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“A TEXT-BOOK OF MACRO AND SEMIMICRO QUALITATIVE INORGANIC ANALYSIS” Metadata:

• Title: ➤  A TEXT-BOOK OF MACRO AND SEMIMICRO QUALITATIVE INORGANIC ANALYSIS
• Language: English

Edition Identifiers:

• Internet Archive ID: bwb_KS-247-131

“A Laboratory Text Book Of Practical Chemistry: Or, Introduction To Qualitative Analysis; A Guide ...” Metadata:

• Title: ➤  A Laboratory Text Book Of Practical Chemistry: Or, Introduction To Qualitative Analysis; A Guide ...
• Author: William George Valentin
• Language: English

“A Laboratory Text Book Of Practical Chemistry: Or, Introduction To Qualitative Analysis; A Guide ...” Subjects and Themes:

• Subjects: ➤  acid - solution - precipitate - soluble - metallic - potassic - dilute - hydrochloric - nitric - sodic - hydrochloric acid - nitric acid - takes place - white precipitate - sulphuric acid - dilute hydrochloric - alkaline earthy - dilute nitric - concentrated sulphuric - carbonic anhydride

Edition Identifiers:

• Internet Archive ID: alaboratorytext00valegoog

“Qualitative Analysis Of Text Responses” Metadata:

• Title: ➤  Qualitative Analysis Of Text Responses
• Authors: Bjørn SætrevikHallgeir SjåstadSina Storelv

Edition Identifiers:

• Internet Archive ID: osf-registrations-sw6md-v1

“Qualitative Text Analysis Method For Characterizing Personal Epistemology In Student Research Articles” Metadata:

• Title: ➤  Qualitative Text Analysis Method For Characterizing Personal Epistemology In Student Research Articles
• Author: Annelies Pieterman-Bos

Edition Identifiers:

• Internet Archive ID: osf-registrations-emf7t-v1

“A Text-Book Of Practical Organic Chemistry, Including Qualitative Organic Analysis, 3rd Edition” Metadata:

• Title: ➤  A Text-Book Of Practical Organic Chemistry, Including Qualitative Organic Analysis, 3rd Edition
• Author: Arthur Israel Vogel
• Language: English

Edition Identifiers:

• Internet Archive ID: textbookofpracti0000arth

“The Contextual Semantic Analysis Of Natural Language Text. System Of Text Monitoring And Qualitative Estimation Of The Focus Object” Metadata:

• Title: ➤  The Contextual Semantic Analysis Of Natural Language Text. System Of Text Monitoring And Qualitative Estimation Of The Focus Object
• Author: О.О. Marchenko, А.О. Nikonenko
• Language: rus

Edition Identifiers:

• Internet Archive ID: ➤  httpsjai.in.uaindex.phpd0b0d180d185d196d0b2paper_num568

“(1) Introduction To Qualitative Chemical Analysis (2) A Text-book Of Practical Chemistry (3) Public Health Chemical Analysis” Metadata:

• Title: ➤  (1) Introduction To Qualitative Chemical Analysis (2) A Text-book Of Practical Chemistry (3) Public Health Chemical Analysis
• Language: English

Edition Identifiers:

• Internet Archive ID: paper-doi-10_1038_107708a0

“ERIC ED597366: A Study On Quality Assessment Of The Translation Of An Abstract Text English Idioms Errors Made By Jordanian EFL Undergraduate Students By Google Translate This Study Is A Descriptive-qualitative Study With An Embedded-case Study Research Design. The Purpose Of The Study Is To Describe The Quality Of The Translation On The Accuracy In Content, Acceptability, And Readability Of Translated Text Of English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract. The Data Of The Research Is An Abstract Entitled English Idioms Errors Made By Jordanian EFL, Undergraduate Students And Its Translation In Indonesian. Two Methods Of Data Collection Were Employed: Content Analysis Used To Obtain Data From Both Source And Target Texts, And Questionnaire Was Used To Gather Data About The Accuracy In Content, Acceptability, And Readability. The Accuracy In Content, Acceptability And Readability Of The Translated Text Were Rated By Three Raters. The Results Of Data Analysis Show That: (1) The Average Score For Accuracy In Content Is 1.97. (2) The Average Score For Acceptability Is 1.93. (3) The Average Score For Readability Is 2.07. The Target Readers' Response On The Translated Text Is Positive. It Can Be Said That English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract Is Quite Easy For The Target Readers To Understand. As The Average Score For Those Three Aspects Is 1.97, It Can Be Concluded That The Translation Of The Abstract English Idioms Errors Made By Jordanian EFL, Undergraduate Students By Google Translate Was Rated Close To Good Quality.” Metadata:

• Title: ➤  ERIC ED597366: A Study On Quality Assessment Of The Translation Of An Abstract Text English Idioms Errors Made By Jordanian EFL Undergraduate Students By Google Translate This Study Is A Descriptive-qualitative Study With An Embedded-case Study Research Design. The Purpose Of The Study Is To Describe The Quality Of The Translation On The Accuracy In Content, Acceptability, And Readability Of Translated Text Of English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract. The Data Of The Research Is An Abstract Entitled English Idioms Errors Made By Jordanian EFL, Undergraduate Students And Its Translation In Indonesian. Two Methods Of Data Collection Were Employed: Content Analysis Used To Obtain Data From Both Source And Target Texts, And Questionnaire Was Used To Gather Data About The Accuracy In Content, Acceptability, And Readability. The Accuracy In Content, Acceptability And Readability Of The Translated Text Were Rated By Three Raters. The Results Of Data Analysis Show That: (1) The Average Score For Accuracy In Content Is 1.97. (2) The Average Score For Acceptability Is 1.93. (3) The Average Score For Readability Is 2.07. The Target Readers' Response On The Translated Text Is Positive. It Can Be Said That English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract Is Quite Easy For The Target Readers To Understand. As The Average Score For Those Three Aspects Is 1.97, It Can Be Concluded That The Translation Of The Abstract English Idioms Errors Made By Jordanian EFL, Undergraduate Students By Google Translate Was Rated Close To Good Quality.
• Author: ERIC
• Language: English

“ERIC ED597366: A Study On Quality Assessment Of The Translation Of An Abstract Text English Idioms Errors Made By Jordanian EFL Undergraduate Students By Google Translate This Study Is A Descriptive-qualitative Study With An Embedded-case Study Research Design. The Purpose Of The Study Is To Describe The Quality Of The Translation On The Accuracy In Content, Acceptability, And Readability Of Translated Text Of English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract. The Data Of The Research Is An Abstract Entitled English Idioms Errors Made By Jordanian EFL, Undergraduate Students And Its Translation In Indonesian. Two Methods Of Data Collection Were Employed: Content Analysis Used To Obtain Data From Both Source And Target Texts, And Questionnaire Was Used To Gather Data About The Accuracy In Content, Acceptability, And Readability. The Accuracy In Content, Acceptability And Readability Of The Translated Text Were Rated By Three Raters. The Results Of Data Analysis Show That: (1) The Average Score For Accuracy In Content Is 1.97. (2) The Average Score For Acceptability Is 1.93. (3) The Average Score For Readability Is 2.07. The Target Readers' Response On The Translated Text Is Positive. It Can Be Said That English Idioms Errors Made By Jordanian EFL, Undergraduate Students Abstract Is Quite Easy For The Target Readers To Understand. As The Average Score For Those Three Aspects Is 1.97, It Can Be Concluded That The Translation Of The Abstract English Idioms Errors Made By Jordanian EFL, Undergraduate Students By Google Translate Was Rated Close To Good Quality.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Simanjuntak, Faido - English (Second Language) - Second Language Learning - Second Language Instruction - Translation - Accuracy - Error Patterns - Foreign Countries - Undergraduate Students - Case Studies - Readability - Figurative Language - Scores - Content Analysis - Evaluators - Indonesian - Error Analysis (Language) - Computational Linguistics

Edition Identifiers:

• Internet Archive ID: ERIC_ED597366

“A Text-book Of Macro And Semimicro Qualitative Inorganic Analysis” Metadata:

• Title: ➤  A Text-book Of Macro And Semimicro Qualitative Inorganic Analysis
• Author: Vogel, Arthur Israel
• Language: English

Edition Identifiers:

• Internet Archive ID: textbookofmacros0000voge

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

• Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
• Author: ERIC
• Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

• Subjects: ➤  ERIC Archive - ERIC - Marx, Robert Tanner-Smith, Emily E. Davison, Colleen M. Ufholz, Lee-Anne Freeman, John Shankar, Ravi Newton, Lisa Brown, Robert S. Parpia, Alyssa S. Cozma, Ioana Hendrikx, Shawn School Schedules - High School Students - Well Being - Sleep - Academic Achievement - Mental Health - Attendance - Attention - Meta Analysis - Depression (Psychology) - Symptoms (Individual Disorders) - Parent Child Relationship - Educational Benefits - Body Composition

Edition Identifiers:

• Internet Archive ID: ERIC_ED586232

“A Text-book Of Practical Organic Chemistry, Including Qualitative Organic Analysis” Metadata:

• Title: ➤  A Text-book Of Practical Organic Chemistry, Including Qualitative Organic Analysis
• Author: Vogel, Arthur Israel
• Language: English

Edition Identifiers:

• Internet Archive ID: textbookofpracti0000voge

“Qualitative Anion-cation Analysis ; An Interpretative Laboratory Text Of Semimicro Procedure In Basic College Chemistry” Metadata:

• Title: ➤  Qualitative Anion-cation Analysis ; An Interpretative Laboratory Text Of Semimicro Procedure In Basic College Chemistry
• Author: Margolis, Emil J
• Language: English

“Qualitative Anion-cation Analysis ; An Interpretative Laboratory Text Of Semimicro Procedure In Basic College Chemistry” Subjects and Themes:

• Subjects: ➤  Analytical chemistry -- Qualitative - Chemistry, Inorganic -- Laboratory manuals - Microchemistry -- Laboratory manuals - Chemistry, Inorganic - Microchemistry - Chemistry Techniques, Analytical - Chemistry

Edition Identifiers:

• Internet Archive ID: qualitativeanion0000unse

“Qualitative Text Analysis Method For Characterizing Personal Epistemology In Student Research Articles” Metadata:

• Title: ➤  Qualitative Text Analysis Method For Characterizing Personal Epistemology In Student Research Articles
• Authors: Annelies Pieterman-BosRens van de SchootMarc H.W. van Mil

Edition Identifiers:

• Internet Archive ID: osf-registrations-sc6yu-v1

“ERIC ED356244: HyperCard As A Text Analysis Tool For The Qualitative Researcher.” Metadata:

• Title: ➤  ERIC ED356244: HyperCard As A Text Analysis Tool For The Qualitative Researcher.
• Author: ERIC
• Language: English

“ERIC ED356244: HyperCard As A Text Analysis Tool For The Qualitative Researcher.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Bibliographies - Citations (References) - Classification - Computer Software - Data Analysis - Information Utilization - Literature Reviews - Notetaking - Qualitative Research - Research Methodology

Edition Identifiers:

• Internet Archive ID: ERIC_ED356244

“A Text -book Of Practical Organic Chemistry Including Qualitative Organic Analysis” Metadata:

• Title: ➤  A Text -book Of Practical Organic Chemistry Including Qualitative Organic Analysis
• Author: Vogel Arthur I.
• Language: English

“A Text -book Of Practical Organic Chemistry Including Qualitative Organic Analysis” Subjects and Themes:

• Subjects: ➤  Chemistry. Crystallography. Mineralogy - Allama Iqbal Library, University of Kashmir - DLI Top-Up

Edition Identifiers:

• Internet Archive ID: dli.ernet.448938

“ERIC ED305465: Computer-Based Text Management To Facilitate The Analysis Of Qualitative Data. Training And Development Research Report.” Metadata:

• Title: ➤  ERIC ED305465: Computer-Based Text Management To Facilitate The Analysis Of Qualitative Data. Training And Development Research Report.
• Author: ERIC
• Language: English

“ERIC ED305465: Computer-Based Text Management To Facilitate The Analysis Of Qualitative Data. Training And Development Research Report.” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Adult Education - Computer Software - Data Analysis - Educational Research - Evaluation Methods - Qualitative Research - Research Methodology - Word Processing

Edition Identifiers:

• Internet Archive ID: ERIC_ED305465

“ERIC EJ926322: Compatibility Between Text Mining And Qualitative Research In The Perspectives Of Grounded Theory, Content Analysis, And Reliability” Metadata:

• Title: ➤  ERIC EJ926322: Compatibility Between Text Mining And Qualitative Research In The Perspectives Of Grounded Theory, Content Analysis, And Reliability
• Author: ERIC
• Language: English

“ERIC EJ926322: Compatibility Between Text Mining And Qualitative Research In The Perspectives Of Grounded Theory, Content Analysis, And Reliability” Subjects and Themes:

• Subjects: ➤  ERIC Archive - Grounded Theory - Qualitative Research - Content Analysis - Information Retrieval - Reliability - Data Analysis - Validity - Data Processing - Pattern Recognition - Natural Language Processing - Computer Software - Programming - Yu, Chong Ho|Jannasch-Pennell, Angel|DiGangi, Samuel

Edition Identifiers:

• Internet Archive ID: ERIC_EJ926322

“A Text Book Of Macro And Semimicro Qualitative Inorganic Analysis” Metadata:

• Title: ➤  A Text Book Of Macro And Semimicro Qualitative Inorganic Analysis
• Author: Arthur I. Vogel
• Language: English

Edition Identifiers:

• Internet Archive ID: in.ernet.dli.2015.270728

“A Laboratory Text Book Of Practical Chemistry; Or, Introduction To Qualitative Analysis” Metadata:

• Title: ➤  A Laboratory Text Book Of Practical Chemistry; Or, Introduction To Qualitative Analysis
• Author: William George Valentin
• Language: English

“A Laboratory Text Book Of Practical Chemistry; Or, Introduction To Qualitative Analysis” Subjects and Themes:

• Subjects: ➤  acid - solution - precipitate - soluble - metallic - potassic - dilute - hydrochloric - nitric - oxygen - hydrochloric acid - nitric acid - takes place - white precipitate - sulphuric acid - dilute hydrochloric - alkaline earthy - dilute nitric - carbonic anhydride - concentrated sulphuric

Edition Identifiers:

• Internet Archive ID: alaboratorytext01valegoog

“(1) Landolt-Brnstein Physikalisch-chemische Tabellen (2) The Elements Of Qualitative Chemical Analysis (3) A College Text-Book On Quantitative Analysis (4) A Laboratory Manual In Chemistry (5) Elementary Chemical Theory And Calculations” Metadata:

• Title: ➤  (1) Landolt-Brnstein Physikalisch-chemische Tabellen (2) The Elements Of Qualitative Chemical Analysis (3) A College Text-Book On Quantitative Analysis (4) A Laboratory Manual In Chemistry (5) Elementary Chemical Theory And Calculations
• Author: T. M. L.
• Language: English

Edition Identifiers:

• Internet Archive ID: paper-doi-10_1038_090431b0

“A Text-book Of Practical Organic Chemistry Qualitative Organic Analysis” Metadata:

• Title: ➤  A Text-book Of Practical Organic Chemistry Qualitative Organic Analysis
• Author: Arthur I. Vogel
• Language: Eng

Edition Identifiers:

• Internet Archive ID: textbookofpracti0000arth_3edi