. Arban, 2002.

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Evans, Kath. Personal development planning. Harrow: Nursing Standard, 2003.

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Marson, S. N. Personal & professional development. Sheffield: National Health Service Learning Resources Unit, 1985.

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Anglia, University of East. Personal development programme. Norwich: University of East Anglia, 1992.

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Marson, S. N. Personal & professional development. Sheffield: NHS Learning Resources Unit, 1985.

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David, Gosling, e Staff and Educational Development Association., a cura di. Personal development planning. Birmingham: Staff and Educational Development Association, 2003.

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Josie, Gregory, a cura di. Dictionary of personal development. London: Whurr, 2002.

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Walter, Verne. Personal career development profile. Champaign, Ill. (P.O. Box 188, Champaign 61820): Institute for Personality and Ability Testing, 1985.

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Margerison, Charles J. The personal development manual. 2^a ed. London: TMS, 1991.

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Capitoli di libri sul tema "Personal development"

Issar, Gilad, e Liat Ramati Navon. "Personal Development". In Management for Professionals, 111–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20699-8_25.

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Sellars, Maura, Scott Imig e John C. Fischetti. "Personal development". In Creating Spaces of Wellbeing and Belonging for Refugee and Asylum-Seeker Students, 79–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003207900-7.

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Furnham, Adrian. "Personal development". In The People Business, 130–31. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230510098_46.

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Perry, Donna J. "Personal Development". In The Israeli-Palestinian Peace Movement, 155–65. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230339743_13.

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Phillips, Annie, e Pam Enderby. "Personal development". In Developing Leadership Skills for Health and Social Care Professionals, 168–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781908911087-17.

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Becker, Lucinda. "Personal Development". In The Mature Student’s Handbook, 95–102. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36498-1_10.

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Smith, Lee, e John van Genderen. "Personal development". In Kick Start Your Career, 94–103. 1 Edition. | New York: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315158532-9.

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Lightbody, Bradley. "Personal development". In Advancing Learning Within and Beyond the Classroom, 189–208. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-15.

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King, Chris. "Personal Information". In Advanced BlackBerry Development, 195–239. Berkeley, CA: Apress, 2009. http://dx.doi.org/10.1007/978-1-4302-2657-4_6.

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King, Chris. "Personal Information". In Advanced BlackBerry 6 Development, 189–232. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3211-7_6.

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Atti di convegni sul tema "Personal development"

Rao, Sumathi, Igle Gledhill, Beverly K. Hartline, Zohra Ben Lakhdar, Anne J. MacLachlan, Kelly Mack, Anita Mehta et al. "Personal Professional Development". In WOMEN IN PHYSICS: Third IUPAP International Conference on Women in Physics. AIP, 2009. http://dx.doi.org/10.1063/1.3137917.

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Barsukova, Oksana, Natalya Mozgovaya, Elena Sherbina e Olesya Shestopalova. "PERSONAL SPACE, LIFESTYLE AND VIABILITY OF PERSON IN EARLY ADOLESCENCE". In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0866.

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Bauerova, Danuse. "Personal development on Web2.0 cloud". In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059580.

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Martsinkovskaya, T. "Information Approach To Personal Development". In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.53.

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Rashupkina, Julia, Evgennia Krasnova, Oksana Nikolenko, Natalia Lomova, Nelli Hachaturiyan, Nataliya Klimova e Marina Vasilchenko. "SPECIFIC FEATURES OF STUDENTS` PERSONAL MATURITY AND PERSONAL IMMATURITY DEPENDING ON THEIR SOCIAL STATUS". In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1459.

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Hardof-Jaffe, Sharon. "STUDENTS' PERCEPTIONS OF PERSONAL INFORMATION SPACES". In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1794.

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Herman, Iulia Ramona. "Exploratory Study On Teachers’ Personal Development Needs". In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.23.

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Roh, S. G., K. H. Park, K. W. Yang, J. H. Park, H. S. Kim, H. G. Lee e H. R. Choi. "Development of Dynamically Reconfigurable Personal robot". In IEEE International Conference on Robotics and Automation, 2004. Proceedings. ICRA '04. 2004. IEEE, 2004. http://dx.doi.org/10.1109/robot.2004.1308900.

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Hun-ok Lim e Hiroyuki Tamai. "Development of a personal motor roller". In 2007 International Conference on Control, Automation and Systems. IEEE, 2007. http://dx.doi.org/10.1109/iccas.2007.4407069.

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Belitskii, Kirill Andreevich. "Personal development: conditions, mechanisms and methods". In IX All-Russian Scientific Conference of students, postgraduates and young scientists. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104447.

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Abstract (sommario):

Personal development is a crucial stage in the life of each individual. In the modern world, young people develop under the influence of various mechanisms, conditions and methods that need to be controlled for a positive outcome. In this article we will consider these aspects of personality development.

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Rapporti di organizzazioni sul tema "Personal development"

Allen, David. Personal Development Planning. The Economics Network, settembre 2002. http://dx.doi.org/10.53593/n1139a.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Personal Affairs: Child Development Services. Fort Belvoir, VA: Defense Technical Information Center, luglio 1997. http://dx.doi.org/10.21236/ada402772.

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M.A. Ebadian, Ph D. DEVELOPMENT OF PERSONAL PROTECTIVE EQUIPMENT FOR DECONTAMINATION AND DECOMMISSIONING. Office of Scientific and Technical Information (OSTI), gennaio 1999. http://dx.doi.org/10.2172/772502.

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TOTROVA, Z. H. ON THE ISSUE OF WORLDVIEW AS AN INDICATOR OF PERSONAL DEVELOPMENT. Science and Innovation Center Publishing House, aprile 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-2-38-46.

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Abstract (sommario):

The anthropological theme is updated during periods of paradigm instability, which is characteristic of the modern period of history. The purpose of the article is to consider the worldview as an indicator of personality development, which involves solving problems of defining concepts: personality, the structure of the worldview and the factors of its formation. Research methods are philosophical and general logical. Research results. Worldview, as the highest stage of human development, is characterized by consistency and theoretical justification. Among the factors that create a personality, the person himself is decisive, making himself the object of critical analysis, becoming a formative subject, which indicates his spiritual (personal) maturity.

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Chervak, Steven. Development of a Personal Digital Assistant Ergonomic Injury Assessment Tool. Fort Belvoir, VA: Defense Technical Information Center, ottobre 2005. http://dx.doi.org/10.21236/ada465936.

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Kaufman, Jonathan. Development of the U.S. Navy Advanced Personal Air Conditioning System (APACS). Fort Belvoir, VA: Defense Technical Information Center, gennaio 1999. http://dx.doi.org/10.21236/ada375855.

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Smith, W. J., e P. O'Dell. Development of Personal Decontamination System Final Report CRADA No. TC-02078-04. Office of Scientific and Technical Information (OSTI), settembre 2017. http://dx.doi.org/10.2172/1399742.

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Smith, W. Development of Personal Decontamination System Final Report CRADA No. TC-02078-04. Office of Scientific and Technical Information (OSTI), aprile 2006. http://dx.doi.org/10.2172/919774.

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Gupta, Monica. Impact of Self-Development on Developing Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2007.2024.

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Abstract (sommario):

"This report shares the findings of a project seeking to document the diversity of formats, locales and processes involved in the implementation of the Self-Development curriculum across the eight colleges of Delhi University offering the BElEd programme. It also critically examines the influence of engaging with the Self Development Workshops (SDW) and the course on Human Relations and Communication (HRC) on the “agency” in the personal, professional and social lives of BElEd alumni and pre-service students from these eight colleges. The report further seeks to explore if reflective thinking and conscious development in SDW and HRC enable students in resisting regressive practices and in initiating democratic, equitable and collaborative practices in schools and personal life spaces."

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Young, M. S., e J. P. Monat. Development and demonstration of a personal monitoring system for exposure to hydrogen fluoride. Final report. Office of Scientific and Technical Information (OSTI), settembre 1993. http://dx.doi.org/10.2172/10182088.

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