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Статті в журналах з теми "Competency-based Regulatory Sciences Education"
Ekeigwe, Abigail, Bethany McGowan, Loran Parker, Steven Byrn, and Kari Clase. "Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review." Pharmacy Education 22, no. 4 (September 18, 2022): 42–62. http://dx.doi.org/10.46542/pe.2022.224.4262.
Повний текст джерелаAbah, Theresa, and Linda Paumer. "Experiential Service Learning: Promoting Competency-based Education for Gerontology Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 758. http://dx.doi.org/10.1093/geroni/igab046.2811.
Повний текст джерелаDangal, Ganesh. "An Overview and Changing Scenario of Post-graduate Medical Education in Nepal: What Is the Way Forward?" Journal of Nepal Health Research Council 18, no. 4 (January 21, 2021): I—III. http://dx.doi.org/10.33314/jnhrc.v18i4.3345.
Повний текст джерелаSimatupang, Mustafa Hizkia. "MEMERDEKAKAN PEMBELAJAR DI TENGAH TERGERUSNYA ROH PENDIDIKAN." INSTITUTIO:JURNAL PENDIDIKAN AGAMA KRISTEN 6, no. 2 (December 28, 2020): 87–97. http://dx.doi.org/10.51689/it.v6i2.238.
Повний текст джерелаAperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 4, no. 1 (December 18, 2019): 1. http://dx.doi.org/10.18063/jmds.v2i2.163.
Повний текст джерелаAperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 3, no. 1 (August 17, 2017): 163. http://dx.doi.org/10.18063/jmds.v3i1.163.
Повний текст джерелаBoronenko, T. A., and V. S. Fedotova. "Formation of digital competence of teachers of computer science." Vestnik of Samara University. History, pedagogics, philology 28, no. 2 (July 14, 2022): 85–92. http://dx.doi.org/10.18287/2542-0445-2022-28-2-85-92.
Повний текст джерелаДрачева and Elena Dracheva. "Organizational and Pedagogical Conditions for Developing the Regulatory Universal Educational Activities in the Course of Natural-Science Education Based on Individualized Curricula." Profession-Oriented School 4, no. 1 (February 17, 2016): 48–51. http://dx.doi.org/10.12737/18351.
Повний текст джерелаDrago, Daniela, Paige McDonald, and Gaetano R Lotrecchiano. "Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 219–34. http://dx.doi.org/10.28945/4030.
Повний текст джерелаHornung, Carlton A., Phillip A. Ianni, Carolynn T. Jones, Elias M. Samuels, and Vicki L. Ellingrod. "Indices of clinical research coordinators’ competence." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 75–81. http://dx.doi.org/10.1017/cts.2019.381.
Повний текст джерелаДисертації з теми "Competency-based Regulatory Sciences Education"
Courteau, Brigitte. "Competency-based education in plastic surgery training." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.
Повний текст джерелаEn chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.
Peloagae, Makunye Joseph. "Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-02152010-052329.
Повний текст джерелаBooi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.
Повний текст джерелаKruger, Sandra Carolina. "The use of rubrics in the assessment of social sciences (history) in the get band in transformational outcomes-based education." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1910.
Повний текст джерелаWith the advent of implementing transformational outcomes-based education in South African schools, educators have had to adopt a standards-based assessment approach. Rubrics as an assessment scoring tool have been acclaimed as one of the most effective assessment tools with which standards-based assessment can be implemented and managed. This study explores the ways in which educators manage assessment in their classrooms whilst promoting the basic tenets of transformational outcomes-based education. The demand is on competencies that illustrate the ability to think and perform critically. Bloom's Taxonomy of the Cognitive Domain is put forward as an instrument to use in designing and using rubrics in order to achieve the desired learning outcomes. Effecting change is not an easy process and this study investigates the challenges educators are facing in implementing this aspect of educational reform.
Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.
Повний текст джерелаMokhaba, Mmori Benjamin. "Outcomes-based education in South Africa since 1994 policy objectives and implementation complexities /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09212005-143124.
Повний текст джерелаHlalukana, Sibonginkosi. "Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020821.
Повний текст джерелаSaud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.
Повний текст джерелаRogers, Lambert. "Die voorbereiding van onderwysers vir uitkomsgebaseerde onderwys binne die leerarea sosiale wetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53391.
Повний текст джерелаENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions.
AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.
Snyman, Margaretha Alberta. "Assessment of professional behaviour in occupational therapy education: investigating assessors’ understanding of constructs and expectations of levels of competence." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20037.
Повний текст джерелаENGLISH ABSTRACT: The development of professional behaviour is one of the core components of occupational therapy education. The assessment of professional behaviour poses a problem as the constructs and expectations are not clearly defined; this results in compromised inter-rater reliability. The purpose of the study was to investigate assessors’ understanding of the constructs and the expectations deployed during the assessment of professional behaviour of third and fourth year occupational therapy students during clinical practice. A case study design was used in the qualitative study. Clinical supervisors were involved in: (1) a focus group interview to scrutinise the usefulness of the current assessment instrument and (2) a participatory discussion to determine their understanding of the constructs of professional behaviour and the level of expectations to be set for third and fourth year students respectively. This study confirms that the development of effective assessment of professional behaviour entails a number of pivotal steps that include developing a shared definition of the constructs thereof and the expectations at different levels of undergraduate training, the refinement of the assessment instrument and training of assessors in the use of this assessment instrument.
AFRIKAANSE OPSOMMING: Die ontwikkeling van professionele gedrag is een van die kern komponente in arbeidsterapie opleiding. Die assessering daarvan bied egter uitdagings aangesien die konstrukte en verwagtings nie duidelik gedefinieer is nie; dit het gekompromiteerde geldigheid en betroubaarheid tot gevolg aangesien verskillende assessore die professionele gedrag van studente verskillend assesseer. Hierdie studie het die ondersoek van kliniese toesighouers se begrip van die konstrukte en hul verwagtings tydens die assessering van professionele gedrag van derde- en vierdejaar arbeidsterapiestudente tydens kliniese prakties ten doel gehad. ‘n Gevallestudie ontwerp het die basis van ‘n kwalitatiewe ondersoek gevorm. Kliniese toesighouers is betrek in: (1) ‘n fokusgroeponderhoud om die bruikbaarheid en gebruikersvriendelikheid van die huidige assesseringsinstrument te bepaal; en (2) ‘n deelnemende groepbespreking om hul begrip van die konstrukte van professionele gedrag en die verwagte vlakke van funksionering vir onderskeidelik derde- en vierdejaar studente te ondersoek. Hierdie studie bevestig dat die ontwikkeling van effektiewe assessering van professionele gedrag ‘n aantal essensiële stappe behels. Hierdie stappe sluit die ontwikkeling van ‘n gedeelde definisie van die konstrukte en verwagtinge van professionele gedrag in, asook die verskil in verwagtinge op die onderskeie vlakke van voorgraadse opleiding, die verfyning van die bestaande assesseringsinstrument en die opleiding van assessore in die gebruik daarvan.
Книги з теми "Competency-based Regulatory Sciences Education"
Minor, Kent J. Social studies: Ohio's model competency-based program. Columbus: Ohio Dept. of Education, Division of Curriculum, Instruction, and Professional Development, 1995.
Знайти повний текст джерелаKit, Marshall, ed. Performance-based curriculum for social studies: From knowing to showing. Thousand Oaks, Calif: Corwin Press, 1998.
Знайти повний текст джерелаMakádi, Mariann. A kompetenciaalapú pedagógia: Lehetőségei a tanítási-tanulási folyamatban. Szeged: Mozaik, 2009.
Знайти повний текст джерелаKilloran, James. Mastering Ohio's grade 8 social studies achievement test. Ronkonkoma, N.Y: Jarrett Publishing Company, 2009.
Знайти повний текст джерела1963-, Hasni Abdelkrim, Lenoir Yves 1942-, and Lebeaume Joël, eds. La formation à l'enseignement des sciences et des technologies au secondaire: Dans le contexte des réformes par compétences. Québec: Presses de l'Université du Québec, 2006.
Знайти повний текст джерелаAdamchuk, Natal'ya, Rustam Azimov, Tamara Belousova, Denis Bryzgalov, Ekaterina Bryzgalova, Tat'yana Verezubova, Zeynegul' Esymhanova, et al. Insurance in the digital economy: science, practice, education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1816154.
Повний текст джерелаAndre, Terence. Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in ... in Intelligent Systems and Computing). Springer, 2017.
Знайти повний текст джерелаQuality Basic Education: The Development of Competence (Educational Sciences). Bernan Press, 1992.
Знайти повний текст джерелаStanley, Gordon. Accreditation and Assessment in Vocational Education and Training. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.6.
Повний текст джерелаShengelia, Revaz. Modern Economics. Universal, Georgia, 2021. http://dx.doi.org/10.36962/rsme012021.
Повний текст джерелаЧастини книг з теми "Competency-based Regulatory Sciences Education"
Zenkova, Daria Mikhailovna. "Components of the Pedagogical Practice of Bachelors Based on the Competence Approach." In Pedagogy and Psychology as Sciences for the Formation of the Potential of Modern Society, 29–44. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-99618.
Повний текст джерелаAlcalá del Olmo-Fernández, María José, and Juan José Leiva-Olivencia. "Balancing the Initial Teacher Training in Intercultural Education in the Autonomous Community of Andalusia (Spain) in the Period 2000-2020." In Advances in Religious and Cultural Studies, 249–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7283-2.ch013.
Повний текст джерелаTorop, K. S., and N. A. Yarmola. "IMPLEMENTATION OF COMPETENCY-BASED APPROACH IN EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITIES IN CONDITIONS OF INCLUSIVE LEARNING." In NEW IMPETUS FOR THE ADVANCEMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES: RESEARCH MATTERS, 260–78. Izdevnieciba “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-032-2-40.
Повний текст джерелаMéndez, Ramón, Álvaro Chaparro-Sainz, Rubén Martínez Sánchez, and María del Mar Felices-De la Fuente. "Evaluation of a Training Program for Trainee Teachers in Active Methodologies for Teaching Social Sciences." In Advances in Game-Based Learning, 259–80. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5240-0.ch015.
Повний текст джерелаSierykh, Larisa. "INTERACTION OF GENERAL SECONDARY AND OUT-OF-SCHOOLS EDUCATION IN AESTHETIC EDUCATION OF TEENAGERS: SUBJECTS OF INNOVATIVE AESTHETIC ACTIVITY." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-6.
Повний текст джерелаNengomasha, Cathrine T., and Teopolina Nekulilo Shuumbili. "Library Contributions to Achievement of Namibia Vision 2030." In Advances in Library and Information Science, 287–305. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4755-0.ch015.
Повний текст джерелаLunina, Inna, Olena Bilousova, and Nataliia Nazukova. "MODERN CHALLENGES AND NEW OPPORTUNITIES FOR FISCAL ACTIVATION OF ECONOMIC GROWTH FACTORS." In Transformation of the Economy, Finance and Management in a Pandemic: the Development of Digital Technologies. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-108-4-3.
Повний текст джерелаTremblay, Genevieve G., and Jeff Brice. "Art + Science Knowledge Building." In Advances in Educational Technologies and Instructional Design, 106–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch007.
Повний текст джерелаТези доповідей конференцій з теми "Competency-based Regulatory Sciences Education"
Wang, Shu, and Zijun Feng. "Constructing Competency-based Education in Vocational Colleges." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.30.
Повний текст джерелаPike, Ron. "Enhancing Cybersecurity Capability in Local Governments through Competency-Based Education." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.247.
Повний текст джерелаДалакова, Л. М. "ANALYSIS OF CONCEPTS AND CHARACTERISTICS OF DISTANCE LEARNING." In Образование будущего: Материалы II Всероссийской научно-практической конференции с международным участием. Crossref, 2021. http://dx.doi.org/10.34708/gstou.conf.2021.27.75.001.
Повний текст джерелаBuhari, Muhammad Ramli, and Kamelia Dwi Marda. "Development of Competency Based on Outdoor Education Model for Elementary School Students in Samarinda." In 2nd Educational Sciences International Conference (ESIC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200417.010.
Повний текст джерелаPalomino-Flores, Paola, and Eliana Gallardo-Echenique. "Emotional Intelligence can Make a Difference in Students from Communication under the Competency-Based Education Model." In 2019 IEEE Sciences and Humanities International Research Conference (SHIRCON). IEEE, 2019. http://dx.doi.org/10.1109/shircon48091.2019.9024874.
Повний текст джерелаGago, Eduardo Alberto, Alicia Tinnirello, Paola Szekieta, and Lucas D'Alessandro. "THE ROLE OF TECHNOLOGY IN COMPETENCY-BASED TEACHING IN ENGINEERING CURRICULUM: AN EXPERIENCE IN BASIC SCIENCES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1796.
Повний текст джерелаSun, Lu, and Shenghua Zhang. "Thoughts on the Construction of General Education Curriculum System Based on High Adaptability Competency." In Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccessh-19.2019.65.
Повний текст джерелаAlexandr, Kokovikhin. "Improving the investment environment in the region by tools of competency-based HR management." In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emehss-18.2018.29.
Повний текст джерелаI.A., Krygina, and Rybak S.V. "ECONOMIC POLICY AND TRENDS IN THE DEVELOPMENT OF MODEL LEGISLATION IN THE AGRO-INDUSTRIAL SECTOR OF THE RUSSIAN ECONOMY." In "INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION". ДГТУ-Принт, 2021. http://dx.doi.org/10.23947/itno.2021.115-119.
Повний текст джерелаZhang, Zhenhua, and Li Zhu. "Research on Improving the Science Popularization System of Nuclear-Related Projects in China." In 2022 29th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/icone29-90546.
Повний текст джерелаЗвіти організацій з теми "Competency-based Regulatory Sciences Education"
Tkachuk, Viktoriia V., Vadym P. Shchokin, and Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.
Повний текст джерелаGoncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
Повний текст джерела