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Livros sobre o tema "Dose secondaire"

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Autor: Grafiati

Publicado: 20 de julho de 2024

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1

Ariga, Ken. Does secondary school tracking affect performance? evidence from IALS. Bonn, Germany: IZA, 2007.

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2

Federation, Water Environment. Ultraviolet disinfection for wastewater -- low-dose application guidance for secondary and tertiary discharges. Alexandria, Va: Water Environment Federation, 2015.

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3

Johnson, J. Donald. Ultraviolet disinfection of a secondary effluent: Measurement of dose and effects of filtration. Cincinnati, OH: U.S. Environmental Protection Agency, Municipal Environmental Research Laboratory, 1985.

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4

Mukhopadhyay, Abhiroop. Does access to secondary education affect primary schooling?: Evidence from India. Delhi: Institute of Economic Growth, 2012.

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5

Keegan, Raymond P. LET spectrum generation and proton induced secondary contribution to total dose measured in low earth orbit. Dublin: University College Dublin, 1996.

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6

Jenkins, Stephen P. Social segregation in secondary schools: How does England compare with other countries? Bonn, Germany: IZA, 2006.

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7

1954-, Picus Larry, e Wattenbarger James Lorenzo 1922-, eds. Where does the money go?: Resource allocation in elementary and secondary schools. Thousand Oaks, Calif: Corwin Press, 1996.

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8

New Millennium Experience Co. Ltd., ed. Construction of the Dome: A design and technology teaching resource about the Dome, for secondary pupils of all ages. London: The New Millennium Experience Co. Ltd., 1999.

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9

Luzanycia, Frederick. How does it encourage independent study?: An exploration of practice in secondary school. [Guildford]: [University of Surrey], 1994.

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10

Chenoweth, Karin. "It's being done": Academic success in unexpected schools. Cambridge, Mass: Harvard Education Press, 2007.

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11

Wilhelm, Jeffrey D. Get it done!: Writing informational text to make things happen. Portsmouth, NH: Heinemann, 2012.

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12

Rumberger, Russell W. Dropping out: Why students drop out of high school and what can be done about it. Cambridge, Mass: Harvard University Press, 2011.

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13

Students, Canadian Federation of. Strategy for change: Money does matter : an alternative for accessible, high-quality post-secondary education. [Canada]: Canadian Federation of Students, 2007.

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14

Schneider, Ann Imlah. Internationalizing teacher education: What can be done? : a research report on the undergraduate training of secondary school teachers. Washington, DC: Ann Imlah Schneider, 2003.

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15

Murnane, Richard J. Does acquisition of a GED lead to more training, post-secondary education, and military service for school dropouts? Cambridge, MA: National Bureau of Economic Research, 1997.

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16

Gupta, Sanjeev. Does higher government spending buy better results in education and health care? [Washington, D.C.]: International Monetary Fund, Fiscal Affairs Department, 1999.

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17

Rowberry, Gabby. A right to a roof?: Information and activities to help people understand why there are many people in the world without a secure home, and what can be done about it. London: Council for Education in World Citizenship, 1994.

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18

Printing, London College of. BA MPD Design History thesis 1990: Design in secondary education:what makes design so valuable to generaleducation and how does its implementation reflect that value? London: London College of Printing, 1990.

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19

Nicol, Jan. Caring for young people's rights: A unit for elementary and secondary students on the rights of young people around the world and what can be done to secure these rights. Editado por Case Roland 1951-, Kirk Dan, RichThinking Resources e Critical Thinking Consortium. Richmond, B.C: Critical Thinking Cooperative, 2004.

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20

J, Gilbert F., e National Co-ordinating Centre for HTA (Great Britain), eds. Does early magnetic resonance imaging influence management or improve outcome in patients referred to secondary care with low back pain?: A pragmatic randomised controlled trial. Tunbridge Wells: Gray Publishing on behalf of NCCHTA, 2004.

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21

Bier, Ada. La motivazione nell’insegnamento in CLIL. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-213-0.

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There are several studies in the literature that emphasize the link between CLIL and student motivation for learning. The same does not apply for teachers – who teach a non-language subject through a foreign language – whose motivation for teaching in CLIL should not be taken for granted. Our research is an inquiry in the Italian upper secondary school with a dual focus: a main focus on CLIL teachers and a secondary one on CLIL students. The main aim of this cross-sectional study is to offer a snapshot of the existing situation from the point of view of teachers’ and students’ perceptions one year after the introduction of the legal requirement for compulsory CLIL, with a view to reflecting on the present in order to hypothesize possible future developments. The obtained results – which confirm the association between the motivational dimension of the CLIL teacher with the cognitive, affective and relational ones, and with the motivational dimension of CLIL students – are interpreted and discussed in the light of the most recent theoretical developments and suggestions for future practice and research are offered.

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22

United States. Congress. House. Committee on Science. K-12 math and science education, what is being done to improve it?: Hearing before the Committee on Science, House of Representatives, One Hundred Sixth Congress, first session, April 28, 1999. Washington: U.S. G.P.O., 1999.

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23

Latz, Mark S. Managing subject matter: Does it really matter? 1995.

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24

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done. Taylor & Francis Group, 2019.

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25

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done. Taylor & Francis Group, 2019.

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26

Peddle, Michael T. Does Government Need to be Involved in Primary and Secondary Education. Routledge, 2002. http://dx.doi.org/10.4324/9780203904909.

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27

Peddle, Michael T. Does Government Need to Be Involved in Primary and Secondary Education. Routledge, 2000.

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28

Foley, Richard. Secondary Differences. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865122.003.0003.

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This chapter argues that inquiries in the sciences ideally move toward an endpoint, a definitive account that is accurate and complete, and on which there is consensus, whereas issues in the humanities are open-ended, with major new insights and revisions always to be expected. While progress in the sciences is movement toward an agreed-upon endpoint, progress in the humanities is toward greater precision, breadth, and coherence, with individual progress highly prized even when it does not lead to consensus. The chapter also argues there are other differences. While the sciences tend to rely on deference to expert authority and to value simple theories, the humanities are more wary of deference and simplicity. The methods of the sciences, which minimize indexicality and perspectivality, and place value on discoveries of conscious phenomena derived from information not steeped in mentality, are not well suited to produce insights about the variety of human experience, whereas the humanities make use of considerations heavily inflected with mentality and hence are better able to produce insights about human experiences and perspectives.

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29

Sutton, David G., e Colin J. Martin. Diagnostic radiology—Facility. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199655212.003.0013.

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The exposure to radiation of staff and members of the public is restricted by seeking suitable compromises between the three basic elements of time, distance, and shielding. This chapter deals with the design of X-ray facilities to ensure that the distance and shielding elements are used appropriately. Criteria in the form of dose constraints for staff and the public based on the ALARP principle are used together with occupancies of adjacent areas to determine acceptable dose levels. Methods for calculating doses from workloads in terms of patient dose data are described. The results are then combined with the dose criteria to derive transmission requirements for protective barriers. Specific requirements for secondary scattered radiation and primary beams in radiography are considered. The methodology is described together with practical examples of room design for different X-ray techniques and elements of personnel radiation protection are discussed.

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30

Eckert, Lisa Schade. How Does It Mean?: Engaging Reluctant Readers Through Literary Theory. Heinemann, 2006.

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31

Gilmore, Barry. "Is It Done Yet?": Teaching Adolescents the Art of Revision. Heinemann, 2007.

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32

Lombardo, Mary A. Easy-does-it Grammar for Grades 4-12. Linworth Publishing, 2006.

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33

Steward, Richard. Toxic Classroom: And What Can Be Done about It. Taylor & Francis Group, 2020.

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34

Steward, Richard. Toxic Classroom: And What Can Be Done about It. Taylor & Francis Group, 2020.

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35

Steward, Richard. Toxic Classroom: And What Can Be Done about It. Taylor & Francis Group, 2020.

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36

Steward, Richard. Toxic Classroom: And What Can Be Done about It. Taylor & Francis Group, 2020.

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37

Steward, Richard. Toxic Classroom: And What Can Be Done about It. Taylor & Francis Group, 2020.

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38

Does God Love You No Matter What? (Youth Ministry Resources). Cook Communications Ministries (CO), 2004.

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39

Tao, Jing, e Jeffrey J. Schwartz. Perioperative Adrenal Crisis. Editado por Matthew D. McEvoy e Cory M. Furse. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190226459.003.0028.

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Perioperative adrenal insufficiency (AI) (adrenal crisis) is an uncommon life-threatening condition manifested by distributive shock that is poorly responsive to the administration of fluids and vasopressors. Timely treatment with high doses of glucocorticoids can be life saving. The difficulty is in recognizing the patient at risk, suspecting the diagnosis, and distinguishing it from other forms of shock. The incidence of adrenal crisis is rare, in large part, due to the liberal use of perioperative “stress dose” steroids in patients already receiving steroids. In this chapter we review the pathophysiology involved in both primary and secondary AI, and provide step-by-step treatment recommendations for patients as risk for this condition.

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40

Baum, Nehami. Therapist Self-Care to Mitigate Secondary Traumatization. Editado por Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.13.

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Secondary traumatic stress (STS) is among various stress responses to which therapists who work with traumatized clients are susceptible. In the broad sense of the term, it refers to posttraumatic stress disorder (PTSD) and other symptoms of stress stemming from exposure to traumatized survivors. The chapter begins with a discussion of why therapists who work with traumatized clients are susceptible to STS and the main mechanisms by which it is transmitted. It then goes on to indicate the repercussions of STS on therapists’ effectiveness. The remainder of the chapter is devoted to the self-help methods that therapists can use to build up their resilience and manage STS. It highlights the need to normalize and identify the symptoms, then goes on to discuss what needs to be done at work, what can be done in the therapist’s personal life, and the importance of making meaning.

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41

Rumberger, Russell W. Dropping Out: Why Students Drop Out of High School and What Can Be Done about It. Harvard University Press, 2012.

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42

Walsh, David A. Contextual aspects of pain: why does the patient hurt? Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199668847.003.0014.

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The context in which osteoarthritis (OA) pain is experienced moderates and, to an extent, mediates its severity and impact. Context is both internal to the patient (e.g. genes, gender, age, comorbidities, psychological distress, and catastrophizing), and a consequence of external factors (e.g. social, healthcare, and work environment). Context influences how people report their pain, and also how the nervous system processes nociceptive information. Treatment contexts moderate and mediate therapeutic effectiveness, dependent on treatment expectations, beliefs, and risk evaluation. Uptake of treatments, both in primary and secondary care, is further influenced by the contexts in which they are offered. Understanding the nature and consequences of context helps explain heterogeneity between different people with OA pain, and opens avenues for potentially powerful interventions that could improve their quality of life. Context can be adjusted through the clinician–patient relationship and by targeting risk factors for poor outcome. Concurrent weight reduction, and psychological and physiotherapeutic interventions illustrate the use of combination therapy to address multiple contextual aspects of OA pain.

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43

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context. Taylor & Francis Group, 2019.

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44

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context. Taylor & Francis Group, 2019.

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45

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context. Taylor & Francis Group, 2019.

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46

Devereaux, Michelle D., e Darren Crovitz. More Grammar to Get Things Done: Daily Lessons for Teaching Grammar in Context. Taylor & Francis Group, 2019.

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47

Peddle, Michael T. Does Government Need to Be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment. Taylor & Francis Group, 2016.

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48

Peddle, Michael T. Does Government Need to Be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment. Routledge, 2000.

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49

Peddle, Michael T. Does Government Need to Be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment. Taylor & Francis Group, 2002.

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50

Peddle, Michael T. Does Government Need to Be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment. Taylor & Francis Group, 2002.

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