Dissertationen zum Thema „Graduations“
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Shan, Peng. „Bases canoniques et graduations associées aux algèbres de Hecke doublement affines rationnelles“. Phd thesis, Université Paris-Diderot - Paris VII, 2010. http://tel.archives-ouvertes.fr/tel-00559886.
Der volle Inhalt der QuelleMeyer, Philippe. „Représentations associées à des graduations d'algèbres de Lie et d'algèbres de Lie colorées“. Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAD001/document.
Der volle Inhalt der QuelleLet k be a field of characteristic not 2 or 3. Colour Lie algebras generalise both Lie algebras and Lie superalgebras. In this thesis we study representations V of colour Lie algebras g arising from colour Lie algebras structures on the vector space g⨁V. Firstly, we study the general structure of simple three-dimensional Lie algebras over k. Then, we classify up to isomorphism finite-dimensional Lie superalgebras whose even part is a simple three-dimensional Lie algebra. Next, to an abelian group ᴦ and a commutation factor ɛ of ᴦ, we develop the multilinear algebra associated to ᴦ-graded vector spaces. In this context, colour Lie algebras play the rôle of Lie algebras. This language allows us to state and prove a theorem reconstructing an ɛ-quadratic colour Lie algebra g⨁V from an ɛ-orthogonal representation V of an ɛ-quadratic colour Lie algebra g. This theorem involves an invariant taking its values in the ɛ-exterior algebra of V and generalises results of Kostant and Chen-Kang. We then introduce the notion of a special ɛ-orthogonal representation V of an ɛ-quadratic colour Lie algebra g and show that it allows us to define an ɛ-quadratic colour Lie algebra structure on the vector space g⨁sl(2,k)⨁V⨂k². Finally we give examples of special ɛ-orthogonal representations and in particular examples of special orthogonal representations of Lie algebras amongst which are: a one-parameter family of representations of sl(2,k)xsl(2,k) ; the 7-dimensional fundamental representation of a Lie algebra of type G₂ ; the 8-dimensional spinor representation of a Lie algebra of type so(7)
Kurzawa, Gléce. „O CURRÍCULO NA EDUCAÇÃO DE JOVENS E ADULTOS: INVESTIGANDO AS SIGNIFICAÇÕES SOCIAIS ELABORADAS PELO EDUCADOR“. Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7266.
Der volle Inhalt der QuelleEssa pesquisa de pós-graduação está vinculada à linha de Currículo, Ensino e práticas escolares. A mesma está pautada numa dimensão qualitativa e partiu da utilização de entrevistas semi-estruturadas e relatos autobiográficos para o estudo das significações sociais elaboradas pelos professores que atuam na Educação de Jovens e Adultos. Teve como objetivos buscar através da relação das lembranças formativas e escolares as concepções de currículo que os professores atuantes em EJA possuem, identificando a influência, ou não, que a formação inicial exerce sobre a concepção de currículo construída pelos professores, a fim de delinear quais as significações sociais que os educadores que trabalham com EJA séries iniciais têm do currículo posto e, de que forma estas influem nas praticas e saberes que permeiam e são constituídos no cotidiano das salas de aula. Acredito que educar é propiciar instrumentos para que o homem possa interagir na sociedade, de forma atuante e crítica, porém, o modelo educacional que temos não corresponde a isso. O que vemos na maioria de nossas escolas é a manutenção de um ensino fragmentado, formando cérebros passivos, reproduzindo a inconsistência de um discurso muitas vezes dito diferente cujo principal instrumento de manutenção é o currículo. Busquei discutir a necessidade de um currículo para EJA, que incorpore, além dos componentes oficiais, temas do contexto sócio-cultural dos alunos, respeitando assim as peculiaridades desta modalidade de ensino. Neste sentido, o problema da pesquisa foi: Quais são as significações sociais elaboradas pelas educadoras de EJA sobre o currículo? A partir das entrevistas e relatos autobiográficos, delineei três categorias para análise das significações instituídas e instituintes, construídas pelas interlocutoras da pesquisa, levando em conta o problema de pesquisa, centrado no currículo da EJA . Em relação às Lembranças de escola e processos formativos procurei delinear o que as educadoras lembram da escola e de seus professores, buscando relações com as suas práticas, concluindo que as professoras têm instituídas lembranças de uma escola tradicional, voltada para a memorização, mas instituíram como prática uma educação voltada para o letramento. Sobre as Concepções de currículo elaboradas pelas professoras, procurei entender o que elas consideram importante desenvolver nas aulas, sendo que na dimensão instituída a aquisição da leitura e da escrita são considerados conteúdos curriculares fundamentais e como instituinte a necessidade da flexibilização deste currículo, para que o mesmo não seja a transposição do currículo diurno. Em relação aos Saberes da experiência, analisei as falas e escritas das interlocutoras, buscando a relação do que elas acreditam ser necessário e o que é ensinado efetivamente nas escolas. Verifiquei que as interlocutoras têm consciência dos saberes da experiência, mas não se consideram produtoras destes saberes, onde duas professoras da investigação instituíram a partir da reflexão sobre sua prática o desejo de mudança e valorização dos saberes construídos pelos professores
Balzer, Randolph Dale. „Graduation recital“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24440.
Der volle Inhalt der QuelleBohna, Nadine Yvonne. „Graduation recital“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24441.
Der volle Inhalt der QuelleDuerksen, Bernard Peter. „Graduation recital“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24443.
Der volle Inhalt der QuelleGaetanne, Marisa Michelle. „Graduation recital“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24444.
Der volle Inhalt der QuelleMcCoy, David John. „Graduation recital“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24445.
Der volle Inhalt der QuelleRussell, David Samuel. „Graduation recital“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26157.
Der volle Inhalt der QuelleDyck, Joanne Christine. „Graduation recital“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27769.
Der volle Inhalt der QuelleHendsbee, Blaine Gregory. „Graduation recital“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27770.
Der volle Inhalt der QuelleHounsell, Joanne Carolyn. „Graduation recital“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27772.
Der volle Inhalt der QuelleShefsiek, David Karl. „Graduation recital“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27783.
Der volle Inhalt der QuelleSmith, Douglas Gwynn. „Graduation recital“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29770.
Der volle Inhalt der QuelleHoyt, Joshua D. „Juvenile Drug Court: Predictors of Graduation and Non-Graduation Status“. DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1294.
Der volle Inhalt der QuelleFairlie, Cheryl Lynn. „Graduation piano recital“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26150.
Der volle Inhalt der QuelleWallace, Frank James. „Graduation recital compositions“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/42046.
Der volle Inhalt der QuelleMiller, Anya V. „Graduation Coach Program Effects on High School Attendance and Graduation Rate“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3049.
Der volle Inhalt der QuelleGomes, Cláudia Santos do Nascimento. „A formação de professores de língua portuguesa e a educação lingüística: um estudo de caso“. Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14512.
Der volle Inhalt der QuelleSecretaria da Educação do Estado de São Paulo
In the nationwide discussions about education and its improvement, There will always be several opinions around the professor and the role that he must do. Also the considerations that might occur regarding his professional graduation and a need of changing that guarantees the pleasant seizing in basic education in order to graduate people who are really aware of their citizenship. This writing focus on the question to the graduating from the professors of the Portuguese language, its basic education about linguistic education using the methology of research Case study Research , and focusing on a college of licensing in its Letras Course. To accomplish the intended purposes, we have heard so many voices that unite he universe of Letras Course of case , since the official documents from Ministry of Education towards the graduation of the professors of the Portuguese language, going through voices of the graduating and graduated professors who already work as student body in basic education, until we reach the course itself analyzed for the Letras Course s Educational Project and Program Teaching. After analyzing data, the results showed that, the Letras Course, the case analyzed, needs articulations in the speech of regulations on professors of the Portuguese language, and a suitable structure focusing on the Linguistic Education, which builds the profile acquired from the professor in basic education in the actionreflexion
Nas discussões nacionais sobre Educação e sua melhoria sempre estão presentes diversas opiniões acerca da pessoa do professor e do papel que ele deve exercer. Também surgem as inevitáveis considerações a respeito de sua formação profissional e de uma necessidade de mudança que garanta um aproveitamento satisfatório na Educação Básica, com o objetivo para formar indivíduos conscientes de sua cidadania. Esta dissertação enfoca a questão da formação de professores de Língua Portuguesa da Educação Básica sob o foco da Educação Lingüística, utilizando a metodologia de pesquisa Estudo de Caso e focalizando uma Faculdade de Licenciatura em seu Curso de Letras. Para atingir os objetivos pretendidos, ouvimos várias vozes que compõem o universo do Curso de Letras do caso . Analisamos os documentos oficiais do Ministério da Educação para a formação de professores de Língua Portuguesa, passamos pelas vozes dos Professores Formadores e pelas vozes dos professores formados e aqueles que já atuam como docentes na Educação Básica, até chegarmos ao curso em si , analisado por meio de seu Projeto Pedagógico e seus Programas de Ensino. Após a análise dos dados, os resultados mostraram que o Curso de Letras, o caso estudado necessita de articulação com o discurso da legislação sobre a formação de professores de Língua Portuguesa e de adequação da estrutura pedagógica e curricular que tenha como foco de formação a perspectiva da Educação Lingüística, a qual constrói o perfil desejado do Professor da Educação Básica pautado na reflexão-ação
Gomez, Rafael A. „La Graduación (The Graduation)“. Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320117.
Der volle Inhalt der QuelleBaiza, Tomas Hulick. „Effects of the UO Diversity-Building Scholarship on student retention, graduation, and graduation debt“. Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8282.
Der volle Inhalt der QuelleTypescript. Includes vita and abstract. Includes bibliographical references (leaves 68-74). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Maki, Yuko. „Slide : graduational boundary“. Thesis, Konstfack, Inredningsarkitektur & Möbeldesign, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3453.
Der volle Inhalt der QuelleMills, Bradley Scott. „Predicting Graduation| An Examination of the Variables that Predict Graduation for Students with Emotional Disabilities“. Thesis, North Carolina State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10708320.
Der volle Inhalt der QuelleStudents with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students’ special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.
Dean, Tyler C. „Graduate Nursing Student Persistence to Graduation“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7013.
Der volle Inhalt der QuelleKoopmann, Richard Jr. „Using the ACT to predict college graduation“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005koopmannr.pdf.
Der volle Inhalt der QuelleRives, Joseph A. Klass Patricia Harrington Strand Kenneth H. „Proposition 48 and graduation of student athletes“. Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510431.
Der volle Inhalt der QuelleTitle from title page screen, viewed March 30, 2006. Dissertation Committee: Patricia H. Klass, Kenneth H. Strand (co-chairs), William T. Gorrell, Ronald S. Halinski, Edward R. Hines. Includes bibliographical references (leaves 128-140) and abstract. Also available in print.
Stanley, Laurel Alva. „Florida High Stakes Testing and Graduation Success“. UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/319.
Der volle Inhalt der QuellePooley, Mark. „Restructuring athletic graduation analysis at Virginia Tech“. Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41618.
Der volle Inhalt der QuelleMaster of Science
Foley, Virginia P. „Gender and Graduation Demographics for EdD Students“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5989.
Der volle Inhalt der QuelleYeckel, Paul N. III. „Teacher Perceptions of the Ohio Graduation Test“. Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1182349717.
Der volle Inhalt der QuelleMartin, Dominique. „Pour une graduation de l'usage des antibiotiques“. Paris 5, 1995. http://www.theses.fr/1995PA05N088.
Der volle Inhalt der QuelleSheehan, William F. „Proposition 48 and intercollegiate athletes' graduation rates /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842564.
Der volle Inhalt der QuelleCummings, Karen Gail. „High stakes testing effects on graduation rates“. [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=936.
Der volle Inhalt der QuelleCrouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun und Wilsie S. Bishop. „Expanding Interprofessional Education Through a Graduation Requirement“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.
Der volle Inhalt der QuelleSalvant, Abena. „Identifying Barriers to Graduation for Nontraditional Students“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1931.
Der volle Inhalt der QuelleFreiji, Antoine (Tony). „Economic Analysis on the Graduation Gap between Undergraduate Students and Student-Athletes: A study of the SEC, ACC, Pac 12, Big 10, and Big 12 Conferences“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104171.
Der volle Inhalt der QuelleThis study proposes several causes that may explain why NCAA Division I athletes graduate at a lower rate than regular students. The main tradeoff that I examine in this paper is how the academic quality of a school affects student-athletes’ chances of succeeding relative to the rest of the student body. We pinpoint the underlying causes of this graduation gap between regular students and student-athletes, leading us to suggest policies to improve the future academic success of NCAA athletes
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Economics
Mkosana, Nkululeko Cautious. „Education: the transitional challenges of graduation to employment“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12198.
Der volle Inhalt der QuelleHaberstroh, Susan Keene. „Determining the high school graduation rate in Delaware“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 191 p, 2007. http://proquest.umi.com/pqdweb?did=1362531001&sid=12&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Der volle Inhalt der QuelleFowler, Lori Ann. „Breast implants for graduation? Parent and adolescent narratives“. Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6111/.
Der volle Inhalt der QuelleFowler, Lori Ann Moore Ami R. „Breast implants for graduation? parent and adolescent narratives /“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6111.
Der volle Inhalt der QuelleStone, Keith G. „Computer applications as a high school graduation requirement“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001stonek.pdf.
Der volle Inhalt der QuelleSims, Michael S. „Predicting Four-Year Graduation| A Sequential Modeling Approach“. Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841337.
Der volle Inhalt der QuelleAs a result of the California State Universities having four-year graduation rates among freshman students below 20% over the last few years, the Graduation Initiative 2025 has been deployed. This initiative aims to increase the graduation rates to 40%, while eliminating opportunity and achievement gaps. A signicant impact of this is looking at the success of rst-time-freshmen (FTF) and the prediction of whether or not they will graduate in a timely fashion. To this end, a natural classication problem is identied: amongst the FTF cohort who will graduate in four years or less(class instance = 1), or more than four years (class instance = 0) including students who did not graduate. In this paper, using Area Under the Curve (AUC) as our models performance metric, we construct classication models that quickly identify students at risk of not graduating in a timely fashion. Furthermore, we will construct models cumulatively—term by term—where each successive model includes student data from matriculation to the end of a given term. Using this approach allows a University to nd an optimal time to deploy possible intervention programs. It should be noted that optimal in this paper means, having a model with high AUC as early into the students academic career as possible. This way, an at-risk student is identied early, and the value of the University intervening is optimized. In this paper we will compare a variety of classication algorithms such as Logistic Regression, Random Forest, and XGBoost to see which model yields the highest AUC. Also we provide insight on interpretation specically identifying the eect each covariate has on the response. This approach will be unique because not only will it be a means for identifying the problem, but also serve as part of the solution.
Dahlbeck, Ronald. „Proposed state legislation for high school graduation requirements“. CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.
Der volle Inhalt der QuelleRoberts, Karin. „High School Assessment Program Interventions and Graduation Rates“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6270.
Der volle Inhalt der QuelleGriffin, Walter. „Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district“. Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5750.
Der volle Inhalt der QuelleEd.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive
Pingry, Laura Nicole. „Factors that predict graduation among college students with disabilities“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4732.
Der volle Inhalt der QuelleThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
Patel, Darshak P. „ANALYSIS OF TWO-YEAR COLLEGES: TRANSFER, RETENTION AND GRADUATION“. UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/829.
Der volle Inhalt der QuelleWilliams, William P. „The Effects of Youth Organizations on High School Graduation“. Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31728.
Der volle Inhalt der QuelleMaster of Science
-Chan, Huang Ling, und 黃齡嬋. „Graduating Graduation: A Search of Self-Identity“. Thesis, 2009. http://ndltd.ncl.edu.tw/handle/45424564788465090939.
Der volle Inhalt der Quelle臺北市立教育大學
視覺藝術學系碩士班
97
The theme of this creation is “Graduating Graduation:A Search of Self-Identity”. In the creation, the internal representations from my past till now were traced. Based on such tracing, I tried to discuss the profound influences generated by the environment around me and by the training and criteria imposed by external systems before further exploring self-identity suppressed by the above influences which led to an internal psychological state with fear and retreat. Through the process of creation, I tried to undo the unspoken difficulties deep in my heart and tear apart the hidden ego and the protection cover on the surface so as to re-explore myself and achieve self-affirmation. This paper consists of five parts. In Chapter 1, an introduction is made to describe the author’s growing background and the environment for creation. Then, explanations in relating to the reasons contributing to the author’ retreating personality and psychological state are given. In Chapter 2, the theoretical basis for creation is introduced. The author tries to explore the influences brought by the ideals and styles presented by various artistic schools and the inspiration for my creations enlightened by artistic theories. In addition, the analysis and explanations according to psychoanalytic theory on sub-consciousness reflected from dreams are stated. My internal wishes and appeals are thus reviewed. Chapter 3 deals with the form and contents of my creation. The creation is completed by computer graphics. Some existing materials and concepts of collage are used to turn daily stuff into new internalized symbols to express the author’s spiritual world. Chapter 4 talks about the creation itself. The creation cover three series: “out-of-body experience”, “disguise” and “vomiting”. The “out-of-body experience” series delivers that the author’s pressure and frustrations in reality are transferred through out-of-body experience and dreams. The “disguise” series criticizes the author’s own pretending attitude toward people and matters via symbolic and metaphorical methods. The “vomiting” series releases the author’s personal emotions suppressed for a long time. In Chapter 5, conclusions are made including the self-review results after the completion of the creation, limitations on the creation, forms and criteria of future develop and self suggestions. It is expected that the author can develop a new direction via writing this paper and the process of creation.
Mazza, Jamie. „Graduation Recital, Piano“. 2012. http://digital.library.duq.edu/u?/etd,154238.
Der volle Inhalt der QuelleMary Pappert School of Music;
Music Performance
MM;
Recital;