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Acoustic classification using independent component analysis /Brock, James L. January 2006 (has links)
Thesis (M.S.)--Rochester Institute of Technology, 2006. / Typescript. Includes bibliographical references (leaves 71-73).
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Solving the principal minor assignment problem and related computationsGriffin, Kent E., January 2006 (has links) (PDF)
Thesis (Ph.D)--Washington State University, August 2006. / Includes bibliographical references (p. 91-93).
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Atmospheric circulation types associated with cause-specific daily mortality in the central United StatesColeman, Jill Susan Multon, January 2005 (has links)
Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvi, 264 p.; also includes graphics. Includes bibliographical references (p. 257-264). Available online via OhioLINK's ETD Center
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Web workload analysis and session characterization using clusteringJha, Deepak. January 1900 (has links)
Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains ix, 108 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 105-108).
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District curriculum leaders involvement in instructional leadership perspectives of untenured teachers and school administrators /McCombs, Dawn K. January 2006 (has links)
Dissertation (Ph. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2006. / "May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, Susan J. Olson; Committee members, Duane M. Covrig, Sandra C. Coyner, William E. Klingele, Sharon D. Kruse; Department Chair, Susan J. Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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On Non-Linear Principal Component Analysis for Process MonitoringShannak, Kamal Majed January 2004 (has links) (PDF)
No description available.
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Believing Becomes Doing: Developing Teacher, Principal, and Collective Efficacy in Middle SchoolSoisson, Barbara 03 October 2013 (has links)
Student achievement is influenced by efficacy, a construct linked to behaviors that promote learning. The researcher investigated the strength of the relationships between teacher, principal, and collective efficacy at middle schools within a metropolitan area that received Outstanding Oregon State Report Card ratings for 2010-2011. Teachers and principals completed questionnaires to assess their beliefs about executing specific academic and behavioral tasks. The survey instruments were previously validated. Responses to open-ended questions provided insights into practices that develop efficacy. It was hypothesized that teachers and principals would report strong senses of individual and collective efficacy. Findings showed a moderate relationship between teacher and collective efficacy and a moderate relationship between academic efficacy beliefs and behavioral efficacy beliefs at the teacher and collective levels. The middle schools with higher levels of teacher, collective, and principal efficacy were characterized by collaborative cultures focused on improving instruction and leadership that promoted collaboration and growth.
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Režim zadávání veřejných zakázek a míra korupce: komparace České republiky a Dánského královstvíNovotný, Jan January 2011 (has links)
No description available.
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Teoria da Atividade e os processos de ensinar e aprender Sociologia: um estudo de caso com estudantes do Ensino Médio da rede pública paulista / Theory of Activity and processes of teaching and learning Sociology: a case study with high school students from the public network of São PauloRodrigues, Matheus Bortoleto [UNESP] 30 September 2017 (has links)
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Previous issue date: 2017-09-30 / O presente texto é o resultado de pesquisa que tem como objetivo construir uma metodologia de ensino-aprendizagem para o ensino de Sociologia com estudantes do Ensino Médio (EM), baseando-se na Teoria da Atividade de Leontiev e em pressupostos da Teoria Histórico-Cultural. Foi realizada uma pesquisa-ação, como teorizada por Thiollent, em uma escolas públicas de EM da cidade de Marília, com a utilização de instrumentos de coleta de dados (questionário, diário de campo, entre outros), buscando compreender a atividade principal do professor e do estudante, a fim de intervir qualitativamente no processo de formação e humanização desses sujeitos escolares. Conclui-se, a partir dos dados coletados, que é possível construir uma metodologia de ensino-aprendizagem capaz de socializar os conhecimentos científicos, sócio-historicamente sistematizados pela área de conhecimento da Sociologia escolar, ao integrar as atividades principais de ensino, realizadas pelos professores, e de aprendizagem, pelos estudantes fazendo, dessa forma, que os indivíduos se desenvolvessem e mudassem sua forma de interação com entorno social, não só criando e ressignificando capacidades, como também construindo novas condutas, práxis com o real concreto. / The present text is the report of research that had as objective to construct a teaching-learning methodology for the teaching of Sociology with high school students based on Leontiev's Theory of Activity and assumptions of Historical- Cultural Theory. It was fulfilled an action research, as theorized by Thiollent, in two public high schools in the city of Marília, by means of the use of various instruments of gathering (questionnaire, field diary, among others), seeking to understand the main activity of the teacher and the student, in order to intervene qualitatively in the process of formation and humanization of these school subjects. Concludes, from the dice, that it is possible to construct a teaching-learning methodology capable of socializing scientific knowledge, Socio-historically systematized by the area of knowledge of school sociology, by integrating the main teaching activities, performed by teachers, and learning, fulfilled out by students, in this way, making individuals to develop and change their way of interacting with social surroundings creating and resignifying capacities, as well as constructing new conduits, praxis with concrete real.
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The role of the school principal in reducing teacher absenteeism in selected primary schools in the Umbumbulu areaMbense, Nkosikhona Jeffrey January 2004 (has links)
Dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education (Management), Durban Institute of Technology, 2004. / This research examined The role of the school principal in reducing teacher absenteeism in primary schools. The study is confined to teacher absenteeism that has a negative impact on teacher performance. It investigates whether teacher absenteeism is a management issue by examining its impact on the work performance of teachers at school. It also looks at the effects of teacher absenteeism on learner performance. / M
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