Practical Experiences of the Handling and Disposal of Water-in-Oil Emulsions

UEFA workshop--The psychology of football refereeing: Practical experiences from different European perspectives

PsycEXTRA Dataset ◽

10.1037/e548052012-010 ◽

2007 ◽

Author(s):

Piffaretti Mattia

Keyword(s):

Practical Experiences

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Development of Educational Use of New Information and Communications Technology and Learning Culture in Finland: Project SOME = Practical Experiences from Kauhajoki and Suupohja region in western Finland

PsycEXTRA Dataset ◽

10.1037/e579382013-027 ◽

2013 ◽

Author(s):

Timo Vesiluoma

Keyword(s):

Learning Culture ◽

Information And Communications Technology ◽

Communications Technology ◽

Technology And Learning ◽

New Information ◽

Practical Experiences

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Problems of formation and separation of abnormally stable oil emulsions at oil treatment facilities

World of OIL Products the Oil Companies Bulletin ◽

10.32758/2071-5951-2019-0-07-06-09 ◽

2019 ◽

Vol 07 ◽

pp. 6-9

Author(s):

E.P. Trofimova ◽

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E.S. Sorokina ◽

K.H. Pappel ◽

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...

Keyword(s):

Treatment Facilities ◽

Oil Emulsions

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119. A Focused Approach to Implementing a Comprehensive Exposure Assessment and Management System: Practical Experiences

10.3320/1.2763442 ◽

2000 ◽

Author(s):

K. Ramm ◽

P. Logan ◽

G. Mirkin ◽

J. Mulhausen ◽

S. Kruse ◽

...

Keyword(s):

Exposure Assessment ◽

Management System ◽

Practical Experiences

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BUILDING ACADEMIC STAFF CAPACITY TO SUPPORT ONLINE LEARNING IN DEVELOPING COUNTRIES

Online Learning ◽

10.24059/olj.v17i2.343 ◽

2013 ◽

Vol 17 (2) ◽

Cited By ~ 1

Author(s):

Greig Krull ◽

Brenda Mallinson

Keyword(s):

Teaching And Learning ◽

Tertiary Education ◽

Academic Staff ◽

Online Communication ◽

Distance Teaching ◽

Online Learners ◽

Web Technologies ◽

Course Material ◽

Practical Experiences ◽

Online Communication Tools

Higher Education Institutions (HEIs) in Africa face the challenge of responding to the expanding demand for tertiary education while maintaining or enhancing the quality of their course offerings. This has led to some HEIs introducing interactive web technologies to support their distance teaching and learning practices. However, academic staff at these institutions may struggle to provide sufficient support to online learners in part due to inadequate staff capacity in terms of familiarity with and use of online communication tools. This paper reports the practical experiences of building academic staff capacity within three southern Africa institutions, in order to initiate skills development and introduce foundational concepts in support of engaging online learners. The design of the course material is discussed and the experiences of the facilitators and participants are examined.

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