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Artykuły w czasopismach na temat "Arts University College at Bournemouth"
Baylis, Nicola. "Making Visible the Invisible: Corporeal Mime in the Twenty-First Century". New Theatre Quarterly 25, nr 3 (sierpień 2009): 274–88. http://dx.doi.org/10.1017/s0266464x0900044x.
Pełny tekst źródłaWalling, Michael. "Odysseus under Occupation: Border Crossings’ When Nobody Returns". New Theatre Quarterly 33, nr 3 (10.07.2017): 227–39. http://dx.doi.org/10.1017/s0266464x17000288.
Pełny tekst źródłaEhlers, V. J. "Report: 9th International Reflective Practice Conference: Mindful Inquiry: 23-25 June 2003: Robinson College, Cambridge, United Kingdom". Health SA Gesondheid 8, nr 4 (5.11.2003): 99–101. http://dx.doi.org/10.4102/hsag.v8i4.148.
Pełny tekst źródłaPope, James. "The design and development of Genarrator at Bournemouth University". Art, Design & Communication in Higher Education 8, nr 2 (1.12.2009): 157–67. http://dx.doi.org/10.1386/adch.8.2.157/1.
Pełny tekst źródłaGibson, Brooke. "Florida State University College of Motion Picture Arts". Film Matters 4, nr 1 (1.03.2013): 80–81. http://dx.doi.org/10.1386/fm.4.1.80_1.
Pełny tekst źródłaRigden, John S. "Editorial: The liberal arts college and the university". American Journal of Physics 54, nr 10 (październik 1986): 875. http://dx.doi.org/10.1119/1.14782.
Pełny tekst źródłaSmall, Susan. "King’s College, University of Western Ontario". Florilegium 20, nr 1 (styczeń 2003): 81–82. http://dx.doi.org/10.3138/flor.20.023.
Pełny tekst źródłaGrayson, J. Paul. "Keeping the faith: The university experience and apostasy". Canadian Journal of Higher Education 50, nr 2 (24.08.2020): 54–70. http://dx.doi.org/10.47678/cjhe.v50i2.188669.
Pełny tekst źródłaNooteboom, Cees. "Speaking at university college london". Dutch Crossing 9, nr 25 (kwiecień 1985): 10–28. http://dx.doi.org/10.1080/03096564.1985.11784318.
Pełny tekst źródłaGadzella, Bernadette M., Dean W. Ginther, J. David Williamson i John Davenport. "Mathematics Course Grades and Attitudes in Mathematics for Students Enrolled in Three University Colleges". Psychological Reports 57, nr 3 (grudzień 1985): 767–72. http://dx.doi.org/10.2466/pr0.1985.57.3.767.
Pełny tekst źródłaRozprawy doktorskie na temat "Arts University College at Bournemouth"
Francis, Clarissa E. "Black college women's responses to sexual health peer education at Clark Atlanta University". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/dissertations/1311.
Pełny tekst źródłaYoung, Denise York. "Participation in a study-abroad program and persistence at a liberal arts university". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4373/.
Pełny tekst źródłaDawood, Dianne Crum. "College Readiness and Academic Successes for Arts Magnet and Traditional High School Graduates". UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/322.
Pełny tekst źródłaMarshall, Donald K. "A report on an Arts Administration internship with Fanfare". ScholarWorks@UNO, 2001. http://scholarworks.uno.edu/aa_rpts/25.
Pełny tekst źródłaBrooks, Cecilia, Tommy Phillips i Rashmi Kunwar. "Exploration of Agricultural Literacy and Importance of Agricultural Practices among College Students at a Liberal Arts University". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/60.
Pełny tekst źródłaVan, Loo Scott Daniel. "Concurrent Enrollment at a Faith-Based Liberal Arts College: Student Behavior and Policy Considerations". University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1310745296.
Pełny tekst źródłaPrice, Randell S. "A Case Study of the Perceptions of Community College Students Who Transfer to a College of Arts and Sciences at a Midwest Research University". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384964863.
Pełny tekst źródłaEssack, Shaheeda. "Towards academic staff development in the faculty of arts at the University of Durban-Westville". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52036.
Pełny tekst źródłaENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for academics in the Faculty of Arts at the University of Durban-Westville. This thesis has five chapters. Chapter One is the introductory chapter and examines the nature of the study in relation to the aims of the study, sub-problems, various definitions of staff development and formulates a hypothesis. The hypothesis states that: "There is a definite need for an academic staff development programme in the Faculty of Arts at the University of Durban-Westville." This hypothesis is then followed by a motivation and rationale of the study followed by a discussion of background studies on staff development. The limitations, strengths and scope of the study are presented followed by some preliminary considerations. Chapter Two provides an in-depth examination of staff development. It begins with a critical discussion of the various philosophies that underpin staff development practices. These philosophies include positivism, hermeneutics and the political nature of staff development. This is followed by a discussion on the goals of higher education and its link to staff development. Special reference is made to the South African context, quality assurance in South African universities and staff development programmes at the Historically Black Universities. Thereafter, an in-depth discussion of the link between teaching and learning is presented. This is accomplished by referring to theories of teaching and learning in higher education. Once this is completed, the entire spectrum of staff development activities is presented. This discussion begins with a description of the various competencies of the lecturer followed by a presentation of two models on staff development. The following staff development practices are then discussed in detail: induction programmes, seminars and workshops, reflective teaching and self-directed practice, mentoring, consultation, personal growth contracts, the cascades method and micro-teaching. This discussion is consolidated by presenting the case of the University of Durban- Westvi11e and motivating for the need for academic staff development in the Faculty of Arts. Chapter Three presents the research design and methodology - it outlines the steps undertaken in the current study. Both qualitative and quantitative methods of research were utilized. The primary means of collecting data was the survey which included the dissemination of questionnaires to both third year students and lecturers in the Faculty of Arts. Students were selected from the population of third year students in the Faculty of Arts. A proportional stratified randomized sampling procedure was applied to both the population of staff and students. Chapter Four presents the analysis of the data in a systematic way. The student questionnaire is analyzed followed by an analysis of the staff questionnaire. These results are presented in table form, followed by a discussion. There are 38 tables in this chapter. Chapter Five is the final chapter that presents the conclusions drawn from the study and provides recommendations for the establishment of a staff development programme.
AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme, verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville." Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing. 'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n paar inleidende beskouinge. Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met 'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het. Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word. Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek. Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan dosente moet voldoen, en word gevolg deur 'n voorlegging van twee personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels, reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe, word gemotiveer. In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel, was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente. Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word daarna bespreek.
McDonald, Richard Keirs III. "Towards Regenerative Development: A Methodology for University Campuses to Become More Sustainable, With a Focus on the University of South Florida". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/391.
Pełny tekst źródłaMurphy, Cari. "Residential Learning Outcomes: Analysis Using the College Student Experiences Questionnaire at a Large Public Research University". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1718.
Pełny tekst źródłaKsiążki na temat "Arts University College at Bournemouth"
Quality Assurance Agency for Higher Education. Institutional Review Directorate. Bournemouth University and the College of Tourism and Hotel Management, Cyprus: Overseas Partnership Audit Report. Gloucester: Quality Assurance Agency for Higher Education, 2001.
Znajdź pełny tekst źródłaPublic District School Board Writing Partnership (Ontario), Catholic District School Board Writing Partnership (Ontario) i Ontario Ministry of Education, red. Dramatic arts: Course profile, grade 11, university/college preparation. [Ontario]: Queen's Printer for Ontario, 2001.
Znajdź pełny tekst źródłaPublic District School Board Writing Partnership (Ontario), Catholic District School Board Writing Partnership (Ontario) i Ontario Ministry of Education, red. Visual arts: Course profile, grade 11, university/college preparation. [Ontario]: Queen's Printer for Ontario, 2001.
Znajdź pełny tekst źródłaAllen, Stout Joseph, red. A history of the Oklahoma State University College of Arts and Sciences. Stillwater: Oklahoma State University, 1992.
Znajdź pełny tekst źródłaGrayson, J. Paul. Comparative first year experiences at York University: Science, arts, and Atkinson. [Toronto, Ont.]: Institute for Social Research, York University, 1994.
Znajdź pełny tekst źródłaJose, Ricardo Trota. Celebrating the birth and rebirth of the U.P. College of Liberal Arts, 1910-1983. Diliman, Quezon City: U. P. College of Arts and Sciences Alumni Foundation, University of the Philippines, 2011.
Znajdź pełny tekst źródłaK, Mayanja Muhammad, i Association of African Universities, red. A comparative study of Makerere University graduates of the faculties of arts and sciences. Accra-North, Ghana: Association of African Universities, 2001.
Znajdź pełny tekst źródłaMiddleton, Charles R. One hundred years of arts and sciences: A centennial reaffirmation. [Boulder]: College of Arts and Sciences, University of Colorado at Boulder, 1994.
Znajdź pełny tekst źródłaS, Ryan J., red. The arts from New England: University provision and outreach 1928-1998. Armidale, New South Wales: Faculty of Arts and the University of New England Alumni, 1998.
Znajdź pełny tekst źródłaMcGill University. Faculty of Arts., red. McGill College, Montreal, Faculty of Arts: Christmas examinations, 1867, classification of students who have passed .. [S.l: s.n., 1986.
Znajdź pełny tekst źródłaCzęści książek na temat "Arts University College at Bournemouth"
Eschenbruch, Nicholas, Hans-Joachim Gehrke i Paul Sterzel. "University College Freiburg: Toward a New Unity of Research and Teaching in Academia". W Experiences in Liberal Arts and Science Education from America, Europe, and Asia, 91–108. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-94892-5_7.
Pełny tekst źródłaBoddington, Anne, Jyri Kermik i Tom Ainsworth. "Interdisciplinary Design in the College of Arts and Humanities at the University of Brighton". W Creating Innovation Leaders, 239–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20520-5_15.
Pełny tekst źródłaXiong, Weiyan. "Graduate Education Within a Liberal Arts College Context: A Case of Lingnan University, Hong Kong". W The Reinvention of Liberal Learning Around the Globe, 165–77. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8265-1_10.
Pełny tekst źródłaBog, Deirdre Klein, i Marijk van der Wende. "Liberal Arts and Sciences Education for the 21st Century Knowledge Economy: A Case Study of Amsterdam University College, The Netherlands". W Liberal Arts Education and Colleges in East Asia, 113–24. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0513-8_10.
Pełny tekst źródłaWolf Perez, Edith. "2.1. WHO Collaborating Centre for Arts and Health". W Gesundheit, Kommunikation und Gesellschaft, 69–74. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839466087-007.
Pełny tekst źródłaFan, Xiaoxi, Yao Sun, Jingyi Sun i Xinyuan Zhao. "Exploration and Practice of Art Experimental Teaching System in Comprehensive Universities in the Context of “New Liberal Arts” Construction: A Case Study of the Arts College of Sichuan University". W Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022), 1208–16. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-05-3_145.
Pełny tekst źródłaKadupula, Pravallika, i Munilakshmi Nijagala. "Physical, Chemical Analysis of Solid Waste and Energy Recovery from Combustible Waste of Institution—A Case Study of Sri Venkateswara University College of Arts". W Waste Management as Economic Industry Towards Circular Economy, 167–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1620-7_18.
Pełny tekst źródłaPhillips, Michelle, i Ava Podgorski. "Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students". W FGF Studies in Small Business and Entrepreneurship, 183–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.
Pełny tekst źródłaMeier, Svenja. "Personal Interlocution in Telecollaboration". W Digital Teaching and Learning in Higher Education, 117–36. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839462768-007.
Pełny tekst źródłaProctor, John ‘Ray’. "Romeo and Juliet at an Historically Black College/University". W Romeo and Juliet, Adaptation and the Arts. The Arden Shakespeare, 2022. http://dx.doi.org/10.5040/9781350109230.ch-009.
Pełny tekst źródłaStreszczenia konferencji na temat "Arts University College at Bournemouth"
Revell, Tobias. "University of the Arts London London College of Communication". W Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.74.
Pełny tekst źródłaFass, John, Nicolas Marechal i Henrietta Ross. "University of the Arts London London College of Communication". W Proceedings of EVA London 2019. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/eva2019.77.
Pełny tekst źródłaTong, Yibao, i Zhenyu Qiu. "The experiment research about grading teaching in college tennis --In the case of Tianjin University Renai College". W 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.224.
Pełny tekst źródłaDiprose, Graham, Michael George i Robin Darwall-Smith. "An Alternative Method of Very Long-term Conservation of Digital Images and their Historical Context for The Archive, University College, Oxford". W Electronic Visualisation and the Arts. BCS Learning & Development, 2018. http://dx.doi.org/10.14236/ewic/eva2018.10.
Pełny tekst źródłaZhang, Yong, Jiya Tian, Pingping Xiao, Xiangyu Meng i Nijun Bai. "Research and Practice on Sustainable Development of College-enterprise Cooperation in Applied University". W Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.164.
Pełny tekst źródłaLi, Hua. "The Cultivation of Innovation Ability in General Music Education of College and University Students". W 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.41.
Pełny tekst źródłaSchumann, William. "BLACK MOUNTAIN COLLEGE SEMESTER: (RE) LEARNING EXPERIMENTATION IN ARTS AND CULTURE EDUCATION". W 2024 SoRes Paris –International Conference on Interdisciplinary Research in Social Sciences, 11-12 January. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.0102.
Pełny tekst źródłaGao, Yuan. "Study on Navigation College International Campus Construction-- Take the example of Shandong Jiaotong University". W Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.215.
Pełny tekst źródłaDu, Yifeng. "Construction of Teaching Management Model of Majors in Arts Department. Take Arts Department of Zhuhai College of Jilin University as an Example". W 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.28.
Pełny tekst źródłaLiu, Bing, Xueshou Huang, Ming Sun, Yi Xiao i Yongkang Zhu. "Construction of Business Incubation Bases under Situation of Innovation and Entrepreneurship Education Reform. Take Zhuhai College of Jilin University as an Example". W 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.320.
Pełny tekst źródłaRaporty organizacyjne na temat "Arts University College at Bournemouth"
McIntyre, Phillip, Susan Kerrigan i Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.
Pełny tekst źródłaKibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maj 2021. http://dx.doi.org/10.5399/osu/1147.
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