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Добірка наукової літератури з теми "Practice-based study"

Автор: Grafiati

Опубліковано: 22 березня 2024

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Статті в журналах з теми "Practice-based study"

Anandakumar. H, Anandakumar H. "A Study on Ontology-Based Cloud in Best-Practice Evaluation." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 204–6. http://dx.doi.org/10.15373/22778179/apr2013/73.

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Bleul, G. "Sore throat—a practice-based study." British Homoeopathic journal 86, no. 2 (April 1997): 102–3. http://dx.doi.org/10.1016/s0007-0785(97)80131-7.

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Simpson, Vivienne, Joan Curzio, Anice Gillespie, and Margaret McCowan. "Evidence-based practice: A case study." NT Research 2, no. 6 (November 1997): 426–32. http://dx.doi.org/10.1177/174498719700200606.

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Richardson, Mary Ellis. "An Evidence-Based Practice Case Study." Plastic Surgical Nursing 35, no. 1 (2015): 11–12. http://dx.doi.org/10.1097/psn.0000000000000086.

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Chang, ki-yeon. "A Study of Awareness and Implementation of OBP(Occupation-Based Practice)." Journal of Korean Society of Community Based Occupational Therapy 7, no. 2 (August 31, 2017): 19–31. http://dx.doi.org/10.18598/kcbot.2017.07.02.03.

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Yanling LIU, and Liping WANG. "Study on Education Practice Platform based on Training Practice Ability." International Journal of Advancements in Computing Technology 5, no. 6 (March 31, 2013): 434–41. http://dx.doi.org/10.4156/ijact.vol5.issue6.51.

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Patterson, Janet P., and Jan R. Avent. "The Practice of Evidence-Based Practice: A Case Study Approach." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 16, no. 3 (October 2006): 4–8. http://dx.doi.org/10.1044/nnsld16.3.4.

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Bolys, Mantas, and Liz Swinstead (Arup). "In Practice: Evidence-based practice in infrastructure: A case study." OP Matters 1, no. 35 (September 2017): 30–32. http://dx.doi.org/10.53841/bpsopm.2017.1.35.30.

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Lőrincz, Hajnal, Henrietta Zsófia Kovács, and Bernadette Kerekes-Máthé. "Allergies in Dental Practice – Questionnaire-Based Study." Journal of Interdisciplinary Medicine 5, no. 3 (September 1, 2020): 97–100. http://dx.doi.org/10.2478/jim-2020-0021.

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AbstractBackground: Allergy is one of the most widespread diseases in this century. Allergy-causing materials used in dentistry are most frequently metals, such as nickel, cobalt, palladium, and amalgam, certain components of dental composites, denture resin materials, and even certain mouthwash components. The aim of this study was to assess dentists’ experience regarding allergies occurring in their practice among patients and among dental team members.Material and methods: We conducted a questionnaire-based study, in which 104 dentists responded.Results: Immediate allergic reactions were more often caused by different drugs, detergents, and anesthetics, while delayed allergic reactions were mostly caused by acrylates. Allergic reactions occurred more often among women than men, but the difference was not statistically significant (p = 0.3).Conclusions: Our results suggest that allergies in dentistry appear mainly among adults, caused mostly by acrylates, metals, and different drugs. Immediate allergic reactions are often present, and mostly women are susceptible to allergies.

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Zhao, Wei Hong, Dao Ping Xu, Hui Ying Gong, and Ying Li. "Study and Practice Based on Network Technology." Applied Mechanics and Materials 644-650 (September 2014): 3195–98. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.3195.

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It is referred that English learning ability can be improved by network technology which has been developed to a quite high level system. The kind of learning method which is using the computer and Internet technology is completely different from the classroom teaching due to the information transmission technology. In line with the new requirements of the network teaching of modern educational idea, this paper reveals the new technology widely used by the network in the teaching process, and puts forward some technical forms to carry out teaching on the Internet.

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Дисертації з теми "Practice-based study"

Zeileis, Achim, Torsten Hothorn, and Kurt Hornik. "Evaluating Model-based Trees in Practice." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 2006. http://epub.wu.ac.at/1484/1/document.pdf.

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A recently suggested algorithm for recursive partitioning of statistical models (Zeileis, Hothorn and Hornik, 2005), such as models estimated by maximum likelihood or least squares, is evaluated in practice. The general algorithm is applied to linear regression, logisitic regression and survival regression and applied to economical and medical regression problems. Furthermore, its performance with respect to prediction quality and model complexity is compared in a benchmark study with a large collection of other tree-based algorithms showing that the algorithm yields interpretable trees, competitive with previously suggested approaches.
Series: Research Report Series / Department of Statistics and Mathematics

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Fennessy, Gabrielle Ann 1968. "Knowledge management in evidence based practice : study of a community of practice." Monash University, School of Information Management and Systems, 2002. http://arrow.monash.edu.au/hdl/1959.1/8023.

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Mellor, Julie Diane. "Theorising contemporary women's writing : a practice-based study." Thesis, Sheffield Hallam University, 2003. http://shura.shu.ac.uk/20759/.

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The novel, 'Cork Dolls', focuses on the psychological struggle between two women from different cultural backgrounds. Rachel arrives in Sicily as an au pair for the wealthy Bruni family. Here she meets Susan, the Bruni's Filipino housekeeper. Susan has had to leave her daughter, Reetha, in the Philippines, in order to earn money abroad. Rachel, on the other hand, has recently had an abortion. Both of them have come to Italy to make a new life, yet both are forced to play a mothering role to Franco and Santino, the Bruni's children. The resulting power conflict between Rachel and Susan is played out against the backdrop of the Bruni's failing marriage. Rachel is increasingly drawn to Santino, the youngest son. However, her attempted abduction of him forces her to see that it is impossible to replace the child she has aborted. Even Rocco, the young man who attempts to start a relationship with her, is rebuffed as she gains a new understanding of herself. When Signor Bruni leaves the house early one morning, in search of his wife and her lover, an earthquake hits the area. The resulting confusion provides Susan with an ideal opportunity to steal the Signora's jewellery, and thus finance her return to her daughter. Meanwhile, Rachel is left alone with the children. Although her previous attempt at taking Santino has taught her that the children can never be hers, the novel ends with her having to make a final decision as to whether to take them or not.'Cork Dolls' focuses on women's experience. It draws attention to the claustrophobic nature of the domestic setting, and how this can magnify petty aggressions. It also examines ideas about women as mothers in patriarchal society, and looks at how, by focusing on female experience, accepted ideas about women's roles might be challenged.

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Taran, Caroline. "Discipline-based art education : from theory to practice, challenges of implementation." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35320.

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This study examines the concept of art education known as Discipline-based art education, (DBAE), from three vantage points. It begins by tracing the history and development of DBAE theory, and by examining its defining characteristics. It follows with a critical discussion of DBAE theory, specifically from within the context of multicultural education. The discussion then shifts to the realm of practice. The study describes a two week professional development program offered by the Minnesota DBAE Consortium, in Minneapolis, in the summer of 1995, and grounds the discussion in the results of questionnaires and interviews with six secondary school art specialists attending the Summer Institute. Finally, the study examines some of the potential challenges of implementation based on the issues that emerged as the participants translated theory into practice, and focuses specifically on the aspect of the incorporation of the disciplines of art criticism and aesthetics in the classroom.

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Gale, Julia. "Building practice through managing change : a grounded theory study of learning disability nurses." Thesis, London South Bank University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271762.

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Fagan, Elise. "Evidence-based design: structured approaches in leading landscape architecture practice." Thesis, Kansas State University, 2016. http://hdl.handle.net/2097/34626.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Jessica Canfield
Landscape architecture is embarking on a new design frontier, one where its practitioners are increasingly being asked by clients to design using credible evidence and to ensure design performance. As design disciplines follow in the footsteps of other evidence-based practices, like medicine and engineering, landscape architecture is poised to become a more scholarly profession – a profession of evidence-based landscape architecture. Evidence-based landscape architecture was first coined and defined in 2011 by Brown and Corry as “the deliberate and explicit use of scholarly evidence in making decisions about the use and shaping of land” (Brown and Corry 2011, 328). Current literature explains the benefits of practicing evidence-based design (EBD). These include ensuring design performance, justifying client investment, quantifying the value of design, systematically managing complex projects, marketing the firm to clients, attracting the most innovative designers to the firm, and adding to the knowledge base of the landscape architecture field. However, little is known about how landscape architecture firms are engaging evidence-based design in daily practice. This thesis examines how four leading landscape architecture firms (Design Workshop, Mithun, Sasaki Associates, and OLIN) have developed unique EBD approaches to integrate, apply, and propagate evidence-based design in professional practice. In order to study and analyze the four firms’ EBD approaches, individual comprehensive case studies were conducted. Qualitative data was collected through: focused interviews with directors and leaders of evidence-based design at each firm; casual observations made during office visits; and, a review of firm literature. A case study framework for EBD approaches in professional practice was developed based on discussion topics that consistently emerged from the interviews. The framework was used to organize, analyze, and present the findings into four major themes. A cross-case analysis was conducted to compare the development, implementation, and effects of EBD approaches at each firm. Findings reveal that each firm has developed an EBD approach to meet the need for engaging complex problems and meeting increasing client expectations for performance. While each firm’s EBD approach is unique, similarities and characteristics emerged between the case studies. The most consistent factors identified across cases include: having academic founders of the firm; the implementation of EBD- or research-specific roles and responsibilities; the creation of tools to organize and understand data; cultivating design cultures to support the EBD approach vision; the communication and transparency of relationships with clients and consultants; and, the reporting of findings for the advancement of the profession. Although any landscape architecture firm is likely to employ at least one of these concepts, the developed integration, application, and propagation of a majority of these concepts is what makes these firms unique and successful in applying EBD in professional practice. It was also found that the design processes themselves vary dramatically across the firms. EBD in practice is therefore not prescriptive and does not always look the same. The findings and case study framework developed in the study are useful primarily for landscape architecture firms looking to develop, integrate, apply, and propagate their own EBD approach.

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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Leskinen, K. (Kaja). "Fissure sealants in caries prevention:a practice-based study using survival analysis." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263422.

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Abstract The purpose of this study was to analyse the effectiveness and cost of fissure sealant treatment in preventing dental caries in children in a practice-based research network using survival analysis. The survival times of first permanent molars in children were analysed in three countries: in Finland (age cohorts 1970–1972 and 1980–1982), in Sweden (1980–1982) and in Greece (1980–1982), and additionally at two municipal health centres in Finland (age cohorts 1988–1990 in Kemi and 1990 in Vantaa). The study population comprised altogether 8 551 children. The data were collected manually from paper dental records (Finland, Sweden and Greece), and an automatic data-mining system for collecting data from electronic dental records was used in the case of the two health centres in Finland (Kemi and Vantaa). Comparisons of the survival times of first molars caries-free were performed between sealed and non-sealed individual teeth, and between the subjects in cases where a subject’s all first permanent molars were either sealed or non-sealed before the age of eight years. The cumulative costs of caries risk determination, use of xylitol, fissure sealant treatment, and restorations were calculated based on the data from the digital dental records of the health centres of Kemi and Vantaa. The results stressed the importance of caries-risk assessment on a tooth and subject level, when estimating the need for sealing treatment. Sealing of first molars of very high caries risk children (caries present in any of the permanent first molars before the age of eight years) seemed to be insufficient to prevent further dental decay later on. Instead, sealants were beneficial in caries prevention in medium-risk children (caries present in any of the permanent first molars between the ages of eight and ten years). Low-risk children (no caries in any of the permanent first molars before the age of ten years) did not benefit remarkably from sealant treatment. When sealant treatment were targeted only at high caries risk children based on risk-determination at the age of two years and all their permanent first molars were sealed (Kemi), their total treatment costs later were higher compared to the low-risk children, who were left unsealed. Significant differences in the survival curves of sealed and non-sealed first molars on a tooth and subject level confirmed that a translational approach is needed to study the effectiveness of preventive dental treatment in practice. The practice-based study model provides a good overview on the situation in real-life circumstances and helps to incorporate the evidence-based dentistry study results into everyday dental practice
Tiivistelmä Tutkimuksen tarkoituksena oli analysoida fissuurapinnoituksen tehokkuutta ja kustannuksia lasten hammaskariesta ehkäisevänä toimenpiteenä käytäntöön perustuvan tutkimusmenetelmän ja elinkaarianalyysin avulla. Ensimmäisten pysyvien poskihampaiden elinkaarianalyysi tehtiin Suomen (ikäkohortit 1970–1972 ja 1980–1982), Ruotsin (1980–1982) ja Kreikan (1980–1982) aineistojen sekä lisäksi kahden suomalaisen terveyskeskusaineiston (Kemi 1988–1990 and Vantaa 1990) perusteella. Tutkimusaineisto koostui yhteensä 8 551 lapsesta. Tutkimukseen tarvittavat tiedot kerättiin manuaalisesti potilaspapereista Suomen, Ruotsin ja Kreikan aineistoista sekä elektronisesti suoraan kahden suomalaisen terveyskeskuksen (Kemi ja Vantaa) digitaalisista potilastietojärjestelmistä. Ensimmäisten pysyvien poskihampaiden elinkaarikäyriä verrattiin pinnoitettujen ja pinnoittamattomien hampaiden sekä pinnoitettujen ja pinnoittamattomien henkilöiden (kaikki neljä pysyvää ensimmäistä poskihammasta joko pinnoitettu tai pinnoittamatta kahdeksanteen ikävuoteen mennessä) välillä. Kumulatiiviset kustannukset karieksen riskimäärityksestä, ksylitolin käytöstä, pinnoituksista ja täytteistä laskettiin Kemin ja Vantaan terveyskeskusaineistojen perusteella. Tutkimuksen tulokset korostavat riskimäärityksen tärkeyttä pinnoituspäätöksen tekemisessä sekä hammaskohtaisesti että potilaskohtaisesti. Korkean kariesriskin lapsille (kariesta yhdessä tai useammassa ensimmäisessä pysyvässä poskihampaassa ennen kahdeksatta ikävuotta) pinnoitusten teho näytti olevan riittämätön estämään karieksen kehittymisen myöhemmällä iällä. Pinnoitukset olivat tehokkaita keskisuuren kariesriskin (kariesta yhdessä tai useammassa ensimmäisessä pysyvässä poskihampaassa kahdeksan ja kymmenen ikävuoden välillä) lapsilla. Matalan kariesriskin lapset (ei kariesta yhdessäkään ensimmäisessä pysyvässä poskihampaassa ennen kymmenettä ikävuotta) eivät hyötyneet merkittävästi pinnoitteiden kariesta ehkäisevästä vaikutuksesta. Kun pinnoitteet kohdennettiin valikoidusti lapsille joilla oli kahden vuoden iässä todettu korkea kariesriski ja heidän kaikki ensimmäiset pysyvät poskihampaat pinnoitettiin (Kemi), heidän osaltaan kokonaishoidosta seuranneet kustannukset myöhemmin olivat korkeampia verrattuna lapsiin joilla oli matala kariesriski ja joiden hampaita ei pinnoitettu. Pinnoitettujen ja pinnoittamattomien ensimmäisten pysyvien poskihampaiden hammas- ja henkilökohtaisten elinkaarikäyrien tilastolliset erot tutkituissa kohorteissa osoittavat, että käytäntöön perustuva tutkimusmenetelmä on suositeltava analysoitaessa hammashoidon tehokkuutta jokapäiväisessä toiminnassa. Käytäntöön perustuva tutkimusmalli antaa hyvän käsityksen todellisissa hoito-olosuhteissa tehtyjen toimenpiteiden tehokkuudesta ja avaa siihen uuden näkökulman sekä edesauttaa soveltamaan näyttöön perustuvan hammaslääketieteen tutkimustuloksia jokapäiväiseen hammaslääkärintyöhön vastaanotolla

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Al, Shomely Karima Mohammed Abdelaziz. "An intimate object : a practice-based study of the Emirati Burqa." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/36327/.

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This practice-based thesis focuses on the Emirati burqa or ‘mask’, a form of face covering worn by the majority of Emirati women in the United Arab Emirates until the late 1960s that reveals the eyes but does not cover the hair or body. Framed by Daniel Miller and Aida Kanafani’s theories of material culture and embodiment that focus on dress as an intimate sensory object, this practice-based thesis is the first in-depth study of the Emirati burqa that engages with the histories and materiality of the burqa as an intimate object once made and worn by Emirati women. At the core of this thesis is women’s practice: the practices of women burqa makers, the diverse female practices of burqa wearing and my practice as a woman artist from the UAE. Through experiments with traditional craft materials, inscription methods, workshop initiatives, film, photography and installation, my engagement is with performing the material culture of the female burqa as a response to its disappearing practices and its previously little recorded history. The thesis first analyses the history of the burqa face covering in the Arabian peninsula through a specific focus on the written and visual accounts of mid-nineteenth and mid-twentieth-century British travellers in Arabia. It then examines and records the material craft of Emirati burqa-making based upon interviews with burqa makers and textile producers and accompanying ethnographic fieldwork conducted in the UAE and India. This includes photographic documentation of the processes involved in the production of the burqa textile, a study of burqa manufacturing brands and packaging, and an analysis of the material construction of the burqa and how it is worn in the UAE. Based on interviews in the UAE, Bahrain and Qatar and a variety of visual and textual sources, the thesis identifies the different types of Emirati burqa in relation to age, status, and regional identities. It further shows that the Emirati burqa differs from those worn in the neighbouring Gulf States of Bahrain, Qatar, Oman and Saudi Arabia, and focuses on burqa wearing practices and associated uses of the burqa textile in the UAE. Engaging with these research findings, the culmination of the thesis is the body of art works exhibited in the 2014 London exhibition, ‘An Intimate Object’, that re-animates the burqa as a living object with its own history and new contemporary meanings. Focusing on the significance of the body and senses in knowledge production, the art practice shows the burqa has ‘a voice’ in a conversation that draws upon past traditions referencing protection and its value as a personal and precious object. The burqa speaks, its indigo residue bleeds as an active witness to its lost past. It also plays a part in rediscovery or keeping the past of this material object alive through contemporary art practice as an aesthetic and political strategy.

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Baxley, Michelle. "School nurse's implementation of evidence-based practice| A mixed method study." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257368.

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Evidence-based practice (EBP) ensures excellent nursing care; however, limited literature exists for implementing EBP within schools. This mixed method study, using the Promoting Action on Research Implementation in Health Services (PARIHS) framework, explained EBP implementation within three school districts. Quantitative results identified the level of implementation and nursing characteristics predictive of EBP implementation. The mean EBP Implementation score (n = 64) was 8.36 (SD 9.75), indicating a low level of EBP implementation. EBP Belief scores was the only nursing characteristic that explained 34% of the variance. Qualitative results explained survey results, using a multiple case study design with interviews with six school nurses with high or low EBP Implementation scores. Analysis included pattern matching to propositional statements derived from PARIHS evidence, context, and facilitation concepts. Individual case stories varied and demonstrated both positive and negative patterns. Data synthesis examining propositions and themes indicated all cases supported four evidence propositions. No cases supported the evidence proposition about collecting and using routine student data. Three cases (n =3) with high EBP Implementation scores supported six evidence and context propositions. Three cases (n = 3) with low EBP Implementation scores supported thirteen propositions for the evidence, contest, and facilitation concepts. Common themes across cases were using evidence, cultural influences, structural supports, and impeding implementation. When integrating findings only three EBP Implementation scale items indicated routine implementation of evidence, which matched with evidence propositions supported across cases and the theme using evidence. Context and facilitation propositions and themes primarily explained low EBP Implementation items.

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Книги з теми "Practice-based study"

John, Gilbert, ed. Chemical education: Towards research-based practice. Dordrecht: Kluwer Academic Publishers, 2002.

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Greene, Patricia G. (Patricia Gene), 1954- and Brush Candida G, eds. Teaching entrepreneurship: A practice-based approach. Cheltenham, UK: Edward Elgar, 2014.

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Moore, Ann. The Practice-Based Educator. New York: John Wiley & Sons, Ltd., 2006.

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Aikenhead, Glen S. Science education for everyday life: Evidence-based practice. New York: Teachers College Press, 2005.

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Mark, Warschauer, and Kern Richard, eds. Network-based language teaching: Concepts and practice. Cambridge, UK: Cambridge University Press, 2000.

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Strengths-based supervision in clinical practice. Thousand Oaks: SAGE, 2013.

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Rushton, Alan. Learning for advanced practice: A study of away-based training. London: Central Council for Education and Training in Social Work, 1993.

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Feldman, Harriet R., and Rona F. Levin. Teaching evidence-based practice in nursing. 2nd ed. New York: Springer Pub., 2013.

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National Council of Teachers of Mathematics., ed. Practice-based professional development for teachers of mathematics. Reston, Va: National Council of Teachers of Mathematics, 2001.

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1957-, Thonus Terese, ed. Researching the writing center: Towards an evidence-based practice. New York: Peter Lang, 2012.

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Частини книг з теми "Practice-based study"

Gear, Sarah. "Evidence-based practice." In The Complete MRCGP Study Guide, 53–62. 4th ed. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781846198397-7.

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Gear, Sarah. "Clinical ethics and values-based practice." In The Complete MRCGP Study Guide, 45–49. 4th ed. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781846198397-5.

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Hartwig, Kay. "The Study Abroad Programme: Experience and Benefits." In Professional and Practice-based Learning, 225–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60058-1_13.

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Hu, Kaibao. "Corpus-Based Study of Translation Practice." In Introducing Corpus-based Translation Studies, 157–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48218-6_6.

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Gibbs, Paul. "Work-Based Learning as a Field of Study." In Professional and Practice-based Learning, 11–22. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3933-0_2.

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Fejes, Andreas, and Katherine Nicoll. "Rhetorical Activation of Workers: A Case Study in Neo-liberal Governance." In Professional and Practice-based Learning, 167–81. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4774-6_11.

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Smigiel, Heather, Ceri Macleod, and Helen Stephenson. "Managing Competing Demands in the Delivery of Work Integrated Learning: An Institutional Case Study." In Professional and Practice-based Learning, 159–72. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9502-9_11.

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Geiger, Vince. "Mathematical Applications, Modelling and Technology as Windows into Industry Based Mathematical Practice." In New ICMI Study Series, 271–78. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_27.

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Richardson, Cathy. "The Role of Response-Based Practice in Activism." In Response Based Approaches to the Study of Interpersonal Violence, 196–215. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137409546_11.

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Dalehefte, Inger Marie, Tina Seidel, and Manfred Prenzel. "Reflecting on Learning from Errors in School Instruction: Findings and Suggestions from a Swiss-German Video Study." In Professional and Practice-based Learning, 197–213. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-90-481-3941-5_12.

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Тези доповідей конференцій з теми "Practice-based study"

Gopalram, Keerthiga, and Samita Maitra. "Practice of Self-Study for Outcome Based Education: A Case Study." In 2017 5th IEEE International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2017. http://dx.doi.org/10.1109/mite.2017.00006.

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Chen, Zhixiong, and Liang-Jie Zhang. "A Case Study Based Services Computing Course Delivery Practice." In 2008 IEEE Congress on Services Part II (SERVICES-2). IEEE, 2008. http://dx.doi.org/10.1109/services-2.2008.35.

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Karasuno, Takaya, Kazuhiko Masuga, Yoshiaki Taniguchi, and Nobukazu Iguchi. "A study on pseudo cooperative practice in a cloud-based hands-on IP network practice system." In 2016 IEEE 5th Global Conference on Consumer Electronics. IEEE, 2016. http://dx.doi.org/10.1109/gcce.2016.7800487.

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Cruickshank, Leon, Lee Brewster, Diane Potts, and Violet Owen. "Design practice reimagined: New fundamentals through a study of co-design and practice based doctoral studies." In 15th International Conference of the European Academy of Design. São Paulo: Editora Blucher, 2023. http://dx.doi.org/10.5151/ead2023-1bil-01full-04cruickshank-et-al.

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Zhao, Qiaomei. "Study and Practice of Formative Assessment Based on Metacognitive Strategy." In Proceedings of the 2019 International Conference on Management, Education Technology and Economics (ICMETE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icmete-19.2019.11.

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Han, Ran, and Shaolin Xu. "Study on and Practice of "Project-based" Studio Tutorial System." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.384.

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Wang, Lu. "Practice Study of Flipped Classroom based on Micro-English Lesson." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.281.

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Yang Hui. "Study and practice based on computer-aided College English teaching." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130782.

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Lastrapes, Renee. "An Action Research Study of Research-Based Practices via Practice-Based Instruction." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1568571.

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"A Study of Blended Teaching Mode and Practice Based on MOOC." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29141.

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Звіти організацій з теми "Practice-based study"

Wick, David, Amelia Dietrich, Marissa Lombardi, Sara van der Horst, and Kendall Brostuen. Putting The Standards Of Good Practice Into Practice: A Case Study In Standards-Based Education Abroad Program Design And Implementation. The Forum on Education Abroad, December 2023. http://dx.doi.org/10.36366/r.ptsogpip12142023.

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Since 2021, The Forum on Education Abroad has powered the Future Nobel Laureates Scholarship Program alongside our partner EF Study Abroad. This case study shares key learnings from creating this program based on the sixth edition of the Standards of Good Practice for Education Abroad in partnership with our valued collaborators.

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Srinivasan, Grama R., and David P. Gluch. A Study of Practice Issues in Model-Based Verification Using the Symbolic Model Verifier (SMV). Fort Belvoir, VA: Defense Technical Information Center, November 1998. http://dx.doi.org/10.21236/ada358751.

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Alach, Zhivan. Grounding Practice in Theory: The Development of a Literature-based Performance Framework in New Zealand Local Government. Unitec ePress, May 2016. http://dx.doi.org/10.34074/ocds.058.

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Performance measurement is a subject of some importance within the public sector. This study examines the design and development of a performance measurement framework within a local government department. It used a narrative case study approach to follow the process used by the design team involved. The design team began by examining the performance literature at a number of levels, and from this distilled eight design principles, from which they built a performance measurement framework. The design team encountered a number of challenges during this process; challenges they expected based on the literature. From the experiences of the design team, a number of hypotheses suitable for further testing have been derived. This study provides useful advice for performance measurement professionals within the public sector in developing frameworks grounded in theory, whether at the central or local government level.

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Lavadenz, Magaly, and Elvira Armas. An Exploratory Study of Bilingual Teacher Residencies in California. California Council on Teacher Education (CCTE), 2023. http://dx.doi.org/10.15365/ceel.article.2023.1.

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This research brief presents a study that explores the underexamined area of bilingual teacher residencies (BTRs) in California. The authors build upon research on teacher residencies to better understand the perspectives of program leaders- those who implement BTRs in Local Education Agencies (LEAs) and Institutions of Higher Education (IHEs). The study describes the program leaders’ insights into the implementation of BTRs at various stages of development and implementation based on the California Commission on Teacher Credentialing’s (CTC) funding phases from 2018 to 2023. Four findings are highlighted: 1) Forging New Relationships to Build on Community Cultural and Linguistic Wealth, 2) Designing Bilingual Teacher Residency District-University Partnerships and Programs, 3) The Burden of Support: Augmented Financial Barriers for Bilingual Teacher Residents and, 4) Bilingual Teacher Pedagogies: Critical Consciousness and Culturally Responsive Teaching. Based upon the findings, the research brief proposes three key recommendations for policy and practice to address the ongoing and projected California’s bilingual teacher shortages at the state and local levels: 1) Create Coherent and Articulated Cross-State Agency Efforts, 2) Differentiate Bilingual Networks of Support, and 3) Strengthen Bilingual Teacher Residency Communities of Practice.

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Mansour, Sana. An Assessment of the Current Practice of Teacher Evaluation in Saudi Arabian Universities and the Development of a Teacher Evaluation Program Based on This Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1231.

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Carty, Anthony, and Jing Gu. Theory and Practice in China’s Approaches to Multilateralism and Critical Reflections on the Western ‘Rules-Based International Order’. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/ids.2021.057.

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China is the subject of Western criticism for its supposed disregard of the rules-based international order. Such a charge implies that China is unilateralist. The aim in this study is to explain how China does in fact have a multilateral approach to international relations. China’s core idea of a community of shared future of humanity shows that it is aware of the need for a universal foundation for world order. The Research Report focuses on explaining the Chinese approach to multilateralism from its own internal perspective, with Chinese philosophy and history shaping its view of the nature of rules, rights, law, and of institutions which should shape relationships. A number of case studies show how the Chinese perspectives are implemented, such as with regards to development finance, infrastructure projects (especially the Belt and Road Initiative), shaping new international organisations (such as the Asian Infrastructure Investment Bank), climate change, cyber-regulation and Chinese participation in the United Nations in the field of human rights and peacekeeping. Looking at critical Western opinion of this activity, we find speculation around Chinese motives. This is why a major emphasis is placed on a hermeneutic approach to China which explains how it sees its intentions. The heart of the Research Report is an exploration of the underlying Chinese philosophy of rulemaking, undertaken in a comparative perspective to show how far it resembles or differs from the Western philosophy of rulemaking.

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Shiferaw Mulu, Mulu Anchinesh, Michelle De Jong, Asha George, and Fikir Melesse Asaminew. What Works? Integrating gender into Government Health programmes in Africa, South Asia, and Southeast Asia. Case study summary report: Gender-based violence service provision in the primary healthcare system in Ethiopia. United Nations University - International Institute for Global Health, 2023. http://dx.doi.org/10.37941/rr/2023/3.

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This study focuses on two key initiatives spearheaded by the Ministry of Health in Ethiopia, which have contributed to improving gender equality in primary healthcare (PHC): (1) a gender mainstreaming manual; and (2) the PHC response to gender-based violence (GBV). This case was selected as a promising practice because of the significant government leadership and ownership involved in advancing gender integration within a government health system. Based on in-depth analyses of interviews and published materials, it documents the context, a number of enabling factors and challenges encountered, and some of the outcomes achieved and lessons learned, including those that might be transferable to other contexts.

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Cloney, Dan, Kellie Picker, David Jeffries, and Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, November 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need for a fit for purpose early childhood best practice measure of oral language and literacy. This summary report highlights the demonstrated capacity of the EL&L program to close the language and literacy achievement gap for children who participate in the program, particularly those from disadvantaged backgrounds. It also encapsulates the successful development of the ELLDI and the ELLDI scale to accurately measure and map children’s language and literacy development, to inform teaching and learning.

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Ravikumar, Shalini, Savitha Babu, and Charu Mathi. Mapping Educational Innovations for Social and Ecological Justice. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1106.2023.

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Mapping the academic, administrative and cultural design of two alternative educational institutions, this study offers a glimpse into what critical education in practice can mean in contemporary India. Based on interviews with learners and educators, and field-based observations at Baduku Centre for Livelihoods Learning, Samvada and Visthar Academy of Peace and Justice, the report tracks the nature of curriculum, pedagogies deployed, leisure spaces and times, and administrative features that foreground socio-ecological justice.

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Redwood, John. Environmental and Social Management in Multisectoral Urban Development Projects: A Good Practice Study of the IDB-Supported Procidades Program in Brazil. Inter-American Development Bank, February 2014. http://dx.doi.org/10.18235/0006981.

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Over the past several decades, the Inter-American Development Bank (hereafter "the Bank") has gained considerable experience with regard to the promotion of urban development in Brazil through multi-sectoral and global multiple works projects at the municipal level. This has also entailed a valuable learning process with respect to the challenges in environmental and social planning and management associated with urban development in the country. As a result, much of what the Bank is currently doing in connection with its extensive urban development portfolio in Brazil can be characterized as good practice. This is particularly the case in terms of its reliance on strategic planning at the local level and in the ways in which environmental and social considerations and components have been integrated - or "mainstreamed" - into project and design and implementation. Based on a review of pertinent documents, interviews with Bank staff and selected borrowers, and field visits to one completed and two advanced active Procidades projects in the states of Parana and Mato Grosso do Sul in February 2013, the purpose of this paper is to summarize these features of the Bank's approach to urban development in Brazil, to briefly describe how this approach has evolved over time and to identify a few areas where possible improvements might be useful.

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