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1

Peng, Songlan. "The Harmonization of Chinese Accounting Standards with International Accounting Standards: An Empirical Evaluation." VCU Scholars Compass, 2005. http://catalog.hathitrust.org/api/volumes/oclc/100400486.html.

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2

Amuda, Mufutau Ajani. "Evaluation of 10 V solid-state voltage standards." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627520.

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3

Shippey, Theodore Clive. "Standards and quality in higher education." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.

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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994
The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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4

Evans, Linda Deborah. "'Making a difference' : an evaluation of raising standards initiatives." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368223.

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5

Li, Zhengrong. "Model-based Tests for Standards Evaluation and Biological Assessments." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29108.

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Implementation of the Clean Water Act requires agencies to monitor aquatic sites on a regular basis and evaluate the quality of these sites. Sites are evaluated individually even though there may be numerous sites within a watershed. In some cases, sampling frequency is inadequate and the evaluation of site quality may have low reliability. This dissertation evaluates testing procedures for determination of site quality based on modelbased procedures that allow for other sites to contribute information to the data from the test site. Test procedures are described for situations that involve multiple measurements from sites within a region and single measurements when stressor information is available or when covariates are used to account for individual site differences. Tests based on analysis of variance methods are described for fixed effects and random effects models. The proposed model-based tests compare limits (tolerance limits or prediction limits) for the data with the known standard. When the sample size for the test site is small, using model-based tests improves the detection of impaired sites. The effects of sample size, heterogeneity of variance, and similarity between sites are discussed. Reference-based standards and corresponding evaluation of site quality are also considered. Regression-based tests provide methods for incorporating information from other sites when there is information on stressors or covariates. Extension of some of the methods to multivariate biological observations and stressors is also discussed. Redundancy analysis is used as a graphical method for describing the relationship between biological metrics and stressors. A clustering method for finding stressor-response relationships is presented and illustrated using data from the Mid-Atlantic Highlands. Multivariate elliptical and univariate regions for assessment of site quality are discussed.
Ph. D.
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6

Pizzi, Jonathan David. "Urban Secondary Teachers' Perceptions of a Standards-Based Teacher Evaluation System." Thesis, Boston College, 2009. http://hdl.handle.net/2345/664.

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Thesis advisor: Irwin Blumer
This study was conducted within a large urban high school in the northeastern United States. This school resides in a district that utilizes a standards-based system of teacher evaluation. The purpose of the study was to determine teachers' perspectives on the effectiveness of standards-based teacher evaluation systems as a means of improving instruction and student achievement. The question for research, <&ldquo>What are teacher perceptions of evaluation in an urban high school that uses a standards<&ndash>based evaluation system?<&rdquo> served as the framework for development and implementation of this study and for interpretation of the study findings. The body of related literature provided the theoretical rationale for the data collection, analysis, and interpretation. Major sections of the literature review included: a historical perspective on performance standards and of teacher evaluation from the mid-nineteenth through the early twenty-first centuries; an examination of contemporary teacher evaluation systems; a review of recent theoretical and empirical research concerning best evaluation practices; and a review of the research regarding teachers' perceptions of supervision and evaluation. Data were gathered from thirty participants through a thirty-one question Likert<&ndash>based attitude scale. Key findings included teachers' perceptions that: they were not familiar with the teaching performance standards used in their district; they did not believe that their evaluations were rooted solely in the these standards; they believed their evaluation conferences with supervisors helped then to improve their practice; their evaluations were not tied to annual goals or individual and school professional development plans; supervisors did not use multiple sources of data as a part of teacher evaluation; supervisors do not spend enough time in classrooms to carry out expectations for effective evaluation; and that peer observation aided teachers in improving their practice. While current research asserts that standards-based teacher evaluation systems coupled with an array of activities that foster teacher ownership for the process can be used as a powerful vehicle for improving student achievement, study findings were inconclusive regarding any perceived association between standards<&ndash>based performance evaluation structures and practices and the improvement of student achievement
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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7

Wilborn, LaChelle Rachel. "Hospitality curriculum: a comparative assessment based on ACPHA standards." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/43684.

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This is what experts are saying: African American students need a "dynamic curriculum" in order to gain the competitive edge over their peers (Marshall, 1992). Top educators and industry executives at the 1993 Annual CHRIE Conference stated that "hospitality schools need to overhaul their curricula if they are to be more relevant in today’s market place" (Walkup, 1993). The purpose of the research project was to obtain information on how the curricula of HPBCUs with hospitality administration programs compared to ACPHA standards. The study sought information from those institutions of higher education and made comparisons based on ACPHA standards and expert reviewers. The study was aimed primarily at identifying the strengths and weaknesses of the HPBCUs’ curricula using the ACPHA standards as the foundation. A total of 11 HPBCUS were evaluated by 18 ACPHA reviewers. The reviewers compared the HPBCUs’ curricula to ACPHA standards using a Likert-type scale (4=Superior, 3=Satisfactory, 2=Unsatisfactory, 1=Poor). Each HPBCU curriculum was evaluated by two reviewers. Forty percent of the institutions received an approval rating for accreditation and 40% were deferred accreditation. The remaining 20% were denied the accreditation status. All accrediting decisions reflected curriculum only. It was recommended that the 11 HPBCUs follow ACPHA standards to ensure the quality of education being offered. It was also recommended that the HPBCUs’ curricula be revised to reflect areas of hospitality administration deemed necessary by ACPHA.
Master of Science
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8

Widmer, Martin. "Evaluation von Standards in der Produktentwicklung am Beispiel mobiler Mehrwertdienste /." [St. Gallen] : [s.n.], 2005. http://www.gbv.de/dms/zbw/50288469X.pdf.

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9

Rosales, Flores de Véliz Leslie Vanessa. "Evaluation of a Method to Perform Growth Standards in Guatemala." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1526000002006313.

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10

Han, Hyoseop. "LRFD design of plate girders for buildings." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9846.

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11

Bogart, Christopher D. "Teacher Evaluation and Classroom Practice: Teacher Perceptions in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1177.

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The purpose of this quantitative study was to investigate the perceptions of K-12 teachers as they relate to the implementation of the Tennessee Educator Acceleration (TEAM) evaluation framework. Survey links were sent to 1,115 K-12 teachers from 4 Northeast Tennessee school districts. The survey achieved a 24% return rate for a total of 270 participants. The research evaluated K-12 teachers’ overall perceptions of the TEAM evaluation framework, their perceptions of changes to their lesson planning processes, their perceptions of changes in the use of instructional strategies in their classrooms, and their perceptions of changes in the amount of time needed to prepare lessons for instruction since the implementation of the TEAM evaluation framework. Data sources analyzed consisted of an online survey design using a 5-point Likert-type scale. There were 4 research questions included in this research each with a corresponding null hypothesis. Each research question was analyzed with a series of single sample t-tests with mid-point of the scale (3.0) as the test value representing neutrality. All data were analyzed at the .05 level of significance. Findings from the data indicated a significant difference in perceptions of teachers in 3 of 4 areas. First the planning process for their lessons was reported to be more structured and focused on the evaluation rubric. Next, the instructional strategies used in their lessons were reported as more focused on higher order thinking skills. And finally the time required to plan instruction had increased since the implementation of the TEAM framework.
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Reilly, Virginia J. Jr. "Essential Standards for Institutional Self-Evaluation of The Americans with Disabilities Act." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29823.

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The purpose of this study was to identify standards related to the Americans with Disabilities Act (ADA) that are desirable for colleges conducting a self-study regarding program accessibility. A Delphi technique was used to determine standards and reach agreement among a panel of professionals concerning criteria to evaluate implementation of the ADA during a self-study or during an accreditation process. The panel's standards were compared to information from a focus group of university students with disabilities. The panel of experts consisted of 30 professionals representing three areas: (a) agencies involved in the implementation and enforcement of the ADA, (b) postsecondary service providers recognized as leaders in their field by the Association on Higher Education and Disability (AHEAD), and (c) legal professionals specializing in the ADA. Students with various disabilities comprised a focus group to provide different voices of the stakeholders' perspective. The panel generated standards from an open questionnaire in the first round of the Delphi. The results were compiled and organized into questionnaire form for phase II. The questionnaire was structured with a four point Likert-type scale allowing the panel to react positively or negatively to including each standard in the evaluation criteria. The scale consisted of: (4) critical, (3) valuable, (2) minimal, and (1) unnecessary. The panel was able to add or change standards in Phase II. In Phase III the standards were listed, and the mean from the ratings in Phase II were reported along with a reminder of the individual's rating in Phase II. The panel could change their ratings to agree with the mean, or they could provide their argument for keeping their original ranking if not matching the mean. The mean was recalculated after Phase III, and data from this round was used to establish the acceptable standards. All standards receiving a total of two-thirds of the responding panel members' votes in the critical and valuable categories were included in the proposed evaluation model. This information was then compared to information collected in the student focus group. The results of both the student focus group and the Delphi technique indicated a difference in perspectives of the stakeholders and experts. The research study revealed that the students were more concerned about services for high-schoolers prior to entering college. In contrast, the experts focused more on policy and administrative responsibilities. The Delphi panel and student focus group agreed on several issues important to program access. Both groups saw financial assistance, including support of assistive technology, as critical. They also agreed on the importance of training faculty, administrators and students about accommodations, as well as legal rights and responsibilities under the ADA. Students and panelists acknowledged a shared responsibility between the college and agencies such as the Department of Rehabilitative Services. However, the panelists did not agree with the students on the areas of outreach and collaboration. Although students valued strengthened transition services and training sessions in secondary schools, the Delphi panel did not mention these as areas for an ADA self-evaluation. It was recommended that the accepted standards be shared with AHEAD, the National Association of ADA Coordinators (NAADAC) and the Council for the Advancement of Standards for Student Services/Development Programs (CAS). AHEAD and NAADAC can use the standards as guidelines for self-evaluation and as a resource for training. It was also recommended that CAS and other accreditation agencies use the developed standards to add more guidance regarding accessibility to the accreditation and self-study process.
Ph. D.
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13

Aderinto, Mary Adebunmi. "A comprehensive evaluation of integrated management systems [at] Company XYZ." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007aderintom.pdf.

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McVeigh, Matt. "Standards-based performance assessment in the comprehensive music classroom." Thesis, The University of Wisconsin - Milwaukee, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546867.

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The purpose of this study was to examine the effectiveness of standards-based assessment practices within a music performance curriculum. This pre-survey, post-survey experimental treatment included 169 students, 97 parents, and 3 teachers from 3 school districts across Wisconsin. The results from this study indicated that music teachers rely on a variety of assessment strategies to monitor student achievement regardless of if they are using standards-based assessment practices; however, teachers who used standards-based assessment were more likely to use formal assessments to determine student achievement and were more likely to assess students both formally and informally on a regular basis. Furthermore, when standards-based practices were implemented students' awareness of the learning target increased. Students also became less reliant on teacher feedback in determining their success but valued the feedback that was received at a higher level. Finally, parents relied on both online gradebooks, and conversations with their child regarding student achievement.

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Flannigan-Wheeler, Nadine. "The deprivation and application of standards in distance education program evaluation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23132.pdf.

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16

Zhang, Song. "An evaluation of visual and verbal based standards for landscape assessment." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06112009-063806/.

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17

Palm, John Harold. "Performance subdivision street standards : a model ordinance with commentary and evaluation." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9869.

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18

Zheyuan, Liu. "Evaluation of platoon Application Enabled by Contemporary ETSI ITS-G5 Standards." Thesis, Högskolan i Halmstad, Centrum för forskning om inbyggda system (CERES), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-29672.

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19

Wilborn, La Chelle Rachel. "Hospitality curriculum : a comparative assessment based on ACPHA standards /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-07112009-040437/.

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20

Wacha, Arlene Jean. "Teachers' Perceptions of School District Professional Development Alignment with National Standards." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7208.

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Despite ongoing delivery of teacher professional development (PD), educational leaders in the local district did not have an objective evaluation whether their implementation of the Marzano causal teacher evaluation model and the iObservation tool training were aligned with accepted national standards for PD effectiveness. Using Vygotsky's constructivist theory as the theoretical framework, the purpose of this quantitative descriptive, correlational study was to describe teachers' perceptions of the alignment of the district's PD with national standards and the relationship between teachers' reported self-efficacy and attitudes toward the PD program. A purposive sample of 80 middle school teachers completed the Learning Forward's Standard Assessment Inventory and Kao, Tsai, and Shih's Self-Efficacy and Attitude Survey. The response rate was 33%. Descriptive analysis indicated that teachers perceived and were satisfied with the alignment of the PD to national standards. Correlation analysis revealed strong positive correlations (p < .01) between teachers' self-efficacy ratings and their attitudes toward the PD's alignment with national standards. These findings informed development of a training promoting a shared vision among educational leaders and teachers about the necessity of following national standards when designing and implementing PD. Alignment of teacher PD with national standards might result in positive social change by creating effective trainings for teachers which could, in turn, have a positive influence on educational outcomes over time.
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Cross, Doug D. "Determining Standards for Sources of Free Information on the Internet for Inclusion in Academic Library Holdings by 2010." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/715.

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The purpose of this study was to develop a consensus from a panel of experts composed of library deans/directors, reference librarians, and instructors with online teaching experience. The panel developed the methodology necessary for evaluating free sources of information on the Internet for inclusion in academic library holdings by the year 2010. The following areas were explored as they related to the forecast: 1) The changes in higher education institutions that will be necessary to prepare students to deal with free sources of information on the Internet; 2) The procedures that librarians need to develop and implement to ensure that free Internet materials will meet quality standards for inclusion in academic library holdings; and 3) The things that publishers of free sources of information on the Internet need to do to ensure that their materials will be considered for inclusion in academic library holdings. The Delphi panel was composed of 24 members: eight library deans/directors, eight reference librarians, and eight instructors with online teaching experience. The members of the panel were selected from the community colleges of the Tennessee Board of Regents System. In the first round of the study, panelists responded to 10 open-ended questions on an e-mail questionnaire dealing with free sources of information on the Internet. The narrative responses to the questions were specific and provided a basis on which to develop the Round 2 Questionnaire. In the second round of the Delphi study, panelists responded to 9 questions with 42 subparts. The results of this study may be used to project the information needs of students as well as suggest strategies for publishers on the basis of the data collected in this study. A major finding of the study was the need for reliable information in documents on the Internet. The Delphi panel also listed the lack of permanence of Internet sites as a major reason librarians do not use free sources of information on the Internet. The Delphi panel recommended that educators assist students in dealing with Internet materials by teaching them how to use critical thinking skills.
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Adamson, Julie M. "Analysis of ISO 9000 quality standards management certification instruction in California undergraduate engineering programs." Thesis, California State University, Dominguez Hills, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1524283.

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The purpose of this thesis was to study how and to what extent ISO 9000 quality standards management certification is taught on the undergraduate level in courses in California ABET-accredited 4-year engineering programs. The level of knowledge of the standard among graduates is of concern because well-educated engineers are important to the future of businesses in the global economy, and the ISO 9000 series is an enduring standard of global significance. An email survey was conducted of over 2000 undergraduate engineering professors who are currently teaching in public and private California universities. The overview of responses indicates that, although the majority of professors have over 10 years of teaching experience and a past background in industry, ISO 9000 series certification is not widely understood, taught, or valued. Engineering students and their future employers are clearly not gleaning the benefits of learning this valuable global standard.

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Kell, Christopher Lee. "The Perceptions of Missouri High School Principals in Regard to the Missouri Learning Standards." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241938.

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The purpose of this study was to elicit the perceptions of high school principals regarding state education standards and whether or not increasing education standards has a positive impact on student achievement. Missouri adopted a new set of standards which placed academic focus on fewer topics per subject and required teachers to create lessons that increased critical thinking within the classroom (Missouri Department of Elementary and Secondary Education [MODESE], 2013b). To identify how the new standards might affect student achievement, four research questions were asked as part of this study. As a result of these questions, findings showed perceptions of the Missouri Learning Standards were more favorable than those associated with Common Core. It was believed among participants of this study that school districts have to develop professional development programs which provide information relevant to instruction and are organized around district goals. Data collected exposed student achievement is more likely to increase if new standards cause school districts to focus on specific goals and if teachers fully understand how to teach the new standards. By failing to adequately prepare teachers, school districts will struggle to properly prepare students for life after high school. Through a renewed focus on teacher comprehension of education standards, school districts can increase student achievement deficiencies and increase the number of students who graduate college- and career-ready.

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Boal, Ashley Lynn. "Batterer Intervention Programs' Response to State Standards." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1504.

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The study of policy implementation has recently garnered research and federal attention highlighting the importance of implementation in achieving desired policy and program outcomes (Durlak & DuPre, 2008; Meyers, Durlak & Wandersman, 2012; National Institutes of Health, 2013). Psychology is one discipline that is well poised to guide the study of policy implementation as it can inform the creation, development, and outcomes associated with the introduction of a policy (Esses & Dovidio, 2011; Fischhoff, 1990). Given that batterer intervention programs (BIPs) have been developed to prevent future intimate partner violence (IPV) and improve victim safety, ensuring these programs have successfully implemented state standards for practice is immensely important. Despite the widespread use of state standards to guide BIP practices (Maiuro & Eberle, 2008), only one study (Boal, 2010) has assessed the extent to which BIPs comply with standards and no research has evaluated program responses to standards or the process by which implementation occurs. Given this, the current study focused on four areas of inquiry: (1) program compliance with state standards; (2) current and former BIP representatives' response to standards, including the social psychological constructs of actual control, perceived control, retrospective accounts of attitude change, absoluteness, and legitimacy; (3) program compliance as it relates to these responses; and (4) the process of implementing standards. In order to address these topics, key program representatives were assessed using a sequential mixed-methods design, which consisted of a preliminary quantitative phase (i.e., Phase One) (n = 35, response rate = 74%) and principal qualitative phase (i.e., Phase Two) (current providers: n = 13, response rate = 87%; former providers: n = 5, response rate = 100%) (Morgan, 1998). Findings from Phase One indicate that programs complied with 75% of the assessed components of standards. Phase Two findings suggest that participants primarily voiced experiences with the standards consistent with a lack of actual control, perceived control, and legitimacy. Contrary to hypotheses a statistically reliable difference in actual control, perceived control, and legitimacy were not detected across high and low compliance participants. Participants retrospectively described responses to the standards consistent with changing and maintaining negative attitudes towards the standards (31% and 31% respectively) and as hypothesized, those who shifted negative initial attitudes to be positive (i.e., a proxy for rationalization) were primarily from high compliance programs (75%) and those who maintained negative attitudes (i.e., a proxy for reactance) were all from low compliance programs (100%). While participants generally perceived the standards as primarily absolute, this construct did not differentiate those who changed and maintained negative attitudes as predicted. Participants' utilized diverse strategies to implement the standards and have changed or attempted to change many program characteristics to better comply with state standards. Participants have experienced diverse enablers to compliance (e.g., positive community collaborations; participation in the research process) and barriers to compliance (e.g., negative or lack of community collaborations; challenges understanding the standards) while attempting to implement standards. Suggestions to better facilitate compliance aligned with the enablers and barriers and centered on the need for positive information-sharing relationships among providers. Finally, former providers tended to disagree that the standards were the primary reason for program closure. Together, these findings provide valuable insight into the manifestation of common social psychological constructs during the policy implementation process, as well as information regarding the logistics of implementation. The information gathered in this study can be applied to better understand the role of actual control, perceived control, retrospective accounts of attitude change, absoluteness, and legitimacy, as they are experienced in the real world in relation to an actual policy. This extends the study of these constructs out of a laboratory and experimental context and suggests aspects of these constructs that may be relevant in applied settings. Further, data regarding the policy implementation process is useful to inform policymakers about the diverse steps that can be taken to assist implementation efforts and increase compliance.
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Fraser, Stuart. "Development of standards and practices for the evaluation of steering adaptation equipment." Thesis, University of Sunderland, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325763.

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Caleni, Hlobokazi. "Monitoring and evaluation practice standards in South African Social Work and Criminology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62671.

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Employee Assistance Programmes are considered to have grown immensely since an EAP was first introduced in 1986 and formally structured (EAPA-SA, 2010). The first EAPA-SA standards document was developed in 1999 and revised in 2005 and 2010 to ensure it reflects local and international best practices. The goal of the study was to explore the EAP practices of EAPA-SA members benchmarked against EAPA-SA standards. A survey was conducted by a group of students with EAP professionals, specifically registered as EAPA-SA members in 2014, under the supervision of Prof. L. S. Terblanche. The researcher identified the need to benchmark existing EAP practices against the EAPA-SA Standards document to assess whether these practices fulfil their purpose. The research focused on assessing the Monitoring and Evaluation standards of EAPs as applied in SA practices, benchmarked against EAPA-SA standards. The findings reveal less than half of respondents confirmed the existence of a monitoring and evaluation strategy in their practices. Less than half confirmed that monitoring is performed by their EAPs. Evaluation responses were alarming, as few confirmed evaluation of their EAPs. EAP core technologies are also covered by but a few respondents. Internal EAP practitioners were identified as the main persons responsible for monitoring and evaluation. Low percentages of respondents confirmed carrying out EAP evaluations. Avoidance of monitoring and evaluation may be due to anxieties and embarrassment that could arise from any negative findings of the EAP. It is crucial to engage outside, trained evaluators for programme monitoring and evaluation for the purpose of objective programme evaluation.
Mini Dissertation (MSW)--University of Pretoria, 2017.
Social Work and Criminology
MSW
Unrestricted
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Mhlongo, Zanele Claudia. "Evaluation of the standards of nursing care in pediatric wards in referral hospitals in Swaziland." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51754.

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Thesis (MCur)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Recent escalation of medical costs, cost containment and decreasing public funds, drew attention to the importance of formulation and evaluation of standards of nursing care. Practice experience and consultations with nurse managers indicated a great need for standards to evaluate the quality of care in the pediatric units of the big hospitals in Swaziland. A non-experimental, explorative and descriptive study was conducted in the four regional hospitals in Swaziland. Checklists were developed by the researcher to evaluate standards of care relating to the structure, process and outcome dimension of care. Structure standards refer to minimum requirements regarding the facilities, equipment, supplies, and availability of generic documents and staff. Process standards are mainly concerned with the specific nursing procedures and practices, while the Outcome standards evaluate the parents' satisfaction with the nursing care of their child, the amount of information received prior to discharge and the level of communication between the parents and the nursing staff. The most important results are: .:. None of the hospitals met the pre-set requirement to be considered as delivering a satisfactory level of care for any of the three dimensions of care . •:. Critical nursing procedures were often performed ineffectively and inefficiently . •:. Most parents viewed their communication with the nursing staff negatively. Recommendations include the development and implementation of a formalized quality improvement programme on all levels of care, auditing of records and patient care and in-service education for all personnel regarding quality care. Keywords: Quality care, formulation and evaluation of standards - pediatric patients
AFRIKAANSE OPSOMMING: Die onlangse verhoging in mediese koste, kostebesparings en verminderde openbare fondse, het die aandag gevestig op die belang van formulering en evaluering van standaarde vir verpleegsorg. Praktykervaring en konsultasies met verpleegbestuurders het aangedui dat daar 'n groot behoefte bestaan vir standaarde om die gehalte van verpleegsorg in pediatriese eenhede in die groot hospitale van Swaziland, te evalueer. 'n Nie-eksperimentele, verkennende en beskrywende studie is onderneem in die vier streekshospitale in Swaziland. Kontrolelyste is deur die navorser ontwikkel om standaarde van sorg te evalueer ten opsigte van die struktuur-, proses-, en uitkomsdimensie van sorg. Struktuurstandaarde verwys na die minimum vereistes ten opsigte van die fasiliteite, toerusting en voorrade, die beskikbaarheid van generiese dokumentasie en die personeel. Prosesstandaarde hou hoofsaaklik verband met spesifieke verpleegprosedures en praktyke terwyl Uitkomsstandaarde die ouers se tevredenheid met die verpleging van hulle kind, die hoeveelheid inligting ontvang voor ontslag en die vlak van kommunikasie tussen die ouers en die verpleegpersoneel evalueer. Die belangrikste resultate is: .:. Geen hospitaal het ten opsigte van enige van die drie dimensies van sorg, aan die voorafbepaalde vereiste voldoen om beskou te word dat hulle 'n bevredigende vlak van sorg lewer nie . •:. Kritiese verpleegprosedures is dikwels oneffektief en ondoeltreffend uitgevoer. .:. Die meeste ouers het fn negatiewe siening gehad ten opsigte van die kommunikasie met die verpleegpersoneel. Aanbevelings sluit in die ontwikkeling en implementering van fn geformaliseerde gehalte verbeteringsprogram op alle vlakke van sorg, oudit van rekords en pasiëntsorg en indiensopleiding vir alle personeel ten opsigte van gehaltesorg. Sleutelwoorde: Gehaltesorg, formulering en evaluering van standaarde - pediatriese pasiënte
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Parish, Jennifer Bishop. "School climate and state standards: A study of the relationships between middle school organizational climate and student achievement on the Virginia Standards of Learning Tests." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618697.

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The purpose of this study was to determine the relationship between organizational school climate and middle school student achievement on state assessments. The author also sought to determine the relative weight of each of the factors of school organizational climate (collegial leadership, teacher professionalism, academic press and community engagement) in relation to student achievement. Finally, this study examined the relative effects of organizational climate and the socio-economic status (SES) of participating schools on student achievement.;Suburban, rural and urban middle schools in Virginia participated in this study. The study explored middle school teachers' perceptions regarding organizational school climate in terms of collegial leadership, teacher professionalism, academic press, and community engagement. The School Climate Index (SCI) was used to survey 696 teachers' perceptions of these factors in 49 middle schools in Virginia. The eighth grade Virginia Standards of Learning (SOL) Tests in the areas of math and English were the measurement tools for student achievement in the study.;It was concluded that there was a significant relationship between organizational climate and student achievement for both English and math. When the sub-scales of school climate (collegial leadership, teacher professionalism, academic press and community engagement) were analyzed separately, multiple regression indicated that only community engagement had a significant independent effect on student achievement on the math SOL test. Both academic press and community engagement had independent effects on student achievement on the English SOL test. Further analysis indicated that SES had a significant independent effect on student achievement in English, while both school climate and SES had independent effects on student achievement on the math SOL test. School climate and SES explained much of the variance in student achievement.
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Ben-Mazwi, Amanda. "Evaluation of supervisor performance at Transnet port terminals." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021200.

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The study is about evaluating supervisor performance at Transnet Port Terminals (TPT) and the impact it has in the business world in general. The aim of the study was to evaluate the quality of supervisors at Transnet Port Terminals (TPT) in the Eastern Cape. The sample size of 43 supervisors working at TPT from different departments like operations, planning, key accounts and procurement participated in the study. The sampled supervisors are between the ages of 20 and 59 years and was composed of females and predominantly males. The data was gathered through a questionnaire that was designed particularly to address the lack of quality of supervisory support at TPT. The response from respondents were tied to themes that were constructed, which are: (a) organisational goals; vision and management competencies; (b) communication; (c) performance cycle-setting of goals; (d) supervisor/supervisee performance conversation; and (e) supervisory development programme. The literature gathered and deliberated on in the literature review emanate from different authors in the form of books, journals and treatises. The empirical results were linked to theories gathered from different authors. Research findings were used to curb the issues identified, which will be beneficial to both TPT and its employees. The recommendations were submitted to the company to look at developing an in-house supervisory programme, capacity building internally and creating platforms for effective communication.
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Maglieri, Kristen A. "Evaluation of performance under various pay systems." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3258846.

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Hill, Gerry R. "Impact of Teacher Attitudes on Implementation of a Standards-Based Grading System." Thesis, Piedmont College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426348.

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The purpose of this phenomenological study was to examine the impact of teacher attitudes and to discover other factors that have an impact on the implementation of a standards-based grading program. This descriptive phenomenology features interviews of 25 educators from Georgia as well as other states and two foreign countries in order to collect their perspectives of the lived experience of the implementation process.

The findings of this study suggest that the attitudes teachers have regarding the implantation process of a standards-based grading program do have a significant impact on the process. Those participants who described themselves as having a positive attitude towards the transition tended to also describe experiencing a more successful implementation of the program. The converse was true as participants describing their experience as being controlled by a negative attitude towards the transition experienced less successful transitions to the standards-based grading program. The findings of this study suggest that school leaders play a vital role in creating a successful implementation process and that other factors such as the quality of professional development and the element of time impact the process.

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Danke, Brett L. "A tool for evaluating corrective action systems based on the analysis, profile, and evaluation of contemporary documentation from ISO 9000 compliant organizations." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dankeb.pdf.

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Olson, Lia Conklin. "Adult Basic Educators' Descriptions of Standards Implementation and Its Influence on Cognitive Rigor." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635547.

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With only four years of mandated state-standards in adult basic education (ABE), very little is known about the influence of state-standards implementation on the unique learning needs of its adult students. Two decades of research on standards-based education in the U.S. K12 system has yielded widely debated results regarding the impact of state-standards on student achievement. Against this backdrop, state-standards implementation within the distinct context of Minnesota ABE was examined in this study, specifically the perceived influence of standards implementation on teacher practices and student engagement in cognitive rigor, as well as the teacher, site, and student characteristics reported to have either supported or challenged implementation. The basic qualitative design was utilized to collect and interpret the perceptions and experiences of its sample of 12 Minnesota ABE teachers from distinct instructional contexts with 12 or more hours of standards implementation training. Data triangulation was utilized for data collection, including an interview and two member checks. The inductive analysis procedure in concert with the constant comparative method was used to analyze the interviews and develop themes and deeper connections based on the theory of complex adaptive systems. The results of the study showed that, overall, participants reported modest changes in their teaching practices that they perceived to have increased their students’ engagement in cognitive rigor. Participants also reported modest changes in student demonstration of learning that indicated increased cognitive rigor. Findings indicated a minimal contrast to the inconclusive nature of the K12 research base in establishing a link between standards implementation and increased student achievement. Furthermore, the findings showed that state leaders should continue to offer robust training and support teacher collaboration.

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Sproule, David William. "Evaluation of the Biomechanical Performance of Youth Football Helmets." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77703.

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Youth and varsity football helmets are currently designed similarly and tested to the same impact standards from the National Operating Committee on Standards for Athletic Equipment (NOCSAE). Youth players have differences in anthropometry, physiology, impact exposure, and potentially injury tolerance that should be considered in future youth-specific helmets and standards. This thesis begins by investigating the current standards and relating them to on-field data. The standard drop tests represented the most severe on-field impacts, and the performance of the youth and varsity helmet did not differ. There likely is not a need for a youth-specific standard as the current standard has essentially eliminated the catastrophic head injuries it tests for. As more is known about concussion, standards specific to the youth population can be developed. The second portion of this thesis compares the impact performance between 8 matched youth and varsity helmet models, using linear acceleration, rotational acceleration, and concussion correlate. It was found that helmet performance did not differ between the youth and varsity helmets, likely attributed to testing to the same standard. The final portion of this feature is aimed at advancing STAR for youth and varsity football helmets by including linear and rotational head kinematics. For varsity helmets, an adult surrogate is used for impact tests which are weighted based on on-field data collected from collegiate football players. For youth helmets, a youth surrogate is used and tests are weighted based on data collected from youth players.
Master of Science
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Cameron, Sean Michael. "Organizational Citizenship Behavior: Shifting Standards for Women in the Workplace." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/928.

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This study explores the gendered nature of OCB effects by examining communal and agentic forms of OCB (altruism and civic virtue, respectively), as well as the possible effects of not performing gendered OCBs on performance appraisals and related job outcomes. Using employee evaluation based scenarios which included task performance and OCBs (altruism/civic virtue; engage/disengage/no OCB), participants (N= 306) rated the job performance of a female or male employee. Employees engaged in OCBs experienced higher performance evaluations than did employees in scenarios which did not contain OCB information or scenarios in which employees disengaged in OCB. Employees who engaged in OCB, despite gender, were rated similarly. Gender differences were found in the disengaging of OCB but directions were contrary to the past research and theories. In this study, employees incurred lower evaluations when disengaging in gender incongruent OCB in comparison to disengaging in gender congruent OCB. The findings of this study are two-fold. First, in comparison to past research, the results of this study present positive possibilities for women and men who engage in the OCBs of altruism and civic virtue. Second, the results on disengagement suggest more research needs to be conducted to explore evaluations of employees disengaging in gender incongruent OCBs.
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Scardello, Michael A., William R. Packham, and Michael Diehl. "A COTS and Standards Based Solution to Weapons System Integration." International Foundation for Telemetering, 2009. http://hdl.handle.net/10150/606124.

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ITC/USA 2009 Conference Proceedings / The Forty-Fifth Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2009 / Riviera Hotel & Convention Center, Las Vegas, Nevada
The Weapons System Test and Integration Laboratory (WSTIL) at the U.S. Army Yuma Proving Ground (YPG) will provide a new capability for ground based testing in this arena. Current and near term YPG scheduled test programs will benefit tremendously from this enhanced ground test capability provided by the Weapons STIL. The Weapons STIL's design goals center on the implementation of an automated mechanism for testing the weapon systems and sensors that are currently the responsibility of the YPG facility. To meet the Army's weapons test needs the Weapons STIL incorporates various levels of digital stimulation, human-in-the-loop, hardware-in-the-loop, and installed system test facility (ISTF) techniques to maximize ground testing in order to focus and optimize subsequent open air flight testing. This paper describes this work in progress.
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Fung, Yam-cheung Kelvin. "The use of internal versus external standards in perceptual evaluation of voice quality." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B36208899.

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Thesis (B.Sc)--University of Hong Kong, 1994.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1994." Also available in print.
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Lemler, Bruce Neil. "An evaluation of the application of the Cost Accounting Standards : a case study." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28182.

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Hobbs, Klinton E. "Advances in student self-authorship : a program evaluation of the Community Standards Model /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1333.pdf.

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Fermanich, Sheri Ann. "An evaluation of the cooperative education skill standards certificate program in marketing education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fermanichs.pdf.

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Hobbs, Klinton E. "Advances in Student Self-Authorship: A Program Evaluation of the Community Standards Model." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/440.

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Universities are increasingly applying student developmental theories in a variety of contexts in order to better understand students and to accomplish institutional educational objectives. Robert Kegan's constructive-developmental theory has been utilized in the creation of the Community Standards Model, a program designed for use in university residence halls. The purpose of the Model is to promote student development from Kegan's third order of consciousness, in which student identity is based on a fusion of their peers' expectations and ideas, to the fourth order of consciousness, in which one becomes the author of his or her own values, beliefs, and ideals. The Community Standards Model has been in place in Brigham Young University-Provo residence halls since 2000, yet no studies have been done to determine its effects. The present study examined the development of student self-authored identity as it occurred during the implementation of the Community Standards Model at BYU-Provo. The Student Developmental Task and Lifestyle Inventory was used to evaluate student development across three general developmental tasks. Two populations were sampled: students at BYU-Provo residence halls, where the Model was practiced, and students from BYU-Idaho residence halls, where the Model was not practiced. Students were tested at the beginning and at the end of the 2004-2005 academic school year. Split plot ANOVAs were conducted and no significant interactions were found for any of the three task scores. This study did not detect any significant differential effects with regard to student developmental task achievement that could be attributed to the Community Standards Model. Study results indicated that the Community Standards Model may not fit well at BYU. Many reasons exist as to why the Model may not promote student self-authored identity at BYU, including a mismatch between the Model's emphasis on self-determination of values and ideals and the institution's imposition of certain behavioral and belief standards. However, the Model may have beneficial effects in other areas, such as the development of community. Further research is needed to more fully understand which effects, if any, the Community Standards Model is having at BYU.
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Morlat, Pierre-François. "Evaluation globale des performances d'un récepteur multi-antennes, multi-standards et multi-canaux." Lyon, INSA, 2008. http://theses.insa-lyon.fr/publication/2008ISAL0133/these.pdf.

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Afin de permettre une amélioration des performances des transmissions radio, et donc une augmentation des débits, les algorithmes de traitement d'antennes sont depuis longtemps utilisés. De plus, la multiplication des standards de communication ainsi que la relative surcharge actuelle du spectre radioélectrique nous encourage à considérer les structures de réception multi-standards et multi-canaux. Dans un tel contexte d'interopérabilité entre les différents modes radio, le concept de Radio Logicielle correspondant à une utilisation réduite des parties hardware au profit de la partie numérique nous apparaît très intéressant. Une structure de réception combinant donc les principes de traitement multi-antennes, multi-canaux et multi-standards (appelée multi-*) à base de Radio Logicielle nous semble être particulièrement innovante et intéressante. Nous nous sommes au cours de cette thèse orienté vers l'étude d'un récepteur multi-antennes, capable de traiter des signaux suivant les standards 802. 11b et 802. 11g et présents dans une bande de 40 MHz (alors qu'un canal WLAN occupe une bande de 20 MHz). De plus, nous proposons une validation globale de notre structure envisagée, de manière à ce que chaque partie critique du récepteur ne fasse pas l'objet d'une étude séparée. Cette étude globale doit permettre de proposer un dimensionnement optimal des algorithmes prévus en fonction du compromis complexité, coût/performances. Les performances de notre structure multi-* sont donc présentés dans cette thèse. Nous considérons d'abord un environnement de ropagation réaliste que nous caractérisons. Ainsi les éventuels écarts entre les performances obtenues et les prévisions théoriques sont justifiés. Ensuite, une prise en compte des différents défauts introduits par l'étage de conversion en bande de base est également proposée et nous montrons que le traitement d'antenne permet un relâchement des contraintes hardware. Enfin, une architecture numérique capable de traiter simultanément deux canaux WLAN reçus sur plusieurs antennes est proposée en vue d'une implantation matérielle
A multi-antenna receiver structure able to deal with two 802. 11 b and/or 802. 11 g signais simultaneously in a 40 MHz bandwidth (different to the classical WLAN bandwidth 20 MHz) is defined in this thesis. This structure seems to be very relevant in order to increase QoS taking into account problem of spectral resources. Moreover, a global system evaluation scheme of the multi-* structure is proposed. So, each critical part of the receiver is not considered separately but in a global system approach. First of all, the benefits of the SIMO processing, taking into realistic propagation conditions is given in several multi-* configurations. Ln a second part of the work, it is showed the capability of the 1 x2 SI MO processing to mitigate the effect of RF impairments. After all, a numerical architecture ensuring the processing of both WLAN channels simultaneously received by the multi-branches is validate in order to develop a material demonstrator
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Mufich, Whe. "Comparative Evaluation of Drug Products Obtained in Mexico: Augmenting Existing Scientific Data." The University of Arizona, 2011. http://hdl.handle.net/10150/623559.

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Class of 2011 Abstract
OBJECTIVES: To investigate if the drug content of several different antibiotic products, obtained in Mexico, fall within the USP specification range for a given drug. METHODS: Ten antibiotic products containing either amoxicillin, ampicillin, ciprofloxacin, or sulfamethoxazole/trimethoprim were obtained from three random pharmacies in Mexico. The concentrations of the active ingredient(s) in these antibiotics were determined by high performance liquid chromatography, utilizing assays from the USP monographs for each drug. Weight variation within each product was also considered. Ten units from each product were analyzed. RESULTS: More than half of the capsules for each of the amoxicillin lots analyzed were outside of the acceptable USP limits (90-120% label claim) with the average calculated % label claim for each being 89.96 and 87.25%, respectively. One lot of ampicillin had two capsules out of range, while all of the capsules tested from the second lot were within the specification range. Both lots of ciprofloxacin passed. For the sulfamethoxazole/triemthoprim tablets, the sulfamethoxazole content for each lot was in range, however 20-30% of the units analyzed were out of range for trimethoprim. Interestingly, weight variation within each product was less than 3% RSD for all products, with the exception of the ampicillin lot which had two capsules out of spec (% RSD- 6.14). CONCLUSION: Most of the Mexican acquired antibiotics had content uniformity that fit within the USP guidelines. Although amoxicillin displayed significant variability, the capsules fell outside of the USP limits by a slim margin. While these findings are not a representation of all antibiotics obtained from Mexico, they do suggest the importance of continued research of the quality of internationally obtained products.
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Ozturk, Huseyin Selcuk. "Evaluation of secure 802.1X port-based network access authentication over 802.11 wireless local area networks." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FOzturk.pdf.

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Winter, Olaf Markus. "Analyse und Evaluation von Nahverkehrsplänen und die Aufstellung von Kriterien zur Bewertung von Standards im ÖPNV." Kassel : Kassel Univ. Press, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?idn=982089589.

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46

Barchyn, Thomas Edward, and University of Lethbridge Faculty of Arts and Science. "Field-based aeolian sediment transport threshold measurement : sensors, calculation methods, and standards as a strategy for improving inter-study comparison." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Geography, 2010, 2010. http://hdl.handle.net/10133/2616.

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Aeolian sediment transport threshold is commonly defined as the minimum wind speed (or shear stress) necessary for wind-driven sediment transport. Threshold is a core parameter in most models of aeolian transport. Recent advances in methodology for field-based measurement of threshold show promise for improving parameterizations; however, investigators have varied in choice of method and sensor. The impacts of modifying measurement system configuration are unknown. To address this, two field tests were performed: (i) comparison of four piezoelectric sediment transport sensors, and (ii) comparison of four calculation methods. Data from both comparisons suggest that threshold measurements are non-negligibly modified by measurement system configuration and are incomparable. A poor understanding of natural sediment transport dynamics suggests that development of calibration methods could be difficult. Development of technical standards was explored to improve commensurability of measurements. Standards could assist future researchers with data syntheses and integration.
xi, 108 leaves : ill. ; 29 cm
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Marino, Eduardo. "Diretrizes para avaliação de projetos e programas de investimento social privado." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-30012006-110443/.

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Esta dissertação busca contribuir com a crescente demanda por parâmetros para o planejamento e a implementação de avaliação de projetos e programas sociais operados por organizações do terceiro setor com recursos advindos de doadores do setor privado no Brasil. Em muitos países, avaliadores têm-se organizado em associações profissionais, buscando fomentar pesquisas, discussões sobre best practices e definição de códigos de ética. Nos Estados Unidos, representantes da American Evaluation Association e de outras associações locais desenvolveram um conjunto de 30 Standards baseados em práticas generalizadamente aceitas para orientar o planejamento e para avaliar a qualidade de avaliações realizadas. Procurou-se verificar junto a um grupo de avaliadores e gerentes a aplicabilidade desses Standards no Brasil. Foram conduzidos cinco estudos de caso, considerando-se como “casos” processos de avaliação realizados por avaliadores externos. A maior parte dos 30 Standards foram aceitos como aplicáveis tal qual foram originalmente propostos. Alguns deles receberam sugestões de modificação em seus textos para melhor adequação ao contexto brasileiro. O estudo revelou que há no país um ambiente propício à sua utilização. Revelou também que o atributo de maior fragilidade dos casos estudados é o da “Utilidade”. A pesquisa aponta desafios e questões, como a participação de interessados e a necessidade de distinção entre as práticas de pesquisa e avaliação, para tornar mais efetivas as avaliações realizadas nas organizações.
This essay aims at contributing to the increasing demand for standards to guide the planning and implementation of evaluation of social projects and programs carried out by third sector organizations with resources provided by private sector donors in Brazil. In many countries, evaluators are getting organized into professional associations, aiming at fostering research, debates on best practices and definition of professional responsibility codes. In the United States of America, representatives of the American Evaluation Association and of other local societies developed a group of 30 standards based on generally accepted practices to orient planning and evaluation of the quality of the evaluations carried out. This study tried to verify with a group of evaluators and managers the applicability of these standards in Brazil. Five case studies were conducted, considering “cases” evaluation processes led by external evaluators. Most of the 30 standards were accepted as originally proposed. Some changes were suggested to some of them in order to better adapt them to the Brazilian reality. The study showed a favorable environment for the utilization of the standards in the Country and, according to its results, “Utility” is the most fragile attribute of the studied cases. The research points out challenges and questions, such as the participation of the involved people and the necessity of distinguishing research and evaluation practices, in order to increase the effectiveness of the evaluations developed by the organizations.
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Ponce, Efren. "The Voices of Educators| An Interview Study of the Implementation Process of the English/Language Arts Common Core State Standards Initiative." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10251102.

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Historically, disenfranchised students in the American education system have been promised opportunity through successful participation in the school system. These promises are voiced in legislation like the Elementary and Secondary Education Act of 1965 and by executive actions like President Obama’s Race to the Top Initiative. Evidenced by the continuing education gap, the promises of success through education continue to evade many American children across the nation, especially students who are most in need of the support promised in these quixotic visions of opportunity.

This is a qualitative interview study that aimed to gather the voices of educators involved in the implementation of the English Language Arts Common Core State Standards (ELA CCSS) to investigate the potential benefit of an information loop during the time period Bridges (2009) labeled the Neutral Zone, a period when change agents can reflect on and possibly enhance the iv implementation of an initiative. The study aimed to answer the following research question: What are the experiences of teachers, school principals, and district-level administrators during the transition to the ELA CCSS in three public school districts in the greater Los Angeles area? The narratives constructed throughout the interview process with the study’s participants point to the value of establishing an information loop during the Neutral Zone as an untapped vein of knowledge in the change process. This information can potentially be used to take inventory of the trajectory an implementation process has taken.

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Brownlee, Graham, and n/a. "Program evaluation : a study of evaluation in an ACT TAFE College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060615.165537.

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This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.
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Spence, Suzanne Elizabeth. "An evaluation of the impact of school food standards in England on children's diets." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2815.

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Many children do not eat a healthy diet. In 2005, the nutritional content of school lunches in England received wide criticism. In 2006, a major policy change led to legislation specifying what food and drink could, and could not, be served in schools. This thesis considers the impact of the implementation of food and nutrient-based standards on children’s dietary intake at lunchtime and in their total diet, if the impact was equitable across the socio-economic spectrum, and if school lunch take-up changed. Methods Data collected pre and post-policy implementation in children aged 4-7y and 11- 12y were analysed. In the 4-7y olds, dietary data were collected on four consecutive days using an observational method in 12 primary schools, in Newcastle upon Tyne, UK (n=385 in 2003-4; n=632 in 2008-9). In 11-12y olds, dietary data were collected from two consecutive 3-day food diaries followed by a researcher-led interview in six middle schools, in Northumberland, UK (n=298 in 1999-2000; n=215 in 2009-10). Linear mixed effect models were used to analyse the effects of year (pre and post-policy), lunch type (school or homepacked lunch), level of socio-economic deprivation, and the interaction(s) between these factors on children’s total dietary intake. Logistic regression was used to examine the change in school lunch take-up by year and level of deprivation. Results At lunchtime, children who ate a school lunch post-policy implementation consumed a lower per cent energy from fat, saturated fat and absolute amounts of sodium. In the 4-7y olds, mean calcium (mg), vitamin C (mg) and iron (mg) intakes increased; in 11-12y olds, non-starch polysaccharides (g) and iron (mg) decreased. A child’s lunch type was associated with change in the total dietary intake in 4-7y olds; post-policy implementation children eating a school lunch had a healthier total diet compared with children eating a home-packed lunch. In 11-12y olds, there was limited evidence found that lunch type was associated with change in total diet. In both age groups children’s total dietary intake from ii | per cent energy saturated fat and non-milk extrinsic sugars remained above the recommended guidelines. There was some evidence that post-policy implementation, lunch type and level of deprivation were associated with differences in per cent energy from non-milk extrinsic sugars and vitamin C (mg) intake in the total diet of 4-7y olds; there was no such evidence found in 11-12y olds. Post-policy implementation, school lunch take-up decreased in both age groups. Conclusions The implementation of school food and nutrient-based standards in England has been associated with positive changes in children’s dietary intake at lunchtime. These changes were reflected in the total diets of the 4-7y olds but evidence was more limited in 11-12y olds. A key strength of this study is the unique evaluation of national policy enabled by the availability of preimplementation data. A key limitation is the use of repeat cross-sectional surveys; this limits the extent to which change in children’s diets can be attributed to the policy. Future regulation of school lunches should be evaluated prospectively. To improve children’s diets in all their complexity, future interventions also need to consider the social, environmental and behavioural contexts in which food choices are made or directed, both in and outside of the school environment.
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