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Abdelnoor, Adam Simon Edward. "Childhood bereavement and academic achievement." Thesis, St George's, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266581.
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Smith, Lisa W. "Using formative assessment results to predict student achievement on high stakes tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Bradshaw, Leigh. "Practices of high school principals regarding open enrollment in advanced placement courses and student performance results in 2009." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4632.
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Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).; The goal of this research was to determine whether or not there was a relationship between principals?' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principals?' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principal?'s attitudes toward the school?'s AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program.; The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schools?' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. Principals?' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principal?'s perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a school?'s percentage of African American students passing the AP examinations. Neither principal?'s perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the school?'s percentage of students taking AP examinations, only the principal?'s perception of importance was significant for overall and for all student populations.ID: 028732427; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ed.D.
Doctorate
Department of Educational Research, Technology and Leadership
Education
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Wang, Li. "Value-added as a performance indicator of teaching in higher education in the UK." Thesis, Sheffield Hallam University, 2000. http://shura.shu.ac.uk/5444/.
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This research explores the issue of the development of a value-added performance indicator of teaching in higher education in the UK. The empirical work of this research is based on the data on university student entry qualifications and degree results from two new universities and the interviews with 18 members of academic staff from a new university. This research contains two main parts both aimed at the question of the feasibility of constructing and using value-added as a performance indicator. The first part of this research developed a method of calculating value-added in higher education in the UK, and this method was used to measure value-added at the two institutions at course, school/departmental, and institutional (cohort) level. This was intended to discover the feasibility of developing a method to quantify the relationship between entry qualifications and degree results. The second part of the study used the value-added results obtained from the first part of the study to interview (semi-structured interview) academic staff to investigate their views on whether these value-added results can be used to indicate quality of teaching. In this case the question addressed was the perceived utility of the measure and its acceptability. The first part of the study found that the method of calculating value-added developed can be used to identify variations in value-added at course (course with large number of students), school/departmental, and institutional (cohort) level, and this method has advantages over the main existing value-added measurements, Index methods and the Comparative method. The second part of the study suggested that academics found it acceptable if the value-added results were used to identify problems, nevertheless, they argued that the value-added results can not directly indicate quality of teaching. The difficulties with directly using value-added results to indicate quality of teaching are summarised into the following aspects: the concept of value-added, comparability, factors which have impact on student academic achievements, factors which have impact on how accurately degree results can reflect students' true achievements. It is concluded that the method of calculating value-added developed in this research can be used to identify problems in higher education in the UK, but it can not be used directly to indicate quality of teaching. The findings of this research imply that a value-added performance indicator would derive its significance from the link between value-added results and specific processes of teaching and learning.
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Webb, Elizabeth L. "Improving the Academic Achievement of English Learners through Valid Interpretation and Use of Standardized Assessment Results." Thesis, University of West Georgia, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10977505.
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This quantitative, quasi-experimental, ex post facto analysis examined the relationship between the English proficiency level (ELP) attained by English Learners in the state of Georgia in 2016 and 2017 and their performance on standardized core content assessments administered entirely in English. From the theoretical perspective of validity theory, the researcher investigated the alternative hypothesis that the results of standardized content assessments administered in English to English Learner students yield little meaningful data that can be interpreted and used with validity in and of themselves. To investigate this interpretation, the researcher analyzed 176,941 individual 2016 and 2017 Georgia Milestones Assessment System (GMAS) assessment records (N = 102,312 for 2016; 74,649 for 2017) matched to the corresponding ACCESS for ELLs scores (N = 34,420 for 2016; 35,805 for 2017), employing linear regression to quantify the degree to which ELP influenced English Learner students’ performance on standardized assessments in English Language Arts, Mathematics, Science, and Social Studies and to define the threshold proficiency level at which the preponderance of English Learners were able to score at the Developing and Proficient levels on the content assessments.
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Kaburise, P. "Extended degrees : a Univen study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/586.
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Published ArticlesThe four year extended degree (ED) with a foundation provision is one of the academic intervention tools available to underprepared students in higher education institutions (HEIs). University of Venda (Univen) introduced this form of assistance in 2007 to students enrolled in the Schools of Human Sciences, Management and Law (HML). The 15% completion rate for this first cohort is a cause for concern. This paper examines the implications of this result in terms of Univen's implementation of EDs. EDs can be variously applied dependent on the peculiar situation in an institution and it can be assumed that Univen chose the current format after due consideration of all factors. The poor throughput rate of these students, however indicate otherwise, motivating this investigation. An examination of the curricula for the various degrees indicates that Univen is implementing a blend of the various academic interventions without the necessary reconfiguration of teaching and learning and this might be the cause for the poor performance. The final sections of the paper contribute to the debates on topical issues related to academic literacy and support such as an extended high school period and a four year generic bachelor's degree.
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Tsar, Vasilinka. "Children's Mental Health Is a Unique Risk Factor for Poor Academic Achievement: Results from a Longitudinal Study of Canadian Children." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20045.
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Concurrent and prospective relationships between symptoms of depression, anxiety, attention deficit/hyperactivity disorder (ADHD), and conduct disorder (CD) and academic achievement were examined in a large sample of Canadian children. Students in Grade 5 (N = 715) completed the depression and anxiety subscales of the Behaviour Assessment System for Children – Second Edition. Parents reported on their child’s symptoms of ADHD and CD using the Brief Child and Family Phone Interview. Academic achievement was measured using teacher-rated learning skills and students’ grade point average (GPA) from their Ontario Student Record (OSR) in fifth grade and again in sixth grade (N = 627). Symptoms of depression, anxiety, ADHD, and CD were significantly negatively correlated with academic achievement at Time 1 and Time 2. After controlling for child’s sex, household income, maternal education, and days absent, children’s mental health problems accounted for an additional 12% and 11% of the variability in their Time 1 mean ratings of learning skills and GPA, respectively. Only symptoms of ADHD predicted Time 2 GPA (1% of the variance) after controlling for Time 1 GPA and other sociodemographic variables. Findings highlight the unique contribution of mental health problems in predicting academic achievement and point to the need to promote children’s mental health in schools.
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Keelen, Kevin Michael. "Educational plans in achieving student transfer goals results from a private, two-year institution /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925733431&sid=9&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Lindsay, Suzanne Parker. "An Epidemiologic study of the influence of victim age and relationship to the suspect on the results of evidentiary examinations and law enforcement outcomes in cases of reported sexual assault /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9835294.
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Goldsbury, Robin Paulette, and University of Lethbridge Faculty of Arts and Science. "Early unilateral olfactory bulb lesion results in diffuse changes in behavior and overall cortical organization." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/683.
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The current work explores the behavioural and anatomical consequences of
unilateral neonatal bulbectomy (OBX) in male and female rats at postnatal day 1 (PI) and
P10. In adulthood the animals underwent a battery of motor and cognitive tests, and
diffuse effects of early brain injury on the development of behavior were found.
Disturbing olfactory sense input during development affected motor output. Rats
normally display an equal distribution of right or left paw preference. In this study, both
OBX sexes showed a shifted paw preference to the ipsilesional side, and forelimb deficits
were found in a skilled reaching task. Lesion animals also showed enhanced
performance on a visually driven spatial cognitive test. Cross-modal compensatory
changes may be responsible. Morphological changes within the cerebral cortex are
described, including bulbar changes, enlarged but fewer glomeruli, smaller accessory
olfactory bulb, decreased downstream connectivity, and a rostral shift of the forebrain
toward the olfactory bulb. Changes to the lateral cortex were found in both intact and
lesion hemispheres, along with dendritic changes in the forelimb reaching area. Cellular
regeneration within the lesion bulb was indicated. Changed shape and relative size
increases compared to the intact bulb were found. BrdU labeling showed increased
mitotic activity in P10 lesion animals. These findings demonstrate that the impact of
olfactory injury during early development goes well beyond odor perception and
discrimination, and that olfactory inputs during development significantly contribute to
the development of the neocortex.xix, 195 leaves : ill. (some col.) ; 29 cm.
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Zhu, Dengya. "Improving the relevance of search results via search-term disambiguation and ontological filtering." Curtin University of Technology, School of Information Systems, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9348.
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With the exponential growth of the Web and the inherent polysemy and synonymy problems of the natural languages, search engines are facing many challenges such as information overload, mismatch of search results, missing relevant documents, poorly organized search results, and mismatch of human mental model of clustering engines. To address these issues, much effort including employing different information retrieval (IR) models, information categorization/clustering, personalization, semantic Web, ontology-based IR, and so on, has been devoted to improve the relevance of search results. The major focus of this study is to dynamically re-organize Web search results under a socially constructed hierarchical knowledge structure, to facilitate information seekers to access and manipulate the retrieved search results, and consequently to improve the relevance of search results.To achieve the above research goal, a special search-browser is developed, and its retrieval effectiveness is evaluated. The hierarchical structure of the Open Directory Project (ODP) is employed as the socially constructed knowledge structure which is represented by the Tree component of Java. Yahoo! Search Web Services API is utilized to obtain search results directly from Yahoo! search engine databases. The Lucene text search engine calculates similarities between each returned search result and the semantic characteristics of each category in the ODP; and thus to assign the search results to the corresponding ODP categories by Majority Voting algorithm. When an interesting category is selected by a user, only search results categorized under the category are presented to the user, and the quality of the search results is consequently improved.
Experiments demonstrate that the proposed approach of this research can improve the precision of Yahoo! search results at the 11 standard recall levels from an average 41.7 per cent to 65.2 per cent; the improvement is as high as 23.5 per cent. This conclusion is verified by comparing the improvements of the P@5 and P@10 of Yahoo! search results and the categorized search results of the special search-browser. The improvement of P@5 and P@10 are 38.3 per cent (85 per cent - 46.7 per cent) and 28 per cent (70 per cent - 42 per cent) respectively. The experiment of this research is well designed and controlled. To minimize the subjectiveness of relevance judgments, in this research five judges (experts) are asked to make their relevance judgments independently, and the final relevance judgment is a combination of the five judges’ judgments. The judges are presented with only search-terms, information needs, and the 50 search results of Yahoo! Search Web Service API. They are asked to make relevance judgments based on the information provided above, there is no categorization information provided.
The first contribution of this research is to use an extracted category-document to represent the semantic characteristics of each of the ODP categories. A category-document is composed of the topic of the category, description of the category, the titles and the brief descriptions of the submitted Web pages under this category. Experimental results demonstrate the category-documents of the ODP can represent the semantic characteristics of the ODP in most cases. Furthermore, for machine learning algorithms, the extracted category-documents can be utilized as training data which otherwise demand much human labor to create to ensure the learning algorithm to be properly trained. The second contribution of this research is the suggestion of the new concepts of relevance judgment convergent degree and relevance judgment divergent degree that are used to measure how well different judges agree with each other when they are asked to judge the relevance of a list of search results. When the relevance judgment convergent degree of a search-term is high, an IR algorithm should obtain a higher precision as well. On the other hand, if the relevance judgment convergent degree is low, or the relevance judgment divergent degree is high, it is arguable to use the data to evaluate the IR algorithm. This intuition is manifested by the experiment of this research. The last contribution of this research is that the developed search-browser is the first IR system (IRS) to utilize the ODP hierarchical structure to categorize and filter search results, to the best of my knowledge.
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Stotler, Mark W. "The use of statewide program review results in relation to program review purpose, approach and governance structure as perceived by academic officers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2174.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 115 p. Vita. Includes abstract. Includes bibliographical references (p. 88-95).
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Fosu-Amoah, Yaw. "Negotiation with learners as a managerial task of the school principal / Yaw Fosu-Amoah." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8828.
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The research seeks to suggest the use of negotiations as a managerial task
of the school principal with learners to eliminate or at least limit unrest
practices like violence, intimidation of learners by principals and intimidation
of principals by learners, suspicions, vandalism, strike actions and class
boycotts which destroy and negate the culture of learning and teaching
services. All these destructive practices, lead to poor production of matric
results in schools in South Africa in general and in the North West Province in
particular.
The purpose of this study therefore was to determine by means of a review of
literature and an empirical investigation, the nature of negotiations in schools
and the skills needed by practising principals in the discharge of their
management tasks. The empirical study was also aimed at determining the
most important and the least important of the negotiation skills.
Chapter 1 deals with the statement of the problem, aims of the research and
the methods employed in achieving the purpose of the study. This includes a
discussion of the population and sample used for the empirical research and
an outline of the chapters.
The second Chapter highlights on the nature of negotiation in general and in
schools in particular. Explanation of the concept negotiation was given and
terms closely related to negotiation were defined and all shown to be different
from negotiation. Models of negotiation were identified, causes for
negotiation were mentioned, effects of negotiation on school performance
were discussed a:; well as approaches and attitudes to the use of negotiation
in schools.
In Chapter 3, the focus was on the context of negotiation and skills needed in
successful negotiation in schools.
The negotiation climate, elements of negotiation and legal aspects or basis of
negotiation were discussed under the context of negotiation. Listening,
timing, empathy, trust, questions, needs, patience, politeness, as well as
other skills like stamina, tolerance, confidence were discussed as negotiation
skills. Negotiation style and strategies were treated under skills needed in
successful negotiation.
The empirical research design, administrative procedures, population and the
systematic sampling as well as statistical techniques were discussed in
Chapter 4. The duly completed questionnaires returned by principals as
respondents were empirically analysed and interpreted in this chapter.
The last chapter, Chapter 5, throws light on the summary of all the chapters,
research findings and recommendations based on the research findings
derived from the previous chapters as well as a final remark.
It was found that all the respondents recognize that listening is essential to
any relationship and therefore listening was the most important negotiation
skill practised by principals. Again, it was revealed from the empirical study
that most principals do not succeed in building trust with learners by making
wild promises. Principals therefore seldomly make wild promises to learners
as a negotiation skill. Finally based on the research, a negotiation skill
training programme for principals was recommended for future research.Thesis (MEd)--PU for CHE, 1999
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Swart, Petrus Johannes. "Die korrelasie tussen sportdeelname en skolastiese prestasie." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-12182006-120646/.
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Vitale, Thomas M. "What is the relationship between national board certification and the achievement results of third grade students in a local Central Florida school district?" Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002078.
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Araneda, Guirriman Carmen Aurora. "Implementación de los convenios de desempeño en las universidades chilenas y su impacto en los resultados académicos y en la gestión institucional." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/666785.
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La present investigació doctoral s'emmarca en l'àmbit de l'educació superior, particularment, en el finançament per acompliment de les universitats xilenes i l'impacte que aquest mecanisme té sobre els resultats acadèmics i la gestió institucional d'aquestes institucions d'educació superior. La implementació del finançament per acompliment en les universitats té per propòsit que les universitats assoleixin resultats notables, el que comporta a un rendiment extraordinari en l'àmbit acadèmic i de gestió.
Amb aquesta finalitat es treballa amb tres universitats xilenes que van participar de l'experiència pilot del mecanisme de finançament per acompliment desenvolupat pel Ministeri d'Educació de Xile, amb el suport del Banc Mundial el qual es denomina Conveni de Acompliment. L'aproximació metodològica utilitzada és de naturalesa mixta, ja que a la primera fase exploratòria de la recerca l'aproximació metodològica usada va ser qualitativa, amb el Mètode de la Teoria Fonamentada seguint per aquest fi els plantejaments de Strauss i Corbin (2002) per a la selecció de els casos, la realització de les entrevistes i el processament i anàlisi. Posteriorment la segona fase de la investigació és de naturalesa quantitativa, amb l'aplicació d'un qüestionari amb preguntes tipus Likert, i es treballa amb 2 universitats per tal de corroborar i complementar els resultats identificats en l'etapa qualitativa. Les dues perspectives metodologies es complementen d'acord amb l'enfocament mixt seqüencial assenyalat per Creswell (2009). En tots dos casos la mostra va estar composta pels membres de les comunitats acadèmiques de les universitats.
Els resultats mostren que la implementació de convenis d'acompliment en la universitat va aconseguir respondre a la política pública de finançament que buscava assolir un millorament institucional significatiu. En aquest sentit, els líders de les universitats van aconseguir orientar la gestió institucional cap a la consecució de les metes definides en conjunt amb el Ministeri d'Educació. Per aconseguir aquests resultats notables en les universitats va ser clau el procés de negociació, entre el Ministeri d'Educació i la universitat, que es va efectuar per acordar els compromisos a assolir amb el conveni, juntament amb l'acompanyament del Negociador en les etapes inicials del conveni de acompliment, ja que posseïa un alt perfil acadèmic, i que per tant, podia ser el nexe entre el Ministeri d'Educació i la universitat, atorgant una mirada acadèmica als processos propis de la implementació dels convenis d'acompliment.
Finalment, dins de les bones pràctiques identificades en aquesta recerca, destaca la importància que té per a la reeixida implementació dels mecanismes de finançament, que aquests estiguin en línia amb el pla de desenvolupament estratègic de la institució, i que s'avaluï l'impacte de les iniciatives desenvolupades amb el finançament del conveni, a fi que aquelles de major impacte siguin institucionalitzades un cop finalitzats els recursos aportats pel Ministeri d'Educació.La presente investigación doctoral se enmarca en el ámbito de la educación superior, particularmente, en el financiamiento por desempeño de las universidades chilenas y el impacto que este mecanismo tiene sobre los resultados académicos y la gestión institucional de estas instituciones de educación superior. La implementación del financiamiento por desempeño en las universidades tiene por propósito que las universidades logren resultados notables, lo que conlleva a un rendimiento extraordinario en el ámbito académico y de gestión. Para este fin se trabaja con tres universidades chilenas que participaron de la experiencia piloto del mecanismo de financiamiento por desempeño desarrollado por el Ministerio de Educación de Chile, con el apoyo del Banco Mundial el cual se denomina Convenio de Desempeño. La aproximación metodológica utilizada es de naturaleza mixta, ya que en la primera fase exploratoria de la investigación la aproximación metodológica usada fue cualitativa, con el Método de la Teoría Fundamentada siguiendo para este fin los planteamientos de Strauss y Corbin (2002) para la selección de los casos, la realización de las entrevistas y el procesamiento y análisis. Posteriormente la segunda fase de la investigación es de naturaleza cuantitativa, con la aplicación de un cuestionario con preguntas tipo Likert, y se trabaja con 2 universidades con el fin de corroborar y complementar los resultados identificados en la etapa cualitativa. Ambas perspectivas metodologías se complementan de acuerdo con el enfoque mixto secuencial señalado por Creswell (2009). En ambos casos la muestra estuvo compuesta por los miembros de las comunidades académicas de las universidades. Los resultados muestran que la implementación de convenios de desempeño en la universidad logró responder a la política pública de financiamiento que buscaba alcanzar un mejoramiento institucional significativo. En este sentido, los líderes de las universidades lograron orientar la gestión institucional hacia la consecución de las metas definidas en conjunto con el Ministerio de Educación. Para lograr estos resultados notables en las universidades fue clave el proceso de negociación, entre el Ministerio de Educación y la universidad, que se efectúo para acordar los compromisos a lograr con el convenio, junto con el acompañamiento del Negociador en las etapas iniciales del convenio de desempeño, puesto que poseía un alto perfil académico, y que por tanto, podía ser el nexo entre el Ministerio de Educación y la universidad, otorgando una mirada académica a los procesos propios de la implementación de los convenios de desempeño. Finalmente, dentro de las buenas prácticas identificadas en esta investigación, destaca la importancia que tiene para la exitosa implementación de los mecanismos de financiamiento, que estos estén en línea con el plan de desarrollo estratégico de la institución, y que se evalúe el impacto de las iniciativas desarrolladas con el financiamiento del convenio, a fin de que aquellas de mayor impacto sean institucionalizadas una vez finalizados los recursos aportados por el Ministerio de Educación.
This research is framed in the field of higher education, particularly in the financing for performance of Chilean universities and the impact that this mechanism has on the academic results and institutional management of these higher education institutions. The implementation of the financing for performance in the universities is intended for the universities to achieve remarkable results, which leads to an extraordinary performance in the academic and management field. For this purpose, we work with three Chilean universities that participated in the pilot experience of the performance financing mechanism developed by the Ministry of Education of Chile, with the support of the World Bank, which is called the Performance Agreement. The methodological approach used is of a mixed nature, since in the first exploratory phase of the research the methodological approach used was qualitative, with the Fundamental Theory Method following for this purpose the approaches of Strauss and Corbin (2002) for the selection of the cases, the conduct of the interviews and the processing and analysis. Subsequently, the second phase of the research is quantitative in nature, with the application of a questionnaire with Likert-type questions, and two universities are working to corroborate and complement the results identified in the qualitative stage. Both perspectives methodologies are complemented in accordance with the sequential mixed approach pointed out by Creswell (2009). In both cases, the sample was composed of the members of the academic communities of the universities. The results show that the implementation of performance agreements in the university managed to respond to the public funding policy that sought to achieve a significant institutional improvement. In this sense, the leaders of the universities managed to guide the institutional management towards the achievement of the goals defined in conjunction with the Ministry of Education. In order to achieve these remarkable results in the universities, the negotiation process between the Ministry of Education and the university was key, which was carried out to agree on the commitments to be achieved with the agreement, together with the support of the Negotiator in the initial stages of the agreement. performance, since it had a high academic profile, and therefore, could be the link between the Ministry of Education and the university, giving an academic look to the processes inherent to the implementation of performance agreements. Finally, within the good practices identified in this research, it highlights the importance it has for the successful implementation of the financing mechanisms, that these are in line with the strategic development plan of the institution, and that the impact of the initiatives developed with the financing of the agreement, so that those with greater impact are institutionalized once the resources provided by the Ministry of Education have been finalized.
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Arlitsch, Kenning Verfasser], Michael [Gutachter] Seadle, and Vivien [Gutachter] [Petras. "Semantic Web Identity of academic organizations : search engine entity recognition and the sources that influence Knowledge Graph Cards in search results / Kenning Arlitsch ; Gutachter: Michael Seadle, Vivien Petras." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät I, 2017. http://d-nb.info/1124893482/34.
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Arlitsch, Kenning [Verfasser], Michael Gutachter] Seadle, and Vivien [Gutachter] [Petras. "Semantic Web Identity of academic organizations : search engine entity recognition and the sources that influence Knowledge Graph Cards in search results / Kenning Arlitsch ; Gutachter: Michael Seadle, Vivien Petras." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät I, 2017. http://d-nb.info/1124893482/34.
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Lamons, Julia Lorie. "An Analysis of Data Collected from the 2007-2008 Tennessee State Report Card and the Variables Related to Science Test Results." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1848.
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The purpose of this study was to determine whether Tennessee Comprehensive Assessment Program (TCAP) Achievement reading scores, school district per-pupil expenditures, school size, percentage of students qualifying for free and reduced-priced meals, and attendance were related to science TCAP test scores from the 2007-2008 school year. The data were gathered from an analysis of mean standardized test scores in reading and science of 8th graders in 67 school systems comprising 181 schools located throughout Tennessee. One hundred eighty-one schools configured grades 6 through 8 were used in this study. Only 177 schools had reported attendance available on the Tennessee Department of Education website.
Pearson correlations were performed between the 8th mean grade science TCAP scores and 8th grade mean reading scores, per-pupil expenditure, school size, attendance, and the percentage of students qualifying for free and reduced-priced meals. Independent-samples t tests were conducted to evaluate whether 8th grade mean science TCAP scores and 8th grade mean reading scores varied depending on whether the school per-pupil expenditure was above or below the state average of $8,345. Independent-samples t test were also conducted to evaluate whether 8th grade mean science TCAP scores and 8th grade mean reading scores varied depending on whether the school attendance percentage was above or below the state goal of 93%.
The school characteristic with the strongest association with the mean 8th grade science TCAP scores as computed by Pearson's correlation is the mean 8th grade reading TCAP scores. The values can be ranked as follows: mean 8th grade reading scores (.92) > percentage of students qualifying for free and reduced meals (-.84) > per-pupil expenditure (-.62) > attendance (.60) > school size (.23).
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Wright, Frances Virginia Rosenbaum Peter. "How do changes in impairment, activity and participation relate to each other : results of a study of a group of young ambulatory children with cerebral palsy who have received lower extremity botulinum toxin type-A injections /." [Hamilton, Ont.] : McMaster University, 2005.
Find full text
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Lavrinovič, Irena. "Vyresniųjų (10-12) klasių mokinių neverbalinio kūrybinio mąstymo, bendros mokymosi ir pasiekimų motyvacijos bei pažangumo santykių ypatumai bei sąsajos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060613_212633-86564.
Full textAbstract:
The aim of this study was to consider a question of creativity in all its aspects and to explore peculiarities of creative thinking according to gender, classes, learning profiles of senior pupils and find out links between creative thinking and general learning motivation, creative thinking and motivation of achievements, creative thinking and learning success (academic results). So for this purpose there was chosen Torrance Test of Creative Thinking (1974), in case to explore their peculiarities of creative thinking. It was used figural A form (all three activities). Torrance test of creative thinking identified four components of divergent thinking: fluency (the ability to quickly find multiple solutions to a problem); flexibility (being able to simultaneously consider a variety of alternatives); and originality (referring to ideas that differ from those of other people) and elaboration (optional; the ability to elaborate ideas and solutions). We also used “Approach to Study Inventory” (test of general learning motivation; Entwistle N.J., Hanley M., Rounsell D., 1979; Entwistle N.J., Ramsden P., 1981) and Mechrabian Test-Questionnaire for motivation of achievements (modified by M.Š.-Magomed-Eminov, 1987).
198 senior pupils were investigated during this research. There were 102 girls and 96 boys of them. They were divided according to their learning profile into the two groups: humanitarian and real profiles. Trying to find out differences between gender, classes and... [to full text]
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Santos, Mauro Bittencourt dos. "Academic abstracts: a genre analysis." reponame:Repositório Institucional da UFSC, 1995. http://repositorio.ufsc.br/xmlui/handle/123456789/76183.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Inglês e Literatura CorrespondenteMade available in DSpace on 2012-10-16T08:03:47Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T19:54:15Z : No. of bitstreams: 1 100360.pdf: 3700514 bytes, checksum: 6afe08f765cf9d6c5c2f14efbf180b84 (MD5)
Resumos ("abstracts") em artigos acadêmicos são importantes meios de disseminação do conhecimento científico. Contudo, existem pouquíssimos estudos relativos a organização discursiva de resumos. Além disso, as normas disponíveis sobre a caracterização de resumos pouco ajudam na produção desse tipo de texto. O presente trabalho investiga a organização discursiva real de 94 resumos em três periódicos de maior circulação entre pesquisadores de Lingüística Aplicada. Através da análise de movimentos ("moves"), o estudo revelou que resumos seguem um padrão de 5 movimentos, a saber: o Movimento 1 motiva o leitor à pesquisa, indicando não só a área ou assunto mas também brechas em pesquisas anteriores; o Movimento 2 apresenta a pesquisa per se, descrevendo características principais e/ou objetivos; o Movimento 3 dispõe a metodologia utilizada; o Movimento 4 revela os resultados mais importantes; e o Movimento 5 discute o significado do estudo, apontando conclusões e/ou recomendações. Evidências sugerem que há discrepância entre prática e norma. O padrão proposto serve enquanto recurso pedagógico que auxilia pesquisadores a escreverem resumos mais comunicativos e assim contribuirem para avanços em sua comunidade científica. Recomenda-se a análise de gênero como uma abordagem valiosa para a descrição e explicação do discurso.
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Erasmus, Magdalena Rynette. "Medium of instruction as determinant of student throughput at the Vaal University of Technology / Magdalena Rynette Erasmus." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2860.
Full textAbstract:
This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners.Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.
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Soares, Joana Isabel das Neves. "Envolvimento dos estudantes na escola, disrupção escolar e rendimento académico: um estudo com alunos de uma escola TEIP." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/23125.
Full textAbstract:
Este estudo analisou o envolvimento dos/as estudantes na escola, a disrupção escolar e a relação destes com os resultados académicos de uma amostra de 391 alunos distribuídos pelos 5º, 6º, 7º e 9º Anos, de um Agrupamento TEIP. Foram aplicadas escalas de Envolvimento do/a Estudante na Escola e de Disrupção Escolar Professada, comparadas com os resultados médios dos alunos em função de género e ano de escolaridade. Os principais resultados sugerem que neste agrupamento TEIP os estudantes se apresentam como envolvidos e com níveis de disrupção residuais, que as raparigas são mais envolvidas e os rapazes mais disruptivos, que o envolvimento não apresenta um crescimento regular ao longo da escolaridade, sendo os resultados de 2.º ciclo mais elevados do que os do 3.º ciclo, e se encontra relacionado com sucesso académico, sendo os resultados da disrupção escolar constantes ao longo dos anos letivos, antecipando situações de insucesso e abandono escolar; Students engagement with school, school disruption and academic achievement: a study with students of a TEIP School
Abstract:
This work investigated the engagement of students with the school, school disruption and its relationship with academic achievement in a sample of 391 students distributed by 5th, 6th, 7th and 9th Grade, of a TEIP school. Scales of Engagement of Students at the School and School Disruption Professed were applied, and compared with the average results of students according to gender and grade. The main results suggested that in this TEIP school students present themselves as engaged with residual levels of disruption, that girls are more engaged and boys more disruptive, that engagement does not present a steady growth throughout schooling, and the results of 5th, 6th Grade are higher than 7th and 9th Grade, and are associated with academic success, and the results of school disruption are constant throughout the school years, anticipating situations of school failure and dropout.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.
Full textAbstract:
In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Judd, Annemarie M. F., and n/a. "A comparison of humanistic and traditional teaching methods in a college of technical and further education." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060804.122004.
Full textAbstract:
This field study examines the comparative effectiveness of traditional and
humanistic teaching methods. In part I the origins of humanistic teaching
and their relationship to Gestalt therapy are considered. The influence of
Humanistic education adult learning theory is also discussed. Part I
concludes with an assessment of humanistic teaching.
Part II: To measure the comparative effectiveness of the
humanistic and traditional teaching methods, three groups of
first year students in General English classess in a College of Technical and Further Education were selected. The
effectiveness was measured in terms of differences in
1. Self-esteem. 2. Spelling Ability. 3. Attrition rates.
4 Academic Results. It can be concluded that there is:
No difference in measures of self-esteem between groups, on
the basis of the teaching method used. A large increase in the
measure of self-esteem was observed in one of the groups that
was taught with humanistic teaching strategies.
Spelling measures showed no significant changes in any of the
groups. Attrition rates were significantly reduced in groups
that received humanistic teaching. Academic results of
students completing the course showed no significant differences.
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Miller, Karina Y. "Contact Lens, Academics and Self-Perception Study: Follow-up Results." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586881377813119.
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Coates, Zachary Alan. "Contact Lens, Academics, and Self-Perception (CLASP) Study: Study Design and Initial Results." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554753474788361.
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Francisco, Melissa. "A Framework of Critical Success Factors for Business Organizations that Lead to Performance Excellence Based on a Financial and Quality Systems Assessment." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6272.
Full textAbstract:
One of the most important tasks that business leaders undertake in order to achieve a superior market position is strategic planning. Beyond this obligation, business owners desire to maximize profit and maintain steady growth. In order to do this, resources must be invested in the most efficient way possible in order to achieve performance excellence. Adjusting business operations quickly, however, especially in times of economic uncertainty, is extremely difficult. Business leaders therefore need insight into which elements of organizational improvement are most effective in order to strategically invest their resources to achieve superior performance in the most efficient way possible.
This research examines the results of companies which have a demonstrated ability to achieve performance excellence as defined by the National Institute of Standards and Technology's Malcolm Baldrige Criteria for Performance Excellence. This research examined award-winning applications to determine common input factors, compared the business results of a subset of those award-winners with the overall market for a time-frame of 11 years, and then investigated the profitability, liquidity, debt management, asset management, and per share performance ratios of award-winners compared with their industry peers over 11 years as well.
The main focus of this research is to determine whether participation in performance excellence best practices have created value for shareholders and business owners. This objective is achieved through the analysis of performance results of award winning companies. This research demonstrates that the integration of efforts associated with performance excellence is in-fact advantageous.Ph.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
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Epps, Susan Bramlett. "Resumes and Interviewing." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2578.
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Ondategui, Parra Silvia. "Performance indicators in academic radiology departments in the United States." Doctoral thesis, Universitat Pompeu Fabra, 2008. http://hdl.handle.net/10803/22697.
Full textAbstract:
PURPOSE: To determine the management performance indicators most frequently utilized in academic radiology departments in the United States. MATERIALS AND METHODS: This investigation met the criteria for an exemption from institutional review board approval. A cross-sectional study in which a validated national survey was sent to members of the Society of Chairmen of Academic Radiology Departments (SCARD) was conducted. The survey was designed to examine the following six categories of 28 performance indicators: (a) general organization, (b) volume and productivity, (c) radiology reporting, (d) access to examinations, (e) customer satisfaction, and (f) finance. A total of 158 variables were included in the analysis. Summary statistics, the 2 test, rank correlation, multiple regression analysis, and analysis of variance were used.
RESULTS: A response rate of 42% (55 of 132 SCARD members) was achieved. The mean number of performance indicators used by radiology departments was 16 ± 6.35 (standard deviation). The most frequently utilized performance indicators were as follows: (a) productivity, in terms of examination volume (78% [43 departments]) and examination volume per modality (78% [43 departments]); (b) reporting, in terms of report turnaround (82% [45 departments]) and transcription time (71% [39 departments]); (c) access, in terms of appointment access to magnetic resonance imaging (80% [44 departments]); (d) satisfaction, in terms of number of patient complaints (84% [46 departments]); and (e) finance, in terms of expenses (67% [37 departments]). Regression analysis revealed that the numbers of performance indicators in each category were statistically significant in predicting the total number of performance indicators used (P < .001 for all). Numbers of productivity and financial indicators were moderately correlated (r = 0.51). However, there were no statistically significant correlations between the numbers of performance indicators used and hospital location, hospital size, or department size (P > .4 for all).
CONCLUSION: Assessing departmental performance with a wide range of management indicators is not yet an established and standardized practice in academic radiology departments in the United States. Among all indicators, productivity indicators are the most frequently used.
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McKinney, Cliff Blake. "A HOLISTIC MODEL OF THE INTERPLAY OF PARENT-ADOLESCENT INTERACTION VARIALBES: OUTCOMES AS A RESULT OF CONFLICTUAL PROCESSES." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4370.
Full textAbstract:
Many variables have been analyzed in order to understand parent-adolescent interactions and outcomes for adolescents. These variables must be integrated into a model that demonstrates the holistic interplay of parent-adolescent interaction variables so that a more comprehensive understanding of parent-adolescent interactions is achieved. Variables included in the model proposed here were parenting, family environment, expectations, conflict, and outcomes. Parenting, family environment, and conflict were associated with outcomes for adolescents. When the variables were analyzed simultaneously with structural equation modeling, however, the relationship of parenting and adolescent outcomes was mediated wholly for male-father, male-mother, and female-father relationships but remained significant for female-mother relationships. Overall, the holistic interplay of parent-adolescent interaction variables and the need to examine parent-adolescent dyads individually were demonstrated.M.S.
Department of Psychology
Arts and Sciences
Psychology
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Pscheida, Daniela, Claudia Minet, Sabrina Herbst, Steffen Albrecht, and Thomas Köhler. "Use of Social Media and Online-based Tools in Academia: Results of the Science 2.0-Survey 2014: Data Report 2014." Technische Universität Dresden, 2015. https://tud.qucosa.de/id/qucosa%3A29117.
Full textAbstract:
The Science 2.0-Survey investigates the dissemination and use of online tools and social media applications among scientists of all disciplines at German universities (institutions of higher education) and research institutions (Leibniz, Helmholtz, Max Planck institutes). Results show that digital, online-based tools have found widespread use and acceptance in academia and must therefore be considered a central component of scientific working processes. Furthermore the data gathered also make it clear that certain usage patterns begin to emerge and stabilise as routines in everyday academic work.
The most popular tools are the online encyclopedia Wikipedia (95% of all respondents use it professionally), mailing lists (78%), online archives/databases (75%) and content sharing/cloud services such as Dropbox or Slideshare (70%). Meanwhile, social bookmarking services remain largely untapped and unknown among scientists (only 5% professional usage).
Online tools and social media applications are most commonly utilised in a research context. In addition to Wikipedia (67%), the top three tools used for research purposes are online archives/databases (63%), reference management software (49%) and content sharing/cloud services (43%). In teaching, learning management systems (32%) play a significant role, even though this mainly applies to universities. Video/photo communities (25%), online archives/databases (23%) and content sharing/cloud services (21%) are also used by scientists in the context of teaching. However, there seems to be some backlog in the fi eld of science communication. Scientists are rarely active in this area; 45 per cent of respondents say science communication is not part of their range of duties, while for another 40 per cent such activities comprise no more than 10 per cent of their daily workload. When active in the fi eld of science communication, scientists seem to favour classic online-based tools such as mailing lists (44%) or videoconferences/VoIP (35%), while typical Web 2.0 tools such as weblogs (10%) or microblogs (6%) are rarely used in this context. Social network sites (SNS) with a professional and/or academic orientation (30%), however, are relatively common for communication purposes in academia. The situation is similar for science administration practices where, although the use of online-based tools and social media applications is more common, no more than one-quarter of the scientists use a particular tool, while personal organizers/schedule managers (27%) dominate.
The main factors cited by scientists as preventing them from using online-based tools and social media applications professionally are a lack of added value for their own work (30%), insufficient technical assistance (21%) and insufficient time to become familiar with the handling of the tools (15%). In particular, many scientists do not use microblogs (53%), discussion forums (41%) and weblogs (40%) professionally because they cannot see any added value in using them.
With regard to the attitudes of scientists in relation to the use of online tools and social media applications, results show that they are aware of privacy issues and have relatively high concerns about the spread of and access to personal data on the Internet. However, scientists generally have few reservations about dealing with social media and show themselves to be open to new technological developments.
This report documents the results of a Germany-wide online survey of a total of 2,084 scientists at German universities (1,419) and research institutions (665). The survey explores the usage of 18 online tools and social media applications for daily work in research, teaching, science administration and science communication. In addition to the frequency and context of use, the survey also documents reasons for the non-use of tools, as well as general attitudes towards the Internet and social media. The survey was conducted between 23 June 2014 and 20 July 2014 and is a joint project of the Leibniz Research Alliance „Science 2.0“, led by the Technische Universität Dresden’s Media Center.:Executive summary
1. Introduction
2. Methodology and research design
3. Characterisation of the data sample
Gender
Age
Type of institution
Academic position
Duration of employment in academic context
Subject group
Fields of activity
4. Use of social media and online-based tools
4.1 General use of social media und online-based tools
General usage
Devices
4.2 Use of social media und online-based tools in academic work
Professional and private usage
Frequency of professional usage
Professional usage by gender
Professional usage by age
Professional usage by subject group
Professional usage by position
4.3 Use of online-based tools and social media applications in various areas of academic activity
4.3.1 Use of online-based tools and social media applications in research
4.3.2 Use of online-based tools and social media applications in teaching
4.3.3 Use of online-based tools and social media applications in science administration
4.3.4 Use of online-based tools and social media applications in science communication
4.4 Barriers to the use of social media applications and online-based tools in everyday academic life
Reasons for professional non-use of online tools
4.5 Active and passive use of social media applications in everyday academic life
5. Attitudes to the use of social media applications and online-based tools in
everyday academic life
Overall attitudes
Attitude measurement reliability analysis
Attitudes by gender
Attitudes by age
Attitudes by position
Attitudes by subject group
References
Cover letter English
Cover letter German
Questionnaire English
Questionnaire German
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Gottschalk, Adrian Hedley Benjamin 1975. "Improving the efficiency of the later stages of the drug development process : survey results from the industry, academia, and the FDA." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/16699.
Full textAbstract:
Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology, 2004.Includes bibliographical references (p. 65).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Drug development in the United States is a lengthy and expensive endeavor. It is estimated that average development times range from eleven to fifteen years and exceed costs of one billion dollars. The development pathway includes basic scientific discovery, pre-clinical testing in animals, clinical development in humans, and an application process. The Food and Drug Administration is responsible for the oversight and approval of drugs going through this process. Numerous financial and economic studies have been conducted that show the benefits to accelerating the drug development process. In 1992, the United States Congress enacted the Prescription Drug User Fee Act I, which mandated faster response times from the FDA in return for user fee payments to the FDA by the drug developing companies. Data on approval times for new drugs indicate that this process was indeed shortened. In contrast, the average drug development process prior to the filing of an application has been increasing in cost and time. The first purpose of this research is to quantify the benefits of accelerated new drug application review time under the Prescription Drug User Fee Acts I and II. The second purpose of the research is to investigate what industry and the FDA can do together to reduce the development process time between the IND and NDA without compromising patient safety and welfare, specifically the Phase II, Phase III, and NDA components. The research indicates that PDUFA has improved approval times in a statistically significant way. Furthermore, the financial and social benefits as measured using net present value have far exceeded the PDUFA costs. Quantitative and qualitative surveys of fifty individuals in large pharmaceutical and biotech companies
(cont.) resulted in the identification of several significant opportunities and useful suggestions for reducing development times in Phase II, Phase III, and the NDA. Specifically, company interviewees indicated that they were willing to pay additional monies for increased interaction and communication with the FDA from Phase II through the NDA in hopes of reducing information asymmetry and increasing information transparency. Other recommendations included a mandatory audit and review of a sample of NDAs post approval to identify best practices, implementation of metrics and performance tracking during clinical phases, and implementation of consistent project management and communication standards across therapeutic divisions.
by Adrian Hedley Benjamin Gottschalk.
S.M.
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Beretti, Michelle Andrea. "The factors related to performance in a first year commerce academic development programme : matriculation result, self-efficacy, goal-setting orientation and locus of control." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10116.
Full textAbstract:
Includes bibliographical references (leaves 59-71).To investigate the factors related to performance in a first year Commerce Academic Development (AD) Programme at the University of Cape Town, South Africa, the independent variables chosen were Matriculation result, self-efficacy, goal-setting orientation and locus of control. The results from the study will be useful to the Educational Development Unit at the university in assessing which psychological variables are having the most influence on their student population. The results will also assist in explaining why, in several cases, these AD students are outperforming the main- stream students. Limited statistically significant relationships were found between the independent variables and academic performance. The research design was critiqued and deemed to be problematic. Practical implications of the findings are discussed.
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Souza, Vânia Regina Alves de [UNESP]. "Leitura em língua estrangeira (inglês) para elaboração de resumos documentários." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/93714.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:26:45Z (GMT). No. of bitstreams: 0
Previous issue date: 2002-08-30Bitstream added on 2014-06-13T19:34:31Z : No. of bitstreams: 1
souza_vra_me_mar.pdf: 400189 bytes, checksum: 45010e6ba518e2a26b0ee3e83b6bec1e (MD5)A leitura em inglês para o fim de elaboração de resumos documentários pode ser facilitada mediante a utilização da abordagem do inglês instrumental. O aluno aprende estratégias de leitura que o ajudam na compreensão dos textos sem precisar ter o total domínio do inglês. A proposta desta pesquisa consiste na investigação do processo de leitura de um texto em inglês após os conhecimentos adquiridos nas disciplinas de Inglês Instrumental e Indexação e Resumos no curso de Biblioteconomia. Propomos uma interface entre as duas disciplinas com a finalidade de compreensão de textos em inglês para realização da tarefa de elaboração de resumos. Os objetivos são: trazer contribuição para as disciplinas afins no que concerne à orientação de leitura para elaboração de resumos, fazer levantamento de indicadores de leitura para elaboração de metodologias com a sugestão da utilização do Inglês Instrumental. Tal investigação foi realizada por meio de levantamento bibliográfico sobre resumo, leitura e por meio de observação do processo de leitura. A técnica da coleta de dados foi a denominada Protocolo Verbal. Os processos de leitura observados foram realizados por dois alunos do quarto ano do curso de Biblioteconomia do campus da UNESP de Marília. Receberam instruções quanto ao uso do Inglês Instrumental, para superação dos problemas oriundos da deficiência de conhecimento da língua e, instruções quanto às técnicas de síntese, análise e representação do documento para a elaboração do resumo documentário. Verificamos como procedem à compreensão do texto na tarefa de leitura para elaboração do resumo documentário e observamos que utilizam as estratégias de leitura aprendidas nas aulas de Inglês Instrumental, bem como utilizam o conhecimento adquirido sobre a elaboração do resumo. Os resultados obtidos...
Reading in English with the purpose of writing abstracts can be facilitated through ESP (English for specific purposes) approach. The student learns reading strategies that help him in text comprehension without the necessity of having great knowledge in English. This research proposal is to investigate the reading process of a written English text after the students had been acquainted with the two disciplines (ESP and 'Indexing and Abstract') in the Library Science course. We propose an 'interface' between both subjects in order to comprehend English written texts to the task of writing abstracts. The objectives are to contribute to these subjects related to the reading orientation to the abstract writing task and to point out some reading indicators to methodologies suggesting ESP approach. This research was carried out by the analysis of abstract and reading bibliographies and observation of the reading process. The technique of the data collecting was the one denominated Thinking Aloud. The reading process observed was carried out by two students from the fourth grade of Library Science at UNESP in Marília. Both of them had taken the two subjects above mentioned during the course. They received instructions about the use of ESP to overcome problems of the weak language knowledge and also about the synthesis, analysis and representation of the document. We verified how they read a text in order to write an abstract and observed that they used the reading strategies learned in the ESP classes as well as the knowledge about abstract writing. The obtained results indicate that the instrumental approach may be useful to the abstract writing task by means of appropriate reading strategies, such as, vocabulary strategies, language structure, paragraph structure, textual markers, selectivity, metacognitive monitoring, prediction, nominal... (Complete abstract, click electronic address below)
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Florek, Cristiane Salete. "UMA ANÁLISE CRÍTICA DE GÊNERO DE RESUMOS ACADÊMICOS GRÁFICOS." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/9915.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research is linked to the project Critical Genre Analysis and implications for multiliteracies (HENDGES, 2012b). Our investigation concern the graphical academic abstract (GAA), a not regular discursive practice at the academic context, which coexists with the academic abstract (AA) in Tables of Contents of scientific journals and at the HTML version of the academic article, combining verbal and visual semiotic modes. Methodologically, we investigated the GAA from the perspective of Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006, 2008). This theoretical and methodological approach enables investigate, textually and contextually, the rhetorical organization of the RAG, through the analysis of the different semiotic modes that constitute it, in order to verify standards for defining the RAG as (a new) genre. Forty GAAs from four scientific journals in Biodiversity and Chemistry (CAPES, 2014) were selected. For the contextual analysis we carried out: i) interviews with researchers of the investigated areas; and ii) documental analysis. For textual analysis, we carried out: i) identification, description and categorization of the meanings of semiotic modes that constitute the GAA, based on Systemic Functional Grammar (HALLIDAY; MATTHIESSEN, 2004), on the Grammar of Visual Design (KRESS; VAN LEEUWEN, 2006) and on metadiscourse markers (MORAES, 2005 conf. VANDE KOPPLE, 1985; CRISMORE; FRANSWORT, 1989; BAKHTIN, 1988; 2011, e.g.); and ii) identification of recurrent rhetorical patterns in GAAs (SWALES, 1990). This analysis showed that, although the GAA presents typical rhetorical movements of other academic genres, it is a new genre because the realization of these rhetorical moves is necessarily multimodal, especially realized by the visual semiotic mode. This characteristic differentiates the GAA of the AA because it enhances the communicative multi-purpose to attract the reader and summarize the research reported in an article. The critical study of GAAs allows to interpret new discourses available in the academic context, considering the multiplicity cultural and materialization of meanings. That study can also assist to propose teaching methodologies to promote multiliteracies.
Esta pesquisa está vinculada ao projeto guarda-chuva Análise crítica de gêneros e implicações para os multiletramentos (HENDGES, 2012a). Nossa investigação recai sobre o resumo acadêmico gráfico (RAG), prática discursiva não regular do contexto acadêmico, que, quando ocorre, coexiste com o resumo acadêmico (RA) nos Sumários de periódicos científicos e na versão HTML do artigo acadêmico. O RAG se materializa pela combinação dos modos semióticos verbal e visual. Metodologicamente, propomos investigar o RAG sob a perspectiva da Análise Crítica de Gêneros (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006, 2008), abordagem teórico-metodológica que possibilita realizar o objetivo de investigar, textualmente e contextualmente, a organização retórica do RAG, por meio da análise dos diferentes modos semióticos que o constituem, a fim de verificar padrões que permitam definir o RAG como (um novo) gênero. Quarenta RAGs de quatro periódicos científicos das áreas de Biodiversidade e de Química (CAPES, 2014) foram selecionados. Para a análise contextual realizamos: i) entrevistas com pesquisadores das áreas investigadas; e ii) análise documental. Para a análise textual, realizamos: i) identificação, descrição e categorização dos significados dos modos semióticos que compõem o RAG, com base na Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2004), na Gramática do Design Visual (KRESS; VAN LEEUWEN, 2006) e nos marcadores metadiscursivos (MORAES, 2005, conf. VANDE KOPPLE, 1985; CRISMORE; FRANSWORT, 1989; BAKHTIN, 1988; 2011, p. ex.); e ii) identificação de padrões retóricos recorrentes em RAGs (SWALES, 1990). Essa análise evidenciou que, embora o RAG apresente movimentos retóricos típicos de outros gêneros acadêmicos, é um novo gênero porque a realização desses movimentos retóricos é necessariamente multimodal, com destaque para o modo semiótico visual. Essa característica o diferencia do RA, pois potencializa o multi-propósito comunicativo de atrair o leitor e sintetizar a pesquisa reportada em um artigo. Esses propósitos dão conta da recorrente necessidade da comunidade científica de otimizar o tempo de busca e seleção de artigos acadêmicos para leitura e de otimizar a divulgação dos resultados da pesquisa científica. O estudo crítico de RAGs possibilita interpretar os novos discursos disponíveis no contexto acadêmico, considerando a multiplicidade cultural e de materialização dos significados, podendo auxiliar na proposição de meios pedagógicos capazes de promover os multiletramentos.
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Souza, Vânia Regina Alves de. "Leitura em língua estrangeira (inglês) para elaboração de resumos documentários /." Marília : [s.n.], 2002. http://hdl.handle.net/11449/93714.
Full textAbstract:
Orientador: Mariângela Spotti Lopes FujitaBanca: Maria Isabel Asperti Nardi
Banca: Nair Yomiko Kobashi
Resumo: A leitura em inglês para o fim de elaboração de resumos documentários pode ser facilitada mediante a utilização da abordagem do inglês instrumental. O aluno aprende estratégias de leitura que o ajudam na compreensão dos textos sem precisar ter o total domínio do inglês. A proposta desta pesquisa consiste na investigação do processo de leitura de um texto em inglês após os conhecimentos adquiridos nas disciplinas de "Inglês Instrumental" e "Indexação e Resumos" no curso de Biblioteconomia. Propomos uma interface entre as duas disciplinas com a finalidade de compreensão de textos em inglês para realização da tarefa de elaboração de resumos. Os objetivos são: trazer contribuição para as disciplinas afins no que concerne à orientação de leitura para elaboração de resumos, fazer levantamento de indicadores de leitura para elaboração de metodologias com a sugestão da utilização do Inglês Instrumental. Tal investigação foi realizada por meio de levantamento bibliográfico sobre resumo, leitura e por meio de observação do processo de leitura. A técnica da coleta de dados foi a denominada Protocolo Verbal. Os processos de leitura observados foram realizados por dois alunos do quarto ano do curso de Biblioteconomia do campus da UNESP de Marília. Receberam instruções quanto ao uso do Inglês Instrumental, para superação dos problemas oriundos da deficiência de conhecimento da língua e, instruções quanto às técnicas de síntese, análise e representação do documento para a elaboração do resumo documentário. Verificamos como procedem à compreensão do texto na tarefa de leitura para elaboração do resumo documentário e observamos que utilizam as estratégias de leitura aprendidas nas aulas de "Inglês Instrumental", bem como utilizam o conhecimento adquirido sobre a elaboração do resumo. Os resultados obtidos... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Reading in English with the purpose of writing abstracts can be facilitated through ESP (English for specific purposes) approach. The student learns reading strategies that help him in text comprehension without the necessity of having great knowledge in English. This research proposal is to investigate the reading process of a written English text after the students had been acquainted with the two disciplines (ESP and 'Indexing and Abstract') in the Library Science course. We propose an 'interface' between both subjects in order to comprehend English written texts to the task of writing abstracts. The objectives are to contribute to these subjects related to the reading orientation to the abstract writing task and to point out some reading indicators to methodologies suggesting ESP approach. This research was carried out by the analysis of abstract and reading bibliographies and observation of the reading process. The technique of the data collecting was the one denominated Thinking Aloud. The reading process observed was carried out by two students from the fourth grade of Library Science at UNESP in Marília. Both of them had taken the two subjects above mentioned during the course. They received instructions about the use of ESP to overcome problems of the weak language knowledge and also about the synthesis, analysis and representation of the document. We verified how they read a text in order to write an abstract and observed that they used the reading strategies learned in the ESP classes as well as the knowledge about abstract writing. The obtained results indicate that the instrumental approach may be useful to the abstract writing task by means of appropriate reading strategies, such as, vocabulary strategies, language structure, paragraph structure, textual markers, selectivity, metacognitive monitoring, prediction, nominal... (Complete abstract, click electronic address below)
Mestre
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Kilstam, Jonna. "Arbetsgivarperspektiv på arbetspraktik för nyanlända akademiker : konceptualisering av motivbilder och resultat." Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17213.
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Som en följd av flyktingvågen 2015 inleddes en satsning som syftade till att underlätta integrationsprocessen samtidigt som det skulle effektivisera matchningen mellan kompetens och efterfrågan på arbetsmarknaden. Ett av de projekt som initierades inriktades på att förmedla praktikplatser till nyanlända akademiker med kompetens inom vissa bristområden. Studien har inriktats på arbetsgivarmotiv för att delta i praktikaktiviteter för nyanlända akademiker samt resultatet av dessa. Syftet har varit att konceptualisera arbetsgivarmotiv till och resultat av arbetspraktiken. Undersökningen har genomförts med en metodkombination av sekundärdata från arbetsgivarundersökningar samt egen insamlad empiri från intervjuer med arbetsgivarrepresentanter. Resultat presenteras under flera steg där motiven förklaras utifrån en teoretiserad motivmodell för att sedan användas för att tolka arbetsgivarmotiv ur både ett retoriskt och ett mer erfarenhetsbaserat perspektiv. Motivens relation till det ursprungliga arbetsmarknadspolitiska syftet har undersökts och slutligen har ett önskvärt resultat av arbetspraktiken identifierats och förklarats.As a result of the refugee wave of 2015 an effort was initiated to facilitate the integration process and at the same time improve the matching efficiency of competence and demand at the labour market. One of the initiated projects focused on mediating internships for newcomer academics with competence from certain shortage areas. The study focused on employer motives for participating in internship activities targeting newcomer academics and their outcomes. The purpose was to conceptualize employer motives for and outcomes of internships. The study was carried out with a combination of methods of secondary data from employer polls and own collected empirics from interviews with employer representants. The result was presented in multiple steps where the motives was explained from a theorized model of motives to be used for analysing employer motives from a rhetorical and more experience-based perspective. The motives relation with the initial labour market policy purpose was examined and finally a desirable outcome was identified and explained.
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Oliveira, Marta Melo de. "Plágio na constituição de autoria: análise da produção acadêmica de resenhas e resumos publicados na Internet." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/2147.
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Previous issue date: 2007-03-14This work analysis the occurrence of plagiarism or half plagiarism in the constitution of authorship in a corpus composed of summaries and reports written and published (in the internet) by young college students as extra classes activities. We tried to control the conditions of texts productions according to the criteria suggested by Geraldi (2004) and Garcez (1998). We worked with the line of research Discursive process and Textual production in order to secure a theoretical anchorage that could give support to the purpose of describing the authorship constitution of academic texts; to verify the influence of the interlocutor in the textualdiscursive performance of the generating subject; to show the occurrence of plagiarism and half plagiarism in the corpus as a speech phenomena tied to the discursive miscellaneous and to the inter speech. The analytical textual practice of the corpus was submitted the ISD, perspective of Bronckart and the verification of the effectiveness of the summarization to the accomplishment of the academic summaries and reports was brought about by the rules/strategies of van Dijk and Sprenger-Charoles.
Este trabalho analisa a ocorrência de plágio ou meio plágio na constituição de autoria em um corpus formado por resumos e resenhas produzidos e publicados (na internet) por jovens universitários, como atividade extraclasse. Procuramos controlar as condições de produção dos textos, segundo critérios sugeridos por Geraldi (2004) e Garcez (1998). Trabalhamos com a linha de pesquisa o processo discursivo e a produção textual a fim de assegurar uma ancoragem teórica que desse sustentação aos objetivos de descrever a constituição da autoria no texto acadêmico; verificar a influência do interlocutor no desempenho textual-discursivo do sujeito produtor; mostrar a ocorrência de plágio e meio plágio no corpus como um fenômeno discursivo vinculado à heterogeneidade discursiva e ao interdiscurso. A prática analítica textual do corpus se submeteu à perspectiva interacionista sociodiscursiva de Bronckart e a verificação da eficácia da sumarização para a realização dos resumos e resenhas acadêmicos foi efetivada pelas estratégias de van Dijk e de Sprenger-Charolles.
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Mergo, Mary Beth. "Physical education : now and then, an in-depth investigation into the changes to physical education and organized sport as a result of legal liability, and the positive and negative impact these changes have had on athletic coaches, trainers, and educators - with special emphasis on the Seminole County, Florida public school system." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/79.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Health and Public Affairs
Legal Studies
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Fonseca, Lars. "Det godkända fusket : Normförhandlingar i gymnasieskolans bedömningspraktiker." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-37139.
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Education on behalf of social trust constitutes a central theme in all societies. Different forms of cheating and fraud have a negative impact on the bonds of social trust. The purpose of the thesis is to increase understanding of the scope for learning about the individual-society relationship as it finds expression in pedagogical practices involving norms relating to cheating. The established norms concerning school cheating are identified in group-based discussions involving Upper Secondary students and teachers. Students ascribe each other roles on the basis of the perceived capacity to produce school results and thereby also to justify the need for school cheating. In the norm negotiations a significant tolerance is shown towards cheating which is adjudged to be necessary, provided that a hierarchic, fair distribution of grades can be retained. The teachers perceive expectations of acting for goal fulfilment, in the form of good student grades, as based on economic arguments. Good student grades imply satisfied customers in a market exposed to competition and a strong market value for the individual school. From a critical viewpoint these norms are related to the contemporary, dominant neo-liberal principles of commercialisation and individualisation in social organisation. The school actors perceive, in accordance with stratified norm theory, the norms from economic systems of conduct as more strongly conditioning on conduct than those norms from political-administrative or socio-cultural conduct systems. The teachers are aware of expectations, in hidden concert and consent with other school stakeholders, to offer social approval for student cheating and sympathetic marking concerning the lowest grade for passing i.e. violation of rules, where this is necessary to meet the economic as well as political-administrative objectives that have been established. To be part of pedagogic practices involving school cheating implies learning to uncouple rules and practice, law and morality. Such a double agenda is incompatible with norms and ideals in official curricula as well as being destructive of the bonds of social trust; it thereby functions as a hidden curriculum.
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Fenollosa, Artés Felip. "Contribució a l'estudi de la impressió 3D per a la fabricació de models per facilitar l'assaig d'operacions quirúrgiques de tumors." Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/667421.
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La present tesi doctoral s’ha centrat en el repte d’aconseguir, mitjançant Fabricació Additiva (FA), models per a assaig quirúrgic, sota la premissa que els equips per fer-los haurien de ser accessibles a l’àmbit hospitalari. L’objectiu és facilitar l’extensió de l’ús dels prototips com a eina de preparació d’operacions quirúrgiques, transformant la pràctica mèdica actual de la mateixa manera que en el seu moment ho van fer tecnologies com les que van facilitar l’ús de radiografies. El motiu d’utilitzar FA, en lloc de tecnologies més tradicionals, és la seva capacitat de materialitzar de forma directa les dades digitals obtingudes de l’anatomia del pacient mitjançant sistemes d’escanejat tridimensional, fent possible l’obtenció de models personalitzats. Els resultats es centren en la generació de nou coneixement sobre com aconseguir equipaments d’impressió 3D multimaterials accessibles que permetin l’obtenció de models mimètics respecte als teixits vius. Per facilitar aquesta buscada extensió de la tecnologia, s’ha focalitzat en les tecnologies de codi obert com la Fabricació per Filament Fos (FFF) i similars basades en líquids catalitzables. La recerca s’alinea dins l’activitat de desenvolupament de la FA al CIM UPC, i en aquest àmbit concret amb la col·laboració amb l’Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloc de la tesi inclou la descripció de l’estat de l’art, detallant les tecnologies existents i la seva aplicació a l’entorn mèdic. S’han establert per primer cop unes bases de caracterització dels teixits vius -sobretot tous- per donar suport a la selecció de materials que els puguin mimetitzar en un procés de FA, a efectes de millorar l’experiència d’assaig dels cirurgians. El caràcter rígid dels materials majoritàriament usats en impressió 3D els fa poc útils per simular tumors i altres referències anatòmiques. De forma successiva, es tracten paràmetres com la densitat, la viscoelasticitat, la caracterització dels materials tous a la indústria, l’estudi del mòdul elàstic de teixits tous i vasos, la duresa d’aquests, i requeriments com l’esterilització dels models. El segon bloc comença explorant la impressió 3D mitjançant FFF. Es classifiquen les variants del procés des del punt de vista de la multimaterialitat, essencial per fer models d’assaig quirúrgic, diferenciant entre solucions multibroquet i de barreja al capçal. S’ha inclòs l’estudi de materials (filaments i líquids) que serien més útils per mimetitzar teixits tous. Es constata com en els líquids, en comparació amb els filaments, la complexitat del treball en processos de FA és més elevada, i es determinen formes d’imprimir materials molt tous. Per acabar, s’exposen sis casos reals de col·laboració amb l’HJSD, una selecció d’aquells en els que el doctorand ha intervingut en els darrers anys. L’origen es troba en la dificultat de l’abordatge d’operacions de resecció de tumors infantils com el neuroblastoma, i a la iniciativa del Dr. Lucas Krauel. Finalment, el Bloc 3 té per objecte explorar nombrosos conceptes (fins a 8), activitat completada al llarg dels darrers cinc anys amb el suport dels mitjans del CIM UPC i de l’activitat associada a treballs finals d’estudis d’estudiants de la UPC, arribant-se a materialitzar equipaments experimentals per validar-los. La recerca ampla i sistemàtica al respecte fa que s’estigui més a prop de disposar d’una solució d’impressió 3D multimaterial de sobretaula. Es determina que la millor via de progrés és la de disposar d’una pluralitat de capçals independents a fi de capacitar la impressora 3D per integrar diversos conceptes estudiats, materialitzant-se una possible solució. Cloent la tesi, es planteja com seria un equipament d’impressió 3D per a models d’assaig quirúrgic, a fi de servir de base per a futurs desenvolupaments.La presente tesis doctoral se ha centrado en el reto de conseguir, mediante Fabricación Aditiva (FA), modelos para ensayo quirúrgico, bajo la premisa que los equipos para obtenerlos tendrían que ser accesibles al ámbito hospitalario. El objetivo es facilitar la extensión del uso de modelos como herramienta de preparación de operaciones quirúrgicas, transformando la práctica médica actual de la misma manera que, en su momento, lo hicieron tecnologías como las que facilitaron el uso de radiografías. El motivo de utilizar FA, en lugar de tecnologías más tradicionales, es su capacidad de materializar de forma directa los datos digitales obtenidos de la anatomía del paciente mediante sistemas de escaneado tridimensional, haciendo posible la obtención de modelos personalizados. Los resultados se centran en la generación de nuevo conocimiento para conseguir equipamientos de impresión 3D multimateriales accesibles que permitan la obtención de modelos miméticos respecto a los tejidos vivos. Para facilitar la buscada extensión de la tecnología, se ha focalizado en las tecnologías de código abierto como la Fabricación por Hilo Fundido (FFF) y similares basadas en líquidos catalizables. Esta investigación se alinea dentro de la actividad de desarrollo de la FA en el CIM UPC, y en este ámbito concreto con la colaboración con el Hospital Sant Joan de Déu de Barcelona (HSJD). El primer bloque de la tesis incluye la descripción del estado del arte, detallando las tecnologías existentes y su aplicación al entorno médico. Se han establecido por primera vez unas bases de caracterización de los tejidos vivos – principalmente blandos – para dar apoyo a la selección de materiales que los puedan mimetizar en un proceso de FA, a efectos de mejorar la experiencia de ensayo de los cirujanos. El carácter rígido de los materiales mayoritariamente usados en impresión 3D los hace poco útiles para simular tumores y otras referencias anatómicas. De forma sucesiva, se tratan parámetros como la densidad, la viscoelasticidad, la caracterización de materiales blandos en la industria, el estudio del módulo elástico de tejidos blandos y vasos, la dureza de los mismos, y requerimientos como la esterilización de los modelos. El segundo bloque empieza explorando la impresión 3D mediante FFF. Se clasifican las variantes del proceso desde el punto de vista de la multimaterialidad, esencial para hacer modelos de ensayo quirúrgico, diferenciando entre soluciones multiboquilla y de mezcla en el cabezal. Se ha incluido el estudio de materiales (filamentos y líquidos) que serían más útiles para mimetizar tejidos blandos. Se constata como en los líquidos, en comparación con los filamentos, la complejidad del trabajo en procesos de FA es más elevada, y se determinan formas de imprimir materiales muy blandos. Para acabar, se exponen seis casos reales de colaboración con el HJSD, una selección de aquellos en los que el doctorando ha intervenido en los últimos años. El origen se encuentra en la dificultad del abordaje de operaciones de resección de tumores infantiles como el neuroblastoma, y en la iniciativa del Dr. Lucas Krauel. Finalmente, el Bloque 3 desarrolla numerosos conceptos (hasta 8), actividad completada a lo largo de los últimos cinco años con el apoyo de los medios del CIM UPC y de la actividad asociada a trabajos finales de estudios de estudiantes de la UPC, llegándose a materializar equipamientos experimentales para validarlos. La investigación amplia y sistemática al respecto hace que se esté más cerca de disponer de una solución de impresión 3D multimaterial de sobremesa. Se determina que la mejor vía de progreso es la de disponer de una pluralidad de cabezales independientes, a fin de capacitar la impresora 3D para integrar diversos conceptos estudiados, materializándose una posible solución. Para cerrar la tesis, se plantea cómo sería un equipamiento de impresión 3D para modelos de ensayo quirúrgico, a fin de servir de base para futuros desarrollos.
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Lai, Peiyun, and 賴佩筠. "The application of Data Envelopment Analysis in students’ academic results calculation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25835578399590766712.
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Opperman, Ingrid. "Relationships between a cognitive testing instrument, academic points scores and average academic results of National Diploma Students at a University of Technology." Thesis, 2014. http://hdl.handle.net/10539/14917.
Full textAbstract:
Higher education in South Africa faces a variety of challenges including poor pass rates,
large numbers of students dependent on the National Student Financial Aid Scheme,
intrapersonal and socioeconomic challenges of students and vast numbers of applicants vying
for limited places in institutions. The primary method of selection and screening of applicants
is the Academic Points Score (APS), calculated on Grade 12 achievement levels. However,
large numbers of applicants exhibit similar or identical scores which meet minimum
requirements. This makes effective selection difficult in terms of potential to succeed in the
tertiary education context. Therefore, additional selection instruments may be useful in
determining high from low potential candidates. Cognitive instruments are one option
available to institutions and have been investigated to a certain extent, particularly in
conjunction with alternative achievement based assessments. The present study examined a
cognitive instrument utilised for selections at a University of Technology. The instrument is
based on verbal and non-verbal reasoning skills, basic calculative ability, reading
comprehension, memory and spatial reasoning. The results on the sub-tests of this instrument
were examined in relation to APS and average mark achieved during study for National
Diploma courses at the institution. Although statistically significant relationships did exist, as
well as some demographic differences, effect sizes and correlation coefficients were small.
Concerningly, APS did not explain a large percentage of variance in average mark. This
finding is important in light of current selection procedures. Multiple regression and logistic
regression models indicated that two specific sub-tests, in combination with APS, did
contribute to predictive power in determining average mark. A number of themes in terms of
this prediction are explored. These include English language ability, gender differences,
specific cognitive skills and the general validity of utilisation of APS and/or cognitive testing
as predictors of tertiary education success. In light of poor success rates in tertiary institutions
across South Africa, further research into effective selection procedures should be prioritised.
46
Ko, WeiChen, and 柯維貞. "An application in Data Envelopment Analysis to Salience Individual Academic Results of Elementary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/44202380760329255538.
Full textAbstract:
碩士國立臺中教育大學
教育測驗統計研究所
101
Modern education emphasizes adaptive teaching. We should find out the method confirm to the individual differences of the students and get the most advantage achievement. This paper using output-oriented CCR model in data envelopment analysis, and use mandarin, mathematics, natural simulation and society achievement as data source, calculate each student's relative mark, and every subject weight, enable student to find study goal, and relative score, personal advantage subject and the fast progressives way, make it set up confidence, go to develop hard to one's own advantage ability. Using modified cross efficiency are arranged in an order, can make the computing technology of this achievement distribution even more, and suit making sure in fact to use even more.
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House, Amy Elizabeth. "Formation of an exom-refined a Complex Spliceosome Intermediate Results in CD45 Exon." 2007. http://www4.utsouthwestern.edu/library/ETD/etdDetails.cfm?etdID=332.
Full text
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Schultz, Joan M. "The relationship of pre-admission psychometric test results to the academic performance of diploma nursing students." 1991. http://hdl.handle.net/1993/17397.
Full text
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Bingham, Nathan Christian. "Loss of Ventromedical Hypothalamic Leptin Receptors Results in Increased Adiposity and a Metabolic Syndrome." 2008. http://www4.utsouthwestern.edu/library/ETD/etdDetails.cfm?etdID=356.
Full text
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Venzke, Shirley. "The relationship between proficiency in English, Grade 12 English results and the academic success of first year students." Diss., 2002. http://hdl.handle.net/10500/1019.
Full textAbstract:
This research investigated the possible correlation between English proficiency
and academic success in Internal Auditing 1 of learners registered at the Vaal
Triangle Technikon.
Acquisition of a Second language was investigated with reference to Additive and
Subtractive bilingualism, Basic Interpersonal Communication Skills, and Cognitive
Academic Language Proficiency. Factors that influence the acquisition of a L2
were also discussed.
Factors that influence learning through a Second language, problems experienced
by learners learning through a Second language and the coping mechanisms they
use were investigated.
The specific language situation in South African education was explained starting
with a short historical background of English in South African schools. General
problems experienced at schools, language problems experienced at schools, the
language proficiency of teachers and how they cope with the language problems
were discussed. Language problems experienced by the learners and its effect on
higher education were also investigated.
A questionnaire was used to gather information regarding respondents' school
history, First language, experiences with English as a subject at school,
experiences of English as language of instruction, and their views on Internal
Auditing 1 as a subject.
Respondents' English proficiency was determined through three instruments,
namely Grade 12 English Second language results, an English proficiency test
and an English writing performance test. There is a discrepancy between tile
respondents' own perception of their English proficiency and their English
proficiency as reflected by their Grade 12 English Second language results, the
proficiency test and the writing performance test. While respondents felt that their
English proficiency is average or above average, the tests indicated that their
English proficiency is very low.
Despite the respondents' very tow levels of English proficiency they reported that
they did not find the English used in different situations relating to Internal Auditing
1 difficult and no significant correlation could be determined between their English
proficiency levels and their academic success in Internal Auditing 1.Psychology of Education
M. Ed. (Psychology of Education)