Designing a live development experience for web-components

2017 ◽  
Author(s):  
Jens Lincke ◽  
Patrick Rein ◽  
Stefan Ramson ◽  
Robert Hirschfeld ◽  
Marcel Taeumel ◽  
...  
Keyword(s):  
Development Experience

Physical Training-Basic Component in the Training of the Future Officers

2020 ◽  
Vol 26 (2) ◽  
pp. 305-308
Author(s):  
Fabiana Martinescu-Bădălan
Keyword(s):  
Physical Training ◽  
Mental Effort ◽  
Basic Component ◽  
Self Confidence ◽  
Development Of Resistance ◽  
Development Experience ◽  
The Future ◽  
The Military

AbstractThis work is designed to challenge the maintenance of the highest standards of physical training required to perform armed tasks. It is desired to accumulate a development experience that will culminate with the set upof very well-trained leaders. The training of the military is based on physical training. It ensures the possibility and availability of the military to cope with combat missions, obligations in the military environment, ensures the maintenance and development of resistance to intense physical and mental effort, and develops self-confidence and teamwork. The physical training considers the fulfillment of some general objectives and of some specific objectives, absolutely necessary in the conditions of carrying out the combat actions.

A. S. Bhalla. Uneven Development in the Third World: A Study of China and India. London: Macmillan, 1992. xix+353 pp.Hardbound. £47.50.

1993 ◽  
Vol 32 (3) ◽  
pp. 329-331
Author(s):  
Mir Annice Mahmood
Keyword(s):  
Uneven Development ◽  
Government Control ◽  
Urban Bias ◽  
Economic Decision Making ◽  
Access To Health ◽  
Development Experience ◽  
The Third World ◽  
Technology Policies ◽  
India And China

The book reviews the development experience of two major countries in Asia, India and China. India has followed a democratic liberal course in politics, based on Westminster-style parliamentary practices. However, its economic policy has tilted towards socialism, with government control on the major sectors of the economy. China, on the other hand, has evolved a political culture that is totalitarian in nature; all political power is concentrated in the hands of the Communist Party. Hence, economic decision-making was also centralised until a few years ago when China began a process of economic liberalisation. The book begins by defining what uneven development signifies. Development strategies and their outcomes are used to illustrate the phenomenon of uneven development. The author describes three such strategies, namely, industrialisation, sectoral/regional balance, and economic liberalisation. The effect of these strategies on the growth of output, inequalities in income consumption, and class inequalities in an intra-regional, inter-regional, and rural-urban divide are specifically discussed for both India and China. Other topics of interest that are dealt with in the book include technology policies and access to health and education services. The latter two subjects, in particular, are discussed in terms of class, regional background, and rural-urban bias.

Sustaining Research-Based Practices in Reading

1999 ◽  
Vol 20 (5) ◽  
pp. 263-287 ◽  
Author(s):  
Janette K. Klingner ◽  
Sharon Vaughn ◽  
Marie Tejero Hughes ◽  
Maria Elena Arguelles
Keyword(s):  
Instructional Practices ◽  
High Rate ◽  
Strategic Reading ◽  
School Year ◽  
Wide Range ◽  
Sustained Use ◽  
Development Experience ◽  
Collaborative Strategic Reading ◽  
Research Based Practices ◽  
Over Time

This study examined the extent to which the reading instructional practices learned by a cohort of teachers who participated in an intensive, yearlong professional development experience during the 1994-1995 school year have been sustained and modified over time. Teachers learned three multileveled practices—partner reading, collaborative strategic reading, and making words—that promote gains in reading for students from a wide range of achievement levels. Teachers were observed and interviewed 3 years later to determine the extent to which they continued to implement the practices, the ways in which they modified them, and factors that influenced their sustained use of the practices. With the exception of one teacher, all the teachers sustained one or more of the three practices at a high rate.

Sign in / Sign up

Export Citation Format

Share Document