Gotowe bibliografie tematyczne / Influences on practice

Gotowa bibliografia na temat „Influences on practice”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Influences on practice"

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Roberts, S. J. "Influences of practice characteristics on prescribing in practices". BMJ 313, nr 7071 (14.12.1996): 1551. http://dx.doi.org/10.1136/bmj.313.7071.1551a.

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Bishop, David, Angus Burnett, Damian Farrow, Tim Gabbett i Robert Newton. "Sports-Science Roundtable: Does Sports-Science Research Influence Practice?" International Journal of Sports Physiology and Performance 1, nr 2 (czerwiec 2006): 161–68. http://dx.doi.org/10.1123/ijspp.1.2.161.

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As sports scientists, we claim to make a significant contribution to the body of knowledge that influences athletic practice and performance. Is this the reality? At the inaugural congress of the Australian Association for Exercise and Sports Science, a panel of well-credentialed academic experts with experience in the applied environment debated the question, Does sports-science research influence practice? The first task was to define “sports-science research,” and it was generally agreed that it is concerned with providing evidence that improves sports performance. When practices are equally effective, sports scientists also have a role in identifying practices that are safer, more time efficient, and more enjoyable. There were varying views on the need for sports-science research to be immediately relevant to coaches or athletes. Most agreed on the importance of communicating the results of sports-science research, not only to the academic community but also to coaches and athletes, and the need to encourage both short- and long-term research. The panelists then listed examples of sports-science research that they believe have influenced practice, as well as strategies to ensure that sports-science research better influences practice.
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Thorley, Virginia. "Influences on Australian breastfeeding practice". Women and Birth 25, nr 3 (wrzesień 2012): e44. http://dx.doi.org/10.1016/j.wombi.2011.09.004.

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Jogerst, G. J. "What influences physician practice behavior?" Archives of Family Medicine 5, nr 8 (1.09.1996): 455–56. http://dx.doi.org/10.1001/archfami.5.8.455.

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Li, Alex Yang, i Virginia Braun. "Pubic hair and its removal: A practice beyond the personal". Feminism & Psychology 27, nr 3 (30.11.2016): 336–56. http://dx.doi.org/10.1177/0959353516680233.

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Pubic hair removal, now common among women in Anglo/western cultures, has been theorised as a disciplinary practice. As many other feminine bodily practices, it is characterised by removal or alteration of aspects of women's material body (i.e., pubic hair) considered unattractive but otherwise “natural.” Emerging against this theorisation is a discourse of personal agency and choice, wherein women assert autonomy and self-mastery of their own bodies and body practices. In this paper, we use a thematic analysis to examine the interview talk about pubic hair from 11 sexually and ethnically diverse young women in New Zealand. One overarching theme – pubic hair is undesirable; its removal is desirable – encapsulates four themes we discuss in depth, which illustrate the personal, interpersonal and sociocultural influences intersecting the practice: (a) pubic hair removal is a personal choice; (b) media promote pubic hair removal; (c) friends and family influence pubic hair removal; and (d) the (imagined) intimate influences pubic hair removal. Despite minor variations among queer women, a perceived norm of genital hairlessness was compelling among the participants. Despite the articulated freedom to practise pubic hair removal, any freedom from participating in this practice appeared limited, rendering the suggestion that it is just a “choice” problematic.
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Suyono, Eko. "Institutional Ownership, Types of Industry, and Income Smoothing: Empirical Evidence from Indonesia". JOURNAL OF AUDITING, FINANCE, AND FORENSIC ACCOUNTING 6, nr 1 (20.07.2018): 1–12. http://dx.doi.org/10.21107/jaffa.v6i1.4128.

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This paper aims to evaluate the influence of institutional ownership and types of industry on income smoothing in the Indonesian listed firms. Basing on the literature and using panel data approach, it examines 112 firms listed on the Indonesia Stock Exchange during 2012 to 2016 periods (i.e., 560 observations). By using OLS regression to test the hypotheses, the result shows that institutional ownership does not influence significantly on income smoothing practice. Moreover, types of industry do not influence on income smoothing practices, except for consumer goods industry which influences significantly on income smoothing practice. With regard to the company size as a control variable, the result shows that company size influences positively on income smoothing practice. Therefore, this study contributes in providing empirical evidence on the link between institutional ownership, types of industry, and income smoothing practice in emerging market context (i.e., Indonesia).
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McCollom, Patricia. "Life Care Planning Practice: External Influences". Case Manager 11, nr 4 (lipiec 2000): 62–63. http://dx.doi.org/10.1067/mcm.2000.109131.

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Harvey, J. "A PATIENT WHO INFLUENCES MY PRACTICE". BMJ 311, nr 7006 (9.09.1995): 674. http://dx.doi.org/10.1136/bmj.311.7006.674.

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Vanairsdale, Sharon. "How Specialty Certification Influences Professional Practice". JONA: The Journal of Nursing Administration 47, nr 3 (marzec 2017): 129–30. http://dx.doi.org/10.1097/nna.0000000000000452.

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Lui, Kwok Wah Ronnie, i Sarojni Choy. "How ethnic cultures influence practice-based learning". Journal of Workplace Learning 32, nr 3 (11.03.2020): 183–97. http://dx.doi.org/10.1108/jwl-05-2019-0060.

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Purpose This paper aims to report on a study that used the practice theory lens to understand how Chinese ethnic culture influences restaurant workers' learning through engagement in everyday work practices. Design/methodology/approach A multiple case study approach was used. Data were collected from semi-structured interviews and site observations. Thematic analysis was conducted to identify how workers learnt the sayings, doings and relatings in their workplaces. Findings The findings show that the ethnic culture of the participants influences and enriches their learning in practice settings such as small Chinese restaurants. Research limitations/implications The understandings presented here need to be verified through more research in different regions and nations. In addition, cross-cultural studies on other ethnic restaurants may contribute to deeper understandings of the influences of ethnic culture on practice-based learning. Social implications The research contributes to understanding the influence of ethnic culture on practice-based learning. Originality/value The understandings gained from the findings of this study form a useful basis for curriculum development and instructional design of training programmes for practice-based as well as work-integrated-learning components of vocational curriculum. Furthermore, awareness of the strengths of the ethnic culture is of interest to owner/managers of small Chinese restaurants to afford supportive learning environments for workers.
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Rozprawy doktorskie na temat "Influences on practice"

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Skubik-Peplaski, Camille L. "ENVIRONMENTAL INFLUENCES ON OCCUPATIONAL THERAPY PRACTICE". UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/23.

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Rehabilitation hospitals serve to foster a client’s independence in preparation to return home after an injury or insult. Having space in rehabilitation environments that is home-like and supportive for each client can facilitate participation in occupations and assist in learning and practicing the skills needed to transition to home. Yet, typically occupational therapists provide interventions to clients in therapy gyms with exercise and impairment based equipment. Currently the stroke population is changing and identifying the optimal rehabilitation environment is imperative to guide occupational therapy practice. This dissertation contains three studies relating to the rehabilitation environment and occupational therapy interventions. The first study focused on the perceptions of occupational therapists regarding their optimal rehabilitation environment, identifying that they would prefer to offer their clients a variety of rehabilitation environments and that there is a relationship between the environment and the type of intervention provided. A second study examined the effects of occupation-based interventions provided in a home-like environment to an individual recovering from chronic stroke with the results indicating enhanced occupational performance, resumed competence in desired roles, improvement in affected upper extremity function, and notable neuroplastic change. The final study investigated how the rehabilitation environment influenced the interventions used by the occupational therapists. The findings supported the relationship between the therapy environment and a specific intervention; working in the therapy gym with preparatory methods and being in a home-like space using occupation-based interventions. The environment influenced occupational therapy interventions and it is recommended that the occupational therapist match the client’s goals to the ideal environment for optimal intervention.
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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices". Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Ely, Bonita. "Change and continuity the influences of Taoist philosophy and cultural practices on contemporary art practice /". View thesis (Appendix 3 available at UWS Library for private study and research purposes only), 2009. http://handle.uws.edu.au:8081/1959.7/40805.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Arts, School of Communications Arts, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies. Thesis front, chapters, appendices 1, 2 also available online at: http://handle.uws.edu.au:8081/1959.7/40805.
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Grant, Aileen Mairi. "What influences prescribing in General Practice? : an ethnographic exploration". Thesis, University of Dundee, 2010. https://discovery.dundee.ac.uk/en/studentTheses/e673593b-6bba-4f1a-b4ea-20ef3b354fc9.

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Prescribing accounts for 11% of the total NHS budget. In the UK, there is an aging population who receive nearly half of all prescriptions, with the increasing age of the population, the prevalence of long-term conditions, cost and complexity of prescribing is likely to rise. Prescribing is influenced by numerous factors such as new drugs; aging populations; polypharmacy; and increased concern about adverse reactions. Although numerous initiatives are targeted at general practitioners to encourage application of research evidence the significant variation in prescribing quality and cost is difficult to explain. Previous studies have explored the influences of type of drug, focused clinical area, guidelines and the doctor/patient relationship. No study was found which has explored the details of the prescribing process using the ethnographic approach. This ethnographic study of three different general practices, involved participant observation, documentary review and semi-structured interviews. Analysis was an iterative process conducted in Atlas.ti by borrowing on grounded theory techniques and interpretative description. Practices were selected using prescribing quality indicators developed by Audit Scotland via PRISMS (Prescribing Information System for Scotland), which collects prescribing data for all practices in Scotland. Two practices which were ranked highly and one practice which was ranked low were observed. Practices made two different kinds of prescribing decision; macro and micro. Macro prescribing decisions are strategic, influenced by EBM and practice data, and consider the „average patient?. Micro prescribing decisions are made with an individual patient, considering their unique biology, context and perspectives. Practice pharmacists were instrumental in leading prescribing quality improvement in the larger practices and had an important role interpreting practice level data in light of the changing evidence. In the high ranking practices these changes were formulated into macro prescribing policy to rationalise and standardise their prescribing. The lower ranking practice suggested practices had to value collective decision-making and consistency in their prescribing behaviour to formulate a macro prescribing policy. Consistency in prescribing behaviour was facilitated by effective communication, which was important for shared values and practice identity. Practice identity influenced practice values, communication and organisation thus had a direct impact on their macro prescribing policy formulation and implementation. GPs used mindlines when making prescribing decisions at the micro prescribing level. GPs did not refer to explicit sources when seeking information but used personal prescribing formularies. These mindlines were iteratively developed from social networks with colleagues, secondary care and patient specific information from the practice pharmacist and from past experience. Through effective communication with colleagues these mindlines were shared.In conclusion, practices made two different kinds of prescribing decision; macro and micro. Both types of prescribing were dependent on effective communication channels, organisation, values and practice identity, illustrating the importance of communication for shared values, collective behaviour and prescribing decision-making.
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Bennell, Sheila J. "ESDGC in primary schools : exploring practice, development and influences". Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/esdgc-in-primary-schools--exploring-practice-development-and-influences(d8ccb63f-9389-4249-9d54-19ceb4674c43).html.

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Education for Sustainable Development and Global Citizenship (ESDGC) has received little detailed research attention, especially in Wales where it is now a key theme in the Revised Curriculum for Wales. The thesis explores issues in the development of ESDGC through case studies of five Welsh primary schools which had received positive mention for ESDGC. The schools' practice is first examined against established criteria for ESDGC. A detailed investigation follows of the influences and dynamics that had shaped their development. All schools were found to be carrying out a substantial number of ESDGC activities and taking a flexible, pupil-centred, skills-based approach; this was further encouraged by the nature of the revised curriculum. One school displayed some characteristics of transformative change. ESDGC was found to widen pupils' horizons and to give them enjoyment and motivation for learning. Although schools had begun developing ESDGC for varied reasons all had at some time been influenced by national guidance. Key factors in development included: having a supportive head teacher who gave attention to ESDGC; a knowledgeable, enthusiastic ESDGC coordinator; a collaborative ethos; being alert to, and taking advantage of, external opportunities to enrich learning. Key players had often received substantial professional development but other teachers were dependent on learning opportunities within the school. ESDGC coordinators had extensive external networks which gave them access to intellectual capital and new ideas. Where there were strong learning communities and frequent opportunities to discuss ESDGC there appeared to be greater understanding of ESDGC and a shared vision of its relevance. Several progressive models are proposed to explain the mechanisms of ESDGC development within schools and regionally. These draw on a combination of action research models, socio-historic activity theory and social network theory. Implications for national funding strategies, school networking, teacher training and educational change in general are noted.
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Stevick, E. Doyle. "Civic education policy and practice in post-Soviet Estonia, from global influences to classroom practice". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229584.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership Policy Studies, 2006.
"Title from dissertation home page (viewed July 5, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2935. Adviser: Bradley Levinson.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/17032/1/Sam_Martin_-_eighteenth.pdf.

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This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth? eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers. Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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Martin, Samuel James Louis. "The 'Lad Lit' dilemma : institutional influences on creative writing practice". Queensland University of Technology, 2008. http://eprints.qut.edu.au/17032/.

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This thesis consists of a novel, eighteenth, and an exegesis, The ‘Lad Lit’ Dilemma: Institutional influences on creative writing practice. It will address my research question; how did institutional factors surrounding the publishing category of Lad Lit influence my creative practice in drafting and re-drafting the novel eighteenth? eighteenth is the story of Will Swift, a seventeen year-old Brisbane university student. Will is part of a close group of friends from high school. When he falls for Kate, family friend of his mate Simon, his first semester of study becomes more complicated than he might have expected. Will’s movement through these issues and character development is represented symbolically through four eighteenth birthday parties. The project’s exegesis then analyses the changing nature of the publishing industry in the last twenty years, and the implications of these changes for creative writers. Together, the two elements of this practice-led research will articulate the shift in the balance between the cultural and commercial imperatives of publishers, explain the impact of this shift for the publishing category of Lad Lit, and explore the ramifications of this for creative writing practitioners.
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Lu, Ling-Ying. "Mixed-ability grouping policy in Taiwan : influences on policy and practice". Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5704.

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This research aims to explore the attempted implementation of mixed ability grouping in junior high schools in Taiwan and the challenges generated by individuals and groups to this policy. The mixed-ability grouping policy in Taiwan has been disputed for nearly thirty years, but the disputes have never been examined from a wider perspective that considers the evolution of the policy and the contexts the policy process resides in. This study thus attempts to understand the process of the mixed-ability grouping policy from a contextualised, politicised, long-term perspective within which not only the ideological and practical debates, but the contexts that shape the conflicts over time, are taken into consideration. The study is grounded in an analytical framework that allows for the exploration of the politically-driven mainstream educational ideologies, the power relationships between policy actors, and the cyclical policy process. The research methods adopted consider the timeframe, the contexts, the multiple policy actors and the interactions among policy actors and between contexts and policy actors within the policy. Documentary analysis is adopted to trace the policy process, the conflicts within, and the political, cultural, economic and societal contexts of the policy from its inception to today whilst a questionnaire survey and in-depth interviews are utilized to understand the attitudes and actions of educational authorities and school educators. Case studies are conducted in two junior high schools in order to learn about the dynamics, the conflicts, and the considerations of grouping practice within individual schools. The key findings of this thesis are as follows. First, the mixed-ability grouping policy in Taiwan has existed through two different political regimes, within which the different mainstream educational ideologies and power distribution among policy actors contribute to the distinctive policy process, interpretations of disputes and patterns of conflicts. Second, although the first-line educators recognise the advantages of mixed-ability grouping regarding discipline and resource distribution, their perceptions of pupils’ ability and teaching are in line with the assumptions of streaming, which contribute to educators’ conflicting attitudes and actions towards the mixed-ability grouping policy. Third, the senior high school entry system and the actions of parents and junior high schools together shape a hidden educational market within which the ‘disguised forms’ of streaming, such as the establishment of special classes, are valued by market players. The senior high school entry examination also profoundly influences educators who internalise the values embodied in the examination and perceive pupils’ ability and their own teaching mainly in terms of examination results.
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Chadwick, Dorothy Lorraine. "What influences the practice of registered nurses in the perioperative environment? /". Thesis, University of Southampton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582660.

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This study seeks to explore what influences the practice of Registered Nurses in the perioperative environment. The term perioperative care denotes care given to patients in anaesthetics, during the surgical procedure, and immediate recovery following surgery and is generally referred to as pre-, intra-, and post-operative care. The research design was a qualitative case study involving 10 registered practitioners in the specialty of perioperative care. Case study design was chosen because of its appropriateness for exploratory study. This research took place in a teaching hospital and the area of study consisted of six operating theatres. Data were collected over one calendar year. The study focused on Registered Nurses. In order to understand more completely factors that influenced these nurses senior medical staff, senior operating department practitioners and the educational coordinator were also included. Information was obtained through individual in-depth interviews with this sample, focus group discussion with the nurses, and the analysis of departmental documentation. Analysis of the data was undertaken by thematic framework analysis and the review of departmental documentation. Study participation was voluntary, with recruitment by self-selection. Findings highlighted a variety of influences guiding the practice of participants, showing both the similarities and differences in their choice of what was important to them. Discussions of the Focus Group were able to verify information gleaned from the in-depth interviews and the review of departmental documentation. Responses in relation to the understanding of the concept of evidence identified a knowledge gap within the specialty. In spite of exhortation of professional bodies and Government Directives regarding the use of evidence to support practice, it was not found to be greatly influential. Instead leadership, teamwork, culture, and communication were the most influential perspectives for the participants of the study. The results will be circulated widely to the practice and academic communities through publication in relevant journals. They will also be disseminated to the participants and related stakeholders, such as professional bodies of perioperative practice, in the form of an executive summary.
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Książki na temat "Influences on practice"

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Muthiah, Alagappa, red. Asian security practice: Material and ideational influences. Stanford, Calif: Stanford University Press, 1998.

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Psycho"therapy": Theory, practice, modern, and postmodern influences. Westport, Conn: Praeger, 1994.

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Ellis, Louise. The influences on occupational therapy students practice preferences. Oxford: Oxford Brookes University, 1999.

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Mackintosh, James. Roman law in modern practice. Littleton, Colo: F.B. Rothman, 1995.

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Sussie, Eshun, i Gurung Regan A. R, red. Culture and mental health: Sociocultural influences, theory, and practice. Chichester, West Sussex, U.K: Wiley-Blackwell, 2009.

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Mahendra, B. Family psychiatric practice: A guide for lawyers. Bristol [England]: Family Law, 2010.

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Musy, Alberto. La comparazione giuridica nell'età della globalizzazione: Riflessioni metodologiche e dati empirici sulla circolazione del modello nordamericano in Italia. Milano: A. Giuffrè, 2004.

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Jalna, Hanmer, i Itzin Catherine 1944-, red. Home truths about domestic violence: Feminist influences on policy and practice : a reader. London: Routledge, 2000.

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A, McDonald David, i Sahle Eunice Njeri, red. The legacies of Julius Nyerere: Influences on development discourse and practice in Africa. Trenton, NJ: Africa World Press, 2006.

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Darling-Hammond, Linda. Reshaping teaching policy, preparation, and practice: Influences of the National Board for Professional Teaching Standards. Washington, DC: AACTE, 1999.

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Części książek na temat "Influences on practice"

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Smith, Roger. "Structural Influences on Practice". W Social Work and Power, 83–102. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-04305-4_5.

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Pedro, J. Gomes, M. Benedita Monteiro, Arnaldo Carvalho, Madalena Patricio, F. Torgal-Garcia, Inacio Fiadeiro i M. Lourdes Levy. "Early Interventions and Pediatric Practice". W Early Influences Shaping The Individual, 299–317. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-5634-9_25.

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Topping, Kenneth C. "Influences of Research on Practice". W The Routledge Handbook of Urban Disaster Resilience, 325–36. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315714462-20.

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Mansfield, Jacqueline. "How social policy influences health". W Nursing in General Practice, 1–36. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3089-7_1.

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Tettersell, Monica, i Sarah Luft. "Lifestyle influences on client health". W Nursing in General Practice, 37–57. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3089-7_2.

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Prowse, Julie. "International Influences on Public Health". W Public Health in Practice, 52–79. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-21421-7_3.

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Bhatti-Sinclair, Kish. "Influences on anti-racist social work practice". W Anti-Racist Practice in Social Work, 1–26. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34430-3_1.

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Chapin, Rosemary Kennedy, i Melinda Lewis. "The Historical Context: Basic Concepts and Early Influences". W Social Policy for Effective Practice, 21–53. Fifth Edition. | New York City : Routledge, 2020. | Series: New directions in social work | Revised edition of Social policy for effective practice, 2017.: Routledge, 2020. http://dx.doi.org/10.4324/9781003001447-2.

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Chapin, Rosemary Kennedy, i Melinda Lewis. "The Historical Context: Basic Concepts and Early Influences". W Social Policy for Effective Practice, 21–56. Wyd. 6. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003273479-2.

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Neuer Colburn, Anita A., i Christie Jenkins. "Historical Influences on the Practice of Career Counseling". W Career Counseling, 1–25. Third edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315166797-1.

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Streszczenia konferencji na temat "Influences on practice"

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Bass, Julian M. "Influences on Agile Practice Tailoring in Enterprise Software Development". W 2012 AGILE India Conference. IEEE, 2012. http://dx.doi.org/10.1109/agileindia.2012.15.

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Valacich, Joseph S. "Designing Effective Web Sites: How Academic Research Influences Practice". W 34th International Conference on INFORMATION TECHNOLOGY INTERFACES. Zagreb: University Computing Centre - SRCE, 2012. http://dx.doi.org/10.2498/iti.2012.0487.

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Sheard, Judy, i Martin Dick. "Influences on cheating practice of graduate students in IT courses". W the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961527.

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Alsanoosy, Tawfeeq, Maria Spichkova i James Harland. "Cultural Influences on the Requirements Engineering Process: Lessons Learned from Practice". W 2018 23rd International Conference on Engineering of Complex Computer Systems (ICECCS). IEEE, 2018. http://dx.doi.org/10.1109/iceccs2018.2018.00015.

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Kuan, Fu-Yung, En-Chi Chang i Sin-Yao Chen. "REVISITING CONSUMER CONTAMINATION: INFLUENCES OF PROXIMITY AND SCOPE OF CONTACT". W Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.08.03.03.

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Alexander, I., S. Robertson i N. Maiden. "What influences the requirements process in industry? A report on industrial practice". W 13th IEEE International Conference on Requirements Engineering (RE'05). IEEE, 2005. http://dx.doi.org/10.1109/re.2005.79.

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Gawronski, Jenny. ""My School Influences My Thinking in a Thousand Ways Every Day": How Novice Teachers Visualize Influences on Their Practice". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440015.

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Shy, Leah. "The Influences on K–2 Teachers' Approaches Toward Assessment and Developmentally Appropriate Practice". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588144.

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Hnida, Tetiana. "Infodemia: ways to recognize and counter information influences during a pandemic". W National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.1.

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Since the beginning of the pandemic, humanity has faced an additional threat, namely the spread of unnecessary, unreliable and harmful information, which is called infodemia. It has become one of the greatest challenges of our time therefore the heads of state, world organizations and owners of social media have stepped up to fight it. In our opinion, pedagogical workers, in particular employees of the psychological service of the education system, should join the educational and preventive work. Every user of social networks becomes a newsmaker with only an account and access to the Internet. And because students are active users of social media, the share of their participation in the dissemination and creation of false information is significant. This publication proposes a system of starting practical psychologists and social educators of educational institutions in the relevant refresher courses, which will allow them to conduct quality practical work with students and their parents. The content of training should take into account the components of the nutrient medium for information viruses, the fight against pandemic fakes, the system of forming sensational news, the features of hate speech, the formation of news literacy and others. It is also necessary to train specialists, and later each student, to recognize false, partially reliable and manipulative information. Since the main spreader of information viruses is humans, training should apply to everyone. Keywords. Infodemia, pandemic, information viruses, fake news, fake account, stress, fear, panic, manipulation, isolation, social media, marking information, factcheking, media education, course for practice psychologists and social pedagogues, practice lessons with students, information immunity, clickbait, discrimination, newsmaker, critical thinking, protection from hidden influences, media responsibility, media culture
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Zhou, Xuanyu. "The Way Cross-cultural Brand Image Influences Customer Decision-making Process: Practice in China". W 2021 3rd International Conference on Economic Management and Cultural Industry (ICEMCI 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211209.308.

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Raporty organizacyjne na temat "Influences on practice"

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SOLOVEVA, N., i V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Cardona, Chris Cardona, Kathy Reich Reich i Katie Smith Milway Smith Milway. What It Really Takes to Influence Funder Practice. New York, NY United States: Ford Foundation, grudzień 2019. http://dx.doi.org/10.15868/socialsector.35895.

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Cruchinho, Paulo, Gisela Teixeira, Pedro Lucas i Filomena Gaspar. Influencing Factors of Nurses’ Practice during the Bedside Handover: A Qualitative Evidence Synthesis Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0013.

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Review question / Objective: Nurses could have inconsistent practice during the Nursing Bedside Handover (NBH) implementation (Clari et al., 2021; Malfait et al., 2019; Whitty et al., 2017). During almost two decades, this inconsistency in nurses' practices has been explained by the strategy of implementation followed at the wards and the resistance behaviors of nurses (Burston et al., 2015; Evans et al., 2012; Kassean & Jagoo, 2005; Malfait et al., 2020; Sand-Jecklin & Sherman, 2013, 2014). Recently, this explanation has come to consider the possibility of nurses' practices be a practice individualized, flexible, and adaptive (McCloskey et al., 2019; Schirm et al., 2018; Tobiano et al., 2018). Based on these supplementary explanations, we formulated the following review question: - What are the factors perceived by nurses that influence inconsistency of practice during NBH? The purpose of this synthesis of the qualitative evidence is to review and synthesize nurses’ perceptions and experiences about the factors that, in their perspective, influence the practice of NBH.
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Miller, Clara. Indications of feminist influence on contemporary social work practice. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2769.

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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), luty 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Wasko, Lisa Marie, Gail R. Nonnecke i Paul A. Domoto. Influence of Vineyard Management Practices and Cultivar on Grape Berry Properties. Ames: Iowa State University, Digital Repository, 2007. http://dx.doi.org/10.31274/farmprogressreports-180814-2230.

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Sanchez, Felipe G., i Robert J. Eaton. Site establishment practices influence loblolly pine mortality throughout the stand rotation. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southern Research Station, 2010. http://dx.doi.org/10.2737/srs-rp-50.

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Sanchez, Felipe G., i Robert J. Eaton. Site establishment practices influence loblolly pine mortality throughout the stand rotation. Asheville, NC: U.S. Department of Agriculture, Forest Service, Southern Research Station, 2010. http://dx.doi.org/10.2737/srs-rp-50.

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Shey Wiysonge, Charles. Does use of local opinion leaders improve professional practice and patient outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608113.

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Opinion leaders are a small number of individuals within a community who have an influence on what the rest of the community does. They are active media users, who interpret the meaning of media messages or content for lower-end media users. Because of their influence, it is thought that opinion leaders may be able to persuade healthcare providers to use the best available evidence when treating and managing patients.
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Hicks, Jacqueline. Drivers of Compliance with International Human Rights Treaties. Institute of Development Studies (IDS), sierpień 2021. http://dx.doi.org/10.19088/k4d.2021.130.

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Are international human rights treaties associated with better rights performance? The appetite for a conclusive answer has driven a number of large scale quantitative studies that have broadly shown little or no effect, and sometimes even a backsliding. However, the headline conclusions belie much more complicated findings, and the research methods used are controversial. These issues undermine confidence in the findings. Comparative and individual case studies allow for more detailed information about how domestic human rights activists use international human rights laws in practice. They tend to be more positive about the effect of treaties, but they are not as systematic as the quantitative work. Some indirect measures of treaty effect show that the norms contained within them filter down into domestic constitutions, and that the process of human rights reporting at the UN may be useful if dialogue can be considered an a priori good. It is likely that states are driven to comply with human rights obligations through a combination of dynamic influences. Drivers of compliance with international law is a major, unresolved question in the research that is heavily influenced by the worldview of researchers. The two strongest findings are: Domestic context drives compliance. In particular: (1) The strength of domestic non-governmental organisations (NGOs), and links with international NGOs (INGOs), and (2) in partial and transitioning democracies where locals have a reason to use the treaties as tools to press their claims. External enforcement may help drive compliance when: (1) other states link human rights obligations in the treaties to preferential trade agreements, and (2) INGOs ‘name and shame’ human rights violations, possibly reducing inward investment flows from companies worried about their reputation. Scholars also identify intermediate effects of continued dialogue and norm socialisation from the UN’s human rights reporting processes. Interviews with diplomats involved in UN reporting say that the process is more effective when NGOs and individual governments are involved.
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