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You searched for subject:(response cards). Showing records 1 – 17 of 17 total matches.

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University of Southern Mississippi

1. McCargo, Morgan G. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.

Degree: MA, Psychology, 2017, University of Southern Mississippi

  Multiple studies have demonstrated the effectiveness of increasing student opportunities to respond for increasing academically engaged behavior. The use of response cards has held… (more)

Subjects/Keywords: opportunities to respond; response cards; Plickers; academically engaged behavior; School Psychology

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APA (6th Edition):

McCargo, M. G. (2017). The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/300

Chicago Manual of Style (16th Edition):

McCargo, Morgan G. “The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/300.

MLA Handbook (7th Edition):

McCargo, Morgan G. “The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.” 2017. Web. 21 Jan 2021.

Vancouver:

McCargo MG. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/300.

Council of Science Editors:

McCargo MG. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/300


University of North Texas

2. Weatherford, Matthew. The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability.

Degree: 2011, University of North Texas

 Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of… (more)

Subjects/Keywords: Time telling; behavior analysis; response cards; special education

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APA (6th Edition):

Weatherford, M. (2011). The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68062/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weatherford, Matthew. “The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability.” 2011. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc68062/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weatherford, Matthew. “The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability.” 2011. Web. 21 Jan 2021.

Vancouver:

Weatherford M. The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68062/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weatherford M. The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68062/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Boden, Lauren J. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

Response cards (RC) are signs or cards that allow students to hold up their answer and simultaneously respond to teacher prompts. Researchers have examined… (more)

Subjects/Keywords: Response cards; Moderate intellectual disability; Math instruction; Simultaneous prompting

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APA (6th Edition):

Boden, L. J. (2015). Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/104

Chicago Manual of Style (16th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 21, 2021. https://scholarworks.gsu.edu/epse_diss/104.

MLA Handbook (7th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Web. 21 Jan 2021.

Vancouver:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Jan 21]. Available from: https://scholarworks.gsu.edu/epse_diss/104.

Council of Science Editors:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/104


University of South Florida

4. Cassell, Elizabeth Anne. The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference.

Degree: 2016, University of South Florida

 This study examined the relative impact of two different question types (multiple choice and short answer) on individual student behavior when using response cards and… (more)

Subjects/Keywords: response cards; student response systems; class-wide intervention; classroom management; Social and Behavioral Sciences

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APA (6th Edition):

Cassell, E. A. (2016). The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cassell, Elizabeth Anne. “The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference.” 2016. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/6203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cassell, Elizabeth Anne. “The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference.” 2016. Web. 21 Jan 2021.

Vancouver:

Cassell EA. The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference. [Internet] [Thesis]. University of South Florida; 2016. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/6203.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cassell EA. The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6203

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

5. Hamlin, Dawn Winn. EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS .

Degree: 2008, Penn State University

 Unison responding incorporating response card formats is an instructional method that affords students greater opportunities to respond and teachers greater opportunities to make instructional decisions.… (more)

Subjects/Keywords: signal detection theory; response cards; unison responding

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APA (6th Edition):

Hamlin, D. W. (2008). EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8491

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hamlin, Dawn Winn. “EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS .” 2008. Thesis, Penn State University. Accessed January 21, 2021. https://submit-etda.libraries.psu.edu/catalog/8491.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hamlin, Dawn Winn. “EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS .” 2008. Web. 21 Jan 2021.

Vancouver:

Hamlin DW. EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/8491.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hamlin DW. EFFECTS OF RESPONSE CARD COLOR AND ACCURACY RATES ON SPEED AND ACCURACY OF TEACHER INSTRUCTIONAL DECISIONS . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8491

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Georgia State University

6. Duchaine, Ellen L. Effect of Response Cards on Academic Outcomes.

Degree: PhD, Educational Psychology and Special Education, 2011, Georgia State University

  ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS… (more)

Subjects/Keywords: High School; Special Education; Challenging Behavior; Inclusion; Response Cards; Effective Instructional Strategies; Achievement;

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APA (6th Edition):

Duchaine, E. L. (2011). Effect of Response Cards on Academic Outcomes. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/75

Chicago Manual of Style (16th Edition):

Duchaine, Ellen L. “Effect of Response Cards on Academic Outcomes.” 2011. Doctoral Dissertation, Georgia State University. Accessed January 21, 2021. https://scholarworks.gsu.edu/epse_diss/75.

MLA Handbook (7th Edition):

Duchaine, Ellen L. “Effect of Response Cards on Academic Outcomes.” 2011. Web. 21 Jan 2021.

Vancouver:

Duchaine EL. Effect of Response Cards on Academic Outcomes. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2021 Jan 21]. Available from: https://scholarworks.gsu.edu/epse_diss/75.

Council of Science Editors:

Duchaine EL. Effect of Response Cards on Academic Outcomes. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/epse_diss/75

7. Hott, Brittany L. Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders .

Degree: 2012, George Mason University

 Active participation is the hallmark of instructional accomplishment. Teachers have long sought ways of encouraging more active responding on the part of their students to… (more)

Subjects/Keywords: emotional or behavioral disorders; mathematics; response cards; response system

…describes a variety of options including response cards and, more recently, technology-based… …examined the effects of response options (traditional responding, response cards, response… …test for each unit of instruction. Results indicated that the use of response cards (… …raising condition. Further, the use of response cards resulted in significant increases in… …data indicated that students and teachers felt they benefited from the use of response cards… 

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APA (6th Edition):

Hott, B. L. (2012). Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hott, Brittany L. “Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders .” 2012. Thesis, George Mason University. Accessed January 21, 2021. http://hdl.handle.net/1920/7930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hott, Brittany L. “Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders .” 2012. Web. 21 Jan 2021.

Vancouver:

Hott BL. Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders . [Internet] [Thesis]. George Mason University; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1920/7930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hott BL. Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavior Disorders . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kentucky

8. Davis, Meredith. THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES.

Degree: 2020, University of Kentucky

 The purpose of the study was to investigate how both hand-raising and digital response cards effect student engagement, on-task behavior, and off-task behavior. Academic achievement… (more)

Subjects/Keywords: Mild to moderate disabilities; digital response cards; active engagement; student response systems; high school; Educational Methods; Secondary Education; Special Education and Teaching

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APA (6th Edition):

Davis, M. (2020). THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/87

Chicago Manual of Style (16th Edition):

Davis, Meredith. “THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES.” 2020. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/87.

MLA Handbook (7th Edition):

Davis, Meredith. “THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES.” 2020. Web. 21 Jan 2021.

Vancouver:

Davis M. THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES. [Internet] [Masters thesis]. University of Kentucky; 2020. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/87.

Council of Science Editors:

Davis M. THE DIFFERENTIAL EFECTS OF HAND-RAISING AND DIGITAL RESPONSE CARDS ON ACTIVE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH MILD TO MODERATE DISABILITIES DURING LITERACY ACTIVITIES. [Masters Thesis]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edsrc_etds/87


University of Kentucky

9. Ayers, Kaitlin. Using Response Cards in Inclusive Classrooms.

Degree: 2020, University of Kentucky

 Inclusive classrooms consist of students with and without disabilities. It is often difficult for teachers to find ways to incorporate all students equally in classroom… (more)

Subjects/Keywords: Inclusive classrooms; high-leverage practices; response cards; special education; collaborate; Curriculum and Social Inquiry; Educational Methods; Special Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Ayers, K. (2020). Using Response Cards in Inclusive Classrooms. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/97

Chicago Manual of Style (16th Edition):

Ayers, Kaitlin. “Using Response Cards in Inclusive Classrooms.” 2020. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/97.

MLA Handbook (7th Edition):

Ayers, Kaitlin. “Using Response Cards in Inclusive Classrooms.” 2020. Web. 21 Jan 2021.

Vancouver:

Ayers K. Using Response Cards in Inclusive Classrooms. [Internet] [Masters thesis]. University of Kentucky; 2020. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/97.

Council of Science Editors:

Ayers K. Using Response Cards in Inclusive Classrooms. [Masters Thesis]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edsrc_etds/97


University of South Florida

10. Singer, Leslie S. Effects of Response Cards on the Disruptive Behavior of Students.

Degree: 2013, University of South Florida

 Abstract This study examined the effects of response cards (RC) on student disruptive behavior, responding, and accuracy of responding during whole-class guided-reading instruction in a… (more)

Subjects/Keywords: active learning; behavioral skills training; positive behavior support; response cards; tier-two intervention; white boards; Behavioral Disciplines and Activities; Elementary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Singer, L. S. (2013). Effects of Response Cards on the Disruptive Behavior of Students. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Singer, Leslie S. “Effects of Response Cards on the Disruptive Behavior of Students.” 2013. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/4772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Singer, Leslie S. “Effects of Response Cards on the Disruptive Behavior of Students.” 2013. Web. 21 Jan 2021.

Vancouver:

Singer LS. Effects of Response Cards on the Disruptive Behavior of Students. [Internet] [Thesis]. University of South Florida; 2013. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/4772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Singer LS. Effects of Response Cards on the Disruptive Behavior of Students. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Florida

11. Schulz, Thomas J. A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior.

Degree: 2019, University of South Florida

 This study compared the effects of high-tech (e.g., clickers) and low-tech (e.g., response cards) active responding strategies during whole-group English language arts in two first-grade… (more)

Subjects/Keywords: Academic Engagement; Active Responding Strategies; Clickers; Disruptive Behavior; Response Cards; Other Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Social and Behavioral Sciences

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APA (6th Edition):

Schulz, T. J. (2019). A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schulz, Thomas J. “A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior.” 2019. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/7929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schulz, Thomas J. “A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior.” 2019. Web. 21 Jan 2021.

Vancouver:

Schulz TJ. A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7929.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schulz TJ. A Comparison of High-Tech and Low-Tech Response Modalities to Improve Student Performance and Classroom Behavior. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7929

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Cincinnati

12. Clarke, Laura Shipp. Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities.

Degree: EdD, Education : Special Education, 2010, University of Cincinnati

 The passage of IDEA and No Child Left Behind have highlighted the importance of all students having access to the general curriculum, and to learning… (more)

Subjects/Keywords: Special Education; intellectual disabilities; response cards; accurate responding; on-task behavior; instructional strategy

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APA (6th Edition):

Clarke, L. S. (2010). Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277154877

Chicago Manual of Style (16th Edition):

Clarke, Laura Shipp. “Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277154877.

MLA Handbook (7th Edition):

Clarke, Laura Shipp. “Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities.” 2010. Web. 21 Jan 2021.

Vancouver:

Clarke LS. Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277154877.

Council of Science Editors:

Clarke LS. Use of Picture Response Cards in the General Education Classroom to Increase Participation of Students with Mild Mental Disabilities. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277154877


Northeastern University

13. Daniels, Brian. Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy.

Degree: PhD, Department of Counseling and Applied Educational Psychology, 2015, Northeastern University

 The study examined the factor structure, reliability, validity, classification accuracy, and usability of a novel school-based screener for academic and disruptive behavior problems, which is… (more)

Subjects/Keywords: behavioral assessment; daily behavior report cards; elementary school; response to intervention; universal screening; Behavioral assessment of children; Problem children; Behavior modification; Problem children; Education (Elementary); Children with social disabilities; Education (Elementary); School children; Rating of; Response to intervention (Learning disabled children)

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APA (6th Edition):

Daniels, B. (2015). Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196448

Chicago Manual of Style (16th Edition):

Daniels, Brian. “Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy.” 2015. Doctoral Dissertation, Northeastern University. Accessed January 21, 2021. http://hdl.handle.net/2047/D20196448.

MLA Handbook (7th Edition):

Daniels, Brian. “Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy.” 2015. Web. 21 Jan 2021.

Vancouver:

Daniels B. Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2047/D20196448.

Council of Science Editors:

Daniels B. Evaluation of the ISIS teacher rating form: reliability, validity, and classification accuracy. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196448

14. Paulish, Haley. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.

Degree: 2018, University of South Florida

 This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education… (more)

Subjects/Keywords: active responding; elementary education; instructional management; positive behavior support; response cards; Elementary Education and Teaching; Social and Behavioral Sciences

…of response cards to reduce disruptive behavior and increase appropriate behaviors (… …on the efficacy of response cards in the classroom solidifies response cards as an evidence… …effectiveness of response cards on the social behaviors of both typical and disabled students in the… …general education setting, few studies have evaluated the effectiveness of response cards on… …examines the effects of preprinted response cards on both social and academic behaviors in… 

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APA (6th Edition):

Paulish, H. (2018). Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Paulish, Haley. “Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.” 2018. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/7213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Paulish, Haley. “Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting.” 2018. Web. 21 Jan 2021.

Vancouver:

Paulish H. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. [Internet] [Thesis]. University of South Florida; 2018. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paulish H. Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brno University of Technology

15. Oškera, Jan. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.

Degree: 2020, Brno University of Technology

 This bachelor thesis deals with design and implementation use of dual slot in GSM phone like security element. For this purpose, you need to create… (more)

Subjects/Keywords: GSM (Globální Systém pro Mobilní komunikace); JDK (vývojový nástroj pro Javu); ME (vybavení telefonu); SIM (účastnická identifikační karta); GlobalPlatform (standardizace infrastruktury pro vývoj; nasazení a správu čipových karet); MS (mobilní stanice); ATR (odpověď na restart karty); ISO/IEC 7816 (soubor mezinárodních norem); SW1/SW2 (stavové slovo; odpověď na APDU příkazy); APDU (aplikační protokol datové jednotky); CLA (třída instrukcí); INS (specifikuje instrukci); P1/P2/P3 (parametr APDU příkazu); RFU (rezervováno pro budoucí použití); ADM (bezpečnostní podmínka přístupu); Kc (šifrovací klíč); ID (identita); HPLMN (domovská veřejná pozemní mobilní síť); BCCH (kanál pro řízení vysílání); PLMN (veřejná pozemní mobilní síť); AUTN (autentifikační token); RAND (náhodně vygenerované číslo); AK (klíč anonymity); MODE (specifikuje řízení); MAC (kód ověřování zpráv); RES (generovaná odpověď); CK (šifrovací klíč; někdy označován jako Kc); IK (klíč integrity); OTA (bezdrátové); RLI (knihovna v telefonu; komunikuje se SIM/USIM); GUI (grafické uživatelské rozhraní); PUK (bezpečnostní klíč k odblokování PINU); CHV1/CHV2 (jedná se o PIN); AID (ID aplikace); KI (ověřovací klíč); BTS (Základnové stanice vysílačů sítě GSM); BSC (Systém základnových stanic); TRAU (Transkodér a jednotka pro úpravu rychlosti); MSC (Ústředna veřejné mobilní sítě); PSTN (Veřejné telefonní sítě); HLR (Domovský registr); AUC (Centrum ověřování); EIR (Registr mobilních zařízení); VLR (Návštěvnický registr); SMSC (Středisko krátkých textových zpráv); GSM (Global System for Mobile communications); JDK (Java Development Kit); ME (Mobile equipment); SIM (Subscriber identity module); GlobalPlatform (standardization of infrastructure for the development; deployment and management of smart cards); MS (Mobile Station); ATR (Answer to reset); ISO/IEC 7816 (set of international standards); SW1/SW2 (status word); APDU (application protocol data unit); CLA (instruction class); INS (specifies instruction); P1/P2/P3 (parameter of the APDU command); RFU (reserved for future); ADM (security access condition); Kc (cipher key); ID (Identifier); HPLMN (Home Public Land Mobile Network); BCCH (Broadcast Control CHannel); PLMN (Public land mobile network); AUTN (authentication token); RAND (random number); AK (anonymity key); MODE (specifies management); MAC (Message authentication code); RES (response); CK (encryption key; sometimes referred to as Kc); IK (integrity key); OTA (Over the air); RLI (ibrary in the phone; communicates with SIM/USIM); GUI (Graphical user interface); PUK (PIN Unblocking Key); CHV1/CHV2 (Card Holder Verification information); AID (application ID); KI (authentication key); BTS (Base transceiver station); BSC (Base Station Controller); TRAU (Transcoder and Rate Adaptation Unit); MSC (Mobile Switching Centre); PSTN (Public switched telephone networks); HLR (Home Location Register); AUC (Authentication Center); EIR (Equipment Identity Register); VLR (Visitor Location Register); SMSC (Short Message Service Center)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oškera, J. (2020). Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/190077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2020. Thesis, Brno University of Technology. Accessed January 21, 2021. http://hdl.handle.net/11012/190077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2020. Web. 21 Jan 2021.

Vancouver:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Internet] [Thesis]. Brno University of Technology; 2020. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11012/190077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Thesis]. Brno University of Technology; 2020. Available from: http://hdl.handle.net/11012/190077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brno University of Technology

16. Oškera, Jan. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.

Degree: 2020, Brno University of Technology

 This bachelor thesis deals with design and implementation use of dual slot in GSM phone like security element. For this purpose, you need to create… (more)

Subjects/Keywords: GSM (Globální Systém pro Mobilní komunikace); JDK (vývojový nástroj pro Javu); ME (vybavení telefonu); SIM (účastnická identifikační karta); GlobalPlatform (standardizace infrastruktury pro vývoj; nasazení a správu čipových karet); MS (mobilní stanice); ATR (odpověď na restart karty); ISO/IEC 7816 (soubor mezinárodních norem); SW1/SW2 (stavové slovo; odpověď na APDU příkazy); APDU (aplikační protokol datové jednotky); CLA (třída instrukcí); INS (specifikuje instrukci); P1/P2/P3 (parametr APDU příkazu); RFU (rezervováno pro budoucí použití); ADM (bezpečnostní podmínka přístupu); Kc (šifrovací klíč); ID (identita); HPLMN (domovská veřejná pozemní mobilní síť); BCCH (kanál pro řízení vysílání); PLMN (veřejná pozemní mobilní síť); AUTN (autentifikační token); RAND (náhodně vygenerované číslo); AK (klíč anonymity); MODE (specifikuje řízení); MAC (kód ověřování zpráv); RES (generovaná odpověď); CK (šifrovací klíč; někdy označován jako Kc); IK (klíč integrity); OTA (bezdrátové); RLI (knihovna v telefonu; komunikuje se SIM/USIM); GUI (grafické uživatelské rozhraní); PUK (bezpečnostní klíč k odblokování PINU); CHV1/CHV2 (jedná se o PIN); AID (ID aplikace); KI (ověřovací klíč); BTS (Základnové stanice vysílačů sítě GSM); BSC (Systém základnových stanic); TRAU (Transkodér a jednotka pro úpravu rychlosti); MSC (Ústředna veřejné mobilní sítě); PSTN (Veřejné telefonní sítě); HLR (Domovský registr); AUC (Centrum ověřování); EIR (Registr mobilních zařízení); VLR (Návštěvnický registr); SMSC (Středisko krátkých textových zpráv); GSM (Global System for Mobile communications); JDK (Java Development Kit); ME (Mobile equipment); SIM (Subscriber identity module); GlobalPlatform (standardization of infrastructure for the development; deployment and management of smart cards); MS (Mobile Station); ATR (Answer to reset); ISO/IEC 7816 (set of international standards); SW1/SW2 (status word); APDU (application protocol data unit); CLA (instruction class); INS (specifies instruction); P1/P2/P3 (parameter of the APDU command); RFU (reserved for future); ADM (security access condition); Kc (cipher key); ID (Identifier); HPLMN (Home Public Land Mobile Network); BCCH (Broadcast Control CHannel); PLMN (Public land mobile network); AUTN (authentication token); RAND (random number); AK (anonymity key); MODE (specifies management); MAC (Message authentication code); RES (response); CK (encryption key; sometimes referred to as Kc); IK (integrity key); OTA (Over the air); RLI (ibrary in the phone; communicates with SIM/USIM); GUI (Graphical user interface); PUK (PIN Unblocking Key); CHV1/CHV2 (Card Holder Verification information); AID (application ID); KI (authentication key); BTS (Base transceiver station); BSC (Base Station Controller); TRAU (Transcoder and Rate Adaptation Unit); MSC (Mobile Switching Centre); PSTN (Public switched telephone networks); HLR (Home Location Register); AUC (Authentication Center); EIR (Equipment Identity Register); VLR (Visitor Location Register); SMSC (Short Message Service Center)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oškera, J. (2020). Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/188540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2020. Thesis, Brno University of Technology. Accessed January 21, 2021. http://hdl.handle.net/11012/188540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2020. Web. 21 Jan 2021.

Vancouver:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Internet] [Thesis]. Brno University of Technology; 2020. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11012/188540.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Thesis]. Brno University of Technology; 2020. Available from: http://hdl.handle.net/11012/188540

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brno University of Technology

17. Oškera, Jan. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.

Degree: 2019, Brno University of Technology

 This bachelor thesis deals with design and implementation use of dual slot in GSM phone like security element. For this purpose, you need to create… (more)

Subjects/Keywords: GSM (Globální Systém pro Mobilní komunikace); JDK (vývojový nástroj pro Javu); ME (vybavení telefonu); SIM (účastnická identifikační karta); GlobalPlatform (standardizace infrastruktury pro vývoj; nasazení a správu čipových karet); MS (mobilní stanice); ATR (odpověď na restart karty); ISO/IEC 7816 (soubor mezinárodních norem); SW1/SW2 (stavové slovo; odpověď na APDU příkazy); APDU (aplikační protokol datové jednotky); CLA (třída instrukcí); INS (specifikuje instrukci); P1/P2/P3 (parametr APDU příkazu); RFU (rezervováno pro budoucí použití); ADM (bezpečnostní podmínka přístupu); Kc (šifrovací klíč); ID (identita); HPLMN (domovská veřejná pozemní mobilní síť); BCCH (kanál pro řízení vysílání); PLMN (veřejná pozemní mobilní síť); AUTN (autentifikační token); RAND (náhodně vygenerované číslo); AK (klíč anonymity); MODE (specifikuje řízení); MAC (kód ověřování zpráv); RES (generovaná odpověď); CK (šifrovací klíč; někdy označován jako Kc); IK (klíč integrity); OTA (bezdrátové); RLI (knihovna v telefonu; komunikuje se SIM/USIM); GUI (grafické uživatelské rozhraní); PUK (bezpečnostní klíč k odblokování PINU); CHV1/CHV2 (jedná se o PIN); AID (ID aplikace); KI (ověřovací klíč); BTS (Základnové stanice vysílačů sítě GSM); BSC (Systém základnových stanic); TRAU (Transkodér a jednotka pro úpravu rychlosti); MSC (Ústředna veřejné mobilní sítě); PSTN (Veřejné telefonní sítě); HLR (Domovský registr); AUC (Centrum ověřování); EIR (Registr mobilních zařízení); VLR (Návštěvnický registr); SMSC (Středisko krátkých textových zpráv); GSM (Global System for Mobile communications); JDK (Java Development Kit); ME (Mobile equipment); SIM (Subscriber identity module); GlobalPlatform (standardization of infrastructure for the development; deployment and management of smart cards); MS (Mobile Station); ATR (Answer to reset); ISO/IEC 7816 (set of international standards); SW1/SW2 (status word); APDU (application protocol data unit); CLA (instruction class); INS (specifies instruction); P1/P2/P3 (parameter of the APDU command); RFU (reserved for future); ADM (security access condition); Kc (cipher key); ID (Identifier); HPLMN (Home Public Land Mobile Network); BCCH (Broadcast Control CHannel); PLMN (Public land mobile network); AUTN (authentication token); RAND (random number); AK (anonymity key); MODE (specifies management); MAC (Message authentication code); RES (response); CK (encryption key; sometimes referred to as Kc); IK (integrity key); OTA (Over the air); RLI (ibrary in the phone; communicates with SIM/USIM); GUI (Graphical user interface); PUK (PIN Unblocking Key); CHV1/CHV2 (Card Holder Verification information); AID (application ID); KI (authentication key); BTS (Base transceiver station); BSC (Base Station Controller); TRAU (Transcoder and Rate Adaptation Unit); MSC (Mobile Switching Centre); PSTN (Public switched telephone networks); HLR (Home Location Register); AUC (Authentication Center); EIR (Equipment Identity Register); VLR (Visitor Location Register); SMSC (Short Message Service Center) 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Oškera, J. (2019). Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/85175

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2019. Thesis, Brno University of Technology. Accessed January 21, 2021. http://hdl.handle.net/11012/85175.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Oškera, Jan. “Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element.” 2019. Web. 21 Jan 2021.

Vancouver:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11012/85175.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oškera J. Využití druhého SIM slotu telefonu jako bezpečnostního modulu: Second SIM Slot as a Secure Element. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/85175

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.