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Dissertations / Theses on the topic 'Deakin University'

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Published: 4 June 2021
Last updated: 28 January 2023

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1

Zeegers, Margaret, and bhoughton@deakin edu au. "A Mercantilist Cinderella: Deakin University and the Distance Education Student in the Postmodern World." Deakin University. Faculty of Education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030404.161615.

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This is a thesis presented on the position of the distance education student at a distance education university in the present era. Traditionally, the distance education student has been a sort of Cinderella: marginalised, being constructed as some form of lesser version of the on campus one. A largely invisible part of the higher education system in Australia since 1911, the distance education student has really only come to be foregrounded in university education discourses from 1983 onwards. It was not until then that the distance education student emerged from ‘hidden pools’ identified by Karmel (1975), and since then the construction of this student has undergone a number of modifications, mapped in this thesis. At the same time university education itself has undergone a series of modifications, not least of which has been its taking on mercantilist overtones as investments made by students in their own careers and professional development. The modifications, also mapped in this thesis, have progressed to the stage where the construction of the old distance education student is now one of a flexible learner in a mercantilist system of university education. The notion of distance education and the distance education student has undergone significant shifts, redefinitions and constructions, which are tracked in this thesis. My research has focussed on a number of pertinent questions, based on a study of Deakin University and its practice since its establishment. The thesis draws on a number of works which have been informed by those of Foucault, and I have framed my research questions accordingly. I have asked why and how Deakin University came into being as a distance education provider at tertiary level. What were the conditions of its establishment and progression in relation to the political events, economic practices and communication technology in use over time? To consider such questions, I needed to analyse the changes that I had seen occurring in the context of wider restructurings in university education. These had occurred in the context of government forging a closer interconnectedness between education and national economic aims and objectives at the same time as it demanded greater productivity in the face of commercial and industrial sector pushes for applied knowledge. Poststructuralist philosophical developments offer tools to explore not only questions of power, but the practical outcomes of questions of power, and how the complicity of individuals is established. This thesis explores ways in which such considerations helped to shape the changing constructions of the distance education student from a marginalised, disadvantaged and under-represented participant in higher education to a privileged, well catered for and advantaged learner. These same considerations are used to explore ways in which they have helped to shape university distance education courses from a perceived second-rate form of higher education to a prototype that better captures the essential elements of learning for what has been styled in a postmodern world as the Information Age. Overlaid on these considerations is a changing view of the economics of such provision of higher education. It is anticipated that this thesis will contribute to developing new understandings of the construction of subjectivities in relation to the distance education university student specifically, and to the university student generally, in the postmodern world. The implications of this examination are not inconsiderable for students and academics in a self-styled Information Society.
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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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3

OLIVEIRA, FABIOLA STAPPAZZOLI DE. "A TRADITIONAL UNIVERSITY, FAMOUS FOR ITS RESEARCH, DEALING WITH TEACHERS FORMATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5198@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este estudo objetivou apreender como uma universidade tradicionalmente reconhecida pela pesquisa, a PUC-Rio, vem reagindo às novas resoluções estabelecidas pelo MEC, que recomendam especialmente o aumento de horas destinado à prática nos cursos de licenciatura, correspondendo esta a diversas atividades a serem realizadas ao longo de toda a formação e perpassando todas as disciplinas. Para isso, foram observados encontros que buscam discutir as sugestões da lei e entrevistados os professores de Prática de Ensino e os coordenadores desses cursos. Verificou-se grande dificuldade em compreender o novo significado atribuído à prática, principalmente em virtude da necessidade de reflexão e discussão em sala de aula de como o conteúdo específico que vem sendo trabalhado pode e deve ser tratado nas escolas. Também foram questionados a provável perda da formação teórica desses alunos e o tempo de duração do curso, que deve agora apresentar currículo próprio, ou seja, distinto do Bacharelado. Isso muito se deve à desvalorização das questões de ensino no ambiente acadêmico, mas, igualmente, à falta de vivência desses profissionais no ensino básico. Nesse sentido, ao mesmo tempo em que se assinalou a necessidade de revisão e criação de disciplinas para a adaptação às recomendações da legislação, foi salientada a importância de ajuda financeira do Estado e de formação de um núcleo de formação de professores na instituição, que possa reunir formadores interessados pela temática a fim de reestruturar adequadamente as licenciaturas. Os depoimentos apontam que ainda é preciso tempo para que os professores e a própria universidade tenham claro para si como deve um curso de licenciatura estar estruturado e organizado para de fato formar um professor.
The purpose of this study is to understand how a traditional university, famous for its research, PUC-Rio, has been dealing with the new MEC indications, that recommend as a main point the increase of time designated to the practice in the licenciatura courses. This new concept of practice relates to many different activities that were not considered before, and should be introduced into the whole course and in all subjects. To collect the necessary information, meetings, where the application of the new indications has been discussed, were observed, and coordinators and Prática de Ensino professors were interviewed. It was identified a considerable difficulty to understand the new meaning of practice, specially because of the reflection and necessity of discussion at classroom about how the specific contents that have been studied should and may be treated at school. The probably loose of theoretical base and the duration of the course were also questioned. The devaluation of educational issues at the academic environment and the lack of experience of those professionals at school contribute to explain these problems. In this study, it was figured out not only the need of subjects creation and review, but also the need of financial government support and the development of a new group of educational studies, in which interested professors in that theme can join and point out ways to improve it. This research evidence that both, professors and the university itself, require more time to clarify how a licenciatura course should be structured and organized.
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4

Gottardello, Debora. "Professors’ roles in dealing with university students’ plagiarism: a cross-cultural perspective." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667153.

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El plagi és un fenomen molt estès en l'àmbit universitari global i representa una amenaça per a la integritat universitària i les normes ètiques. L'objectiu de la present tesi és el d'aconseguir una perspectiva holística de la percepció dels professors pel que fa la etica en la educació i més especifícament al plagi dels estudiants universitaris, així com entendre quin rol juguen en la seva prevenció, detecció i gestió. A tal efecte, s'utilitza una metodologia qualitativa recollint dades a través d'entrevistes semi-estructurades. La mostra consisteix en 81 professors de sis facultats d'economia i empresa de sis països diferents, la qual cosa permet analitzar la influència del factor cultural en aquesta qüestió. Els resultats mostren com l'ètica (en general) i el plagi (en particular) són percebuts de manera diferent en diferents contextos culturals, fins i tot entre països de l'espai educatiu europeu, i evidencien com les diferents percepcions influeixen en la forma i grau de dedicació que els professors exerceixen per prevenir-lo, detectar-lo i gestionar-lo.
El plagio es un fenómeno muy extendido en el ámbito universitario global y representa una amenaza para la integridad universitaria y las normas éticas. El objetivo de la presente tesis es el de conseguir una perspectiva holística de la percepción de los profesores con respecto a la etica en educación y mas especificamente al plagio de los estudiantes universitarios, así como entender qué rol juegan en la prevención, detección y gestión del mismo. Para ello, se utiliza una metodología cualitativa recogiendo datos a través de entrevistas semi-estructuradas. La muestra consiste en 81 profesores de seis facultades de economía y empresa de seis países diferentes, lo cual permite analizar la influencia del factor cultural en esta cuestión. Los resultados muestran cómo la ética (en general) y el plagio (en concreto) son percibidos de forma distinta en diferentes contextos culturales, incluso entre países del espacio educativo europeo, y evidencian cómo las distintas percepciones influyen en la forma y grado de dedicación que los profesores ejercen para prevenirlo, detectarlo y gestionarlo.
Plagiarism is a widespread phenomenon in the global university environment and represents a threat to academic integrity and ethical standards. The objective of this thesis is to achieve a holistic perspective of professors' perception about ethics in education and more specifically university students' plagiarism, as well as to understand the role that they play in its prevention, detection and management. To this end, a qualitative methodology is used, collecting data through semi-structured interviews. The sample consists of 81 professors from six universities of economics and business faculties in six different countries. Thus, it allows analyzing the influence of the cultural context on this issue. The results show how ethics (more generally) and plagiarism (more specifically) are perceived differently in different cultural contexts, including between countries of the European educational area, and show how different perceptions influence the form and degree of dedication that teachers exercise to prevent, detect and manage it.
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Chen, Qiaoran, and Yu Wang. "Intervention strategies used by University of Gavle when dealing with alcohol problems." Thesis, Högskolan i Gävle, Socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24069.

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This study aims at exploring the intervention strategies directed to reduce alcohol drinking in Hogskolan in Gavle. Although many students consume alcohol in different settings such as parties and gathering, few of them can understand the whole picture of the school’s intervention strategies. As shown by the research, the social workers in health center attempt to form a collective relationship with students and use the open-ended questions when conducting the counseling. Meanwhile, the employees who are responsible for school bar not only try to create a safer environment based on Responsible Alcohol Drinking but also apply prevention strategies including a high alcohol price and a long waiting line. According to the overall situation in the community, a meeting has been organized among different sectors regarding health center, student union, and municipalities. The topics of the meetings are not only about the current situation in this region but also about the cooperative strategies of each sector. To take a closer look at the school’s alcohol methods, we interviewed two social workers at the health center as well as two employees in the students’ union who are mainly responsible for school bar.
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6

Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.

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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
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7

Peltola, Xana Colleen. "Moving historic buildings a study of what makes good preservation practices when dealing with historicaly [sic] significant buildings and structures /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211390423/.

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8

Rasheed, Lisa R. "Lucy Diggs Slowe, Howard University Dean of Women, 1922-1937: Educator, Administrator, Activist." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/55.

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ABSTRACT LUCY DIGGS SLOWE, HOWARD UNIVERSITY DEAN OF WOMEN, 1922-1937: EDUCATOR, ADMINISTRATOR, ACTIVIST by Lisa R. Rasheed Within the last twenty years, some educational researchers initiated an emphasis to study the accomplishments and contributions of African-American women in higher education. Although they were marginally recognized, some African-American women forged into uncharted territories by providing examples of administrative leadership in post-secondary settings. Their triumphs and failures have gone unnoticed, leaving a vacant space in the chronicles of history in higher education. Little is know about one African-American woman, as an administrator at a co-educational institution in terms of her vision about her position as a professional, her view of student-oriented services and activities, and her acknowledgement and realization of the need for a student-centered community as a vital context for learning. Using historical methods, this study examines the life and work of Lucy Diggs Slowe, Howard University Dean of Women from 1922 until her death in 1937. The purpose of this study is to offer a more comprehensive illumination about Slowe’s experiences and contributions as an educational leader. Lucy Diggs Slowe was a woman of strong constitution and substance. A woman of many firsts, she was one of the founding members of the African-American sorority Alpha Kappa Alpha in 1908. Slowe would go on to leave an indelible imprint philosophically, professionally, and personally on the lives she touched as both an administrator at Howard University and a member of the Washington, D.C. community. Slowe’s contributions are worthy of study to better understand how she embodied leadership by focusing on her career in higher education as an administrator.
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9

Koh, Jason S. H. "Comparison of the new "econophysics" approach to dealing with problems of financial to traditional econometric methods." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/38828.

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Thesis (Ph.D.)--University of Western Sydney, 2008.
Thesis submitted to fulfil the requirements for the degree of Doctor of Philosophy in the School of Economics and Finance, College of Business, University of Western Sydney. Includes bibliography.
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10

Sartorius, Kelly C. "Emily Taylor, dean of women: inter-generational activism and the women's movement at the University of Kansas." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8449.

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Doctor of Philosophy
Department of History
Sue Zschoche
Historians have often linked the route of the second wave of the women's movement on college campuses with the development of women's liberation as young women involved in the New Left came to feminist consciousness working in civil rights and anti-Vietnam protests. This dissertation considers a “longer, quieter” route to feminist consciousness on a college campus by considering the role of a dean of women, Dr. Emily Taylor, at the University of Kansas between 1956 and 1974. Through her office that centered on women’s affairs, Taylor used the student personnel and counseling profession to instigate the dissolution of parietals at KU, a project that has long been associated with New Left student protests. A liberal feminist committed to incremental change to benefit women’s equal status in society, Taylor structured her office to foster feminist consciousness in undergraduate students, and provided staff support to New Left and radical women’s groups as they emerged on the KU campus. As a result, the inter-generational exchange that occurred within the KU dean of women’s office illustrates one example of how liberal and radical feminists interacted to foster social change within an institution of higher learning. The projects undertaken within her office illustrate that these seemingly separate groups of women overlapped, collaborated, and sometimes clashed as they worked toward achieving feminist goals. Her career at KU also shows that the metaphor of a first and second wave of the women’s movement may not be an accurate picture of the growth of feminism on co-educational campuses. Little scholarly work exists on the role of deans of women in higher education, or regarding women college students in the years immediately following World War II. This dissertation adds to the literature in both areas, showing that in the case of KU the administration was not a monolithic obstacle to student protest, the New Left, civil rights, and feminism. Instead, Taylor as dean of women pushed initiatives that bore on all of these areas. While Taylor is one example, her career illustrates patterns in deans of women’s activities that deserve further study and consideration.
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Han, Zi Tian. "From data to decisions : a DSS development framework for dealing with uncertainty in management decision making." Thesis, University of Macau, 1995. http://umaclib3.umac.mo/record=b1636717.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Winter 2000." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612240.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2000." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612223.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2001." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/612225.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2001." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/612226.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612227.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612228.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2003." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/612229.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2004." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/612230.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall 2004." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/612231.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Winter 2002." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/612243.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2003." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/612244.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2005." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/612232.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Spring 2006." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2006. http://hdl.handle.net/10150/612246.

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Massaro, Toni Marie, and of the Dean James E. Rogers College of Law Office. "From the Dean, Fall/Winter 2005." James E. Rogers College of Law, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/612245.

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26

Bartoszuk, Karin, Brian J. Maxson, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4162.

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Bartoszuk, Karin, Scott Kirby, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4160.

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Ahmad, Nadzri Farah Aida. "Roles and impacts of Accounting and Auditing Organization for Islamic Financial Institutions (AAOIFI) in dealing with the accounting and disclosure of Zakah and Interest (Riba) : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Business (MBus), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/754.

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The issues of zakah and interest for IFIs have been highlighted for several years and attracted many arguments among Islamic scholars and public. The increasing public interest on the Islamic Banking since 1970s has been driven by the increasing sensitivity among Muslims to the relationship between religion and economic activities. With the emergence of IFIs, Muslims community has demanded for an establishment of an accounting body to develop a set of accounting standards that adhere to the Islamic tenets, hence AAOIFI was established. However, the journey of AAOFI in achieving such objective has not been smooth. This paper intended to study the effectiveness of AAOIFI in dealing with the issues of zakah and riba for IFIs by examining the disclosure practice of 25 IFIs worldwide. Based on the analysis conducted, it is concluded that the extents of disclosure by the IFIs are much lower than the AAOIFI requirements. The study also found that leverage and origin factors might contribute to the level disclosures of zakah and financial products. In addition, the test performed also revealed that the adopters of AAOIFI do provide more disclosure as compared to the non-adopters. However, the mean result is relatively low to suggest full compliance with the AAOIFI standards.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes April 4, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/607797.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 25, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/595481.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes February 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/622775.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 2, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626015.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.

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THIEN, NGUYEN PHUOC, and 阮福庭. "The Study of Applying System Thinking and Buddhist Systems Methodology (BSM) in Dealing Organizational Problems--The Case of Vietnam Buddist University." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vgjnhc.

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碩士
南華大學
企業管理學系管理科學碩博士班
105
This research concentrates on explore what the students expected in daily living of students who are studying in Ho Chi Minh Buddhist boarding school (Le Minh Xuan campus) and propose the solutions for Buddhist university. The research was undertaken based on using Buddhist Systems Methodology (BSM) theory, which was developed by Chao-Ying Shen, combined both Buddhist philosophy and related ideas from systems thinking. The research methods to be used are Observational, Deeply Interviews, Analytical and Synthetic methods. This research displays the difficulties in Vietnam Buddhist University ( Le Minh Xuan campus) is the “whispering and grumbles” were communicated between the member to hunt harmony and peace, the complaints would imply dissonance. The resulting conclusion of this research is built the communication channel between the hierarchy structures.
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36

Brook, David Louis Sterrett. "Henry Leveke Kamphoefner, the Modernist, Dean of the North Carolina state University School of Design, 1948-1972." 2005. http://www.lib.ncsu.edu/theses/available/etd-07252005-164332/unrestricted/etd.pdf.

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Herron, Rita I. MacDonald Victoria-María. "True spirit of pioneer traditions an historical analysis of the University of Florida's first Dean of Women, Marna Brady /." 2004. http://etd.lib.fsu.edu/theses/available/etd-07082004-113639.

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Thesis (Ph. D.)--Florida State University, 2004.
Advisor: Dr. Victoria-Maria MacDonald, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Sept. 23, 2004). Includes bibliographical references.
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Godfrey, A. Jonathan R. "Dealing with sparsity in genotype x environment analyses : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Statistics at Massey University, Palmerston North, New Zealand." 2004. http://hdl.handle.net/10179/1616.

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Researchers are frequently faced with the problem of analyzing incomplete and often unbalanced genotype-by-environment (GxE) matrices which arise as a trials programme progresses over seasons. The principal data for this investigation, arising from a ten year programme of onion trials, has less than 2,300 of the 49,200 combinations from the 400 genotypes and 123 environments. This 'sparsity' renders standard GxE methodology inapplicable. Analysis of this data to identify onion varieties that suit the shorter, hotter days of tropical and subtropical locations therefore presented a unique challenge. Removal of some data to form a complete GxE matrix wastes information and is consequently undesirable. An incomplete GxE matrix can be analyzed using the additive main effects and multiplicative interaction (AMMI) model in conjunction with the EM algorithm but proved unsatisfactory in this instance. Cluster analysis has been commonly used in GxE analyses, but current methods are inadequate when the data matrix is incomplete. If clustering is to be applied to incomplete data sets, one of two routes needs to be taken: either the clustering procedure must be modified to handle the missing data, or the missing entries must be imputed so that standard cluster analysis can be performed. A new clustering method capable of handling incomplete data has been developed. 'Two-stage clustering', as it has been named, relies on a partitioning of squared Euclidean distance into two independent components, the GxE interaction and the genotype main effect. These components are used in the first and second stages of clustering respectively. Two-stage clustering forms the basis for imputing missing values in a GxE matrix, so that a more complete data array is available for other GxE analyses. 'Two-stage imputation' estimates unobserved GxE yields using inter-genotype similarities to adjust observed yield data in the environment in which the yield is missing. This new imputation method is transferrable to any two-way data situation where all observations are measured on the same scale and the two factors are expected to have significant interaction. This simple, but effective, imputation method is shown to improve on an existing method that confounds the GxE interaction and the genotype main effect. Future development of two-stage imputation will use a parameterization of two-stage clustering in a multiple imputation process. Varieties recommended for use in a certain environment would normally be chosen using results from similar environments. Differing cluster analysis approaches were applied, but led to inconsistent environment clusterings. A graphical summary tool, created to ease the difficulty in identifying the differences between pairs of clusterings, proved especially useful when the number of clusters and clustered observations were high. 'Cluster influence diagrams' were also used to investigate the effects the new imputation method had on the qualitative structure of the data. A consequence of the principal data's sparsity was that imputed values were found to be dependent on the existence of observable inter-genotype relationships, rather than the strength of these observable relationships. As a result of this investigation, practical recommendations are provided for limiting the detrimental effects of sparsity. Applying these recommendations will enhance the future ability of two-stage imputation to identify those onion varieties that suit tropical and subtropical locations.
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39

Obergruber, Petr. "Řídící struktura vysokých škol." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-341028.

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Title of the Master's Thesis: The management structure of universities Abstract: Master's Thesis "The management structure of universities' mapping key organizational elements in universities in Czech Republic, both in terms of internal point of view and from outside view from different institutions that are linked to universities, control them or are otherwise tied to their existence. These organizational elements are also compared to the practice of business management and key moments are shown, where the practice of business organizations differs from universities. As part of familiarizing with the organizational structure the analysis of the number of managerial staff was performed both in absolute numbers and relative to the number of students at selected universities. Finally, interviews were conducted with senior managers of these universities to compare their experiences of college life. Key words: College, university, Accreditation Commission, management, rector, dean, vice-rector, vice- dean, financing, organizational structure, the Higher Education Act
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