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Artykuły w czasopismach na temat "Correspondence school"
Vogel, Dorothy. "“Are You Only an Applauder?” American Music Correspondence Schools in the Early Twentieth Century". Journal of Research in Music Education 62, nr 4 (10.11.2014): 446–61. http://dx.doi.org/10.1177/0022429414554230.
Pełny tekst źródłaLee, A. "Correspondence. Health-promoting schools: new challenges to school teachers". Journal of Public Health 21, nr 4 (1.12.1999): 483–84. http://dx.doi.org/10.1093/pubmed/21.4.483.
Pełny tekst źródłaTogo, Estuko, Masaki Hirabe, Hiroko Kobayashi, Masaki Fujimoto i Hiroki Takehashi. "The school experience before entrance of correspondence high school". Proceedings of the Annual Convention of the Japanese Psychological Association 81 (20.09.2017): 2B—079–2B—079. http://dx.doi.org/10.4992/pacjpa.81.0_2b-079.
Pełny tekst źródłaBaxter, Suzanne D., Caroline H. Guinn, Albert F. Smith, David B. Hitchcock, Julie A. Royer, Megan P. Puryear, Kathleen L. Collins i Alyssa L. Smith. "Children’s school-breakfast reports and school-lunch reports (in 24-h dietary recalls): conventional and reporting-error-sensitive measures show inconsistent accuracy results for retention interval and breakfast location". British Journal of Nutrition 115, nr 7 (11.02.2016): 1301–15. http://dx.doi.org/10.1017/s0007114515005413.
Pełny tekst źródłaLazarov, Borislav, i Jordan Tabov. "Dialogue in Mathematical Correspondence by School Students". School Science and Mathematics 95, nr 6 (październik 1995): 327–29. http://dx.doi.org/10.1111/j.1949-8594.1995.tb15793.x.
Pełny tekst źródłaLofft, Jonathan S. "‘Two Young Ladies in Connection with a Certain School:’ The Watson-Ketcheson Affair of 1952–53 and the Remains of Eugene R. Fairweather". Journal of Anglican Studies 16, nr 1 (23.03.2018): 7–22. http://dx.doi.org/10.1017/s1740355318000049.
Pełny tekst źródłaMorgun, A. N., i A. P. Oettinger. "Assessing the performance of scientific schools using bibliometric mapping". Methodology and technology of continuing professional education 1, nr 5 (2021): 38–53. http://dx.doi.org/10.24075/mtcpe.2021.004.
Pełny tekst źródłaIlgaz, Gokhan, Levent Vural i Menekse Eskici. "Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015". Cypriot Journal of Educational Sciences 14, nr 4 (31.12.2019): 706–22. http://dx.doi.org/10.18844/cjes.v11i4.4122.
Pełny tekst źródłaIftach, Geva, i Orly Shapira-Lishchinsky. "Principals’ perceptions of school identity: logo, vision and practice". International Journal of Educational Management 33, nr 6 (9.09.2019): 1170–84. http://dx.doi.org/10.1108/ijem-11-2018-0365.
Pełny tekst źródłaMândrescu, Iulia. "Managementul școlii de arte "A. Stârcea" din mun. Chișinău: semnificații și aprecieri". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 42, nr 2 (kwiecień 2019): 109–12. http://dx.doi.org/10.46727/jshs.2019.v42.i2.p109-112.
Pełny tekst źródłaRozprawy doktorskie na temat "Correspondence school"
Meaker, Tashina M. "Correspondence Between Teacher-Conducted Trial-Based Functional Analyses and Traditional Functional Analyses with High-School Aged Students". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1334.
Pełny tekst źródłaHervelin, Jérémy H. "School-to-Work Transitions and Related Public Policies : Evidence from Field Experiments in France Apprenticeship and Youth Unemployment Is There a Second Chance for High-School Dropouts? Evidence from a Large-Scale Correspondence Study Agencies: Evidence from a Text Messaging Experiment". Thesis, Institut polytechnique de Paris, 2020. http://www.theses.fr/2020IPPAG010.
Pełny tekst źródłaThis thesis focuses on school-to-work transitions and related labor market policies designed to smooth these transitions, especially for young people in difficulty. Based on field experiments carried out in France in 2018 and 2019, it comprises three chapters that add new empirical evidence to the economic literature.The first chapter brings new evidence on the higher employment rate of apprentices than vocational students after graduation. It shows that the success of apprenticeship does not rely, in the French context, on better job access to those who do not remain in their training firms. The expansion of apprenticeship thus has very limited effects on youth unemployment if this is not accompanied by an increase in the retention of apprentices in their training firm.The second chapter contributes to the understanding of employers’ preferences regarding young school dropout applicants. It shows that school dropouts who have remained inactive over two years have a significantly smaller chance of being called back for a job compared to non-dropout high school graduates. Subsidized employment and vocational training boost dropouts’ chances, but their chances remain still lower. Only the combination of the two policies lets young dropouts to catch up with their non-dropout peers. Manipulation of the profiles indicates that both dropping out of school and inactivity duration entails negative signals for the employers.The third chapter presents a field experiment designed to analyze the effectiveness of text messaging by public assistance agencies seeking to enroll young people who are not in employment, education, or training (NEET). All texts were individualized and included specific information about the agencies. Results indicate that the texts had no significant effect on the probability of going to those agencies. These findings show that sending texts to this population is not an effective strategy for enrolling it more easily.The main argument of the thesis thus advocates closing gaps between schools and firms, so that a significant proportion of young people may avoid a non-employment situation as their first experience in the labor market
Carlsson, Rebecka. "Skogsväxters utbredning i relation till pH, latitud och trädsammansättning : Exkursion för ekologiundervisning". Thesis, Linköpings universitet, Biologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131633.
Pełny tekst źródłaDomeniconi, Camila. "Auto-relato de erros em tarefas de leitura: efeitos de um treino de correspondência". Universidade Federal de São Carlos, 2006. https://repositorio.ufscar.br/handle/ufscar/2820.
Pełny tekst źródłaFinanciadora de Estudos e Projetos
When children with a history of school failure report on the outcomes of reading responses, most of them tend to report mostly correct responses, even after they make mistakes. This study investigated variables influencing correspondence in these reports and attempted to train correspondence to ensure accurate reports of errors, as well as of correct responses. Experimental sessions presented series of words on a computer screen. The computer dictated the correct word and children selected a green or a red window to report that the response had been correct or wrong. Baseline sessions showed that reports of errors as correct responses increased as a function of error probability. Training sessions then reinforced correspondence, providing points contingent to selections of the green window after a correct response and selections of the red window after an error. Correspondence quickly increased and was maintained in subsequent baseline sessions. Correspondence training was effective to establish accurate reports of errors in these children.
Quando crianças com história de fracasso escolar relatam seus resultados em leitura de palavras, a maioria delas tende a relatar a maior parte as respostas como corretas, mesmo que tenham cometido erros. Este estudo investigou as variáveis que influenciam a fidedignidade desses relatos e tentou treinar a correspondência para assegurar relatos correspondentes de erros, bem como de acertos. As sessões experimentais apresentaram diversas palavras em uma tela do computador. O computador ditou a palavra correta e as crianças selecionaram uma janela verde ou vermelha para relatar que a resposta tinha sido correta ou errada. As sessões da linha de base mostraram que os relatos de erros como respostas corretas aumentaram em função da probabilidade de erro. As sessões do treino reforçaram então a correspondência, fornecendo os pontos contingentes às seleções da janela verde após uma resposta correta e às seleções da janela vermelha após um erro. A correspondência aumentou rapidamente e foi mantida em sessões subsequentes de linha de base. O treinamento da correspondência foi eficaz para estabelecer relatos exatos dos erros nestas crianças.
Sanchez, Sindy. "What’s the Function? Assessing Correspondence between Functional Analysis Procedures". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7361.
Pełny tekst źródłaWood, Samantha (Soprano). "Distance Learning in Singing Education: An Overview of Historical and Modern Approaches and Future Trends". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505254/.
Pełny tekst źródłaCortez, Mariéle de Cássia Diniz. "Correspondência verbal/não verbal: efeitos da intermitência de reforçamento e da história de fracasso escolar". Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2999.
Pełny tekst źródłaUniversidade Federal de Minas Gerais
The present proposal is based on the assumption that verbal responding is operant behavior established and maintained by reinforcement contingencies, and that this behavior can be analysed as a dependent variable. Recent research about say-do correspondence have used the educational context to investigate conditions able to guarantee corresponding reports of errors and correct responses about academical activities. The present study investigated the influence of a history of school failure and task difficulty on self-report of two groups of children about their reading performance, as well the effects of reinforcement schedules on the establishment and maintenance of accurate reports. Four children with history of school failure and four children without such history, all of them attending Fundamental Education, participated. Doing consisted in reading aloud a written word presented on the computer s screen and Saying in reporting if the reading was correct or not. The experiment began with a General Pretest that evaluated the participants reading repertoire, followed by baseline sessions that verified frequency of corresponding reports as a function of increasing probability of errors in a session (10, 25, 50 e 70%). On the next phase, correspondence training sessions, in which corresponding reports were reinforced continuously and later intermittently (variable ratio), were conducted. Finally, a baseline return was conducted to evaluate if the previously trained conditions were sufficient to promote accurate self-report maintenance. Points exchangeable for gifts were used as consequences. There were no pronounced differences on the average of corresponding reports of errors or correct responses between the two groups during the first baseline, along the different error probabilities programmed (except during 50% error probability). On the other hand, most non-corresponding reports of error occurred when the programmed error probability was about 50% for the children with history of school failure and about 25% for those without such history. The correspondence training was effective to produce corresponding reports for all participants. The high correspondence level was maintained during the intermittent reinforcement phase as well during the subsequent extinction condition. Error frequency seemed to be a relevant variable for self-report accuracy for all children on this study, independently of the presence or absence of history of school failure and of the increasing levels of task difficulty. The intermittent reinforcement training was effective to maintain corresponding reports of errors and correct responses during subsequent conditions in which no consequences for responding were programmed.
A presente proposta apóia-se na suposição de que o responder verbal é um comportamento operante estabelecido e mantido por contingências de reforçamento, podendo ser analisado como variável dependente. Pesquisas recentes sobre correspondência fazer-dizer têm utilizado o contexto educacional para investigar condições capazes de garantir relatos correspondentes de acerto e erro em atividades acadêmicas. O presente estudo investigou a influência da história de fracasso escolar e da dificuldade da atividade sobre o auto-relato de dois grupos de crianças sobre seus desempenhos em leitura, bem como o efeito de esquemas de reforço sobre o estabelecimento e a manutenção de relatos acurados. Participaram deste estudo quatro crianças com história de fracasso escolar e quatro crianças sem história de fracasso escolar, todas do Ensino Fundamental. Fazer consistiu em ler em voz alta uma palavra escrita no computador e Dizer em relatar se a leitura foi ou não correta. O experimento foi iniciado com um pré-teste geral que avaliou o repertório de leitura dos participantes, seguido por sessões de linha de base que verificaram a freqüência dos relatos correspondentes em função da probabilidade de erro crescente ao longo das sessões (10, 25, 50 e 70%). Na fase seguinte, foram realizadas sessões de treino de correspondência, em que os relatos correspondentes foram reforçados, primeiramente de forma contínua e, num segundo momento, de forma intermitente (razão variável). Por fim, houve o retorno à linha de base, que avaliou se as condições anteriores de treino foram suficientes para promover a manutenção de auto-relatos acurados. Como conseqüências foram utilizados pontos trocáveis por brindes. Não houve diferenças acentuadas entre as médias de relatos correspondentes de acertos e erros para os dois grupos, durante a linha de base inicial, nas diferentes faixas de probabilidade de erro (apenas na faixa de 50%). No entanto, a maior freqüência de relatos não-correspondentes de erro ocorreu quando a probabilidade de erro programada era de 50% para as crianças com fracasso escolar e de 25% para as crianças sem fracasso escolar. O treino de correspondência produziu relatos correspondentes para todos os participantes. O nível elevado de correspondência foi mantido tanto na fase de reforçamento intermitente quanto na condição subseqüente de extinção. O erro pareceu ser variável relevante para a acurácia do relato de leitura de todas as crianças, independentemente da presença ou ausência de histórico de fracasso escolar e do aumento da dificuldade da tarefa. O treino com reforçamento intermitente mostrou-se eficaz na manutenção de relatos correspondentes de acertos e erros em situações subsequentes, em que nenhuma conseqüência foi programada para o responder.
Wong, Charles Kit Hung. "Measuring completion rate in distance education". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/28313.
Pełny tekst źródłaEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Stella, Paulo Rogério. "Ordem? Qual ordem? A circulação de valores em um arquivo de correspondências de um grupo escolar (1905-1911)". Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/13708.
Pełny tekst źródłaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This text aims at the discursive study of six Files for the Registration of Correspondence from the Escola Complementar e Grupo Escolar de Itapetininga (Complementary and Publica School at Itapetininga). The Files contain 648 letters written by a writer contracted by the school in the period of 1905 to 1911. Starting from a study of the possible circulation of the Files and the contents of the correspondence, we established four major subjects: communication, requests, delivery and reception of documents. We constituted a corpus of 36 letters. The turning point of the work is the relation between the seemingly stability of the written language registered in the Livros de Registro da Correspondência and the possible aspects of instability as a consequence of the chances of regime from Empire to Republic in Brazil in the end of the XIXth century and beginning of the XXth century, same period as the creation of the school where the Files were found. The theoretical point of view is related to the notions of locutor (BENVENISTE, 1974/1989), interlocutor (BAKHTIN, 1979/2003), others (BAKHTIN, 1929/1988), discourse genre (BAKHTIN 1979/2003), immediate verbal context and extraverbal context (BAKHTIN/VOLOCHINOV (1926/2000). The analysis of the material was done in three stages: 1) the observation of the language forms (BAKHTIN/VOLOCHINOV (1926/2000) working in relation to person, space and time in the texts; 2) the observation of the organization of the forms of the language working as a discourse genre (BAKHTIN 1979/2003) named Livro de Registro da Correspondência; and 3) the interference of the extraverbal context in the forms of the language. We noticed that the locutor constitutes itself in a stable environment, organized under the theme of order which stabilizes and organizes the forms of language. But, an exterior reality, less stable, imposes itself in the reality of the language. We reached the conclusion that the Livros Registros da Correspondência are a way of dialogue (BAKHTIN/VOLOCHINOV, 1929/1988) of the direction of the school. The value of order in circulation in the Files stabilizes the writing, but this value is only a wish of the locutor in relation to the interlocutors. A wish to come (BAKHTIN/VOLOCHINOV (1926/2000), opposing itself to the value of disorder circulating in the reality during the beginning of the Republican regime in Brazil.
Este texto visa ao estudo discursivo de seis Livros de Registro da Correspondência da Escola Complementar e Grupo Escolar de Itapetininga. Os livros contêm no total 648 cartas registradas por amanuenses da escola durante o período de 1905 a 1911. A partir de um estudo sobre a possível circulação dos livros e o conteúdo da correspondência arquivada, definimos quatro assuntos gerais tratados na correspondência, que são: comunicações de eventos, pedidos, remessas e recebimentos de documentos. Constituímos um corpus de pesquisa de 36 cartas. A tese que perseguimos neste trabalho visa à relação entre a aparente estabilidade apresentada na linguagem do material registrado nos Livros de Registro da Correspondência e possíveis aspectos de instabilidade subjacentes, decorrentes da mudança de regime político de Império para a República no Brasil no final do século XIX e início do XX, mesma época em que a escola foi criada e o arquivo de correspondências foi feito. O ponto de vista teórico utilizado diz respeito às noções do locutor (BENVENISTE, 1974/1989), interlocutor (BAKHTIN, 1979/2003), outros (BAKHTIN, 1929/1988), gêneros do discurso (BAKHTIN 1979/2003), contexto verbal imediato e contexto extraverbal (BAKHTIN/VOLOCHINOV, 1926/2000). A análise do material foi feita em três etapas: 1) a observação das formas da língua (BAKHTIN/VOLOCHINOV, 1926/2000) em funcionamento a partir das relações de pessoa, espaço e tempo nos textos das cartas arquivadas; 2) a observação da organização das formas da língua em funcionamento no gênero (BAKHTIN 1979/2003) Livro de Registro da Correspondência; e 3) a interferência do contexto extraverbal nas formas da língua. Percebemos que o locutor se constitui em um ambiente estável, marcado pelo tema da ordem que estabiliza e organiza as formas da língua no interior do arquivo. Entretanto, à realidade da língua se impõe uma realidade exterior, menos estável. Com o estudo, chegamos à conclusão que os Livros Registros da Correspondência são uma forma de diálogo (BAKHTIN/VOLOCHINOV, 1929/1988) da direção do estabelecimento de ensino, locutor dos registros com os outros órgãos públicos. O valor da ordem, circulante nos livros, estabiliza a escrita, contudo, esse valor é apenas um desejo que se opõe ao valor da desordem circulante na realidade durante início do regime republicano no Brasil.
Wagner, Pamela Jean, i Christal June Quam. "Electronic access to academic records by Department of Children's Services social workers". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2184.
Pełny tekst źródłaKsiążki na temat "Correspondence school"
Alberta Correspondence School. Alberta correspondence school: Handbook. Edmonton]: Alberta Correspondence School, 1986.
Znajdź pełny tekst źródłaCraven, Arthur. Arthur Cravan correspondence school: Archive. [Toronto, Ont.?]: Letters Express, 1992.
Znajdź pełny tekst źródłaAlberta Correspondence School. Alberta Correspondence School calendar 1985-86. Barrhead, Alta: Alberta Correspondence School, 1985.
Znajdź pełny tekst źródłaCorrespondence courses for college-bound high school students. Champaign, Ill: Division of Guided Individual Study, University of Illinois at Urbana-Champaign, 1988.
Znajdź pełny tekst źródłaAlberta Correspondence School. The making of opportunity: A history of the Alberta Correspondence School, 1923-1983. Barrhead, AB: Alberta Education, Alberta Correspondence School, 1985.
Znajdź pełny tekst źródła1933-, Tomlinson Gerald, red. The school administrator's complete letter book. Wyd. 2. San Francisco, CA: Jossey-Bass, 2003.
Znajdź pełny tekst źródłaEnterprises, Ammie. School letters in English and Spanish. Vista, Calif: Ammie Enterprises, 1993.
Znajdź pełny tekst źródłaSociety of Archivists (Great Britain). Records Management Group. School records: Their management and retention. London: Society of Archivists, 1995.
Znajdź pełny tekst źródłaK, Whitaker John, i Royal Economic Society (Great Britain), red. The correspondence of Alfred Marshall, economist. Cambridge: Cambridge University Press, 1996.
Znajdź pełny tekst źródłaWilson, Donald R. School administrators' mailbox. Olathe, Kan: School Administrators' Pub. Co., 1993.
Znajdź pełny tekst źródłaCzęści książek na temat "Correspondence school"
Padovani, Flavia. "Hans Reichenbach and the Freistudentenschaft: School Reform, Pedagogy, and Freedom". W Veröffentlichungen des Instituts Wiener Kreis, 81–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84887-3_5.
Pełny tekst źródłaMoore, Michael Grahame. "From Correspondence Education to Online Distance Education". W Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_2-1.
Pełny tekst źródłaMoore, Michael Grahame. "From Correspondence Education to Online Distance Education". W Handbook of Open, Distance and Digital Education, 27–42. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_2.
Pełny tekst źródłaWallwork, Adrian. "Cover Letters for Summer Schools, Internships, Placements, Erasmus, PhD / MA / Postdoc Programs". W English for Academic Correspondence, 87–108. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26435-6_7.
Pełny tekst źródłaNeuwirth, Stefan. "Lorenzen’s Correspondence with Hasse, Krull, and Aubert, Together with Some Relevant Documents". W Paul Lorenzen -- Mathematician and Logician, 185–268. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65824-3_10.
Pełny tekst źródłaAyabe, Hiroaki, Emmanuel Manalo, Mari Fukuda i Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" W Diagrammatic Representation and Inference, 79–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.
Pełny tekst źródła"The dimensions of the Freud/Ferenczi correspondence". W The Budapest School of Psychoanalysis, 140–51. Routledge, 2016. http://dx.doi.org/10.4324/9781315629612-15.
Pełny tekst źródła"School and College". W The Correspondence of Stephen Crane. Volume I, 27–30. Columbia University Press, 1988. http://dx.doi.org/10.7312/wert90760-005.
Pełny tekst źródłaDowning, Kevin F., i Jennifer K. Holtz. "Virtual School Science". W Online Science Learning, 30–48. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-986-1.ch003.
Pełny tekst źródła"Historical School Reform and the Correspondence Principle". W Bowles And Gintis Revisited, 94–119. Routledge, 2012. http://dx.doi.org/10.4324/9780203064535-12.
Pełny tekst źródłaStreszczenia konferencji na temat "Correspondence school"
DOREY, PATRICK, CLARE DUNNING i ROBERTO TATEO. "THE ODE/IM CORRESPONDENCE". W Proceedings of the APCTP Winter School. WORLD SCIENTIFIC, 2001. http://dx.doi.org/10.1142/9789812799739_0004.
Pełny tekst źródłaStaudacher, Matthias. "INTEGRABILITY AND THE AdS/CFT CORRESPONDENCE". W Proceedings of the 2011 Villa de Leyva Summer School. WORLD SCIENTIFIC, 2013. http://dx.doi.org/10.1142/9789814460057_0007.
Pełny tekst źródłaRIEMENSCHNEIDER, O. "MCKAY CORRESPONDENCE FOR QUOTIENT SURFACE SINGULARITIES". W Proceedings of the Trieste Singularity Summer School and Workshop. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812706812_0015.
Pełny tekst źródłaPANKIEWICZ, ARI, i STEFAN THEISEN. "INTRODUCTORY LECTURES ON STRING THEORY AND THE ADS/CFT CORRESPONDENCE". W Proceedings of the Summer School. WORLD SCIENTIFIC, 2003. http://dx.doi.org/10.1142/9789812705068_0007.
Pełny tekst źródłaZaffaroni, Alberto. "RTN lectures on the non AdS/non CFT Correspondence". W RTN Winter School on Strings, Supergravity and Gauge Theories. Trieste, Italy: Sissa Medialab, 2005. http://dx.doi.org/10.22323/1.019.0005.
Pełny tekst źródłaSafitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.
Pełny tekst źródłaPetropoulos, Marios, Luca Ciambelli, Charles Marteau i Romain Ruzziconi. "Fefferman--Graham and Bondi Gauges in the Fluid/Gravity Correspondence". W Corfu Summer Institute 2019 "School and Workshops on Elementary Particle Physics and Gravity". Trieste, Italy: Sissa Medialab, 2020. http://dx.doi.org/10.22323/1.376.0154.
Pełny tekst źródłaMutiarini, Menik, i Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.
Pełny tekst źródłaЛейфа, Андрей, Andrey Leifa, К. Сизоненко i K. Sizonenko. "METHODS OF PHYSICAL REHABILITATION OF STUDENTS WITH DISEASES OF THE RESPIRATORY SYSTEM BY MEANS OF PE IN HIGH SCHOOL". W XII International Scientific Conference (correspondence, electronic) "System analysis in medicine" (SAM 2018). Far Eastern Scientific Center of Physiology and Pathology of Respiration, 2018. http://dx.doi.org/10.12737/conferencearticle_5bdaace04e1449.28501491.
Pełny tekst źródłaIndriani, Frida, Pawito Pawito i Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.
Pełny tekst źródłaRaporty organizacyjne na temat "Correspondence school"
DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: Army Correspondence Course Program Catalog. Fort Belvoir, VA: Defense Technical Information Center, październik 2001. http://dx.doi.org/10.21236/ada402745.
Pełny tekst źródłaBlakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, luty 2016. http://dx.doi.org/10.34074/ocds.027.
Pełny tekst źródłaGOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?Monetary Policy and the Businessman? - Summer School of Business Administration, Adelaide University - 17 February 1960. Reserve Bank of Australia, wrzesień 2022. http://dx.doi.org/10.47688/rba_archives_2006/04406.
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