Thematische Bibliographien / Collage SAB / Dissertationen

Dissertationen zum Thema „Collage SAB“

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Veröffentlicht am 19. Oktober 2024

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1

Lomonaco, Quentin. „Etude du collage SAB pour l'élaboration d'hétérostructure“. Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALY027.

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Les travaux de thèse présentés dans ce manuscrit sont consacrés à l'étude du collage SAB (de l'anglais « Surface Active Bonding ») appliqué à la fabrication d'hétérostructures. Il s’agit d’assemblages de plusieurs matériaux souvent utilisés dans l'optoélectronique et la photonique. Le collage SAB est une technique de collage direct sous ultravide permettant l'adhésion spontanée de deux surfaces sans l’utilisation de colle.Jusqu’à présent, les contraintes mécaniques, résultant des différences de coefficients de dilatation thermique entre les matériaux formant l’hétérostructure, représentent un défi majeur pour la fabrication d’hétérostructures ; mais contrôlées, elles peuvent également être avantageuses pour la fabrication et la qualité des produits finaux.L’approche technologique utilisée dans cette étude se concentre sur la fabrication d'hétérostructures en films minces monocristallins à partir de substrats épais, en utilisant le procédé Smart Cut™ et le collage SAB.Ce travail introduit pour la première fois la possibilité de réaliser des collages à chaud grâce à la technologie de collage SAB, en développant une nouvelle méthode appelée SAHB pour « Surface Active Hot Bonding ». Cette dernière offre la possibilité de contrôler la température lors de l’assemblage, permettant ainsi de gérer les contraintes mécaniques dues aux différences de coefficients d'expansion thermique dans l’hétérostructure. Une application remarquable de cette nouvelle méthode SAHB, mise en oeuvre dans le cadre de ces travaux, est la réalisation de reports de films contraints de germanium monocristallins de plusieurs centaines de nanomètres sur substrats de silicium. La modélisation par éléments finis est utilisée pour comprendre cette technologie de collage SAHB, car elle permet de visualiser les déformations des structures et d'estimer les niveaux de contrainte afin de limiter la casse de l’hétérostructure lors de sa fabrication, tout en maximisant la contrainte stockée dans le film reporté. De plus, l’étude du collage SAHB permet de mettre en évidence la nécessité d’une gestion précise de la température et d’une grande qualité de l'atmosphère de collage pour garantir son efficacité.Cette étude a mené à l’investigation des mécanismes du collage SAB, par des travaux sur l’impact de l’activation sur l’amorphisation l’interface de collage. Les résultats montrent que la seule présence de liaisons pendantes ne suffit pas à expliquer la très forte adhérence des collages SAB standards, mais qu’il est nécessaire que la surface soit suffisamment « malléable » pour permettre aux pointes d'aspérités de s'écraser et aux liaisons pendantes de s'appairer.Les travaux présentés dans ce manuscrit introduisent une nouvelle méthode de collage, le SAHB, et développent la fabrication des premières hétérostructures par cette voie. Cette méthode ouvre de nouvelles perspectives pour la fabrication de structures complexes et la manipulation des contraintes dans les matériaux hétérogènes.Mots clés : Collage direct, collage covalent, collage SAB, collage d’hétérostructures, collage de silicium, collage SAHB, transfert de film, films minces monocristallins
These research work presented in this thesis are dedicated to the study of SAB, "Surface Active Bonding", for the fabrication of heterostructures. These are assemblies of several materials often used in optoelectronics and photonics. SAB bonding is a direct bonding technique under ultrahigh vacuum that enables the spontaneous covalent bonding of two surfaces without glue.To date, mechanical stresses, resulting from differences in thermal expansion coefficients between the materials forming the heterostructure, represent a major challenge for the manufacture of heterostructures; but controlled, they can also be advantageous for the manufacture process and the quality of the final products.The field of studies developed in this study focuses on the fabrication of single-crystal thin-film heterostructures from thick substrates, using the Smart Cut™ process and SAB bonding.This work introduces for the first time the possibility of producing hot bonds using SAB bonding technology, by developing a new method called SAHB for "Surface Active Hot Bonding". The latter offers the opportunity of controlling the temperature during bonding, enabling mechanical stresses due to differences in thermal expansion coefficients in the heterostructure to be managed. One of the main applications of this new SAHB method is that it can be used to transfer strained single-crystal germanium films of several hundred nanometers onto silicon substrates. Finite-element modeling is used to understand this SAHB bonding technology, as it enables structural deformations to be visualized and stress levels to be estimated in order to limit heterostructure breakage during fabrication, while maximizing the stress stored in the transferred film. In addition, the study of SAHB bonding highlights the need for precise temperature management and a high-quality bonding atmosphere to guarantee its effectiveness.This study led to the investigation of SAB bonding mechanisms, with work on the impact of activation on the amorphization of the bonding interface. The results show that the mere presence of dangling bonds is not sufficient to explain the very high adherence of standard SAB, but that it is necessary for the surface to be sufficiently "malleable" to allow asperity tips to crush and dangling bonds to pair.The work presented in this manuscript introduce a new bonding method, the SAHB, and develops the production of the first heterostructures by this route. This method opens up new perspectives for the fabrication of complex structures and the manipulation of stresses in heterogeneous materials.Keywords: Direct bonding, covalent bonding, SAB bonding, heterostructure bonding, silicon bonding, SAHB bonding, film transfer, thin monocrystalline films
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2

McLaughlin, Laurie Elaine. „Curriculum writing guide for Mt. San Jacinto College“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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3

Perez, Saviniano Samuel III. „Computer based training for new California State University, San Bernardino faculty“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1504.

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The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.
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4

Cantrell, Shannon M. „New construction and modernization within the community college system of California: Two satellite campus deans' perspectives regarding urban campus construction for the San Francisco city college system“. Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2382.

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This research study addresses the problem of unmet facilities needs in the California Community College (CCC) system with a case study analysis of two major campus construction projects within the City College of San Francisco system (CCSF). Specifically, this study is intended to provide insight into the difficulties facing CCC administrators regarding unmet facilities needs within their campuses, and the overall processes and challenges involved in constructing the 21 st century CCC campus. Interviews with the campus deans of the CCSF Chinatown/North Beach and Mission District Campuses revealed that challenges for construction and modernization projects in the San Francisco City College system derive more from external stakeholder concerns than internal governance systems. In particular, the study focused on a satellite campus dean's role in the shared governance system for CCSF construction projects and how they effectively work in conjunction with CCSF leadership to garner community support, while mediating external opposition for projects. Findings from the study concurred in part with current literature regarding construction delays related to external stakeholder opposition and the role college administrators must play in ameliorating environmental, historical preservation, and corporate interest concerns for projects. Specifically, campus deans in the San Francisco City College system found that the practices of conducting information hearing sessions and forming internal/external/community advisory committees facilitated productive forums for hearing the concerns of key campus personnel and community stakeholders. Additionally, these practices allowed for more efficient project execution and the promotion of improved community relations within the neighboring communities for the campus projects in this study.
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5

Beckmann, Emily A. B. S. „Initial development and validation of the School Anxiety Inventory – College Version (SAI-CV)“. University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613744144818443.

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6

Curabay, Muhammet. „Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA“. Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.

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The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.

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7

Ryan, Angela Rose. „Education for the People: The Third World Student Movement at San Francisco State College and City College of New York“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275416332.

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8

Kennon, Jeffrey Templeton. „The practical implications of a theology of the cross : developing a spiritual basis for college students in a college ministry setting“. Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0471.

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9

Ihenacho, Kelechi Nkeiruka, und Christina Nicole Burden. „The influence of gender scripts on African American college student condom use“. CSUSB ScholarWorks, 2011. https://scholarworks.lib.csusb.edu/etd-project/3329.

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This study examines how African American gender scripts influence condom use for disease and pregnancy prevention. One-hundred African American California State University, San Bernardino (CSUSB) students were selected to participate in this study. Fifty African American males and fifty African American females were surveyed for this study to be representative of the African American community on campus.
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10

Calobrisi, Jamie Christine. „Relational sexual assertiveness an exploration of the R-SAA! with respect to variables associated with sexual assault /“. Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249852122.

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11

Fox, Leann Alicia. „An exploration of the relationship of explanatory style to academic achievement, college student persistence, ACT/SAT composite scores, and College Student Inventory measures“. Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/fox/FoxL0506.pdf.

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The purpose of this study was to determine the relationship of explanatory style to academic performance, SAT or ACT composite scores, College Student Inventory (CSI) data, and retention or attrition of Montana State University College of Agriculture students. The predictive capability of measured independent variables to anticipate first to second year attrition of freshmen in the College of Agriculture (COA) at Montana State University (MSU) was tested. The potential for using the Academic Attributional Style Questionnaire (AASQ) to identify COA students most susceptible to attrition during their freshmen year at MSU was ascertained. Freshmen took the CSI during summer orientation and the AASQ was administered to students in four COA classes. A cohort group of COA full-time, first-time freshmen that had taken both the CSI and AASQ was established and tracked from the fall of 2004 through the fall of 2005. Retention was defined as enrollment in the COA for a second fall semester. The majority of the cohort group was female, white/Caucasian, had been enrolled in a high school agriculture class, graduated from high schools with enrollments less than 400 students, had been involved in 4-H or FFA, and intended to seek a graduate level degree. Mothers were more highly educated than fathers. Most students planned to work while in college. The only independent variable significantly correlated with retention was second semester cumulative GPA. The combination of second semester cumulative GPA, plans to work, degree sought, and high school agriculture class enrollment was able to predict 19 percent of the variance in retention rates. However, contrary to the literature, high school agriculture class enrollment was negatively correlated with retention. The majority of students demonstrated neither optimistic nor pessimistic explanatory styles. Significant relationships were shown between explanatory style and high school GPA, study habits, sociability, and openness to financial guidance. The AASQ demonstrated little value for recognizing students in the cohort susceptible to attrition from the COA, but did indicate some usefulness for use as an advising tool.
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12

Witkowski, Mareike. „Die SED und die APO : Rezeption der Studentenbewegung in der Presse der DDR /“. Oldenburg : BIS-Verl. der Carl-von-Ossietzky-Univ, 2008. http://www.gbv.de/dms/sub-hamburg/578624753.pdf.

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13

Pajuelo, Carlos Antonio. „Transcripción paleográfica y critíca del mas 11017 de Trinity College, Dublin : La Regla de San Benito“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14726.

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The manuscript Trinity College, Dublin, MS 11017 (la Regla de San Benito—the Rule of St. Benedict) is one of the rare and unpublished medieval Hispanic codices to be found outside of Spain. At the moment it does not appear in any reference books or codex manuals. This codex was dedicated to the abbess of the monastery of Trasobares, in Aragon, Spain, and was translated from Late Latin to medieval Aragonese Spanish. According to Trinity College Library, Dublin, it dates to the year ca. 1450. During the Middle Ages, the existence of the Rule was crucial in the foundation of numerous Benedictine monasteries, which played a fundamental role in the expansion of Christianity across Europe. These monasteries also helped in the preservation and continuity of knowledge that came from Ancient Greece and Rome. The paleographic transcription of the codex MS. 11017 will be the main goal of this thesis. The study is divided in four chapters: the introduction, the research methodology, the study of the codex, and the paleographic transcription. The introduction includes: a historical context of Benedictine monasticism, a brief biography of Benedict of Nursia, a summary of the history and development of the Rule until the XIII century and a brief study of Spanish medieval monasticism until the writing of MS. 11017. The second part of this thesis will deal with the methodological approach for studying and transcribing the codex. The third chapter will thoroughly examine the different characteristics, the structure of the manuscript and the methods used for its edition. Finally, the last chapter will be the paleographic transcription of MS. 11017. This thesis will incorporate preliminary studies conducted by researchers and scholars of Benedict of Nursia and his rule, as well as contemporary versions of the Rule in Latin, Spanish, English and French. The study and transcription of MS. 11017 will be of great interest to individuals who wish to understand and expand their medieval monastic knowledge through the interdisciplinary study of its history, content and textual analysis, as well as the formation of pre-modern vernacular languages.
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14

Mendrinos, Niki. „BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/305470.

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Educational Administration
Ed.D.
Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis on these test scores when reviewing and deciding on applicants. However, over the years, institutional leaders and academic researchers have questioned whether the SAT/ACT tests truly measure the skills needed for success in college and throughout life. This study uses non-cognitive variables to focus to what students with strong high-school grade point averages (HSGPAs), low SAT/ACT test scores (under 1000 on the 1600 point scale for the SAT, or 21 or lower on the ACT), and who completed college in four years with an overall 3.5 or higher college GPA, attributed or perceived their abilities for college success. The study also investigated these students' perceptions and beliefs about these tests (have they hindered their abilities or potential for college success), and how these students thought non-cognitive factors should be considered in the admission's process. In addition, the study compares this group of students to the rest of the incoming freshman class.
Temple University--Theses
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15

Fu, Yanfei. „The Effectiveness of Traditional Admissions Criteria in Predicting College and Graduate Success for American and International Students“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217056.

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This study examines the effectiveness of traditional admissions criteria, including prior GPA, SAT, GRE, and TOEFL in predicting undergraduate and graduate academic success for American and international students at a large public university in the southwestern United States. Included are the admissions and enrollment data for 25,017 undergraduate American, 509 undergraduate international, 5,421 graduate American, and 1,733 graduate international students enrolled between 2005 to 2009.Person product-moment correlation, multiple regression, and user-determined stepwise regression were applied to the data. Results show high school GPA is the most predictive of first-year college GPA for both undergraduate American and international students. SAT has a medium correlation with first-year college GPA for American students and a large correlation for international students. High school GPA and SAT together explain one fourth of the variance in first-year college GPA for American students and over one half of the variance for international students. TOEFL has a medium correlation with first-year GPA for undergraduate international students but is not a significant predictor of first-year GPA when SAT is included in multiple regression. Unlike the results for undergraduate students, the traditional admissions criteria (undergraduate GPA and GRE) for graduate admissions explain a small portion of variance in first-year graduate GPA. Undergraduate GPA, GRE Verbal, and Quantitative together explain 6.3% of variance in first-year graduate GPA for American students and 3.1% for international students. The GRE Subject Tests are the best predictor of first-year graduate GPA for students who had taken the GRE Subject Tests. TOEFL has a small correlation with first-year graduate GPA for international students, and it is not a significant predictor of graduate GPA when GRE-Verbal is included. These findings have implications for undergraduate and graduate admissions, standardized admissions tests, university curriculum, and students' academic success.
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16

Cooley, Donna Louise. „A proposed resource development plan for the Department of Communication Studies, California State University San Bernardino“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2723.

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This project developed a resource development plan for the Department of Communication Studies at California State University, San Bernardino. It employs research in organizational communication and applies the theory of organizational identification to the relationship / donor aspect of the program. It also covers research in the field of organizational identification and its relevance to college alumni.
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17

Stevenson, Clint Wesley. „A logistic regression analysis of utah colleges exit poll response rates using SAS software /“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1578.pdf.

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18

Stevenson, Clint W. „A Logistic Regression Analysis of Utah Colleges Exit Poll Response Rates Using SAS Software“. BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1116.

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In this study I examine voter response at an interview level using a dataset of 7562 voter contacts (including responses and nonresponses) in the 2004 Utah Colleges Exit Poll. In 2004, 4908 of the 7562 voters approached responded to the exit poll for an overall response rate of 65 percent. Logistic regression is used to estimate factors that contribute to a success or failure of each interview attempt. This logistic regression model uses interviewer characteristics, voter characteristics (both respondents and nonrespondents), and exogenous factors as independent variables. Voter characteristics such as race, gender, and age are strongly associated with response. An interviewer's prior retail sales experience is associated with whether a voter will decide to respond to a questionnaire or not. The only exogenous factor that is associated with voter response is whether the interview occurred in the morning or afternoon.
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19

Patt, Jacky Linn, und Gloria Ann Stickler. „A comparison of re-entry and traditional students needs and issues“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1863.

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20

Park, Amy Stutzman. „Bridging the Gap: Why Many High School Writers Are Not Successful In College Composition Classes“. VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1388.

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It may be useful to identify this so-called gap that seems to plague first-year college writers before attempting to discover why it exists. In order to identify the gap, I want to define these writers who are leaving high school and finding difficulty in college composition classes. Patricia Bizzell defines basic writers as "those who are least well prepared for college" (Bizzell "What Happens When Basic Writers Come to College?" 294). I'd like to broaden her definition of basic writers and use the term "inexperienced writers" as the field now defines them. In order to fully understand why most college freshman writers are not successful, I will outline the type of thinking and reasoning that students are expected to display when they get to college, and thus the new world view Bizzell discusses in her article. Since Piaget's theory takes us only through the formal operational stage that he claims children may reach when they are 11 or 12 years old, I had to turn to two studies that detail the thinking strategies of late adolescents and adults. William Perry conducted a study in the 1950's and 1960's on the intellectual and ethical development of college students through a series of interviews with undergraduate men. He outlines three world views, or cognitive and ethical developmental stages through which undergraduates pass during their postsecondary education: Dualism, Relativism, and Commitment in Relativism. Perry's model details how students, as they move through the levels, make sense of the information, opinions, and theories confronting them in a college classroom (Perry 57-134). I use William Perry's concept of cultural exploration as Patricia Bizzell interprets it through her article ["What Happens When Basic Writers Come to College?"] to explore the demands of college composition classes. I am using Bizzell's interpretation because she outlines how Perry's model meshes with writing instruction, and writing is the central focus of my thesis. I examine how students are asked to think and relate to their own culture in both two and four-year institutions using Perry's world view stages not so much as a strict guideline, but as a framework for student cognitive development. After determining how the writing curriculum of three different Virginia post-secondary institutions -- Virginia Commonwealth University, University of Richmond, and J. Sargeant Reynolds Community College -- engage with Perry's scheme, I use the model to interpret how two major writing assessments, the Virginia Standard of Learning (SOL) and the SAT essay, coincide with post-secondary philosophy. Finally, I examine how an international curriculum, the International Baccalaureate (IB), corresponds with Perry's scheme and affects writing instruction at the high school level. By analyzing these secondary assessments and curricular program, I move closer to answering why the gap continues to exist.
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21

Reams, Guy Mitchell. „Integrating distance learning technologies with information technology curricula: A solution for economic and workforce development at Mt. San Jacinto College“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2264.

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The goal of this project being to provide a unique strategy that integrates new curriculum, instructional methods, and distance technology to position higher education as a key participant in workforce and economic development.
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22

Mozoras, Abby. „The development of California State College in Coachella Valley“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1766.

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"The purpose of this study is A) to identify the criteria for establishing permanent off-campus facility for existing centers. B) To identify the number of students from College of the Desert (COD) who are planning to continue their education at the California State University, Coachella Valley Campus (CVC.) C) To determine whether a permanent CSU Campus in Coachella Valley will motivate students from College of the Desert (COD) to get their bachelor's degree locally. D) To identify the degree programs in which COD students are most interested-in. E) To determine whether ethnicity (Hispanic students are the target group) plays a role in the students' choice of degree program. For purpose of this study literature pertaining to development of California State University, San Bernardino, and development of CSU off-campus centers was reviewed. Two hundred and thirty one students attending the spring 1999 semester at College of the Desert provided the data for this study."
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23

Smalskas, Tamy L. „A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English proficiency, and performance on Texas Assessment of Knowledge and Skills (TAKS). Data serving as dependent variables were scores from Scholastic Aptitude Test (SAT®) verbal/critical reasoning and mathematics. These data came from 1,714 students who were 9.7% Hispanic, 9.2% African American, and 81.2% White. The models were tested for 64 English language arts teachers and 109 mathematics teachers, using student examination scores from the SAT® verbal/critical reasoning and mathematics. The data were aligned for specific faculty members and the students whom they taught during the year of the study. The results of the study indicated that the TI and VAM explained approximately 42% of the variance in college entrance exam scores from the SAT® verbal/critical reasoning and mathematics (R2 = 0.418) across mathematics and English language arts teachers, whereas the TI model explained approximately 40% of the variance in the SAT® scores (R2 = 0.402). The difference, however, in the R-squared values between the VAM and the TI model was not statistically significant (t (169) = 1.84, p > 0.05), suggesting that both models provided similar results. The least effective model used to predict student success on college entrance exams was the PDAS, which is a state-adopted model currently in use in over 1,000 school districts in Texas, The teacher PDAS scores explained approximately 36% of the variance in student success on the SAT® (R2 = 0.359). The study provides school leadership with information about alternative methods of evaluating teacher effectiveness without difficult formulas or high costs associated with hiring statisticians. In addition, results indicate that the models vary significantly in the extent to which they can predict which teachers are most effective in preparing students for college. This study also emphasizes the critical need to provide teacher evaluations that align with student achievement on college entrance exams.
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24

Carroll, La Mont Alfredo. „Establishing Cisco Academy at San Bernardino High School“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2261.

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The purpose of this project was to establish a CISCO program at San Bernardino High School. This program facilitates student matriculating with the program being taught at San Bernardino Valley College. Students earn certification as a Cisco Certified Networking Professional (CCNP) certification.
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25

Greene, Joseph Harrison. „Development of a social service program for college health services“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1869.

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The initial development of a social services program in a college health setting is presented, with discussion regarding causes, methods, and outcomes. Both empirical and anecdotal data which were influential in the initial formation of the program are reviewed, in the context of an examination of the research literature relating to this area. The actual development and implementation of the program is followed through its first year of existence. Outcomes are presented in the form of qualitative data analysis and case studies. Discussion of the results and recommendations for both future research and improvements to the program are presented.
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26

Cantrell, Judith Jeannette. „Latinos and access to higher education : factors that prevent pursuit of a college degree in California's rural San Joaquin Valley /“. Connect to Digital dissertations. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2002.
Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Also available via the World Wide Web. (Restricted to UC campuses).
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Wehrisch, Bettina. „Die Beteiligungsrechte der Personalvertretung bei der Einstellung und Kündigung von wissenschaftlichen Mitarbeitern an Universitäten /“. Frankfurt am Main [u.a.] : Lang, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/366293087.pdf.

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Martinez, Carmella Marie. „Extended opportunity program and service, and cooperative agencies resources for education for welfare students in pursuit of a post-secondary education“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2280.

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The purpose of this study was to evaluate the effectiveness of the relationship between participation in one community college EOPS & CARE program and participant sense of preparedness for self-sufficiency.
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Martz, Erin Cumming. „The relationship of locus of control and acceptance of disability“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1532.

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Brinkhof, Johannes J. Grosheide Frederik Willem. „Contracteren internationaal : opstellen aangeboden door collegae, oud-collegae, medewerkers, oud-medewerkers, promoti en promovendi aan prof. mr. F. Willem Grosheide ter gelegenheid van zijn afscheid als leerstoelhouder in het burgerlijk recht /“. Den Haag : Boom, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/524515891.pdf.

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Lovegreen, Therese A. „Predicting the Academic Success of Female Engineering Students During the First Year of College Using the SAT and Non-Cognitive Variables“. Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31905.

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The purpose of this study was to determine the value of the Non Cognitive Questionnaire (NCQ) and the Scholastic Aptitude Test (SAT) in predicting the academic achievement of first year female engineering students. Ancis and Sedlacek (1997) studied non-cognitive variables with a general population of undergraduate women. Their study validated the NCQ as a predictor of academic success for women students. The present study extends the work of Ancis and Sedlacek to examine female engineering students, a group for which no similar study has yet been published.Participants included 100 female first-year engineering students at a large, public Doctoral Research â Extensive institution located in the mid-Atlantic region of the United States. By race or ethnicity, the participants were White, Non-Hispanic (81%), Black Non-Hispanic (9%), Asian or Pacific Islander (4%), Hispanic or Latino (1%), Non-Resident Alien (1%), and Unknown Race or Ethnicity (6%). This study defined academic achievement as first semester Grade Point Average, which was used as the dependent variable. Participants completed the NCQ during summer orientation. NCQ scale scores and SAT Verbal and Math scores were used as independent variables in a step-wise regression analysis.The major finding of this study was that the NCQ scale scores did not add to the predictive value of the SAT scores in determining the first semester GPA of female engineering students. This was an unexpected finding in light of previous research that had documented the value of using non-cognitive variables, and specifically the NCQ, to predict the academic success of groups that are a minority in their educational settings.Because the major finding of this study is at odds with a large body of similar studies, the most important implications of this study relate to understanding this difference. Included in the discussion are questions about the methodology used in previous NCQ studies and about the influence of the single institution that has been the site of almost all previous NCQ research.
Master of Arts
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Kyeyune-Nyombi, Elizabeth Mary Kalebu. „A communications audit for the Office of Enrollment Services at California State University, San Bernardino“. CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/495.

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Selli, Nicola. „Static and seismic analysis of a historic masonry building in San Pio delle Camere“. Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022.

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In February 2021, in San Pio delle Camere, on the Navelli plateau south-east of L'Aquila, a masonry building collapsed suddenly, after repair work had just begun on the damage caused by the 2009 earthquake. The current study, after a detailed examination of all the design documentation and the comparison of the post-earthquake damage with the results of the analysis on the model, finding an excellent correspondence, went to research the possible causes of the structural collapse, which occurred in static conditions. The masonry texture was then analysed, consisting of unworked natural stones of medium-small size bound by poor quality mortar, parameterising the mechanical characteristics with in situ tests, the Masonry Quality Index and the values proposed in NTC 2018. Then, the analysis of the global model lead to the verification of the complexity of the aggregate induced greater pressures, and consequent deformations, precisely in the walls from which the collapse originated. With these assumptions, and from the evidence of the presence of a modest void in an internal facing, the study of the local mechanism was deepened, arriving at the presumption of the possible minimum dimensions of such a cavity and how this, even if minimal, could have been the cause if concomitant with the degradation of the bonding mortar induced by the absence of maintenance and the loss of even minimal resistance capacities.
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Paris, Joseph. „Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/494981.

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Educational Leadership
Ed.D.
Although many colleges and universities use a wide range of criteria to evaluate and select admissions applicants, much of the variance in college student success remains unexplained. Thus, success in college, as defined by academic performance and student retention, may be related to other variables or combinations of variables beyond those traditionally used in college admissions (high school grade point average and standardized test scores). The current study investigated the predictive validity of a measure of motivational-developmental dimensions as a predictor of the academic achievement and persistence of college students as measured by cumulative undergraduate grade point average and retention. These dimensions are based on social-cognitive (self-concept, self-set goals, causal attributions, and coping strategies) and developmental-constructivist (self-awareness and self-authorship) perspectives. Motivational-developmental constructs are under-explored in terms of the predictive potential derived from their use in evaluating admission applicants’ ability to succeed and persevere despite the academic and social challenges presented by postsecondary participation. Therefore, the current study aimed to generate new understandings to benefit the participating institution and other institutions of higher education that seek new methodologies for evaluating and selecting college admission applicants. This dissertation describes two studies conducted at a large, urban public university located in the Northeastern United States. Participants included 10,149 undergraduate students who enrolled as first-time freshmen for the Fall 2015 (Study 1) and Fall 2016 (Study 2) semesters. Prior to matriculation, participants applied for admission using one of two methods: standard admissions or test-optional admissions. Standard admission applicants submitted standardized test scores (e.g., SAT) whereas test-optional applicants responded to four short-answer essay questions, each of which measured a subset of the motivational-developmental dimensions examined in the current study. Trained readers evaluated the essays to produce a “test-optional essay rating score,” which served as the primary predictor variable in the current study. Quantitative analyses were conducted to investigate the predictive validity of the “test-optional essay rating score” and its relationship to cumulative undergraduate grade point average and retention, which served as the outcome variables in the current study. The results revealed statistically significant group differences between test-optional applicants and standard applicants. Test-optional admission applicants are more likely to be female, of lower socioeconomic status, and ethnic minorities as compared to standard admission applicants. Given these group differences, Pearson product-moment correlation coefficients were computed to determine whether the test-optional essay rating score differentially predicted success across racial and gender subgroups. There was inconclusive evidence regarding whether the test-optional essay rating score differentially predicts cumulative undergraduate grade point average and retention across student subgroups. The results revealed a weak correlation between the test-optional essay rating score and cumulative undergraduate grade point average (Study 1: r = .11, p < .01; Study 2: r = .07, p < .05) and retention (Study 1: r = .08, p < .05; Study 2: r = .10, p < .01), particularly in comparison to the relationship between these outcome variables and the criteria most commonly considered in college admissions (high school grade point average, SAT Verbal, SAT Quantitative, and SAT Writing). Despite these findings, the test-optional essay rating score contributed nominal value (R2 = .07) in predicting academic achievement and persistence beyond the explanation provided by traditional admissions criteria. Additionally, a ROC analysis determined that the test-optional essay rating score does not predict student retention in a way that is meaningfully different than chance and therefore is not an accurate binary classifier of retention. Further research should investigate the validity of other motivational-developmental dimensions and the fidelity of other methods for measuring them in an attempt to account for a greater proportion of variance in college student success.
Temple University--Theses
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Zhu, Ruike. „A Comparative Study of the College Entrance Examinations (CEEs): SAT and ACT in the United States and Gaokao in the People's Republic of China“. University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1418220493.

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Astuhuamán, Gonzáles César W. „Foundation, splendour, and collapse of the San Miguel de Piura church (1534- 1578), the first catholic church of Peru“. Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/113366.

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The aim of this research is to analyze the imperial infrastructure and institutions developed by the Inca and Spaniards to control and administer the Piura Region through the major center of Piura La Vieja (or San Miguel de Piura). This study leads with two main questions: What were the functions of the institutional buildings at Piura La Vieja, and how did these functions change from the pre-Hispanic to Transitional Colonial periods? To answer these questions, I developed a methodology to concede the limited documentary sources and surviving archaeological evidence. The Spaniards established San Miguel de Piura in 1534 and according to early documentary sources, a Catholic church was built circa 1539, which operated until 1578. During the 2005, 2008 and 2011, field seasons at Piura La Vieja we identified and excavated a structure to the south of the central plaza, oriented from North-West to South-East. The structure was identified and recorded as the architectural remains of a church, including an atrium, main entrance, tower, outer wall, altar, and sacristy. This church was built over a pre-existing pre-Hispanic building which followed a different axial orientation. The church of San Miguel de Piura is significant in that it is the only surviving building of the first seven churches built in Peru before 1540.This article is organized in five parts: the first is dedicated to explore the pre-Hispanic Period (1800 a.C.-1532 d.C.), the second to the Spanish establishment of San Miguel de Piura, the third to the brief rise of San Miguel, the fourth to the collapse of the site. Finally, some preliminary conclusions and directions for further research are presented.
Esta investigación analiza la infraestructura e instituciones imperiales desarrolladas por los incas y españoles para controlar y administrar la región Piura mediante Piura La Vieja (o San Miguel de Piura). Dos preguntas son abordadas: ¿Cuáles fueron las funciones de las edificaciones institucionales? y ¿cómo sus funciones fueron cambiando desde los períodos prehispánico al Colonial Transicional? Para responderlas, combiné fuentes documentales y evidencias arqueológicas. Los españoles fundaron San Miguel en 1534 y, en 1539, una iglesia católica fue construida según fuentes documentales, la cual operó hasta 1578. Durante el trabajo de campo de 2005, 2008 y 2011, se excavó una edificación, construida sobre una prehispánica, localizada al sur de la plaza central, y se registraron componentes arquitectónicos de una iglesia: atrio, puerta principal, campanario o espadaña, muro perimétrico, altar y sacristía. La importancia de la iglesia radica en que es la única edificación sobreviviente de las siete iglesias tempranas construidas en el Perú antes de 1540. Este artículo es organizado en cinco partes: la primera está dedicada a explorar el período prehispánico (1800 a.C.-1532 d.C.); la segunda, al establecimiento hispano de San Miguel de Piura; la tercera y cuarta, al ascenso y colapso del sitio; finalmente, se presentan algunas conclusiones preliminares y futuras investigaciones son presentadas.
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Falcon, Vannessa. „The hybrid identity development process of college students who live a transborder lifestyle in the San Diego, California and Tuuana, Mexico border region“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527483.

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The purpose of this qualitative research study was to explore the essence and underlining structure of a hybrid identity development process among undergraduate students who lived a transborder lifestyle in the U.S.-Mexico border region by identifying the factors that influenced the phenomenon. In the 1990s transnational and transborder individuals were identified by scholars as part of a new understanding for the movement of populations. Today researchers state that this phenomenon is ever most prevalent at the world's busiest international border shared between the cities of San Diego, California and Tijuana, Mexico. Part of the transborder phenomenon is college students who collaborate internationally between San Diego, California and Tijuana, Mexico because they reside in both sides of the U.S.-Mexico border while attending higher education institutions in San Diego, California. Currently there is no information about how many students live a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region and few researchers have explored the understanding of their experiences. As a result, the lack of research about the development of this student population called for further investigation. Semi-structured one-on-one interviews were conducted with twelve undergraduate students who lived a transborder lifestyle in the San Diego, California and Tijuana, Mexico border region; they took place at a higher education institution in San Diego, California. The central finding of this study is the illustration of the developmental process of a Hybrid Identity; therefore, a conceptual framework for the systematic understanding of the phenomenon was created. The stories which participants shared as part of their interview illustrate how their hybrid identity development was influenced by the transborder lifestyle they lived through the transborder context in the U.S.-Mexico border region. The influential factors of their hybrid identity development are identified as the obstacles they faced through the transborder context and the different ways they coped with and adapted to the barriers of their milieu.

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Steinkirchner, Maria Y. „Lack of participation by reserve enlisted personnel in the Community College of the Air Force at Norton Air Force Base, San Bernardino, California“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/382.

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Castillo, Luis Jaime. „La presencia de Wari en San José de Moro“. Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/113475.

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Wari Presence in the San José de Moro SiteSan José de Moro has been recognized as one of the most important Late Moche sites in the Jequetepeque Valley. Throughout 10 years of continuous excavations a detailed ocupational history has been obtained, and the site has been interpreted as a regional ceremonial center and an elite cemetery. High status burials, such as the Priestess of Moro, have been excavated, and it is from this site that most of the Late Moche Fine Line Ceramics comes. In this context, finding large quantities of Wari, Wari-derived, and Polychrome Moche ceramics is puzzling. It is during late Moche, and apparently at the same time as Fine Line decoration was being incorporated, that the first evidence of Wari show up at Moro. Wari influence at the site seems to have two phases, the first one associated with Late Moche, and related to the Middle Horizon 1, and the second associated with the Transitional Period, and represented by the presence of Middle Horizon 2 ceramics. In this article I advance an explanation of the conditions under which the Wari influence was accepted, and the consecuences of its presence in the ultimate colapse of Moche society.
San José de Moro ha sido reconocido como uno de los sitios Mochica Tardíos más importantes en el valle de Jequetepeque. A lo largo de 10 años de excavaciones, se ha obtenido una historia ocupacional detallada y se ha interpretado el sitio como un centro ceremonial regional y cementerio de elite. Se han excavado entierros de alto status, como el de la Sacerdotisa de Moro, y es de este sitio que proviene la mayoría de la cerámica de línea fina Mochica Tardío. En este contexto, sorprende encontrar grandes cantidades de cerámica wari, wari derivado o mochica polícromo. Es durante el periodo Mochica Tardio -y, al parecer, a la vez que se incorporaba la decoración de línea fina- que las primeras evidencias de Wari aparecen en San José de Moro. La influencia wari en el sitio parece tener dos fases: la primera asociada con el periodo Mochica Tardío, relacionada con el Horizonte Medio 1, y la segunda con el Periodo Transicional, representada por la presencia de la cerámica del Horizonte Medio 2. En este artículo se adelanta una explicación de las condiciones bajo las cuales fue aceptada la influencia wari y las consecuencias de su presencia en el colapso definitivo de la sociedad moche.
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Murch, Patrick Frank. „Development of a curriculum for a 24-hour introduction to criminal justice course“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1773.

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This project analyzed the materials and training currently being taught in a 8 hour history and principles of law enforcement course at the San Bernardino County Sheriff's Department Training Academy, in conjunction with San Bernardino Valley College.
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Uppalapati, Sai Kailash [Verfasser]. „Immune privilege collapse and epithelial stem cell damage during hair follicle inflammation in murine epidermolysis bullosa acquisita (EBA) / Sai Kailash Uppalapati“. Lübeck : Zentrale Hochschulbibliothek Lübeck, 2014. http://d-nb.info/1063210437/34.

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Panori, Sheila Ann. „The effect of attention-deficit hyperactivity symptoms on well-being in college students: Implications for academic achievement and retention“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1334.

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Miller, Jay. „The development of a curriculum for a course in manipulative skills for shielded metal arc welding“. CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1188.

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Powell, Kristin Elizabeth, und Eric Scott Dangermond. „Social support and its effect on the coping abilities of individuals with non-congenital physical disabilities“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/966.

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45

Jaskolski, Dorothee Violetta. „Wirtschaftsstrafrecht im polnischen Strafgesetzbuch /“. Hamburg : Kovač, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/363791272.pdf.

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Tyler, Ayana Diane. „"It takes a village to raise a child - It takes a campus to graduate a student" Exploring the Cultural Relevance of Student Development Models for African Americans in Higher Education“. Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/171863.

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Urban Education
Ed.M.
This paper presents a synthesis of the literature related to cultural identity and college student development among African Americans in higher education. Racial and cultural identities for African American college students are an integral part of their student development and have been connected to a variety of positive outcomes such as succeeding in college. Currently, traditional student development models and theories, once considered applicable to all students, are being challenged on the grounds that they are not culturally sensitive. Furthermore, the diversification of the philosophical foundation of higher education is also being challenged on the grounds that its foundation is also based in one dominant worldview. Subsequently, the classical student development literature as well as the philosophical foundation of higher education is being disputed on the grounds that its theories have been generalized to all student populations from samples that were predominantly White, male, and middle class. The guiding question of this work seeks to uncover if an African American college student's racial identity can truly be accommodated and achieved at a university which utilizes college student development models based solely in a European framework. Both Eurocentric and Afrocentric models are discussed and suggestions on how to integrate Afrocentric worldviews into higher education are made.
Temple University--Theses
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Chavez, Stacey Lynn. „Spirituality and coping with Master's of Social Work education“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2420.

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This study explored how students utilized spirituality as an effective coping mechanism for the stress they faced while in the Master's of Social Work program at California State University, San Bernardino. A stress and spirituality scale was used to measure each student's spirituality and perceived stress. Most students stated that spirituality and religious activity was helpful in coping with the stress of the MSW program. In addition, spirituality was found to have a strong positive impact on a person's abilities to cope with the stress of the program.
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Munteanu, Radu. „Three essays on licensing university inventions“. Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3268347.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed August 7, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Pönisch, Roman. „Isolierung, Identifizierung und funktionelle Charakterisierung der Metallo-Aminopeptidase CaApe2 — Ein experimenteller Beitrag zur Beurteilung des kariogenen Potentials von Candida albicans“. Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1230898959618-82212.

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Die Hefe Candida albicans ist ein fakultativ humanpathogener Mikroorganismus, der insbesondere bei immungeschwächten Patienten schwere Erkrankungen der Haut und Schleimhäute sowie der inneren Organe hervorrufen kann. Seit langer Zeit wird eine Beteiligung des Hefepilzes an der Ätiopathogenese der Zahnkaries diskutiert, vor allem aufgrund der Säure-bildung, die zur Demineralisation der Zahnhartsubstanz beitragen kann. Hydrolytische Enzyme ermöglichen vermutlich die Gewebeinvasion von Candida albicans. In der vorliegenden Arbeit wurde ein sezerniertes peptidolytisches Enzym aus der Zellwand des Mikroorganismus isoliert, identifiziert und funktionell charakterisiert. Die mittels massenspektrometrischer Analyse der tryptischen Peptide und Datenbankrecherche ermittelte Primärstruktur und die Ergebnisse der funktionellen Charakterisierung ließen eine Identifi-zierung des peptidolytischen Enzyms als neutrale Arginin/Alanin/Leucin-spaltende Metallo-Aminopeptidase (CaApe2) zu, die durch den ORF CaO19.5197 (GenBank RefSeq XM 705313) kodiert wird. Mithilfe der Proteinanalytik wurde Serin-88 als N-terminale Aminosäure ermittelt. Die Aminosäuren 88 bis 954 des hypothetischen Genprodukts ergeben eine nominale Molekularmasse von 97,607 kDa. CaApe2 weist gleich hohe Ähnlichkeit mit den paralogen Genprodukten ScAap1 und ScApe2 auf, was eine Duplikation und Subfunktionalisierung des phylogenetischen Vorläufergens in Saccharomyces cerevisiae nahe legt. Die fehlende kollagenolytische Wirksamkeit von CaApe2 spricht gegen eine direkte Rolle des Enzyms in der Pathogenese der Dentinkaries von Candida albicans, schließt aber eine unterstützende Funktion nicht aus. Die Kollagendegradation durch aufgeschlossene Zellen und Kulturüberstand einer Flüssigkultur von Candida albicans wurde im sauren und neutralen Milieu mithilfe der Hydroxyprolin-Bestimmung untersucht. Dabei war keine Kollagenolyse mit Aktivitätsmaximum im neutralen Bereich nachweisbar. Im sauren pH-Bereich konnte eine deutliche Hydrolyse von säureunlöslichem Typ-I-Kollagen und auch von demineralisierter Dentinmatrix durch Kulturmedium gezeigt werden. Diese Kollagenolyse kann auf die bereits umfangreich charakterisierten sezernierten Aspartylproteinasen zurückgeführt werden. Die in der Literatur beschriebene Korrelation zwischen dem Ausmaß des Kariesbefalls und der Quantität der Besiedelung mit Candida albicans legt eine Beteiligung des Hefepilzes an der Kariogenese nahe. Auch die in der vorliegenden Arbeit gezeigte Fähigkeit von Candida albicans zur Dentinkollagendegradation unterstützt die Hypothese einer Kariogenität der Hefe
The proteolytic potential of the pathogenic fungus Candida albicans was evaluated by the identification and functional characterization of a peptidolytic enzyme isolated from the cell wall of the microorganism. Determination of basic structural and kinetic data identified a neutral arginine/alanine/leucine-specific metallo-aminopeptidase of unknown function termed CaApe2 which is encoded by ORF CaO19.5197 (GenBank RefSeq XM_705313). Mass spectrometric tryptic peptide analysis and N-terminal protein sequencing revealed serine-88 to represent the N-terminus of CaApe2. The isolated CaApe2 protein shares equally high similarity with the gene products ScAap1 and ScApe2 suggesting duplication of a phylogenetically ancient precursor gene in Saccharomyces cerevisiae. The observed failure to cleave human type-I and type-IV collagen in vitro challenges a direct role secreted CaApe2 might play in the degradation of extracellular matrix components during host colonization, but does not exclude per se a contribution of the aminopeptidase to the pathogenicity of C. albicans
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Van, Hulle Paul Allen. „An effective curriculum for teaching computer numerical control machining“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2131.

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The purpose of this project was to develop and document curricular content for Computer Numerical Control education program for Mt. San Jacinto Community College. The design of the curriculum focuses on showing students how skills learned in academic classes can be applied to the workplace.
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