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The in-service needs of teacher-librariansPitkeathly, Pamela Jean, n/a January 1983 (has links)
To determine the in-service needs of teacher-librarians, personal
interviews were conducted in thirty six schools selected by random
sampling technique from schools in the Liverpool education region.
In this survey research, teacher-librarians in these schools were
asked to indicate courses they felt they needed to attend, preferred
learning method and to discuss aspects of their work in schools.
Results showed that teacher-librarians with more extensive library
training felt the need for extra skills in curriculum/teaching areas,
those with basic training only wanted more librarianship skills,
whilst a number employed in non-government primary schools wanted to
learn more about management. The most experienced group of teacher-librarians
wanted courses that provided more skills in librarianship;
those with the highest qualifications had demands for in-service that
were comparable to those of the lesser trained. A significant
feature of the findings was the extent of isolation felt by teacherlibrarians,
especially those working in small primary schools.
Primary and secondary teacher-librarians felt that their needs were
quite different, but this was not borne out by results of the survey.
Recommendations for future in-service courses were listed.
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Australian minorities : concepts and perspectives : a tertiary level elective courseRenew, Sandra, n/a January 1983 (has links)
This field study is an attempt to provide detailed suggestions
for a one semester elective course of study Australian Minorities:
Concepts and Perspectives to be offered at a tertiary institution.
It is intended primarily to provide a context in which minority group
persons can be introduced to and analyse the theories and concepts
which have been used to describe them as minority group persons, and
to give minority group persons the opportunity to formulate and
develop their own theories and concepts derived from their own
experience.
Since the program in which the course is offered is already
operating and this course is a required part of it, the case for the
provision of specific courses for minority group students is not
argued here. The purpose in providing a detailed course description
through this field study is (a) to contribute to the, as yet, small
number of tertiary level courses from which both minority group and
mainstream students select their programs, and (b) to provide
suggestions for teachers of such courses to enable them to present
courses which have specific interest for minority group students.
The principles on which the course is constructed constitute a
blending of humanistic and social reconstructionist perspectives with
the purpose of (a) making the course acceptable to the espoused
values of institutions offering teacher education programs, and (b)
providing students with some knowledge and skills whereby they are
empowered to make changes in the societies in which they will work.
The course was compiled from
(a) Suggestions solicited on an informal basis from students
involved in an initial teaching of a similar course.
(b) The writer's perceptions of needs arising from experience
of teaching in a tertiary program catering specifically for
Aboriginal and Islander persons.
(c) Library research of, especially, material written by minority
group persons, but also material written about minority group
persons.
Suggestions for evaluating the effectiveness of the course are
provided because it is intended that this course be used as a base
or beginning structure to generate new courses, or for modifications
of this one according to specific needs of teachers and student
groups. It is presented in a form intended to be useful as a
starting point for other minority group teachers involved in
offering courses to cater for similar needs. Source material is
drawn mainly from sociological and philosophical perspectives,
combining western concepts from these disciplines with contemporary
minority group definitions of experience.
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Cultivation and topdressing sand color effects on creeping bentgrass golf greensProctor, Christopher Arthur. January 2009 (has links) (PDF)
Thesis (M.S. in crop science)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 4, 2010). "Department of Crop and Soil Sciences." Includes bibliographical references.
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Developments in higher education for the tourist industry in WalesSweeney, Adrienne Eileen January 1992 (has links)
No description available.
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Inter- and intra-specific variation in wear mechanisms in Agrostis I. Wear tolerance and recovery, II. Anatomical, morphological and physiological characteristics /Dowgiewicz, Jason M., January 2009 (has links)
Thesis (M.S.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 68-71).
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Responsibilities of general managers of Wisconsin golf coursesWopat, Alexander J. January 2006 (has links) (PDF)
Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.
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Dance-making online teaching choreography in virtual space /Davis, Amy Katherine. January 2006 (has links)
Thesis (M. F. A.)--Texas Woman's University, 2006. / Includes bibliographical references.
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Permeability of Base Material for Maine RoadsBouchedid, Michel January 2004 (has links) (PDF)
No description available.
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DISTRIBUTION AND VARIATIBILITY OF ARSENIC IN GROUNDWATER AND SEDIMENTS ON A CLOSED GOLF COURSE IN SOUTH FLORIDAUnknown Date (has links)
The legacy of monosodium methanearsenate (MSMA) application to golf courses is often arsenic concentrations above the EPA’s maximum contaminant level of 10 μg/L for drinking water and the FDEP soil cleanup target level of 2.1 mg/kg for residential areas. These concentrations pose a health risk and must be remediated for residential development. The objective of this study was to determine how arsenic concentrations vary spatially at a closed golf course poised for residential development. Groundwater and sediment arsenic concentrations were quantified and the controls on arsenic (As) mobility were characterized. The presence of nitrates and iron-(hydr)oxides at the studied golf course largely influenced putting greens having the least As in groundwater whereas roughs contained the most. / Includes bibliography. / Thesis (MS)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection
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Investigating The Impact of Interaction Design on the Delivery of Online Pharmaceutical Courses: Adapting Online Course Graphic Design for Improved Content RetentionBuher, Melynda 24 June 2010 (has links)
In recent years, the use of online courses has emerged as a way to quickly and easily deliver content to large numbers of trainees. In writing these courses, pharmaceutical course developers often use traditional instructional design models and techniques to design course content for online learning. But is this truly enough? Interaction design principles and practices can also be incorporated to increase the quality of learning by improving learner comprehension and retention. Using pharmaceutical content and learners, this research investigated how interaction design impacts online learning by measuring the effect of applying different graphical user interfaces. The results were surprising, as the data showed no significant improvement in retention rates between graphical treatments. However, the incorporation of graphics did slightly improve overall course satisfaction.
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