Książki na temat „Learning advisors”

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1

Inkster, Robert P. The internship as partnership: A handbook for campus-based coordinators and advisors. Raleigh, N.C: National Society for Experiential Education, 1995.

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2

L, Kramer Gary, red. Faculty advising examined: Enhancing the potential of college faculty as advisors. Bolton, Mass: Anker Pub. Co., 2003.

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3

Seminar, Financial Analysts, red. Global perspectives on investment management: Learning from the leaders. Charlottesville, VA: CFA Institute, 2006.

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4

The advisory book. Minneapolis, MN: Origins Program, 2008.

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5

UNISON (Organization). Learning and Organising Department. Lifelong learning advisers first steps: Coursebook. London: UNISON, 1999.

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6

Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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7

Simosko, Susan. Accrediting prior learning: A training pack for advisers and assessors. Milton Keynes: Centre for Youth and Adult Studies, School of Education, Open University, 1990.

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8

National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. London: NAGCELL, 1997.

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9

National Advisory Group for Continuing Education and Lifelong Learning. Learning for the twenty-first century: First report of the National Advisory Group for Continuing Education and Lifelong Learning. [London?]: The Group, 1998.

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10

Seagraves, Liz. Supporting learners in the workplace: Guidelines for learning advisers-- in small & medium sized companies. Stirling: University of Stirling, Educational Policy & Development, 1996.

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11

Absher, Kenneth Michael. Confidential and privileged: The President's Foreign Intelligence Advisory Board, learning lessons from its past to shape its future. College Station, TX: Scowcroft Institute of International Affairs, George Bush School of Government and Public Service, Texas A&M University, 2008.

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12

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : discussion paper of the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: The Committee, 1992.

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13

Branch, UNISON (Organization) Birmingham. Developing support for UNISON lifelong learning advisers: Report of a ULF Project by UNISON, Birmingham City Council and the WEA. London: UNISON, 2002.

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14

1954-, Naylor C. David, red. Learning from SARS: Renewal of public health in Canada : a report of the National Advisory Committee on SARS and Public Health. [Ottawa]: National Advisory Committee on SARS and Public Health, 2003.

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15

Dowson, Steve. On one side: The role of the adviser in supporting people with learning difficulties in self-advocacy groups. London: Values Into Action in association with the King's Fund Centre, 1993.

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16

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : final report to the Minister of Colleges and Universities from the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: Ontario Council of Regents' Prior Learning Assessment Advisory Committee, 1992.

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17

University of Ulster. Accreditation of Prior Experiential Learning Research Project. The development of accreditation of prior learning in higher education and its application within a nursing, midwifery and health visiting context.: Guidance notes for advisers. [Jordanstown]: University of Ulster, 1997.

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18

Canada. Information Highway Advisory Council. Canada's information highway: Building Canada's information and communications infrastructure : providing new dimensions for learning, creativity and entrepreneurship : progress report of the Information Highway Advisory Council. [Ottawa]: The Council, 1994.

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19

UCISA, Teaching Learning and Information Group Advisory Services Group Annual Symposium (1999 Oxford). UCISA Teaching, Learning and Information Group Advisory Services Group annual symposium 1999, 6-7 January, St Anne's College, Oxford: Presentation summaries and slides, with speaker profiles. Oxford: UCISA, 1999.

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20

British Columbia. Provincial Literacy Advisory Committee. Opening the doors to lifelong learning: Empowering undereducated adults : report of the Provincial Literacy Advisory Committee to the Honourable Bruce Strachan, Minister of Advanced Education, Training, and Technology. Victoria, B.C: Ministry of Advanced Education, Training, and Technology, 1989.

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21

Canada. Information Highway Advisory Council. Canada's information highway : building Canada's information and communications infrastructure : providing new dimensions for learning, creativity and entrepeneurship : progress report of the Information Highway Advisory Council =: L'autoroute canadienne de l'information : une nouvelle infrastructue de l'information et des communications au Canada : source de nouvelles dimensions pour l'apprentissage, la créativité et l'esprit d'entreprise : rapport d'étape du Comité consultatif sur l'autoroute de l'information. Ottawa, Ont: Information Highway Advisory Council = Comité consultatif sur l'autoroute de l'information, 1994.

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22

Finnigan, Dan, i Marc Karasu. From Learning to Earning: Yahoo! HotJobs Success Strategies for New Grads (HotJobs Career Advisors). Sterling, 2005.

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23

Global Perspectives on Investment Management: Learning from the Leaders. CFA Institute, 2007.

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24

Learning, Fitch. CFA Level I Exam Companion: The Fitch Learning / Wiley Study Guide to Getting the Most Out of the CFA Institute Curriculum. Wiley & Sons, Incorporated, John, 2013.

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25

Learning, Fitch. CFA Level I Exam Companion: The Fitch Learning / Wiley Study Guide to Getting the Most Out of the CFA Institute Curriculum. Wiley & Sons, Incorporated, John, 2013.

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26

Tatsat, Hariom, Sahil Puri i Brad Lookabaugh. Machine Learning and Data Science Blueprints for Finance: From Building Trading Strategies to Robo-Advisors Using Python. O'Reilly Media, Incorporated, 2020.

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27

InsidersChoice to The Candidate's Guide for 2005 Level I (CFA) Chartered Financial Analyst Learning Outcome Statements (With Download eBook and Exams). TotalRecall Publications, Inc., 2005.

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28

Schudel, Ingrid, Zintle Songqwaru, Sirkka Tshiningayamwe i Heila Lotz-Sisitka. Teaching and Learning for Change: Education and Sustainability in South Africa. African Minds, 2021. http://dx.doi.org/10.47622/9781928502241.

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Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
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29

Abad, José Vicente, red. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.
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30

(Editor), Alice G. Reinarz, i Eric R. White (Editor), red. Teaching Through Academic Advising: A Faculty Perspective (New Directions for Teaching and Learning). Jossey-Bass Inc Pub, 1995.

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31

Koch, Susanne, i Peter Weingart. The Delusion of Knowledge Transfer: The Impact of Foreign Aid Experts on Policy-making in South Africa and Tanzania. African Minds, 2016. http://dx.doi.org/10.47622/9781928331391.

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With the rise of the knowledge for development paradigm, expert advice has become a prime instrument of foreign aid. At the same time, it has been object of repeated criticism: the chronic failure of technical assistance a notion under which advice is commonly subsumed has been documented in a host of studies. Nonetheless, international organisations continue to send advisors, promising to increase the effectiveness of expert support if their technocratic recommendations are taken up. This book reveals fundamental problems of expert advice in the context of aid that concern issues of power and legitimacy rather than merely flaws of implementation. Based on empirical evidence from South Africa and Tanzania, the authors show that aid-related advisory processes are inevitably obstructed by colliding interests, political pressures and hierarchical relations that impede knowledge transfer and mutual learning. As a result, recipient governments find themselves caught in a perpetual cycle of dependency, continuously advised by experts who convey the shifting paradigms and agendas of their respective donor governments. For young democracies, the persistent presence of external actors is hazardous: ultimately, it poses a threat to the legitimacy of their governments if their policy-making becomes more responsive to foreign demands than to the preferences and needs of their citizens.
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32

May, K. E. Establishing a technology based learning advisory service: A report. Employment Department Group, 1994.

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33

Training/learning competency profile for organisation and classification advisers. [Ottawa]: Govt. of Canada, 2004.

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34

Colorado. Dept. of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform., red. 2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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35

Colorado. Dept. of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform., red. 2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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36

2008 sunset review, Fire Service Training and Certification Advisory Board: On-line Learning Advisory Board. [Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2008.

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37

Mike, Harrison, i Overseas Development Institute, red. Reform of forestry advisory services: Learning from practice in Uganda. London: Overseas Development Institute, 2004.

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38

Unit, Connexions Service National, i European Social Fund, red. Working in an action learning set: Diploma for Connexions personal advisers. Sheffield: Connexions, 2001.

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39

Platonova, Marina, Tatjana Smirnova i Zane Seņko. Academic Research Student Handbook for the Students of Academic Master Study Programme “Digital Humanities”. RTU Press, 2021. http://dx.doi.org/10.7250/9789934226113.

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The Academic Research Student Handbook has been designed as the manual providing guidance on curricular and extracurricular academic research activities, focusing particularly on the development of the Master Thesis. The book is intended for students, academic staff, scientific advisers and reviewers of graduate papers and the members of the final examination commission of the Academic Master Study Programme “Digital Humanities”, Faculty of E-Learning Technologies and Humanities, Riga Technical University.
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40

Dzakiria, Hisham, Rozhan Mohd Idrus i Hanafi Atan, red. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning interactions as a means of support, which is designed to facilitate learning between the learners and the teachers with the course content. Interaction is a very important component of ODL.Evidently, it has been proven by various research that learning without sufficient interaction possibly could lead the learners to delay their completion of a programme or drop out altogether.In short, ODL without sufficient learning interactions within the primary stakeholders (namely the students and the teachers), will not succeed.The target audience of this book is a wide range of staff either currently on ODL schemes, or about to start.They may be distance teachers, tutors, ODL policy makers, advisers, counselors working directly with distance learners or administrators and managers organising learning support in ODL.
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41

(Illustrator), Marta Drayton, red. A-Z Advisory & Affective Education (The 1-to-Z Active Learning Series). Incentive Publications, 1997.

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42

Feurer, Rosemary. The Strange Career of A. A. Ahner. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040818.003.0007.

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Rosemary Feurer traces the leading purveyor of anti-union services in the Midwest, A. A. Ahner, to frame employers’ antiunion strategies during the New Deal. She argues that the long learning curve that took place over decades explains why a thug agency survived and thrived instead of being eradicated during what is usually considered the heroic era of liberal intervention. Ahner became an accepted industrial relations advisor and counselor for major firms during the New Deal, with the assistance of a liberal as well as conservative forces, networks and alliances. Ahner’s career path only seems strange because historians cling to a framework of the post New Deal “Rise of the Right” with Southern origins while ignoring longer antecedents, networks, and learning
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Unit, Connexions Service National, i European Social Fund, red. Learning and young people: A reader for the diploma for Connexions personal advisers. Sheffield: Connexions, 2002.

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44

Careers, CfBT West London, i GHK Economics and Management, red. Role and training of personal advisers in the new start learning gateway pilot. London: GHK Economics and Management, 2000.

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45

Leonard, Laurie J. Organizational learning and the initiation of school councils. 1996.

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46

Kaye, Cathryn Berger. Service learning: Raising service projects to the next level, a guide for student activity advisers. Quest International, 1997.

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47

Advisory Plus!: Standards-Based Sessions with Character Education, Learning Styles, and Assessment Components (Kids' Stuff). Incentive Publications, 2004.

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48

Svigelj, Melissa. 50 Social and Emotional Learning Mini Lesson Student Packets - Upper Grades: Advisory and Social and Emotional Learning Curriculum for an Empowering Education. Independently Published, 2019.

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49

Activities for advisories and after school programs: Promoting literacy and social/emotional learning. New York, NY]: Youth Communication, 2006.

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50

Practical canine behaviour: for veterinary nurses and technicians. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246810.0000.

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Abstract The second edition of this book is divided into 5 parts that describe the natural behaviour of dogs, understanding behaviour problems, low-stress handling of dogs in the practice, preventing unwanted behaviour and addressing problem behaviour. The 19 illustrated chapters discuss dog domestication; natural behaviour; social behaviour; puppy development; selective breeding and behaviour; physiology, health and diet; learning and training; problem behaviour; behaviour management and modification; environmental management; approach and handling in the practice; guidance for puppy owners; puppy socialization classes; managing behaviour during illness; managing behaviour during life changes; behaviour advisory services; behavioural first aid; in-practice advice and addressing fear of veterinary treatment. It will be of use to veterinarians, nurses, technicians and pet owners in understanding and managing dog behaviour.
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