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Статті в журналах з теми "Formal wheelchair skills training"
Gowran, Rosemary Joan, Marion B. Collins, Joanne McGlanaghy, Ellen Shanahan, and Yvonne Cleary. "Wheelchair Skills Education and Training for Children with Spina Bifida and/or Hydrocephalus and Their Parents: A Pilot Study." Disabilities 2, no. 1 (February 22, 2022): 96–118. http://dx.doi.org/10.3390/disabilities2010009.
Повний текст джерелаGiesbrecht, Edward. "Wheelchair Skills Test Outcomes across Multiple Wheelchair Skills Training Bootcamp Cohorts." International Journal of Environmental Research and Public Health 19, no. 1 (December 21, 2021): 21. http://dx.doi.org/10.3390/ijerph19010021.
Повний текст джерелаAbdul Rahim, Mohd Zulkifli, Ahmad Zamir Che Daud, and Nurul Akrami Ab Rahim Yang. "Wheelchair Skills Training: A scoping review." Environment-Behaviour Proceedings Journal 6, no. 17 (August 15, 2021): 165–72. http://dx.doi.org/10.21834/ebpj.v6i17.2879.
Повний текст джерелаSymonds, Andrew, Stephen J. G. Taylor, and Catherine Holloway. "Sensewheel: an adjunct to wheelchair skills training." Healthcare Technology Letters 3, no. 4 (December 2016): 269–72. http://dx.doi.org/10.1049/htl.2016.0056.
Повний текст джерелаSeeberger, Christel. "Book Review: Wheelchair skills assessment and training." Canadian Journal of Occupational Therapy 85, no. 3 (April 19, 2018): 260. http://dx.doi.org/10.1177/0008417418758790.
Повний текст джерелаOuellet, Béatrice, Krista L. Best, Deb Wilson, and William C. Miller. "Exploring the Influence of a Community-Based Peer-Led Wheelchair Skills Training on Satisfaction with Participation in Children and Adolescents with Cerebral Palsy and Spina Bifida: A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 19 (September 21, 2022): 11908. http://dx.doi.org/10.3390/ijerph191911908.
Повний текст джерелаYeo, Sang, and Jung Kwon. "Wheelchair Skills Training for Functional Activity in Adults with Cervical Spinal Cord Injury." International Journal of Sports Medicine 39, no. 12 (September 11, 2018): 924–28. http://dx.doi.org/10.1055/a-0635-0941.
Повний текст джерелаMountain, Anita D., R. Lee Kirby, Cher Smith, Gail Eskes, and Kara Thompson. "Powered Wheelchair Skills Training for Persons with Stroke." American Journal of Physical Medicine & Rehabilitation 93, no. 12 (December 2014): 1031–43. http://dx.doi.org/10.1097/phm.0000000000000229.
Повний текст джерелаKranz, Florence. "Wheelchair Skills Training Program - Rollstuhltraining für heikle Situationen." ergopraxis 6, no. 02 (February 7, 2013): 25–27. http://dx.doi.org/10.1055/s-0033-1334979.
Повний текст джерелаKhokhlova, Olga I., Elena M. Vasilchenko, Vera V. Lyakhovetskaya, and Marina G. Zhestikova. "Results of wheelchair skills training among the disabled persons with lower limb loss of vascular origin." Medical and Social Expert Evaluation and Rehabilitation 24, no. 2 (November 26, 2021): 47–57. http://dx.doi.org/10.17816/mser70210.
Повний текст джерелаДисертації з теми "Formal wheelchair skills training"
Giesbrecht, Edward Mark. "Development and feasibility evaluation of an mHealth intervention for manual wheelchair skills training with older adults." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58090.
Повний текст джерелаMedicine, Faculty of
Graduate
Perold, Jana. "Entrepreneurial development through non-formal adult education and skills training in a rural community." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53411.
Повний текст джерелаENGLISH ABSTRACT: In recent years unemployment figures in South Africa have reached alarming proportions. Many people do not have any form of income, and many others rely on irregular incomes from seasonal work. Education of adults has been highlighted as a possibility for teaching people various skills, which they could apply to generate an income for themselves. This research was conducted by following a participatory action research method to determine whether a nonformal adult education programme would assist individuals in generating an income. The literature review to support the research conducted included a discussion on poverty, rural areas and their development, and the relevance of entrepreneurial development for these areas. From here, the focus of the literature review moved to that of adult education as applied in training programmes. Participatory Action Research (PAR) and its role in a nonformal adult education programme is discussed, followed by a discussion of empowerment. The monitoring and evaluation of these programmes are also described. The Development and Advancement of Rural Entrepreneurship (DARE) is a programme that was launched in 2000 by the Department of Consumer Science: Foods, Clothing, Housing at the University of Stellenbosch. The main focus of this programme is the assistance given to rural communities to assist them in addressing the problem of unemployment and poverty, by providing support and training to potential local entrepreneurs. The rural town of Montagu was identified to conduct a nonformal adult education programme, focusing on skills training and entrepreneurial development of interested individuals in the community. The research period lasted 14 months. The programme itself consisted of different projects that concentrated on skills training suitable for income generation. People from the community were invited to attend the programme, making all participation voluntary. A PAR approach to present training skills was followed. Each PAR cycle consisted of four stages, namely planning, action, observation, reflection, as well as the revised plan which forms the first phase of the next plan. This approach ensures maximum involvement of participants. Empowerment levels of participants were measured using a standardised questionnaire with a pre- and post- test design. One of the PAR cycles included a five-day business course. Different aspects of entrepreneurship were addressed during the programme and eventually all the skills were combined and implemented to assist in the generation of income. Data of the empowerment levels of participants, and general information on the participants and their evaluation of the programme are documented as case studies. This data was also used to evaluate the success of the programme. The analysis of the data clearly shows that there was a need for skills development and entrepreneurial development in this rural area. Participants were eager to take part in the programme and to apply their skills in the market place where they displayed the skills they have acquired. Those participants who completed the programme all demonstrated an increase in their empowerment levels, the most significant increase on micro level. The research results indicated that participants were able to apply the knowledge and skills gained during the programme. However, four months after the completion of the programme none of them were involved in income-generation ventures. Despite the fact that the need for training existed in this rural area, sustainability was problematic once the facilitator withdrew. It is therefore recommended that novice entrepreneurs should have long-term guidance and emotional support in order to reach independence eventually.
AFRIKAANSE OPSOMMING: Die werkloosheid syfer in Suid-Afrika het die afgelope paar jaar onrusbarend toegeneem. 'n Groot aantal mense het geen vorm van inkomste nie, en baie maak staat op die inkomste wat hulle uit seisoenwerk genereer. Opleiding van volwassenes is aangedui as 'n wyse waarop mense 'n verskeidenheid vaardighede kan aanleer wat hulle dan kan toepas om sodoende vir hulself 'n inkomste te genereer. Hierdie navorsing is onderneem om te bepaal of 'n nieformele opleidingsprogram waar 'n deelnemende aksienavorsingsmetode (DAN) gevolg is, individue sal kan help om 'n inkomste te genereer. Die literatuuroorsig wat die navorsing onderskryf, sluit 'n bespreking in van armoede, landelike areas en die ontwikkeling daarvan asook van die relevansie van entrepreneuriese ontwikkeling in hierdie areas. Die fokus van die literatuur verskuif dan na volwasse onderwys, soos toegepas in opleidings programme. Daarna word deelnemende aksienavorsing (DAN) en die rol daarvan in programme in nieformele onderwys vir volwassenes bespreek. Dit word gevolg deur 'n bespreking van bemagtiging. Laastens word monitering en evaluering van programme bespreek. Die Development and Advancement of Rural Enterprises (DARE) Program is deur die Universiteit van Stellenbosch, Departement Verbruikerswetenskap: Voedsel, Kleding, Behuising in 2000 geloods. Die fokus van die program is om bystand aan landelike gemeenskappe ten opsigte van die hantering van werkloosheid en armoede aan te spreek. Die landelike dorp Montagu, is geïdentifiseer as 'n area om 'n nieformele onderwysprogram vir volwassenes wat fokus op vaardigheidsopleiding en entrepreneuriese ontwikkeling van belangstellende individue in die gemeenskap, aan te bied. Mense van die gemeenskap is uitgenooi om vrywillig aan die program deel te neem. Die navorsingsperiode het oor 14 maande gestrek. Die program self het bestaan uit verskillende projekte wat op opleidingsvaardighede geskik om 'n inkomste te genereer, fokus. 'n Deelnemende aksienavorsingsmetode is gevolg om opleidingsvaardighede aan te bied. Elke DAN-siklus het uit vier fases bestaan, naamlik beplanning, aksie, observasie en besinning. 'n Hersieningsplan het deel uitgemaak van die eerste fase van die volgende siklus. Hierdie benadering het maksimum betrokkenheid deur deelnemers verseker. Tydens een van die DAN siklusse, is deelnemers se bemagtingingsvlakke gemeet deur gebruik te maak van 'n gestandaardiseerde vraelys met 'n voor- en ná-toets ontwerp. Een van die DAN-siklusse het uit 'n vyf-dag sakekursus bestaan. Verskillende aspekte van entrepreneurskap is tydens die program aangespreek en ten slotte is alle vaardighede saamgevoeg en geïmplementeer om die generering van inkomste aan te moedig. Gevallestudies is gebruik om deelnemers se bemagtigingsvlakke, algemene inligting oor die deelnemers en die deelnemers se evaluering van die program aan te teken. Hierdie data is ook gebruik om die sukses van die program te evalueer. Die data analise wys uitdruklik dat daar 'n behoefte was aan die ontwikkeling van vaardighede en entrepreneuriese ontwikkeling in hierdie landelike gebied. Deelnemers was gretig om aan die program deel te neem en om vaardighede wat aangeleer is, toe te pas op die ope mark. Die deelnemers wat die program voltooi het, het almal 'n verbetering ten opsigte van hulle vlakke van bemagtiging getoon, met die grootste verbetering op die mikrovlak. Die navorsingsresultate bevestig dat die deelnemers hulle vaardighede en kennis wat in die program verwerf is, kon toepas. Nogtans was geeneen van die deelnemers wat die program voltooi het, vier maande ná die afloop van die program besig om 'n inkomste te genereer nie. AI was daar 'n behoefte aan opleiding in hierdie landelike area geidentifiseer, was daar, nadat die fasiliteerder onttrek het, geen volhoubaarheid van die program nie. Daar word dus aanbeveel dat opkomende entrepreneurs langtermynondersteuning sal geniet wat uiteindelik tot hul onafhanklikheid sal lei.
Chang, Chia-Chi. "EFFECTS OF A FEEDING SKILLS TRAINING PROGRAM ON KNOWLEDGE, ATTITUDE, PERCEIVED BEHAVIOR CONTROL, INTENTION, AND BEHAVIOR OF FORMAL CAREGIVERS TOWARD FEEDING DEMENTIA PATIENT IN TAIWAN NURSING HOMES." Case Western Reserve University School of Graduate Studies / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=case1093631995.
Повний текст джерелаChang, Chia-Chi. "Effects of a feeding skills training program on knowledge, attitude, perceived behavior control, intention, and behavior of formal caregivers toward feeding dementia patients in Taiwan nursing homes /." Connect to text online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1093631995.
Повний текст джерелаZnamenak, Kyle. "Warriors, Guardians or Both: A Grounded Theory Approach of Exploring the Development of Patrol Officers in Urban Community Relations." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1606826238819559.
Повний текст джерелаPillay, Gnanam. "The role of non-formal skills development programmes in improving livelihoods of marginalised learners : a case study of three FET colleges in the Durban area." Thesis, 2006. http://hdl.handle.net/10413/4702.
Повний текст джерелаThesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
Monib, Leila. "Now they know we are real : skills development and women in the informal economy." Thesis, 2000. http://hdl.handle.net/10413/3752.
Повний текст джерелаThesis (M.Soc.Sc.)-University of Natal, Durban, 2000.
Azevedo, Susana Cristina Mendes Dinis Tavares. "Relação entre a música e a matemática : desempenho de alunos do 9º ano e a perceção da comunidade educativa sobre neuromitos no ensino formal da música." Doctoral thesis, 2020. http://hdl.handle.net/10400.14/36356.
Повний текст джерелаBased on an interdisciplinary perspective and a link between Cognitive Neurosciences and Educational Sciences, this study aims to contribute to the understanding of the relationship between formal music education and possible cognitive benefits, in particular with regard to proficiency in mathematics in 9th grade students. The present study developed four studies that, on the one hand, sought to respond to the effectiveness of the direct and indirect effects resulting from the formal study of music in the performance of mathematics and, on the other hand, to identify the misunderstandings present in the educational communities of specialized education regarding the study of the brain related to music. The first study to be conducted was a systematic review of the literature with the objective of compiling and analyzing the studies published between 2007 and 2018 on the influence that the study of music can exert on cognitive and academic performance. Our results indicate that the studies carried out to date are still insufficient to demonstrate the clear relationship between musical education and mathematical skills, particularly as regards the benefits of the former over the latter. The need to find more robust research methods is reinforced in order to achieve consistent results and to enable them to be reliably incorporated into this scientific field. In the second study, we sought to analyze the perception about the neuromyths, and the scientific facts related specifically to brain study and music teaching in an educational community inserted SAEM. For this purpose, the sample was collected from teachers (n=42) aged between 24 and 65 years (M=41.21, SD=9.692), parents (n=109) aged between 36 and 54 years (M=45.40, SD=4.626) and students of the 3rd cycle and secondary education (n=89) aged between 12 and 18 years (M=14.24, DP= 1.877). The results confirmed a high prevalence of neuromyths related to music teaching in the entire educational community linked to SAEM, being consistent with patterns observed in studies in other countries. The conclusions suggest that there is a huge gap in knowledge involving the study of the brain and its possible transfer to classroom practice and the need for interdisciplinarity in the training of education professionals, in order to curb the circulation of these scientific distortions in the school context. The third study focused on the analysis of results obtained in the 9th grade Final Math Test (92) (IAVE, 2018) by music students compared to their peers, who had never attended formal music education, in order to verify the performance of the National Mathematics Exam. The sample was composed of 166 students, aged between 14 and 15 years, in which 74 are from the 9th grade of Regular Education (M = 14.65; SD = 0.481) and 90 attend the same year of schooling in SAEM schools (M = 14.53; SD = 0.502). The results showed that music students scored better in the final math test in all their domains, i.e., Numbers and Operations (NO), Geometry and Measurement (GM), Functions, Sequences and Successions (FSS), Algebra (ALG) and Organization and Data Processing (ODP), compared to their peers without specialized music curriculum. Finally, the fourth study sought to establish a list of the results obtained in the 9th grade Final Math Test (92) (IAVE, 2018) of SAEM students by controlling the following variables: i) number of years of learning music; ii) type of instrument in learning (Keys, Percussion, Wind or Strings); iii) average time of weekly study of instrument; iv) final classifications of 3rd period; v) frequency of extracurricular activities (e.g., dance, sport, theatre); vi) support of mathematics; and vii) number of weekly support hours or explanation of mathematics. Here the study focused only on students of the SAEM (n=92), between 14 and 15 years of age (M=14.53, DP=0.502). Of all the variables analyzed, the results revealed that only the support presented significant differences, in that the students who do not have extra support to mathematics are the ones who achieve the best results in the final exam. Having regard to the various studies as a whole, it is concluded that, in the long term, the formal study of music may contribute to a positive transfer effect on mathematical skills, further research is needed to control a range of variables in order to robustly verify a causal relationship regarding the type of teaching on academic performance. We also perceive through the study about the perception about the music-related neuromyths that are various beliefs and scientific extrapolations that are still present in the school context, especially in what is dedicated to artistic teaching. From the work developed here it is also important to build a bridge between the scientific field of neuroscience and the work of translating this knowledge into educational practice, for a better understanding of the practical issues and assumptions inherent to this area of study, taking into account the effective benefit that musical education can obtain through this interdisciplinary link.
Van, der Berg Gwendoline Hilary. "A framework to integrate the formal learning with the informal workplace learning of statisticians in a developmental state." Thesis, 2017. http://hdl.handle.net/10500/22638.
Повний текст джерелаEducational Leadership and Management
D. Ed. (Education Management)
Книги з теми "Formal wheelchair skills training"
Kirby, R. Lee. Wheelchair Skills Assessment and Training. Boca Raton : Taylor & Francis, 2017. | Series: Rehabilitation: CRC Press, 2016. http://dx.doi.org/10.1201/9781315369389.
Повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
Знайти повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2021.
Знайти повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
Знайти повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
Знайти повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
Знайти повний текст джерелаKirby, R. Lee. Wheelchair Skills Assessment and Training. Taylor & Francis Group, 2016.
Знайти повний текст джерелаGreat Britain: Parliament: House of Commons: Committee of Public Accounts and Edward Leigh. Employer's perspectives on improving skills for Employment: Forty-fifth report of session 2005-06; report, together with formal minutes, oral and written Evidence. Stationery Office, The, 2006.
Знайти повний текст джерелаRoyds, Tim. Sales Management : Developing the skills of the sales team: All about training, coaching, mentoring, formal sales qualifications, and other ... Createspace Independent Publishing Platform, 2016.
Знайти повний текст джерелаSundaram, Venki, Allon Barsam, Lucy Barker, and Peng Tee Khaw, eds. Training in Ophthalmology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199672516.001.0001.
Повний текст джерелаЧастини книг з теми "Formal wheelchair skills training"
Menasalvas, Ernestina, Nik Swoboda, Ana Moreno, Andreas Metzger, Aristide Rothweiler, Niki Pavlopoulou, and Edward Curry. "Recognition of Formal and Non-formal Training in Data Science." In The Elements of Big Data Value, 311–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_13.
Повний текст джерелаMkomwa, Saidi, Henry Mloza-Banda, and Weldone Mutai. "Formal education and training for conservation agriculture in Africa." In Conservation agriculture in Africa: climate smart agricultural development, 305–30. Wallingford: CABI, 2022. http://dx.doi.org/10.1079/9781789245745.0019.
Повний текст джерелаIsmail, Sarimah, Nornazira Suhairom, Aede Hatib Musta’mal, Muhammad Sukri Saud, Yusri Kamin, and Mohammad Khair Noordin. "Case Study: Malaysia. Recognising Green Skills in Non-formal Learning Settings." In Education for Sustainability, 167–88. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_9.
Повний текст джерелаSingh, Madhu. "Increasing Awareness: Good Practices to Promote Skills Recognition Among Micro, Small and Medium Enterprises." In Education for Sustainability, 237–52. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_12.
Повний текст джерелаCapo, Marianna, Valentina Paola Cesarano, Maria Papathanasiou, and Maura Striano. "Telling Transversal Competences… to be Professionally Promoted." In Employability & Competences, 341–64. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.39.
Повний текст джерелаBertaccini, Bruno, Riccardo Bruni, Federico Crescenzi, and Beatrice Donati. "Measuring logical competences and soft skills when enrolling in a university degree course." In Proceedings e report, 41–46. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-304-8.09.
Повний текст джерелаShaw, Patrick, and Laurel Wheeler. "Digital Networking and the Case of Youth Unemployment in South Africa." In Introduction to Development Engineering, 293–321. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_12.
Повний текст джерелаPavlova, Margarita. "Introduction: Unpacking Greening and Skills Recognition in Micro, Small, and Medium Enterprises." In Education for Sustainability, 3–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2072-1_1.
Повний текст джерелаWhite, Douglas, Hannah Edmond, Carrie Eller, Ellis Lui, Seema Singh, and Robert O’Toole. "Making humanitarian engineersDEVELOPING SKILLS FOR A HUMANITARIAN CAREER THROUGH SEMI-FORMAL TRAINING FORMATS, USING CASE STUDIESHUMANITARIAN ENGINEERING IN INDIA: STATUS AND PROGNOSISDESIGN THINKING FOR SOCIAL IMPACT." In Humanitarian Civil Engineering, 129–62. London: ICE Publishing, 2021. http://dx.doi.org/10.1680/hce.64683.129.
Повний текст джерелаKuusipalo, Paula, Hanna Toiviainen, and Pirkko Pitkänen. "Adult Education as a Means to Social Inclusion in Nordic Welfare States: Denmark, Finland and Sweden." In Young Adults and Active Citizenship, 103–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_6.
Повний текст джерелаТези доповідей конференцій з теми "Formal wheelchair skills training"
Gerling, Kathrin, Kieran Hicks, Olivier Szymanezyk, and Conor Linehan. "Designing Interactive Manual Wheelchair Skills Training for Children." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322276.3322281.
Повний текст джерелаBareiss, Ray, and Edward Katz. "An exploration of knowledge and skills transfer from a formal software engineering curriculum to a capstone practicum project." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876159.
Повний текст джерелаSuryaman, Warman, Hendi Suhendraya Muchtar, Waska Warta, and M. Andriana Gaffar. "Entrepreneurship-Based On Life Skills Training Management In Non-Formal Education To Improve Participant's Ability Towards Economic Independence." In Proceedings of the 4th International Conference on Law, Social Sciences, and Education, ICLSSE 2022, 28 October 2022, Singaraja, Bali, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.28-10-2022.2326403.
Повний текст джерелаFerreira, Laura Salgado, Juan C. Infante-Moro, Alfonso Infante-Moro, and Julia Gallardo-Perez. "Continuous Training in Digital Skills, saving gaps between the needs and the training offer in the field of non-formal education for European Active Citizenship." In 2020 X International Conference on Virtual Campus (JICV). IEEE, 2020. http://dx.doi.org/10.1109/jicv51605.2020.9375721.
Повний текст джерелаShayo, Conrad, and Lorne Olfman. "A three dimensional view and research agenda for the study of transfer of skills gained from formal end-user software training." In the 1994 computer personnel research conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/186281.186310.
Повний текст джерелаShabaya, Anne. "Building Resilience in Non-formal Education: The Case of Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9598.
Повний текст джерелаZlatkin, Audrey, Costas Koufogazos, and Gwen Campbell. "Behavior-based performance optimization in military training environments." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002420.
Повний текст джерела"Assessing the Graphic Questionnaire Used in Digital Literacy Training." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4302.
Повний текст джерелаDawson, Jeffrey. "Training statistics graduate students in ethics, reproducible research, and other best practices." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17502.
Повний текст джерелаCÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.
Повний текст джерелаЗвіти організацій з теми "Formal wheelchair skills training"
McConnell, G. S. Formal Mediation and Negotiation Training, Providing Greater Skills for Commanders in Bosnia. Fort Belvoir, VA: Defense Technical Information Center, December 1999. http://dx.doi.org/10.21236/ada375031.
Повний текст джерелаOpiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161211.
Повний текст джерелаOpiyo, Newton. What are the impacts of teaching critical appraisal skills in healthcare settings? SUPPORT, 2016. http://dx.doi.org/10.30846/161114.
Повний текст джерелаTokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.
Повний текст джерелаWidmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Повний текст джерелаWidmer, Mireille, Marina Apgar, Jiniya Afroze, Sudhir Malla, Jill Healey, and Sendrine Constant. Capacity Development in a Participatory Adaptive Programme: the Case of the Clarissa Consortium. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clarissa.2022.001.
Повний текст джерелаModlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.
Повний текст джерелаStructured training improves skills of wheelchair users. National Institute for Health Research, July 2018. http://dx.doi.org/10.3310/signal-000621.
Повний текст джерелаAssociation Amal Al Mansour: Supporting vulnerable youth into work every step of the way. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7901.
Повний текст джерелаAfrican Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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