Dissertations / Theses on the topic 'Airport Cooperative Research Program'
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McGinley, Susan. "Bt Cotton and Pink Bollworm: A Cooperative Research and Education Program." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/622253.
Full textAlparslan, Gok Sirma Zeynep. "Cooperative Interval Games." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610337/index.pdf.
Full textEverette, Alicia Kattariya. "An Integrated Research Practice Partnership to Explore and Develop Physical Activity Resources Within a Statewide Program." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/84424.
Full textMaster of Science
Li, Jingjuan. "A methodology for obtaining traffic data input to the NCHRP 1-37A PDG." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Summer2005/j%5Fli%5F080205.pdf.
Full textMulberry, Stella L. "Political Identity of First-Year College Students: An Analysis of Student Characteristics Using Cooperative Institutional Research Program (CIRP) Data." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28457/.
Full textKreuiter, Allan. "An analysis of the science communication of co-operative centres." Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/139575.
Full textBrown, Peggy Brandt. "Educationally At-risk College Students From Single-parent and Two-parent Households: an Analysis of Differences Employing Cooperative Institutional Research Program Data." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4897/.
Full textKinney, Kimberlee Ann. "Exploration of Facilitators, Barriers and Opportunities for Faith-Based Organizations to Implement Nutrition and Physical Activity Programs and Partner with Virginia's Supplemental Nutrition Assistance Program Education." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82927.
Full textPh. D.
Gibson, Elizabeth Carole. "A Measurement System for Science and Engineering Research Center Performance Evaluation." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3285.
Full textRippin, A. B., and D. R. Kearney. "A cooperative government-industry woodland caribou research program in northeastern Alberta." 1995. http://hdl.handle.net/2429/10852.
Full textCHANG, LI-YUEH, and 張瓈月. "Action Research of Using Story Structure on a Curriculum Program for Cooperative Integrated Reading Composition." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54375446205849229720.
Full text國立新竹教育大學
人資處課程與教學碩士班
100
Abstract This study aims to explore the design process of using story structure, co-integration in teaching reading and writing curriculum programs, and the copying strategies in responding to the difficulties deriving from implementing curriculum programs. This study also reflects on the growth and change taking place in action research in examining the change of course of cooperation and resulting effectiveness in students reading comprehension, writing and performance skills. The subjects of this study are the third graders taught by the researcher, grouping students of heterogeneity according to the third-grade reading comprehension test as the pre-test, and employing as a research tool customized evaluations of unit reading comprehension, writing scale, and cooperation from assessment. The data is to be obtained in a single sample t-test, employing excel line chart drawing software and other statistical methods to quantify the percentage of data analysis. The researcher will also participate in classroom observations, student interviews, students learning charts, reading certification forms, and feedback questionnaires to summarize and qualify analysis. The outcome serves to better understand the students’ learning process and effectiveness, and to strengthen self-improvement and professional growth. The objectives of this study are concluded as followed, I. Course design 1. An integrated reading and writing curriculum based on story structure design employs genre articles as teaching material. Its reading strategy teaching first focuses on the structural elements of the story then on to advanced reading activities. 2. The curriculum programs emphasize first on reading and second on writing. The design of reading activity consists of reciting feedback, vocabulary and phrase practice, story structure element finding, and paraphrasing story. The design of writing activity comes from and incorporates the themes of reading activities. 3. The theme of the cooperative integrated reading and writing curriculum design should relates to student life, taking into account all aspects of integration in cooperation, reading, and writing, and adopting spiral curriculum teaching method while retaining the flexibility to adjust. II, The implementation of the curriculum 1. A cooperative integrated reading and writing course should enable the children to learn and to develop individually, as well to cultivate their self-confidence by means of multi-leveled evaluation tools. 2. The curriculum programs group students by heterogeneity with much longer time allotted to guide and plan the course prior to teaching, so as to enhance the rapport of group learning. 3, In case the curriculum involves too many activities, lengthen the activity time will help students to digest the contents of new materials. III. Parameters, the performance of students 1. The curriculum program can enhance students' reading comprehension and writing performance. 2, Cooperative learning cultivates students a sense of responsibility, team work, social interaction skills, and self-learning capacity. IV. Students feedback and the researcher personal growth 1. Students in this study responded positively to story-structured teaching and the cooperative integrated reading and writing curriculum. 2. The process of action research enhances the researcher’s ability in curriculum design and self-reflection in teaching, particularly evident in that the researcher modified her original plan on reading and writing to invite the students participating in learning. 3. The researcher in the course of this study found like-minded research partners, whose collaboration in this study in return influences their teaching approaches. V. Recommendations based on this research findings to school administration, teaching, and future researchers. Keywords: cooperative learning, story structure, Cooperative Integrated Reading Composition
Huang, Shu-wen, and 黃琡雯. "A Research of Overseas Chinese Students’ Life Adjustment in the Rotary Cooperative Education Program of Vocational High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/25840149227430472859.
Full text國立屏東科技大學
技職教育研究所
101
The purpose of this study is to understand overseas Chinese students’ life adjustment in the rotary cooperative education program of vocational high school. The study was designed to collect data through in-depth, semi-structured interviews with five overseas Chinese students in the rotary cooperative education program of vocational high school, the home teacher of the overseas Chinese students, and the mentor of their practicum in the factory. The data were analyzed with the thematic analysis method. The main conclusions of the research are as follows: 1. Overseas Chinese students’ life adaptation and the affecting factors: (1) Learning aspects-Their Chinese language proficiency influenced the overseas Chinese students’ learning, and the early learning experience was one of the main factor affecting their learning. (2) Cultural aspects- The opinions and feelings of overseas Chinese students were easily neglected. Their problems were not solved even though they proposed their problems to the school teachers. (3) Interpersonal relationship aspects- Facing the racial discrimination from local students and the factory colleagues’ lack of cooperation, the overseas Chinese students strengthened themselves to change the viewpoints of the peers and colleagues. (4) Psychological aspects-Homesickness made the overseas Chinese students painful most. However, it was also the source to encourage them to move forward. (5) Working aspects-Initially, overseas Chinese students worried that they would make mistakes in the workplace. However, due to their professional work ethics, they were competent for their work. 2. The coping strategies of the overseas Chinese students’ life adaptation: (1) The positive strategies that the overseas students used to cope the problems were the following:a. actively seeking for the supports to overcome the plights; b. bravely facing and enhancing their competitiveness in order to meet the challenges; c. facilitating the self-adjustment to responded to the environment; d. being out of the situation and insisting on being themselves; e. after rationally thinking, making the positive breakthrough; f. Easing the bad mood to release the pressure. (2) The negative strategy that the overseas students used to cope the problems was to giving up if they could not making a breakthrough.
Lin, Chen-Lien, and 林呈聯. "Research On Multiple Mice Cooperative Program Separation Mode To Enhance The Social Interactions Performance Of Elementary School Students With Autism In Computer Coloring Game Research Results." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99072125882506844934.
Full text國立東華大學
特殊教育學系
104
Research On Multiple Mice Cooperative Program Separation Mode To Enhance The Social Interactions Performance Of Elementary School Students With Autism In Computer Coloring Game Research Results Abstract The purpose of this study was to explore the effect of Multiple Mice Cooperative Program Separation Mode approach on the Social interactions performance of elementary students with autism in computer coloring game. The study was performed according to an ABAB design. The study consisted of four phases, including: (1) baseline phase (A1), (2) the first time intervention phases (B1), (3) withdrawal and inverted back phases (A2), (4) the second intervention phases (B2). The data showed that the average responses of subject A in social interactions was1.01 times/min in A1 phase, 7.54 times/min in B1 phase, 1.5 times/min in A2 phase, and then 7.86 times/min in B2 phase. The average responses of subject B in social interactions was 1.17 times/min in A1 phase, 6.05times/min in B1 phase, 1.10 times/min in A2 phase, and then 6.65 times/min in B2 phase.The average responses of subject C in social interactions was 1.14 times/min in A1 phase, 9.00 times/min in B1 phase, 2.71times/min in A2 phase, and then 9.66 times/min in B2 phase. The Visual Analysis between adjacent stage, which reached p<.01 obvious level. The data showed that three participants' target responses in social interactions was significantly increased with the technical skills. The results showed that Multiple Mice Cooperative Program Separation Mode can enhance the social interactions performance of three groups of subjects. Finally, the research provides related suggestions for the future applications of education and follow-up study according to research. Expect for the elementary school students with autism in social interaction. iv Keywords: Multiple Mice Cooperative Program, Autism, Social interactions, Computer coloring game
Ho, Ming-hsia, and 何明霞. "Research On Multiple Mice Cooperative Program Cooperation Mode To Enhance The Social Interactions Performance Of Vocational Students With Autism With Their Peers In Computer Coloring Game Research Reaults." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84635008247102703207.
Full text國立東華大學
特殊教育學系
104
The purpose of this study was to explore the effect of Multiple Mice Cooperative Program Cooperation Mode approach on the Social interactions performance of Students with autism with their peers in computer coloring game.The study was performed according to an ABAB design. The study consisted of four phases, including: (1) baseline phase (A1), (2) the first time intervention phases (B1), (3) withdrawal and inverted back phases (A2), (4) the second intervention phases (B2). Date showed that the average responses of target responses (ie social interactions) of subject A was 0.00 times/min responses in A1 phase, 3.16 times/min responses in B1 phase, 0.09 times/min responses in A2 phase, and then 3.50 times/min responses in B2 phase. The average responses of target responses (ie social interactions) of subject B was 0.09 times/min responses in A1 phase, 9.39 times/min responses in B1 phase, 0.00 times/min responses in A2 phase, and then 10.90 times/min responses in B2 phase.The average responses of target responses (ie social interactions) of subject C was 1.37 times/min responses in A1 phase, 11.40 times/min responses in B1 phase, 1.77 times/min responses in A2 phase, and then 12.23 times/min responses in B2 phase.The data showed that three participants' target responses (ie social interactions) significantly increased during the intervention phases. The results showed that Multiple Mice Cooperative Program Cooperation Mode can enhance the social interactions performance of three groups of subjects. Practical and developmental implications of the findings are discussed.
Chen, HsI-Yin, and 陳璽尹. "Research on Applying the Analytic Network Process to Explore Why the Students of the Cooperative Business Internship Program Tend to Leave the Hospitality Industry." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37764947344985922411.
Full text國立勤益科技大學
專案管理研究所
103
The main competitive weapon for the business success is human resources. Many studies have emphasized that the service staff in the front line is the key factor which affects the business success or failure. As Taiwan’s whole industrial structure has evolved from the early agricultural society till now, consumers’ needs for non-essential daily commodities have obviously increased. Besides that, since our government has actively promoted the leisure, tourism and hospitality industry, consumption and its ideology have turned into the emphasis on the industry of leisure and tourism industry; meanwhile, the development of Taiwan’s entire tourism and hospitality education has been urged as well. Regarding to schools, in order to help students combinetheir academic study with their practical work, most departments of leisure and hospitality management and other relevant fields of vocational institutions have added off-campus internship to the academic curriculum. Through the internship which lasts 2 to 4 months, it is expected that the students can combine their academic study with their practice and continue staying in this industry.But, that is not the case. Nowadays, the resignation rate of the students who participate in the hospitality learning program still stays high. Therefore, in this research we first adopts the Delphi Method and literature reviews to develop a questionnaire comprising four perspectives and sixteen criteriain terms of organizational commitment, personality traits, job stress, jobsatisfaction, etc. Second, the Analytic Network Process (ANP) is applied to explore the reasons that the students of the cooperative business internship program tend to leave the hospitality industry, and then we find out the association with thewill of the hospitality interns who chose not to get involved into this industry after graduation as well as offer some suggestions, in an attempt to increase the number of the hospitality interns who are willing to continue devoting themselves to the tourism and hospitality industry and to provide students, schools and enterprises with the methods which can enhance the outcome of the cooperative business education system forreference.
Satyanesan, Jessie. "The Library of Congress Cooperative Acquisitions program for India and the management of Indian language materials in the academic and research libraries in the United States." 1992. http://books.google.com/books?id=EwThAAAAMAAJ.
Full textLu, Fu-Ju, and 呂馥如. "The relationship research about the work pressure of practice, job satisfaction and employment related to the willingness of the rotay cooperative education program students- An example of the cosmetology students in vocational high school." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/27547185126278852120.
Full text經國管理暨健康學院
健康產業管理研究所
98
Abstract Economic downturn, coupled with domestic economic environment deteriorating, making the domestic industry faced a new crisis. The hardest hit, that is,Taiwan worked to create "economic miracle" of the traditional industries; Thereby affecting many low-income households of families can not cope rising tuition, students are forced to work part time and gradually increase the ratio, it leads to significant increase in students choose Cooperative Education Program. In this study, Cosmetology, Taipei County School of Home Economics cooperative education students as the research object, is to explore job stress, job satisfaction and job Willingness and make recommendations for the study, as management information. In this study, a questionnaire by convenience sampling, 546 questionnaires were officially recovered 525 were used for data analysis; SPSS 12.0 and AMOS 5.0 statistical software for statistical analysis tool, the sample data to factor analysis, t test, ANOVA analysis, correlation analysis, multiple regression analysis, structural equation modeling approach for analysis. The study found: Beauty cooperation education classes of students of different background variables on job stress, job satisfaction and employment will, some significant differences. The variables between the large dimensions showed a significant correlation; (1) coperative Education Program students in the practice of the background and the practice of job stress were significantly different. (2) Cooperative Education Program students in the practice of the background and the practice of job satisfaction were significantly different. (3) Cooperative Education Program students in internships and employment background variables will have significantly different for other companies. (4) Cooperative Education Program students in the internship job stress and job-related companies will have significantly different for other companies. (5) Cooperative Education Program students in the internship job stress and job satisfaction was negatively correlated for other companies. (6) Cooperative Education Program students in internships and employment job satisfaction will positively correlated for other companies. (7) Cooperative Education Program students in the internship job satisfaction and employment for the working pressure will have intermediate effects.Work stress and job satisfaction and employment will negatively correlated, when the pressure of work the higher the degree of job satisfaction is relatively low, and the relative effects continue to engage the will of the related industries of employment will be lower.