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Статті в журналах з теми "Policy and policy administration, n.e.c"
Maharani, Dewi, and Lesmana Rian Andhika. "Rational Intervention Public Policy for Public Service Innovation." Policy & Governance Review 5, no. 2 (April 12, 2021): 182. http://dx.doi.org/10.30589/pgr.v5i2.383.
Повний текст джерелаGrant, Billie-Jo E., Stephanie B. Wilkerson, L. deKoven Pelton, Anne C. Cosby, and Molly M. Henschel. "Title IX and School Employee Sexual Misconduct: How K-12 Schools Respond in the Wake of an Incident." Educational Administration Quarterly 55, no. 5 (March 17, 2019): 841–66. http://dx.doi.org/10.1177/0013161x19838030.
Повний текст джерелаVeronese, Guido, and Alessandro Pepe. "Positive and Negative Affect in Children Living in Refugee Camps." Evaluation & the Health Professions 40, no. 1 (June 23, 2016): 3–32. http://dx.doi.org/10.1177/0163278715625741.
Повний текст джерелаNagel, Jack H. "Congress and policy change, edited by Gerald C. Wright, Leroy N. Rieselbach, and Lawrence C. Dodd. New York: Agathon Press, Inc., 1986, 292 pp. Price: $32.00 cloth, $15.00 paper." Journal of Policy Analysis and Management 8, no. 2 (February 1, 2007): 336–39. http://dx.doi.org/10.1002/pam.4050080229.
Повний текст джерелаJohn, Kose, and Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm." Journal of Accounting, Auditing & Finance 5, no. 1 (January 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.
Повний текст джерелаSidik, Machfud. "Digital Services Tax: Challenge of International Cooperation For Harmonization." Journal of Tax and Business 3, no. 1 (March 8, 2022): 56–64. http://dx.doi.org/10.55336/jpb.v3i1.46.
Повний текст джерелаWachter, Susan M. "A new housing policy for America: Recapturing the American dream, by David C. Schwartz, Richard C. Ferlauto, and Daniel N. Hoffman. Philadelphia, PA: Temple University Press, 1988, 332 pp. Price: $34.95 cloth, $19.95 paper." Journal of Policy Analysis and Management 9, no. 3 (February 1, 2007): 422–25. http://dx.doi.org/10.1002/pam.4050090313.
Повний текст джерелаLin, Jia-Juen, Yuan-Ti Lee, and Hao-Jan Yang. "Factors associated with hepatitis A virus infection among HIV-positive patients before and after implementation of a hepatitis A virus vaccination program at a medical centre in central Taiwan." Sexual Health 17, no. 3 (2020): 239. http://dx.doi.org/10.1071/sh19029.
Повний текст джерелаArif, Tooba. "Hepatitis Service Provision at HMP Birmingham: Progressing a Previous Service Improvement Plan." BMJ Open Quality 7, no. 4 (December 2018): e000192. http://dx.doi.org/10.1136/bmjoq-2017-000192.
Повний текст джерелаMorozov, Sergei. "Practices of Interaction of State and Non-State Actors in the Context of Regulation of the Mass Communication System in the Russian Federation." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 1 (February 2020): 241–53. http://dx.doi.org/10.15688/jvolsu4.2020.1.20.
Повний текст джерелаДисертації з теми "Policy and policy administration, n.e.c"
Wedholm, Johanna. "Policy change after natural hazards : A systematic large-N study using narrative analysis." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412404.
Повний текст джерелаBruen, Brian Keith. "Assessing the Past, Present, and Future of Treatment of Hepatitis C in the D.C. Medicaid Population." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812577.
Повний текст джерелаStarting in late 2013, new direct-acting antiviral medicines (DAAs) offered the chance of a cure for chronic hepatitis C virus (HCV) infection. In clinical trials, DAAs helped more than 90% of patients achieve sustained viral response (SVR), commonly considered to be a cure that will stop progression of related liver disease and prevent transmission of the virus to others. Prices for these medicines are now around $20,000 per treatment after discounts from manufacturers, due to competition.
In late 2016, the medical director for D.C. Medicaid asked what it would take to eradicate hepatitis C in the city. This dissertation focused on that question for Medicaid alone, to inform policy discussions and identify next steps. I profiled beneficiaries with chronic HCV infection based on medical claims from 2014-2016; interviewed medical providers and policymakers to learn more about their decision-making processes and to identify opportunities to expand treatment, as well as potential barriers; and created an Excel-based Markov model that estimates outcomes and costs under different scenarios.
Only 799 individuals, about 10% of the D.C. Medicaid beneficiaries identified as having chronic HCV infection, received treatment with DAAs in 2014-2016. Providers and policymakers are committed to treating this population, but treatment rates remained low through 2018. I estimate that roughly 80% of Medicaid beneficiaries with chronic HCV had not been treated at the start of 2019.
Beneficiaries with chronic HCV infection often have other physical, mental, and behavioral health conditions that might keep them from seeking treatment for an often-asymptomatic HCV infection. They often miss scheduled appointments and/or are lost to follow-up. Most live east of the Anacostia River, where there are fewer providers. Even if they engage in care, government or health plan policies might discourage or prevent individuals with low levels of liver damage from getting prior authorization for treatment.
Broader use of DAAs in D.C. Medicaid will allow more people to achieve SVR, potentially decreasing future healthcare costs for some and saving lives. A moderate (50%) increase in treatment rates among those with low liver damage could enable about 300 additional patients to achieve SVR over 10 years, at a net cost of $6.1 million. A 50% increase in treatment rates among those with moderate liver damage could enable more than 500 additional patients to achieve SVR over 10 years, keep more than 160 from severe liver damage, and avoid 19 early deaths. The net cost of the second scenario is $6.5 million, a smaller increase per person achieving SVR because curing those with moderate liver damage is more likely to avoid high healthcare costs.
The District must weigh the upfront costs of expanding use of DAAs against uncertain long-term benefits and inherent budget limitations. I recommend that D.C. develop a more complete profile of Medicaid beneficiaries with HCV infection; work toward universal screening and sustained monitoring of at-risk populations; collaborate with key stakeholders to develop policies, practices, and tools to engage beneficiaries in care; and reduce prior authorization requirements that might deter or prevent treatment when beneficiaries and health care providers are ready.
Nattinger, Matthew C. "Examining the formation of Medicaid elderly 1915(c) waivers." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2248.
Повний текст джерелаSonnekus, Wessel Christoffel. "Maak die gevorderde onderwyssertifikaat 'n verskil aan die bestuursvermoens van skoolhoofde? : 'n vergelykende studie van vier skoolhoofde." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95905.
Повний текст джерелаENGLISH ABSTRACT: In South Africa no formal training in school leadership or school management is currently required to procure a position as school principal. The sole condition is that a candidate should possess a professional teaching qualification, with some years’ experience in the teaching profession. School principals cannot be blamed if they comply with no more than these basic requirements, as no formal qualification for school principals had existed prior to 2007. The Department of Education answered to the need for formal training to equip principals for meeting their responsibilities by introducing the Advanced Certificate in Education: School Leadership and Management (ACE). This study explores to what extent school principals experienced an improvement in their managerial skills after obtaining the ACE qualification. To offer a better understanding of the background of South African school principals, the history of the available training over the past forty years is outlined. This is supplemented by an overview of various countries’ approach to preparing principals for 21st century schools. The responsibilities of present day principals differ dramatically from those of twenty years ago, as policy documents such as the South African Schools Act has since 1996 required that the principal, together with the school governing body, take responsibility for the management of the school. Accordingly, this study includes an enquiry into the ACE qualification with regard to the curriculum content, the purpose of the course and how assessment takes place at higher education institutions where this course is offered. Interviews were conducted with two principals who had obtained the ACE qualification to gain insight into their experiences relating to the qualification. By means of comparison, two principals who had not completed the qualification were also interviewed to establish to what extent this qualification does in fact equip principals for their daily responsibilities. The possible effects of the qualification were highlighted by comparing the two pairs of principals who function in similar communities with corresponding problems. By presenting this research as a case study, it was possible to obtain in-depth information and varied opinions about principal training, where principals had acquired the most useful skills and what could be added to enhance the value of the ACE qualification.
AFRIKAANSE OPSOMMING: In Suid-Afrika is daar tans geen verpligting om oor formele opleiding in skoolleierskap of skoolbestuur te beskik om as skoolhoof aangestel te word nie. Daar word slegs verwag dat ’n kandidaat oor ’n professionele onderwyskwalifikasie en ’n aantal jare se ondervinding in die onderwys moet beskik. Skoolhoofde kan ook nie kwalik geneem word indien hulle slegs aan hierdie basiese vereistes voldoen nie, aangesien daar tot 2007 geen formele kwalifikasie vir skoolhoofde bestaan het nie. Die leemte aan formele opleiding vir die verantwoordelikhede van ’n hoof is erken deur die Departement van Onderwys wat die Gevorderde Onderwyssertifikaat-kwalifikasie: Skool Leierskap en Bestuur (GOS) ingestel het. Met hierdie studie word ondersoek ingestel tot welke die mate skoolhoofde ervaar dat hierdie GOS-kwalifikasie ’n verskil maak aan hul bestuursvermoëns. Om die agtergrond van Suid-Afrikaanse skoolhoofde beter te verstaan, word die geskiedenis van skoolhoofde se opleiding oor die afgelope veertig jaar uiteengesit. Daar word ook ’n oorsig gegee van verskillende lande se benadering tot die voorbereiding wat benodig word vir hoofskap van ’n skool in die 21ste eeu. Die verpligtinge van die hedendaagse hoof verskil drasties van dié van twintig jaar gelede, waar beleidsdokumente soos die Suid-Afrikaanse Skolewet sedert 1996 vereis dat die hoof, tesame met die beheerliggaam, verantwoordelikheid moet neem vir die bestuur van die skool. Om hierdie rede word die GOS-kwalifikasie ondersoek om vas te stel wat die inhoud van die kurrikulum behels, wat die doel van die kwalifikasie is en op watter wyse assessering plaasvind by die hoëronderriginstellings waar dit aangebied word. Onderhoude is gevoer met twee hoofde wat die GOS-kwalifikasie voltooi het aangaande hul ervaring van die kwalifikasie. Om vas te stel tot welke mate die kwalifikasie hulle beter toerus vir hul daaglikse verantwoordelikhede word die ervaring van twee ander hoofde, wat nie die kwalifikasie voltooi het nie, ter vergelyking gebruik. Die verskil wat die GOS-opleiding moontlik mag maak, word uitgelig deur die vergelyking van die twee pare hoofde in soortgelyke gemeenskappe met ooreenstemmende probleme. Deur hierdie navorsing as ’n gevallestudie aan te bied, word indiepte-inligting verskaf oor hul opinies aangaande hoofde-opleiding, waar hulle die mees bruikbare vaardighede opgedoen het en wat na hulle mening bygevoeg kan word vir die verwerwing van die GOS-kwalifikasie.
Sehrawat, Samiksha. "Medical care for a new capital : hospitals and government policy in colonial Delhi and Haryana, c.1900-1920." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670191.
Повний текст джерелаJacobs, Johannes Daniel. "n Taalbeleid om veeltaligheid aan die Universiteit van Stellenbosch te bevorder." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52368.
Повний текст джерелаENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape.
AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.
Watson, Ruby. "Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17965.
Повний текст джерелаENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training. These factors, which contribute to the forming of role-identity, can negatively affect the receiving and implementation of policy. The assumption made by this study, is that there is a gap between transformation policies and school culture, which has an influence on the role of the teacher. A better understanding of teacher circumstances can inspire a multi-dimensional approach to teaching. The result was that my thesis tried to generate empirical evidence to understand teachers in under-privilege schools more fully. Teachers develop their self-identity within the framework of experience and expectations about themselves and their teaching. The professional identity of teachers consists of being skilled in subject area, level of training, preparedness and formal qualifications. Respondents construct their one-dimensional professional identity within an under-privilege context. The school climate hinders the simultaneous execution of the three roles that I refer to in this study. Some of the hindrance factors are the manner in which the school accepts the lack of learning area knowledge, racism and the abuse of contact time. Poor management and lack of community control, tolerates the shortcomings and one-dimensional approach of teachers. The study makes use of a theoretical framework, supported by literature. I used qualitative indepth-investigation for the collection of data. I used semi-structured interviews as an instrument to answer the research question and to achieve the proposed outcomes. I achieved my main finding by using empirical-interpretive techniques. The finding was that personal socialisation and professional training, together with contextual factors influence the foundation of teacher identity. The base identity is the foundation upon which teachers formulate their role-identity. My research shows how the respondents position themselves in relation to the prescribed teacher roles. Their identity forming takes places within the context of under-privilege circumstances, moral diffusion and transformation in education. I describe the construction of their conceptual space of role-identity. I furthermore present analyses of how the respondents form their role-identity. I base the most important finding of this study on one-dimensionality. Each of the selected teachers expresses their professional mediation of their roles within the context of a specific exposed school culture. The study shows the complex variations of this one-dimensionality amongst the four teachers.
AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie konsentreer op hoe onderwysers gestalte gee aan hulle identiteitsvorming te midde van histories benadeelde omstandighede. Skoolkonteks is die lens wat gebruik word om die onderliggende verwantskap tussen rol-identiteit en skoolkultuur te verstaan. Die fokus is op respondente se biografië en professionele opleiding ten einde vas te stel hoe hulle die voorgeskrewe onderwyserrolle medieër. Onderwysers moet verstaan word binne die grense van 'n sosio-kulturele konteks, hulle biografiese verhale en professionele opleiding. Hierdie faktore is bydraende aspekte wat 'n invloed het tydens die vorming van rol-identiteit, sowel as tydens die ontvang en implementering van beleide. Die aanname wat deur hierdie studie gemaak word, is dat daar 'n gaping tussen hervormingsbeleide en skoolkultuur bestaan wat die rol-identiteit van die onderwyser beїnvloed. 'n Beter begrip van onderwyser-omstandighede, kan 'n multi-dimensionele benadering tot onderwys inspireer. Gevolglik het my tesis gepoog om empiriese bewyse te genereer wat kan bydrae tot 'n vollediger begrip van onderwysers in minder-bevoorregte skole. Onderwysers ontwikkel 'n self-identiteit binne die raamwerk van ervarings en verwagtinge oor hulleself en hulle onderrig. Die professionele identiteit van die onderwyser bestaan uit vaardigheid op vakgebied, vlak van opleiding, voorbereiding en formele kwalifikasie. Binne die minder-bevoorregte konteks waarin hierdie respondente onderrig, konstrueer hulle 'n een-dimensionele professionele identiteit. Die skoolklimaat belemmer die gelyktydige uitvoering van veral die drie rolle waarna ek in hierdie studie verwys. Sommige van die belemmerende faktore waarna verwys word, is die skool se gelate aanvaarding van gebrek aan leerarea kennis, rasisme en die misbruik van onderrigtyd. Gebrekkige bestuur en gemeenskapsbeheer vergemaklik verder die onderwyser se tekortkominge en een-dimensionele benadering. My studie word onderskraag deur 'n teoretiese raamwerk wat met behulp van literatuurwerke saamgestel is. Die proses van data-insameling is met die hulp van 'n kwalitatiewe indiepte-ondersoek gedoen. Die semi-gestruktureerde onderhoude wat gevoer was, het gedien as instrument ter beantwoording van die navorsingsvraag ten einde die beoogde doelstellings te bereik. My kern bevindinge het ek verkry vanuit empiriese-interpretatiewe tegnieke. Hiervolgens is bevind dat persoonlike sosialisering en professionele opleiding tesame met kontekstuele faktore, 'n invloed het op die samestelling van die identiteitsbasis van die onderwyser. Hierdie identiteitsbasis vorm die grondslag waarop onderwysers hulle rol-identiteit formuleer. My navorsing wys hoe die onderwysers in my studie hulleself posisioneer in verhouding tot hulle voorgeskrewe onderwyserrolle. Hulle identiteitsvorming geskied binne die konteks van minder-bevoorregte omstandighede, morele diffusie en onderwys transformasie. Ek beskryf hierdie konstruksie as hulle konseptuele ruimte van rol-identiteitsvorming. Verder bied hierdie studie 'n analise van hoe respondente hulle rol-identiteit vorm. Die vernaamste bevinding van hierdie studie is dat die geselekteerde onderwysers elk op 'n een-dimensionele basis uiting gee aan 'n professionele medieëring van hulle rolle binne hierdie skool se kultuur. Die studie wys die komplekse variasies van een-dimensionaliteit onder die vier onderwysers.
Yilmaz, Ismail. "Patterns of Differential Involvement in Terrorist Activities: Evidence from DHKP/C and Turkish Hezbollah." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1917.
Повний текст джерелаApel, Erik. "Guns n' roses : The Swedish Social Democratic Party and the Saudi agreement." Thesis, Försvarshögskolan, Institutionen för säkerhet, strategi och ledarskap (ISSL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-5427.
Повний текст джерелаNikbay, Ozgur. "An Application of Anomie and Strain Theories to Terrorism: Suicide Attacks in Turkey." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1918.
Повний текст джерелаКниги з теми "Policy and policy administration, n.e.c"
1951-, Barrett David M., ed. The making of US foreign policy. 2nd ed. Manchester, UK: Manchester University Press, 1997.
Знайти повний текст джерелаDumbrell, John. The making of US foreign policy. 2nd ed. New York: Manchester University Press, 1998.
Знайти повний текст джерела1951-, Barrett David M., ed. The making of US foreign policy. Manchester, UK: Manchester University Press, 1990.
Знайти повний текст джерелаBarnes, Pamela M. Environmental policy in the European Union. Cheltenham, UK: Edward Elgar, 1999.
Знайти повний текст джерела1921-, Thompson Kenneth W., ed. Diplomacy, administration, and policy: The ideas and careers of Frederick E. Nolting, Jr., Frederick C. Mosher, Paul T. David. Lanham: University Press of America, 1995.
Знайти повний текст джерелаUnited States. President (1993-2001 : Clinton). Expenditures incurred to deal with a national emergency: Message from the President of the United States transmitting a final report on the total expenditures directly attributable to the national emergency declaration resulting from the lapse of the Export Administration Act of 1979, covering the period from September 30, 1990, to September 30, 1993, pursuant to 50 U.S.C. 1641(c). Washington: U.S. G.P.O., 1994.
Знайти повний текст джерелаClinton), United States President (1993-2001 :. Expenditures incurred to deal with a national emergency: Message from the President of the United States transmitting a final report on the total expenditures directly attributable to the national emergency declaration resulting from the lapse of the Export Administration Act of 1979, covering the period from August 19, 1994, to February 19, 1995, pursuant to 50 U.S.C. 1641(c). Washington: U.S. G.P.O., 1995.
Знайти повний текст джерела1950-, Meier Kenneth J., ed. The politics of fertility control: Family planning and abortion policies in the American states. New York: Chatham House Publishers, 2001.
Знайти повний текст джерелаChris, Manning, and Van Diermen Peter, eds. Indonesia in transition: Social aspects of reformasi and crisis. London: Zed Books, 2000.
Знайти повний текст джерелаKondratʹev, N. D. The works of Nikolai D. Kondratiev. London: Pickering & Chatto, 1998.
Знайти повний текст джерелаЧастини книг з теми "Policy and policy administration, n.e.c"
Xu, Xiuli, Ming Li, and Huining Wang. "Multi-Server M/M/c Queue with N-Policy and d-Type Working Vacation." In Queueing Theory and Network Applications, 36–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68520-5_3.
Повний текст джерелаCárdenas, Sergio, Dulce Lomelí, and Ignacio Ruelas. "COVID-19 and Post-pandemic Educational Policies in Mexico. What is at Stake?" In Primary and Secondary Education During Covid-19, 153–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_6.
Повний текст джерелаGallistl, Vera. "Cultural Exclusion in Old-Age: A Social Exclusion Perspective on Cultural Practice in Later Life." In International Perspectives on Aging, 259–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51406-8_20.
Повний текст джерелаBoyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms, 39–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
Повний текст джерелаNgulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration, 297–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.
Повний текст джерелаJafari, Mostafa, and Pete Smith. "Climate Change as a Driving Force on Urban Energy Consumption Patterns." In Advances in Public Policy and Administration, 547–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7661-7.ch043.
Повний текст джерела"Appendix C: National Commission on the Observance of International Women’s Year." In Gender and Foreign Policy in the Clinton Administration, 293–96. Lynne Rienner Publishers, 2013. http://dx.doi.org/10.1515/9781935049975-012.
Повний текст джерелаBrinjak, Carol McPeak. "The Responsibility of Educators in Peacekeeping." In Advances in Public Policy and Administration, 324–34. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3032-9.ch023.
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Повний текст джерелаТези доповідей конференцій з теми "Policy and policy administration, n.e.c"
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