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Kelly, Erika D. "Influence of external assets the students' perspective /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006kellye.pdf.
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Niitembu-Nehemia, Martha Megumbo. "External communities, integration and student persistence among distance students at a university in Southern Africa." University of the Western Cape, 2018. http://hdl.handle.net/11394/6507.
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Magister Educationis - MEdStudent persistence is a thorn area which did not receive much publication in Namibia and South Africa. Many research focused on why students fail to persist in higher education opposed to why they succeed. This research paper mainly investigated the relationships between external communities, social and academic integration and student persistence among distance students. I used Tinto's theory of student persistence at institutions of higher learning as my theoretical approach. The study employed a qualitative approach with a phenomenological design. I collected data by interviewing senior distance students at a certain public university in Southern Africa. The findings of this research revealed that the majority of students are self-driven which gave an impression that self -motivation and intentions of participants contribute significantly to student persistence. Indications are that informal peer group support contributes considerably to student persistence. The overall outcomes suggest that support from family members and employers positively influence students' academic progress and success. This study generally suggests that there is a positive relationship between external communities and student persistence opposed to what many scholars suggested.
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Chen, Yen-Tin. "THE EXTERNAL FACTORS THAT INFLUENCE TAIWANESE COLLEGE STUDENTS' ATHLETIC SHOE PURCHASE INTENTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/823.
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Understanding consumer behavior is one of the pivotal elements for success in any business. Among the various concepts in consumer behavior, the consumer decision-making process has gained much attention from both academics and practitioners. In Taiwan, scholars and practitioners have paid significant attention to external factors that influence consumer decision-making in various industries. However, few such studies have focused on external factors regarding purchases of products and services in the Taiwanese sport industry. The purpose of this study was to investigate the external factors that influence Taiwanese college students' shoe purchase intention. Data were collected to examine do external factors differed between genders and grade levels. Six external factors were identified from the literature review. The external factors were brand, price, style, durability, comfort, and athletic ndorsement/ promotion. This study utilized a 5-point Likert scale survey to examine the external factors influence Taiwanese college students' shoe purchase intention. A total of 416 Taiwanese college students from Southern Taiwan University were surveyed. Descriptive analysis, multiple regressions analysis, and one-way ANOVA were employed in this study. First of all, descriptive statistic analysis is used to categorize the participants based on their gender, age, grade, favorite athletic shoe brand, and how often did they purchase athletic shoes. Second, multiple regression analysis was used to predict which external factors had the most influence in Taiwanese college students' athletic shoe purchase intention. The results of multiple regression analysis demonstrated that comfort and style were the most influential factors in Taiwanese college students. Third, one-way ANOVA were used to measure the difference between gender and grade level for Taiwanese college students shoe purchase.
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Ledo, Wietske, and n/a. "Information needs of external students: a survey of the information needs of external students enrolled at the South Australian College of Advanced Education and resident in Whyalla, South Australia." University of Canberra. Library and Information Management, 1993. http://erl.canberra.edu.au./public/adt-AUC20050629.113625.
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The main purpose of the study was to investigate the library needs
and library usage of external students in remote areas. The study emphasised
external students' perception of their own library needs. Four distinct areas
of research evolved from the purpose of the study: to identify the library
service needs of external students; to identify library use by external
students; to identify external students' perceptions of library needs; and to
identify student status in relation to library use.
Information was collected by an interview with former external
students, a questionnaire to the libraries involved in the study and by
Nominal Group Technique (NGT) sessions with external students. The
primary instrument was a questionnaire to the external students in the
population under investigation requesting information of their library
usage and needs.
The population under investigation were external students enrolledin the South Australian College of Advanced Education (SACAE) and
resident in Whyalla, South Australia. It was decided to survey the total
population rather than a sample because of the small numbers involved.
Thirty-five responses were received out of a population of 52, representing a
response rate of 69 percent.
The results of the survey were analysed using a Statview SE statistical
package and a spreadsheet and graphics package, Excel. Frequency
distributions were computed to determine the number of respondents who
selected each option.
The study found that the external students who used libraries tended
to use a variety of libraries. Students used not only their own institution's
library, but the a range of libraries accessible to them in Whyalla.
The study concludes by identifying issues, recommending possible
solutions, and identifying areas for further research.
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Lee, Siu-yin, and 李肇燕. "Early preparation for external assessment: introducing writing assessment criteria to form one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554391.
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Lee, Siu-yin. "Early preparation for external assessment introducing writing assessment criteria to form one students /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554391.
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Lucero, Diana Marie. "Resiliency of Latino High School Students: The Impact of External and Internal Factors." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/253.
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This study investigated factors promoting academic resiliency within Latino students at an urban high school in the Los Angeles area. The criteria of “on-track” to graduate served as the operational definition of academic resilience. A total of 92 students completed the survey. Of these, 57 were on-track to graduate and 35 students were “not on-track” to graduate. The California Healthy Kids Survey: Resiliency & Youth Development Module (WestEd, 2008a) was the instrument employed to obtain quantitative data using three external protective factors (caring relationships, high expectations, and meaningful participation) and three internal protective factors (social competence, autonomy and sense of self, and sense of meaning and purpose). An additional demographic section was also included.
A t-test for independent samples indicated a significant mean difference between Latino students on-track to graduate and not on-track to graduate for two of the protective factors: participants on-track to graduate reported a stronger sense of meaning and purpose and higher expectations than did Latino students not on-track to graduate. A Pearson Correlation matrix showed that each of the three primary relationship pairings was significantly correlated. A chi-square test determined that gender and on-track to graduate were found to be independent of each other, as were various Latino origins and academic resiliency. The findings revealed no significant difference between academic resiliency and household composition, languages spoken, or maternal/paternal educational level. Furthermore, Latino participants born in another country were more likely to graduate than Latino students born in the United States.
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Morningstar, Mary, and Pamela J. Mims. "Grants and External Funding: Doctoral Student and Early Career Workshop." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/173.
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Pun, Yin-kwan Loraine, and 潘彥筠. "External and internal factors predicting decisional and emotional forgiveness among Chinese adolescents and college students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45590394.
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Jansen, Abigale E. "Navigating Internal and External Borderlands| The Experience of Emergent Bilingual Cape Verdean Middle School Students." Thesis, University of Rhode Island, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807312.
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The purpose of this grounded theory research study was to better understand the experiences of emergent bilingual Cape Verdean Middle School students as they navigate internal and external borderlands. This study was conducted in an urban middle school in New England. Nine female, emergent bilingual Cape Verdean middle school students participated in this study. This study was also completed with the assistance of the school district’s middle school language acquisition coach. The participants contributed to student surveys, focus group discussions, participant observations and member checking. All data was analyzed using coding and grounded theory, which lead to development of theoretical constructs.
This study documents some EB students’ experiences and feelings pertaining to language, as well as their cultural, social, and linguistic identities while they navigate different linguistic and social worlds. In addition, this study documents how ideologies of linguistic superiority in different worlds or spaces can affect EB students’ sense of identity and connections to others. The evidence provided in this study is useful to help teachers, administrators, and anyone else involved in education to better understand some realities and challenges many EB students face, as well as how facing these challenges and differences can affect student’s sense of self, linguistic, and cultural identities. This study concludes that it is necessary for schools to work from a to create linguistic democracies.
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Wasonga, Teresa A. "An analysis of the relationship between external assets, internal assets and academic achievement among urban students /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052229.
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Piršelová, Simona. "Návrh účinného systému personálního marketingu ve společnosti." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2020. http://www.nusl.cz/ntk/nusl-416889.
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The purpose of the master thesis is a proposal of an effective personnel marketing system in a company operating in a field of information technology resulting in meeting needs of potential and current employees. The thesis includes an analysis of external and internal personnel marketing supported by quantitative research among information technology programme students of Brno universities and current employees. As emerged from the analysis, shortcomings can be found in a company promotion via social media and web page as well as in a professional development of employees. Based on the acquired results and theoretical overview particular proposals of effective personnel marketing have been made.
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Kaya, Nisa Gokden. "The Role Of Self-esteem, Hope And External Factors In Predicting The Resilience Among Regional Boarding Elemantary School Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608375/index.pdf.
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This syudy aims to find out the role of self-esteem, hope and external factors in predicting resilience of students in Regional Boarding Elemantary Schools. The sample was 391 students in 6. 7. and 8. grades of Regional Boarding Elemantary Schools in Ankara. A demographic data form developed by the researcher, California Resilience and Youth Developmant Module (CDE, WestEd, 2001Gizir, 2004), Rosenberg Self-esteem Scale (Ç
uhadaroglu, 1985
Rosenberg, 1965), and Children'
s Hope Scale (Kemer &
Atik, 2006
Synder et al., 1997) were used to collect data. Multiple regression analysis for the total sample results revealed that predictor variables explained 69% of the total variance. According to results Hope, and some external assets (Home Caring Relationships, High Expectations, and Meaningful Participation, Community Caring Relationships and High Expectations
School and Community Meaningful Participation
Peer Caring Relationships and High Expectations) were important predictors of resilience. However, Self-esteem and two external assets (School Caring Relationships and High Expectations
and School Connectedness) did not contribute to internal assets of resilience scores. Furthermore, findings showed differences between boys and girls in terms of the predictor variables of resilience. Regression analysis indicated that the model with eight predictors explained 69% of the total variance among females and %70 for males. On the other hand, male students possesed five protective factors predicting resilience, whereas females had three.
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Phelps, Renata, and renata phelps@deakin edu au. "Information skills and the distance education student : An exploratory study into the approaches of Southern Cross University distance educators to the information needs of external students." Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080522.110024.
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This study unites the concepts of self-directed learning and information literacy in the external higher education environment. It asserts that many attempts by librarians at building better working relationships with distance educators have failed because the approaches of distance educators to the information needs of students are not adequately addressed. This exploratory and qualitatively based study examines the approaches of ten distance educators at Southern Cross University (SCU) to the information needs of their external students. It then makes recommendations based on these interviews which aim to improve relationships and co-operation between libraries and distance educators and to promote self-directed learning approaches by external students.
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Ngwenya, Memoria Celiwe. "External and internal exclusion of black undergraduate students from impoverished township schools in historically advantaged universities in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95792.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The notion of inclusion refers to one of the normative ideals that may be used as a means to promote justice in a democracy. Equally so, the norm of inclusion is capable of exploring the legitimacy of the democratic processes set up for the promotion of equity and redress. The implication thereof is that the notion of inclusion is also an adequate measure for monitoring whether processes practised by polities do embrace the norms of recognition, redistribution, empowerment and justice as we come to understand them within the broader concept of inclusion. Grounded in the theory of inclusion and democracy, this study is set against the backdrop of momentous political changes in South Africa that set the tone for transformation in higher education, amongst other democratic changes. Higher education institutions, alongside all other South African polities, introduced new open policies chock-full of democratic ideals to promote equity so as to ensure that those who previously suffered the injustice of being excluded from gaining entry to higher education are able to access it. Based on this understanding, this study has been conducted from a conceptual point of view to investigate the approach by which two historically advantaged institutions in the Western Cape have conceptualised the inclusion of black students from impoverished schools into their institutions. I have also examined how these institutions articulate their support programmes to keep these students in the higher education system. University policy documents such as admissions policies, financial aid policies, student diversity and equity policies, and student retention and throughput rate provided information for interpretation and data analysis.
AFRIKAANSE OPSOMMING: Die idee van insluiting verwys na een van die normatiewe ideale wat gebruik kan word om geregtigheid in ‟n demokrasie te bevorder. Net so het die norm van insluiting die vermoë om die regmatigheid van die demokratiese prosesse wat ingestel is vir die bevordering van regverdigheid en herstel (redress) te ondersoek. Die implikasie hiervan is dat die idee van insluiting ook ‟n voldoende maatstaf is om te kontroleer of die prosesse wat deur politieke eenhede uitgevoer word, die norme van herkenning, herverdeling, bemagtiging en geregtigheid omhels soos ons hulle binne die breër konsep van insluiting verstaan. Begrond in die teorie van insluiting en demokrasie staan hierdie studie teen die agtergrond van gewigtige politieke verandering in Suid-Afrika wat die toon gestel het vir transformasie in hoër onderwys, onder ander demokratiese veranderinge. Hoëronderwysinstellings, tesame met alle ander Suid-Afrikaanse staatsbestel, het nuwe, oop beleide propvol demokratiese ideale bekend gestel om regverdigheid te bevorder om sodoende te verseker dat die wat voorheen onder die ongeregtigheid van uit hoër onderwys uitgesluit te wees, gelei het, nou toegang daartoe kan kry. Gebaseer op dié verstandhouding is hierdie studie vanuit ‟n konseptuele oogpunt onderneem om ondersoek in te stel na die benadering van twee histories bevoordeelde instellings in die Wes-Kaap tot hulle konseptualisering van die insluiting van swart studente uit arm skole in hulle instellings. Ek het ook ondersoek hoe hierdie instellings hulle ondersteuningsprogramme verwoord om hierdie studente in die hoëronderwysstelsel te behou. Die universiteite se beleidsdokumente, soos toelatingsbeleide, finansiële hulp beleide, studentediversiteits- en regverdigheidsbeleide, en studentebehoud- en deursetkoerse, het inligting verskaf vir die doeleindes van interpretasie en analise.
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King, Frank Lyle. "An analysis of the impact of age on the academic performance of students in the Liberty University external degree program." Lynchburg, Va. : Liberty University, 2000. http://digitalcommons.liberty.edu.
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Jansson, Erika, and Susanne Salin. "Vad upplever ingenjörsstudenter som en attraktiv arbetsgivare och hur står det i relation till ett företags employer branding arbete?" Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26964.
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Det blir allt viktigare för företags utveckling och överlevnad att attrahera de mest lämpade medarbetarna. Ett allt vanligare verktyg för ändamålet är employer branding. Syftet med föreliggande studie var därför att undersöka ingenjörsstudenters upplevelse av en attraktiv arbetsgivare och relatera det till hur ett större industriföretag i Mellansverige arbetar med extern employer branding. En induktiv tematisk analys med intervjuer från Företagsrepresentanterna visade att Företaget lägger stora resurser på att attrahera ingenjörer. Genom att arbeta med ambassadörer, delta på arbetsmarknadsmässor och synas på sociala medier vill Företaget stärka sitt arbetsgivarvarumärke. En induktiv tematisk analys av intervjuer med ingenjörsstudenterna visade betydelsen av delade värderingar, ett företags rykte och ett gott första intryck. Det går i stor utsträckning att relatera Företagets employer branding- arbete till ingenjörsstudenters upplevelser av en attraktiv arbetsgivare. Studien bidrar med kunskap om vad ingenjörsstudenter vill ha hos en arbetsgivare och hur företag kan arbeta med employer branding för att sticka ut i den hårda konkurrensen.It is becoming increasingly important for corporate development and survival to attract the most suitable employees. A more common tool for this purpose is employer branding. The purpose of the present study was therefore to study a group of engineering students' experience of an attractive employer and to relate to how a major industrial company in central Sweden works with external employer branding. An inductive thematic analysis with interviews from Corporate Representatives showed that the company puts great resources on attracting engineers. By working with ambassadors, attending labor market fairs and appearing on social media, the company wants to strengthen its employer brand. A inductive thematic analysis of interviews with engineering students showed the importance of shared values, a company's reputation and a good first impression. It is largely related to the company's employer branding work for engineering students' experiences of an attractive employer. The study contributes knowledge of what engineering students want from an employer and how companies can work with employer branding to stand out in the tough competition.
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Varisco, Allison Smith. "SELF-EVALUATION WITH AND WITHOUT EXTERNAL FEEDBACK TO INCREASE ROOM CLEANING SKILLS IN STUDENTS WITH MILD INTELLECTUAL DISABILITIES OR BEHAVIOR DISORDERS." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/8.
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As students with disabilities age out of school-age resources, the need for self-evaluative skills in work tasks becomes more important. This study compared self-evaluation with reinforcement and self-evaluation with reinforcement plus external evaluation when completing room cleaning skills. The younger students did not demonstrate the ability to self-evaluate without external evaluation. Both conditions were effective when evaluating the older group of students. The author proposes additional research in looking at self-evaluative skills for specific age groups and conditions.
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Vautier, Lynne Margaret. "The information resource needs of undergraduate distance education students and the academic library's role in meeting these needs." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9360.
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This research examines the reading and information needs of undergraduate distance education students at Curtin University of Technology and the academic library's role in meeting those needs. Twelve undergraduate units offered at Curtin in second semester were selected as the prime units of this research. The research was conducted in three phases in 1996. First, the documents supplied to the distance education students were examined to determine what reading was specified and/or suggested to the students. Next, the unit co-ordinators responsible for the units were interviewed to find out what reading and information literacy expectations they held for their distance education students. Finally, the non-metropolitan area students enrolled in the units were interviewed to find out if they felt they could complete the units using only supplied readings and prescribed texts. They were also asked about obtaining resources through Curtin University Library and Information Service or other sources. Their use of telecommunications and computers was also examined.This research found there were as many models of the practice of distance education as there were units surveyed. There was a high degree of agreement between the unit co-ordinators and students on the possibility of completing their associated units using only the supplied reading plus the textbooks. The students could not complete their units using only the supplied reading but many could successfully complete units using the supplied reading and set texts.Although all students were using computers there was a significant difference in the number of students that had access to a computer linked to telecommunications and the number of students that were using this access. Only a small proportion of the students used this facility to access the Curtin Off Campus Library Services.There was a lack of knowledge by ++students of the services and resources that were available to them. Responses from students indicated they were not effectively informed about the services and resources available to them. This lack of knowledge of existing services pointed to a need for improved marketing of the services to this group of students. An improved level of co-operation between the library, the unit co-ordinators and the University Distance Education Service is recommended to address some of the issues raised in this research. This co-operation should include working with academic staff in unit and course design and a review of the promotion of all services to distance education students
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Thanapal, Vigneswari. "The social mediation of multinational legal education : a case study of the University of London's undergraduate laws programme for external/international students." Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/9023.
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This thesis examines the social mediation of a transnational educational programme, namely the University of London’s International (External) Undergraduate Laws Programme. The thesis explores the lived experiences of a variety of stakeholders – university academics, frontline teaching staff and students - in the context of historical legacy and current development. The University of London’s International (External) programmes is one of the oldest forms of distance education, and the Undergraduate Laws Programme is the second largest subscribed programme and represent the fundamental academic legal education for the legal profession in numerous countries. With the separation of teaching, assessment and award as the distinguishing feature consequential to the origins of the University of London its legacy results in multitude stakeholders with vested interests in each aspect. The thesis seeks to understand the motivations behind and implications resulting from the various stakeholders’ experiences through an analysis of their narratives gleaned from interviews and data recorded from observations. Is there a distinct identity and culture within each group of stakeholders which has developed through the evolution of the programme? Can a pattern or theory of teaching and learning unique to the programme be identified and if so, what kind of impact has that had on legal education? The possibility of identifying existing and/or emerging communities of practice within and across each group of stakeholders is a recurring theme discussed on the basis that the theory of situated learning within a community of practice is a form of active learning; an objective which the University of London has sought to actively achieve since 2005. By building an ethnography of the various stakeholders, the thesis explores a formerly under researched aspect of undergraduate legal education and acts as a prompt for future areas of research in the areas of legal and distance education.
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Mncwango, Jabu Busisiwe. "An exploration of the discrepancy between classroom-based assessment and external summative assessment in English first additional language Grade 12." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96945.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Classroom–based assessment, also referred to as continuous assessment (CASS), is a formal and important part of the evaluation of South African learners. The weight attached to CASS varies according to the levels of grades. More importantly, it is only in Grade 12 that CASS marks of all the learning areas or subjects are combined with external summative assessment marks for a decision of awarding a National Senior Certificate. Continuous assessment (CASS) is formative in nature. This implies that learners receive feedback on their performance throughout the year. The feedback learners receive ought to prepare them well for the external summative assessment. If learners have been prepared well for the external summative assessment, we would expect their marks to be consistent with their level of achievement in CASS. However, according to the Department of Education (2003c), having witnessed the first year of CASS implementation in 2001, both national and provincial examination authorities realised that the implementation of CASS was problematic in certain schools. In the analysis of the 2001 and 2002 Senior Certificate examination results by the South African Certification Council (SAFCERT), huge discrepancies were found in certain schools between the raw CASS marks and the adjusted examination marks of the same learners in a number of subjects. The SAFCERT reported that in 2001 a total of 10 182 examination centres supplied CASS marks that were more than 20% above the adjusted examination marks. This document-based study examines the extent of the discrepancies between learners’ CASS marks and the marks they obtained in external summative assessment. It also tentatively suggests possible reasons for the discrepancies. To this end, this study compares scores for CASS marks of English First Additional Language (ENGFAL) to scores for the same learners in the external summative assessment. The documents recording learners’ CASS marks come from four schools in Ilembe District, KwaZulu-Natal. Although my mini thesis focuses on the extent of the discrepancy, my analysis also makes some initial suggestions of some possible reasons for the discrepancies between CASS and external summative assessment marks. These tentative reasons are a lack of teacher knowledge in administering CASS; large classes; the demanding administrative load of teachers; an interest in passing as many learners as possible; not wanting to create tension, especially within small, close-knit communities; and in many cases, generally dysfunctional schools. My main suggestions for addressing the problem of discrepancies include: providing better in-service training for teachers in regard to their knowledge of subject content and assessment practices; making available to teachers an item bank with samples of assessment questions and tasks; encouraging teachers to become active participants of professional teacher organisations; encouraging greater parental participation in informal assessment; and by establishing assessment committees in schools. In addition, the government could appoint more teachers to reduce overcrowded schools and classrooms, fund the establishment of functional libraries, promote and monitor English as a medium of instruction from as early as the Intermediate Phase.
AFRIKAANSE OPSOMMING: ’n Ondersoek van die Teenstrydighede by Punte vir Deurlopende Evaluering en Eksterne Summatiewe Assessering by Engels Eerste Addisionele Taal in Graad12 Deurlopende evaluering (DE) is ʼn formele en belangrike aspek by die evaluering van Suid-Afrikaanse leerders. Die gewig wat aan DE toegeken word, varieer na gelang van die vlakke van die onderskeie grade. Dit is belangrik om daarop te let dat die DE-punte net in Graad 12 by al die leer areas of vakke gekombineer word met eksterne summatiewe assesseringspunte om die toekenning van ʼn Nasionale Senior Sertifikaat te bepaal. Deurlopende evaluering (DE) is formatief van aard. Dit beteken dat leerders gedurende die jaar deurlopend terugvoer ontvang oor hul prestasie. Die terugvoer wat hulle ontvang, is veronderstel om leerders deeglik voor te berei vir die eksterne summatiewe assessering. Indien leerders deeglik voorberei is vir die eksterne summatiewe assessering, sou verwag kan word dat die punt wat hulle behaal by die eksterne summatiewe assessering ooreenstem met die vlak van hul prestasie by DE. Volgens die Departement van Onderwys (2003c) is daar egter na die eerste jaar van die implementering van DE in 2001 deur beide die nasionale en provinsiale eksamenowerhede tot die gevolgtrekking gekom dat die implementering van DE in sommige skole probleme skep. By die analise van die 2001- en 2002-uitslae van die Senior Sertifikaat eksamen deur SAFCERT is groot teenstrydighede by sommige skole opgemerk tussen die onverwerkte DE-punte en die aangepaste eksamen punte van dieselfde leerders in ʼn aantal vakke. SAFCERT het verslag gedoen dat ʼn totaal van 10 182 eksamen sentra in 2001DE-punte verskaf het wat 20% hoër was as die aangepaste eksamen punte. Die doel van hierdie studie is om die omvang van die teenstrydigheid tussen die punte wat leerders tydens DE behaal het en die punte wat hulle in eksterne summatiewe assessering behaal het, te ondersoek. Die studie sal ook tentatiewe voorstelle maak oor die redes vir die teenstrydigheid. Om dit te kan doen, sal ek die DE-uitslae en die uitslae van die eksterne summatiewe assessering van dieselfde leerders vir Engels Eerste Addisionele Taal vergelyk. Die leerders is afkomstig van vier skole in die IIembe Distrik, KwaZulu-Natal. Alhoewel my minitese op die omvang van die teenstrydigheid fokus, bied my analise ‘n paar moontlike oorsake vir die afwyking tussen DE-punte en eksterne summatiewe assessering aan. Dit kan tentatief toegeskryf word aan: ʼn gebrek aan kennis by onderwysers oor die toepassing van DE, groot klasse, die veeleisende administratiewe las op onderwysers, die strewe om soveel as moontlik leerders te laat slaag om nie spanning veral in klein geslote gemeenskappe te veroorsaak nie en oor die algemeen in baie gevalle bloot disfunksionele skole. My belangrikste voorstelle om die probleem van teenstrydighede aan te spreek, is om meer insette aan onderwysers te voorsien om sodoende hul kennis van vakinhoud en assesseringspraktyke uit te brei, om ʼn item bank met voorbeelde van assesseringsvrae en -take beskikbaar te maak, om onderwysers aan te moedig om aktief deel te neem aan professionele onderwyser organisasies, en om groter ouerbetrokkenheid aan te moedig by informele assessering om assesserings komitees in skole tot stand te bring. In aansluiting hierby moet die regering meer onderwysers aanstel om die oorbevolking in skole aan te spreek, die instel van funksionele biblioteke befonds en Engels as ʼn medium van onderrig van so vroeg as die Intermediêre Fase bevorder en monitor.
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Schönborn, Konrad J., and Trevor R. Anderson. "Bridging the Educational Research-Teaching Practice Gap: Foundations for assessing and developing biochemistry students’ visual literacy." Linköpings universitet, Medie- och Informationsteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-59468.
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External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for interpreting and visualizing ERs. In this article, first we describe a model of seven factors influencing students’ ability to learn from ERs. Second, we use this model and relevant literature to identify eight cognitive skills central to visual literacy in biochemistry. Third, we present simple examples of tasks as a foundation for designing more sophisticated and complex items for assessing and developing students’ visual literacy. We conclude that visual literacy is fundamental to the development of sound conceptual understanding and it is crucial to develop visual skills in parallel with meaningful learning outcomes in all biochemistry curricula.All issues of BAMBED become freely available after a two-year hold
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McLaughlin, Alicia Nicole. "The effects of degree type, the integration process, and external factors on degree completion for mothers in college a comparison study of single mother and married mother college students /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07082009-141858.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: Dina Wilke, Florida State University, College of Social Work. Title and description from dissertation home page (viewed on Oct. 22, 2009). Document formatted into pages; contains x, 88 pages. Includes bibliographical references.
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Dolan, Amanda Avery. "Synthesizing Undergraduate College Student Persistence: A Meta-analytic Structural Equation Model." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554756614807579.
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Januškevičiūtė, Deimantė. "Bendrojo lavinimo mokyklos mokinių kiekybinis ir kokybinis mikčiojimo sunkumo įvertinimas." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110802_155117-89697.
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Bakalauro darbe analizuojami išoriniai ir vidiniai mikčiojimo požymiai, mokinių požiūrio į mikčiojimą ir emocijų įvertinimo metodikos, mikčiojimo požymių įvertinimo metodikos, analizuojamas mikčiojimo sunkumo laipsnių nustatymas.
Suformuluotas tyrimo tikslas, kuriuo buvo siekiama kiekybiškai ir kokybiškai įvertinti mikčiojančių mokinių užsikirtimų dažnumą, pobūdį, įvertinti lydimuosius judesius, remiantis metodiniais Mikčiojimo sunkumo metodikos (SSI) nurodymais ir atskleisti kiekybinio mikčiojimo požymių įvertinimo galimybes.
Tyrimas atliktas stebėjimo metodu, o stebėjimo duomenims papildyti atliktas interviu. Tyrime dalyvavo 27 mikčiojantys moksleiviai, kurie atliko nurodytas skaitymo ir spontaniško bei pasakojimo pagal paveikslėlius užduotis. Stebėjimo metodu buvo siekiama įvertinti moksleivių mikčiojimo ypatumus, o interviu metodas papildė tyrimą atskleisdamas mikčiojančių mokinių požiūrį į savo mikčiojimą, emocines reakcijas, problemos įveikimo galimybes.
Tyrimu nustatyta, jog daugumai mikčiojančių moksleivių būdingiausi išoriniai mikčiojimo požymiai yra: skiemenų ir garsų kartojimas, garsų tęsimas, blokai. Stipresnis mikčiojimas, didesnis užsikirtimų dažnumas būdingas berniukams labiau negu mergaitėms. Taip pat berniukų tarpe pastebėti žymesni lydimieji judesiai. Mikčiojančiųjų požiūris į savo kalbėjimo problemą ir emociniai išgyvenimai skirtingi kiekvieno mokinio atveju. Nors pastebėta tendencija, kad mokiniai linkę neigiamai apibūdinti mikčiojimą. Nepaisant to... [toliau žr. visą tekstą]The present Bachelor Thesis analyses external and internal features of stuttering, pupils' attitude towards stuttering and emotional assessment techniques, stuttering symptoms assessment methodology and analysis of degree of severity of stuttering. A research aim has been formulated in order to assess quantitatively and qualitatively stuttering events frequency, nature, to asses physical concomitants, stuttering severity on the basis of methodological procedures (SSI) directives and reveal the quantitative assessment of potential stuttering evidence. The study was conducted the monitoring method and monitoring data to supplement an interview. The study involved 27 stuttering students who have done the reading and spontaneous images and narrative in accordance with the task. Observation method was used to assess students' characteristics of stuttering and interview method completed a study revealing about students' views of their stuttering, emotional reactions to overcome problems of access. The study found that most typical stuttering students external signs of stuttering: the repetition of sounds and syllables, sound extension, blocks. Might stuttering, increased stuttering events frequency is characterized by more boys than girls. Also, boys reported more significant among the physical concomitants. Stuttering student’s approach to his speech problem, and different emotional experiences of each student's case. Although the observed trend that students tend to negatively... [to full text]
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Bacalhau, João Rodrigo Simões. "Estudo das condições que orientam a decisão de escolha de uma universidade por parte de candidatos ao ensino superior." Master's thesis, Instituto Superior de Economia e Gestão, 2016. http://hdl.handle.net/10400.5/11924.
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Mestrado em Ciências EmpresariaisA captação de alunos por parte das Instituições de Ensino Superior (IES) é um processo cada vez mais exigente, não só devido à feroz concorrência de várias instituições, públicas e privadas, mas também porque o processo de escolha de uma Instituição de Ensino, por parte do aluno, é bastante complexo. Neste sentido, o presente trabalho centra-se na análise do estudo das condições que orientam a decisão de escolha de uma Instituição de Ensino por parte de candidatos ao Ensino Superior, averiguando, nesse sentido e em pormenor, não somente quais as condições sobre a universidade que orientam a escolha, mas também quais as condições pessoais que orientam essa mesma decisão. O estudo tomou uma amostra de 368 alunos portugueses, finalistas do ensino secundário ou profissional, que apresentaram intenção de se candidatar ao Ensino Superior Público. Aplicando o software fsQCA para a análise dos dados, os resultados mostraram que as condições das Instituições de Ensino Superior mais relevantes foram a "oferta e saídas profissionais" e "prestígio". Já nas condições pessoais, todas revelaram ser importantes na orientação da escolha da IES, exceto a "idade" do candidato e a "área de estudo" na qual pretende ingressar.
The recruitment of students carried out by Higher Education Institutions (HEI) is an ever more demanding process, not only due to the fierce competition between the various institutions -public and private - but also because the process of choosing an Education Institution by the student is a fairly complex one. In that sense, this work centers itself around the analysis of the circunstances that guide the choice of an Higher Education Institution by an applicant, thus looking into, in detail, not only the drivers related to the institution itself, but also the personal characteristics of the student that guide the selection process. To this end, this thesis took a sample of 368 portuguese students, finalists of secondary or vocational education, that have declared their intention in applying to Public Higher Education. Applying the software fsQSA to the data analysis, the results have shown that the more relevant drivers, in relation to the HEI, are "educational offer and professional outlets" and "prestige". Related to the personal drivers that guide the choosing process, all of them proved themselves to be very important, except for the "age" and the "area of studies" in which the appliant wishes to enter.
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Zitek, Martin. "Elevers motivation till idrott och hälsa." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2550.
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Syfte och frågeställningar: Syftet med studien var att utifrån teoretiska antaganden om motivation inom Self-determination theory (SDT), undersöka elevers motivation till ämnet idrott och hälsa. Studien har följt en explorativ ansats utifrån frågeställningarna: i) Hur ser sambandet ut mellan typ av motivation hos eleverna för ämnet idrott och hälsa och deras självskattade grad av fysisk aktivitet utanför skoltiden? ii) Hur ser sambandet ut mellan elevernas typ av motivation till ämnet idrott och hälsa och deras uppskattning av föräldrarnas engagemang för ämnet idrott och hälsa? Metod: Deltagarna bestod av 147 gymnasieelever i årskurs ett och två, från en gymnasieskola söder om Stockholm. Eleverna besvarade en enkät i två delar. Den första delen innefattade items för att mäta typ av motivation. Den andra delen innefattade frågor kring elevernas vanor av fysisk aktivitet, samt frågor kring deras föräldrars engagemang för ämnet. Data har analyserats med korrelationsberäkningar, simultan multipel regressionsanalys samt multivariat variansanalys. Resultat: Svaga men signifikanta korrelationer påvisades mellan typ av motivation och elevernas grad av fysisk aktivitet vid sidan av skolan. Resultatet visade att elever som var fysiskt aktiva mer frekvent tenderade att även visa på mer autonom motivation för ämnet jämfört med elever som inte var fysiskt aktiva vid sidan av skolan. Mellan typ av motivation och föräldrarnas engagemang erhölls flera signifikanta samband. Ungefär 19 % förklarad varians återfanns i föräldrarnas engagemang, och 10 % förklarad varians återfanns i grad av fysisk aktivitet vid sidan av skolan och kan härledas till elevernas typ av motivation för ämnet. Slutsats: Studien indikerar att autonom motivation tycks vara fördelaktigt i relation till elevernas grad av fysisk aktivitet på fritiden, samt i relation till föräldrarnas engagemang. Följaktligen föreslås att idrottsundervisningen bör sträva efter att tillgodose de grundläggande psykologiska behoven hos eleverna i linje med SDT, vilket kan främja ett långsiktigt och hälsosamt beteende.Purpose: The aim was to examine the relationship between students’ motivation for physical education (PE) and: i) habits regarding physical activity during leisure time; and ii) parents’ commitment towards PE. The study is based on the self-determination theory (SDT). Method: High school students (n = 147) answered a self-report questionnaire about physical activity habits and parent’s involvement. Data were analyzed by correlations, multiple regression analysis and MANOVA. Results: Subtile interrelations were found between students’ motivation and level of physical activity. Students who were physically active more frequently also tended to be more autonomous motivated for the subject compared with none-physically active. Subtile interrelations were also obtained between type of motivation and parental involvement. Conclusions: Autonomous motivation seems beneficial in relation to student’s level of physical activity and in relation to parental involvement. It is proposed that PE should promote psychological needs within SDT, to further autonomous motivation and healthy behaviors.
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Aspler, Simon, and Mansvelt Lucas Van. "Vad söker studenter i sitt framtida arbete? : En kvantitativ studie av högskolestudenter vid Jönköping University." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35497.
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Föreliggande studie ämnade att undersöka vilka jobbattribut studenter på Jönköpings Tekniska Högskola (JTH) samt Hälsohögskolan (HH) i Jönköping värderade i valet av framtida arbetsgivare. Vidare undersöktes även huruvida kön och skola påverkade hur studenter värderade jobbattribut. Forskningsstrategin har utgått från en deduktiv ansats och grundade sig i kvantitativ design där en enkät valts som undersökningsmetod som distribuerades vid föreläsningar vid de båda högskolorna. Urvalsmetoden bestod i huvudsak av ett slumpmässigt klusterurval med inslag av ett bekvämlighetsurval vilket genererade 346 enkätsvar. Envägs ANOVA, Mann-Whitney U samt Univariat analyser utfördes för att analysera data. De fem högst värderade jobbattributen bland studenterna var arbetsuppgifter jag tycker om, trevliga kollegor, en säker och trygg anställning, bra arbetsförhållanden och möjligheten till att använda mina färdigheter. En signifikansnivå på p= .05 tillämpades och signifikanta skillnader visade sig i hur både kön och skola värderade enskilda jobbattribut. Vid kategorisering av jobbattribut visade det sig att inre jobbattribut värderades högre av studenterna än de yttre jobbattributen. Resultatet av studien bidrar med värdefull information om hur studenter i Jönköping värderar olika jobbattribut i valet av framtida arbete och kan användas av organisationer för att kunna rekrytera den målgrupp som efterfrågas.The aim of this study was to examine what job attributes students at The School of Health and Welfare (HH) and The School of Engineering (JTH) in Jönköping preferred in the choice of their future employer. Furthermore, it was investigated whether sex and the choice of school influence students’ job attribute preferences. The study had a deductive research approach and quantitative data were collected by a delivery and collection questionnaire, which was handed out in classes at JTH and HH. The selection method consisted mainly of a random cluster sample with some elements of a convenience sample and the findings in this thesis are based on 346 students preferred job attributes conducted through a survey. One-way ANOVA, Mann-Whitney U and Univariate analysis was made to analyze collected data. The top five job attribute preferences among students was “work I like doing”, “friendly people to work with”, “a secure job”, “good working conditions”, and “opportunities to use my abilities”. A significant level at p= .05 was applied and showed significant differences in separate job attributes for both sex and school. By categorizing the job attributes the results showed that the internal job attributes was more preferred than the external job attributes. The result of this study contributes valuable information by which job attribute students prefer in their choice of their future employer and could be used by organizations to identify the target group which is inquired for.
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Saad, Rafael. "Retenção de conhecimentos e habilidades após treinamento de ressuscitação cardiopulmonar em alunos de uma faculdade de medicina." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/5/5169/tde-12092018-094554/.
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Introdução: Apesar do desenvolvimento tecnológico, permanece baixa a sobrevida hospitalar das vítimas de parada cardiorrespiratória extra-hospitalar. Há importante dúvida na literatura quanto à retenção de habilidades de ressuscitação cardiopulmonar (RCP) e a periodicidade adequada de treinamento para manutenção dessas habilidades. O presente estudo investigou a retenção, em alunos a partir de treinamento no primeiro semestre de ingresso no curso médico, das habilidades práticas de RCP até 42 meses após o referido treinamento. Métodos: Estudo de corte transversal, realizado com 298 alunos de graduação de uma faculdade de Medicina, treinados com base nas diretrizes de ressuscitação de 2010 da American Heart Association. Foram avaliados 205 alunos sem retreinamento das habilidades, divididos em quatro grupos conforme o tempo decorrido desde o treinamento de ingresso: 73 alunos após 1 mês, 55 após 18 meses, 41 após 30 meses e 36 após 42 meses. A análise da retenção das habilidades foi comparada com 93 alunos que referiram ter realizado retreinamento em RCP. Dezenove habilidades de RCP e nove potenciais erros de técnica na execução das ventilações pulmonares e compressões torácicas foram avaliados por meio de simulação realística e revisados com utilização de filmagem e avaliadores independentes. Resultados: A média de retenção das dezenove habilidades nos alunos sem retreinamento foi: 90% após 1 mês, 74% após 18 meses, 62% após 30 meses e 61% após 42 meses (p < 0,001). Nos alunos que referiram retreinamento, a retenção foi de 74% após 18 meses, 70% após 30 meses e 66% após 42 meses do treinamento inicial. Realizada curva de predição da retenção de habilidades, com estimativa de 80% das habilidades mantidas após 10 meses, 70% após 21 meses e 60% após 42 meses. A profundidade das compressões torácicas foi a habilidade com maior retenção ao longo do tempo (87,8%), sem diferença estatística entre os quatro grupos. Houve aumento da prevalência de compressões realizadas com menos de 5 cm de profundidade quando realizadas em frequência maior que 120 por minuto. A média da frequência de compressões torácicas obtidas nos grupos após 1, 18, 30 e 42 meses foi, respectivamente, 114, 114, 104 e 108 compressões por minuto; 104 (50,7%) alunos mantiveram frequência média entre 100-120 por minuto. As ventilações pulmonares apresentaram diminuição progressiva de retenção, de 93% após 1 mês até 19% após 42 meses (p < 0,001). Todos os alunos efetivaram o choque com o desfibrilador externo automático, porém com o grupo após 1 mês do treinamento com menor tempo para efetivação do choque e maior prevalência de posicionamento adequado das pás do desfibrilador. Conclusões: O presente estudo demonstrou diferentes níveis de retenção para as habilidades de RCP e diferentes níveis de decréscimo de tais habilidades ao longo de 42 meses. A profundidade das compressões torácicas e o uso do desfibrilador externo automático foram as habilidades com maior retenção ao longo do tempo. Treinamentos adicionais ao longo do curso de Medicina atenuaram a perda de habilidades, mas sem retorno ao desempenho observado após 1 mês do treinamento. Sugerimos que o intervalo mínimo de retreinamento para manutenção de pelo menos 70% das habilidades deva ser de 18 a 24 mesesIntroduction: Despite technological development, the survival of victims of out-ofhospital cardiac arrest remains low. There are important questions in the literature regarding the retention of cardiopulmonary resuscitation (CPR) skills and the ideal frequency of retraining required to enhance retention of skills. This study investigated the retention of practical CPR skills by medical students over 42 months after training in the first semester of admission to the medical course. Methods: A cross-sectional study was conducted with 298 undergraduate medical students who were trained based on the 2010 American Heart Association resuscitation guidelines. A total of 205 students divided into four groups according to the time elapsed since the entrance training were evaluated without retraining (73 students after 1 month, 55 students after 18 months, 41 students after 30 months and 36 students after 42 months). The analysis of the retention of skills was compared to 93 students who reported having performed retraining in CPR. Nineteen CPR skills and nine potential technical errors in ventilations and chest compressions were evaluated by realistic simulation and reviewed using filming by independent examiners. Results: The mean retention of the nineteen skills in not retrained students was: 90% after 1 month, 74% after 18 months, 62% after 30 months and 61% after 42 months (p < 0.001). In retraining students, retention was 74% after 18 months, 70% after 30 months, and 66% after 42 months of initial training, with statistical difference between the students with and without retraining in the 30-month group (p=0.005). The estimation of mean skill retention was 80% after 10 months, 70% after 21 months and 60% after 42 months. The depth of chest compressions was the skill with greater retention over time (87.8%), with no statistical difference among groups. There was an increase in the prevalence of compressions performed with less than 5 cm depth when performed at a frequency greater than 120 per minute. The mean chest compressions rate obtained in the groups after 1, 18, 30 and 42 months were 114, 114, 104 and 108 per minute, respectively, and 104 (50.7%) students maintained a mean frequency of 100-120 per minute. Pulmonary ventilation showed a progressive decrease in retention from 93% after 1 month to 19% after 42 months (p < 0.001). All students delivered the shock with the automated external defibrillator; however, for the group one month post-training, the time for the application of the shock was lower, and the prevalence of adequate positioning of the defibrillator pads was greater. Conclusion: This study showed different retention levels for CPR skills and different decrease levels of these skills over 42 months. Depth of chest compressions and use of automated external defibrillator were the skills with the highest retention over time. Additional training throughout the medical course attenuated the loss of skills, but no return to the initial performance achieved after 1 month. We suggest that the minimum retraining interval for maintenance of at least 70% of skills should be 18 to 24 months
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Wapner, Stephanie. "Organizational Identification and Alumni Giving: The Role of External Student Organizations." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500587887267762.
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Storm, Jessica L. "How External Factors Influence Higher Education Philanthropy." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1572006791377665.
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Losikovaitė, Viktorija. "Vilniaus universitetų išorinės aplinkos sąsajos su studentų ugdymosi motyvacija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120802_144516-27055.
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Išorinė aplinka – tai faktorių, veikiančių asmenybę ir sukeliančių tam tikrų psichinių reakcijų, visuma, kaip mokymosi sąlygų visuma. Žmogaus ugdymas bei jo ugdymasis vyksta šiai paskirčiai pritaikytoje išorinėje aplinkoje. Būtina sukurti tokią aplinką, kad susirinkę studentai ir dėstytojai jaustųsi patogiai ir jaukiai, kadangi fizinis poveikis sukelia psichologinį poveikį. Išorinė universiteto aplinka glaudžiai siejasi ne tik su emociniais, vidiniais studentų išgyvenimais, bet ir jų pasiekimais studijų srityje. Taigi universitetų išorinės aplinkos sąsajų su studentų ugdymosi motyvacija atskleidimas yra aktuali mokslinė problema. Tyrimo tikslas – atskleisti Vilniaus universitetų išorinės aplinkos sąsajas su studentų ugdymosi motyvacija. Tyrimo objektas – studentų ugdymosi motyvacijos sąsajos su universitetų išorine aplinka. Tyrimo uždaviniai: 1) atlikti mokslinės literatūros sisteminę analizę, atskleidžiant išorinės aplinkos ir ugdymosi motyvacijos sampratas; 2) išanalizuoti Vilniaus universitetų išorinės aplinkos kūrimosi kultūrinius istorinius aspektus, išryškinant jų architektūrinį savitumą; 3) Nustatyti Vilniaus universitetų išorinės aplinkos sąsajų su studentų ugdymosi motyvacija ypatumus.
Tyrimas išryškino Vilniaus universitetų kultūrinius istorinius bei architektūrinius savitumus. Studentų apklausa (N=743) atskleidė, kad išorinė universiteto aplinka skatina juos veikti toje aplinkoje bei daro poveikį studijų sėkmei. Nustatyta, kad didžioji dalis apklaustų studentų savo... [toliau žr. visą tekstą]The external environment is a unit of factors affecting personality and triggering some kind of mental reactions and serving as a unit of educational conditions. Education of a person as well as his/her self-education takes place in the external environment which is adapted to this purpose. It is necessary to create such environment where students and lecturers feel comfortable and cosy, because physical effects create psychological effects. The external environment of the university is closely related not only to emotional, inner experiences of students but also to their academic achievements. Therefore, to reveal the links between the external environment of universities and the students’ educational motivation is a topical scientific problem. The aim of the research is to find the links between the external environment of universities in Vilnius and the students’ educational motivation. The object of the research is the links between the students’ educational motivation and the external environment of universities. The goals of the research are the following: 1) to conduct the systematic analysis of the academic literature while attempting to fully understand the concepts of external environment and educational motivation; 2) to analyse the aspects of cultural-historical development of the external environment of Vilnius’ universities emphasising their distinctive architectural features; 3) to determine peculiarities of the external environment of universities in Vilnius... [to full text]
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Gaikwad, Vinita. "The impact of a visual approach used in the teaching of grammar when embedded into writing instruction : a study on the writing development of Chinese first year university students in a British university in China." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13722.
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Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy, this study was aimed at discovering the impact of a visual presentation of grammatical concepts related to sentence structure on student writing. The study used a mixed methods design to analyse the impact of the visual approach first by statistically measuring sentence variety and syntactic complexity of student pre and post intervention texts and then using interviews to explain the nature of the impact of visuals on student conceptual understanding and its effect on their writing development. Statistical findings reveal that the experimental groups of Chinese students who were taught grammatical concepts in the context of writing instruction using a visual approach outperformed the students in the control groups who were given similar lessons in the context of writing instruction but using traditional printed hand-outs. Qualitative findings suggest that the visuals seems to have increased these students’ conceptual understanding of grammatical items that were taught, and this resulted in more sophisticated and syntactically complex texts after the intervention. The study supports the theory of contextualized teaching of grammar and proposes the use of external visuals that lead to internal visualization based on the cognitive theory of multimodal learning. In so doing, it extends the use of visual learning to grammar pedagogy. However, the findings also suggest that the visual approach would not work effectively in cultures that promote rote learning and decontextualized exercises in grammar with the sole aim of passing the exams. A shift in attitude towards grammar pedagogy in China is deemed necessary.
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Stadig, Degerman Mari, Caroline Larsson, and Jan Anward. "When metaphors come to life : at the interface of external representations, molecular processes and student learning." Linköpings universitet, Institutionen för teknik och naturvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-76140.
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When studying the molecular aspect of the life sciences, learners must be introduced to somewhat inaccessible phenomena that occur at the sub-micro scale. Despite the difficulties, students need to be familiar with and understand the highly dynamic nature of molecular processes. Thus, external representations1 (ERs) can be considered unavoidable and essential tools for student learning. Besides meeting the challenge of interpreting external representations, learners also encounter a large array of abstract concepts2, which are challenging to understand (Orgill & Bodner, 2004). Both teachers and learners use metaphorical language as a way to relate these abstract phenomena to more familiar ones from everyday life. Scientific papers, as well as textbooks and popular science articles, are packed with metaphors, analogies and intentional expressions. Like ERs, the use of metaphors and analogies is inevitable and necessary when communicating knowledge concerning molecular phenomena. Therefore, a large body of published research related to metaphors concerns science teachers’ and textbook writers’ interpretation and use of metaphors (Harrison & Treagust, 2006). In this paper we present a theoretical framework for examining metaphorical language use in relation to abstract phenomena and external representations. The framework was verified by using it to analyse students’ meaning-making in relation to an animation representing the sub-microscopic and abstract process of ATP-synthesis in Oxidative Phosphorylation. We seek to discover the animator’s intentions while designing the animation and to identify the metaphors that students use while interacting with the animation. Two of these metaphors serve as examples of a metaphor analysis, in which the characteristics of metaphors are outlined. To our knowledge, no strategies to identify and understand the characteristics, benefits, and potential pitfalls of particular metaphors have, to date, been presented in science education research. Our aspiration is to contribute valuable insights into metaphorical language use at the interface between external representations, molecular processes, and student learning.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.
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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Sousa, Joilson Pedrosa de. "A aprendizagem matemÃtica no Ãmbito do programa jovem de futuro: foco na metodologia entre jovens." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14895.
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Este trabalho objetivou verificar se a Metodologia Entre Jovens contribuiu para a construÃÃo de uma aprendizagem significativa em MatemÃtica, e como a SequÃncia Fedathi poderia colaborar na melhoria das estratÃgias didÃticas utilizadas pelos tutores-professores da escola selecionados para desenvolver o programa. A metodologia Entre Jovens à promovida pelo Programa Jovem de Futuro, desenvolvido por meio de uma parceria entre o Instituto Unibanco e a Secretaria de EducaÃÃo do Estado do CearÃ. Os sujeitos da pesquisa foram os alunos e os tutores das 2 sÃries da Escola Estadual de Ensino MÃdio Padre Saraiva LeÃo, localizada no municÃpio de RedenÃÃo, no estado do CearÃ. Para o desenvolvimento desta pesquisa, dividiu-se o processo analÃtico em cinco etapas. No momento inicial, realizou-se uma entrevista com os tutores e os alunos assistidos pela metodologia Entre Jovens; em seguida, houve um perÃodo de observaÃÃo das aulas ministradas pelos tutores; posteriormente, buscou-se promover uma oficina com os tutores aplicadores da metodologia Entre Jovens na referida escola; em outro momento, depois de vivenciar a nova proposta em suas aulas, os tutores foram novamente ouvidos, com o objetivo de verificar como foi a receptividade dos alunos à SequÃncia Fedathi; assim Ãltima etapa da anÃlise ocorreu trÃs meses apÃs o inÃcio da oficina, realizando-se um estudo comparativo, baseado na anÃlise documental dos simulados aplicados antes e depois da oficina e dos resultados obtidos pelos alunos participantes da metodologia Entre Jovens, nas avaliaÃÃes do SPAECE dos anos de 2013 e 2014, a fim de analisar se houve ou nÃo progressÃo no nÃmero de acertos e no grau de proficiÃncia dos alunos envolvidos no projeto. A partir dos dados obtidos, concluiu-se que a utilizaÃÃo da proposta teÃrico-metodolÃgica SequÃncia Fedathi durante as aulas do Entre Jovens promoveu maior interaÃÃo aluno-aluno e aluno-tutor, de forma que, essa maior interaÃÃo permitiu a ampliaÃÃo de discussÃes e questionamentos, o que, por sua vez, implicou em um processo mais conciso de aquisiÃÃo do conhecimento. As avaliaÃÃes internas mostraram, em seus resultados quantitativos, que, apÃs a utilizaÃÃo da metodologia Entre Jovens, houve aumento no nÃmero de acertos em relaÃÃo aos anos anteriores, quando o programa ainda nÃo havia sido implantado. O produto das avaliaÃÃes externas tambÃm indicou a melhoria dos resultados obtidos pelos alunos assistidos pelo Programa Jovem de Futuro.
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Capocchi, Eduardo Rodrigues. "Avaliações em larga escala e políticas de responsabilização na educação: evidências de implicações indesejadas no Brasil." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13092017-145218/.
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Este estudo analisa os efeitos colaterais indesejados de avaliações externas quando combinadas a políticas de responsabilização (accountability) escolar no Brasil. Estes efeitos colaterais, denominados \"peiragênicos\" por Madaus e Russell, são previsíveis, indesejados e decorrem da manipulação (gaming) das regras do sistema pelos agentes envolvidos, levando à inflação de escores, vieses nos resultados reportados e interferências indevidas nos processos escolares que se pretendiam monitorar. Este estudo completa uma lacuna na literatura nacional, visando a medir a extensão de dois destes efeitos: a exclusão não aleatória de alunos de baixa proficiência de avaliações e a incidência de fraudes ingênuas, em desacordo aos protocolos de aplicação das avaliações. Duas abordagens são apresentadas. Para estimar as exclusões de alunos de baixa proficiência é proposta uma análise baseada na assimetria de distribuições de proficiência, usando distribuições normais truncadas. Para avaliar a extensão de fraudes ingênuas, definidas como a divulgação de respostas aos alunos testados sem levar em conta a existência de cadernos de itens ou permissividade com \"colas\" entre alunos, é introduzida uma abordagem baseada na contagem de blocos impróprios maximizadores. Ambos os algoritmos são aplicados à Prova Brasil, de 2013 e 2015. As medições obtidas são confrontadas com variáveis explicativas associadas às pressões da responsabilização, mediante modelos hierárquicos lineares. As pressões consideradas neste trabalho resultam de programas estaduais de bonificação docente e de acompanhamento do Indicador de Desenvolvimento da Educação Básica (Ideb), assim como variações em rankings do Ideb nos municípios. Os resultados indicam que tanto a exclusão de alunos de baixo desempenho quanto fraudes ingênuas ocorrem em associação a estas pressões. O gaming parece mais intenso em unidades da federação com políticas high-stakes, assim como em escolas com Ideb baixo verificado na avaliação anterior. Tendências de variação do Ideb, distâncias deste indicador às metas, ou mudanças em posições no ranking resultam não correlacionados significativamente às pressões. Exclusões medidas são menores em UFs com avaliações próprias para cálculo de bonificação. Um substancial aumento nas indicações de fraudes em 2015, versus 2013, pode estar associado às mudanças na participação mínima de alunos exigida nestas avaliações. Conclui-se que há necessidade dos formuladores de avaliações tomarem cuidados para controlar os dois efeitos estudados.This survey analyzes the undesired side effects of standardized assessments when combined with accountability policies, in public schools in Brazil. These effects, identified as \"peiragenics\" by Madaus and Russell, are predictable, undesired and unplanned for, and arise from agents engaging in \"gaming the system\", leading to score inflation, biased reported results and undue interference in the schooling processes under assessment. This survey attempts to fill a void in Brazilian literature regarding the measurement of two side effects: exclusion of low performing students from assessments and undue interference of teachers or testers in the assessment protocols (cheating). To this effect, two analytic approaches are presented. To estimate non-random exclusions of low performing students from testing, a model based on the observed asymmetry of proficiency results, using truncated normal distributions, is proposed. A second model, to assess the extension of naive teacher cheating, defined as attempts to share common answers regardless of differences in test booklets or turning a blind eye to students\' copying answers from classmates, counts unexpected appearances of improper score-maximizing blocks, introduced in this study. Both algorithms are applied to Prova Brasil\'s 2013 and 2015 data sets, a federal assessment of mathematics and reading skills. Measurements are confronted with explanatory variables to test for accountability pressures and gaming-inducing drivers, using two-level hierarchical linear models. The pressures considered in this survey arise from teacher bonus programs adopted by several Brazilian states, performance tracking and rankings of the Ideb indicator (a nationwide metric of the development of elementary and middle-school public education). Results indicate that both selective exclusions of low performing students and naive teacher cheating occur, in patterns associated with pressures. Gaming behavior appears to be more intense in states with high-stakes linked to the assessment, in schools with lower Ideb ratings. Past trends and gaps versus targets in Ideb and changes in local rankings result not significantly correlated with gaming behavior. Lowest exclusion measurements occur in states where alternative assessments are used for bonus payments. A substantial increase in cheating indications in 2015 over 2013 was measured, possibly reflecting increased minimum participation requirements stressing schools to maintain performance through cheating attempts. In conclusion, the need for care in design of assessment policies to control for the two effects measured is made evident.
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Ekhlasi, Jahangir, and Sandra Nikkilä. "Duktig student - Se och välj oss! : En uppsats med avsikt att beskriva tre stora företags arbete med externt employer branding." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169293.
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Uppsatsens syfte är att beskriva tre stora företags arbete med externt employer branding utifrån företagens perspektiv. Uppsatsen inleder med att förklara innebörden av uttrycket, som syftar på att potentiella arbetstagare i dagens samhälle ser efter företags varumärke som arbetsgivare och vad det förmedlar. Vidare påvisas faktorer som bidragit till att employer branding blivit så viktigt. I nästa avsnitt behandlas tidigare forskning kring strategiskt varumärksuppbyggnad samt kring emplyer branding. Utifrån behandlad forskning och uppsatsens syfte konstrueras en analysmodell som påvisar de faser och processer som företag går igenom i sitt arbete med det externa employer brandet. Genom intervjuer med tre företag inhämtas empirisk data som jämförs mot behandlad teori samt mot analysverktyget. I analysavsnittet bekräftas att de empiriska data som inhämtats är teoretiskt grundat och att modellen är applicerbar. Resultatet blir att employer branding är mer dynamiskt och mer beroende av dialog mellan företaget och potentiella arbetstagare.
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Sproson, Robert Norton. "How is it possible for an externally funded support teacher to maintain students who present schools with behaviour management difficulties in their mainstream schools?" Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323384.
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Pettersson, Johan. "Upplevelser av att skriva ett självständigt arbete : En induktiv studie om examinerade studenters upplevelser av interna och externa faktorers inverkan på kontrollfokus." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85396.
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Föreliggande studie syftar till att bilda kunskap kring hur examinerade studenter från Linnéuniversitetets grundlärarprogram med inriktning mot arbete i fritidshem år 2018, upplever utbildningsmomentet att skriva ett självständigt arbete. Intentionen med studien är att, utifrån en induktiv grundteoretiskt metod, bidra till en utvecklad teoribildning kring sambandet mellan studenters upplevelser och orsaker. Totalt deltar fyra examinerade studenter, med grundlärarexamen med inriktning mot arbete i fritidshem, i studien. Resultatet baseras på studenternas livsberättelser med fokus på upplevelser av uppsatsprocessen samt utbildningsmomentets innehåll. Resultatet redogör för hur kontrollfokus utgör en central aspekt i studiens teoriutvecklande syfte av att beskriva sambandet mellan informanternas upplevelser och orsaker. Detta genom tillämpning av termen self-serving bias. Informanternas beskrivningar av subjektiva upplevelser och dess orsaker tyder på intern och extern nivå av kontrollfokus, vilka omfattar dels av en intern fokusering på upplevelsen av tilliten till den egna förmågan (self-efficacy) och en extern fokusering på stödet från handledaren. Resultatet tyder på olika upplevelser av self-efficacy medför skillnader i upplevd emotionell påfrestning. Samtliga informanter uttrycker upplevelsen av orättvisa. Orsaken till orättvisan beskrivs av informanterna vara lokaliserad till handledarna, där vissa handledare till andra handledningsgrupper av studenter, upplevs bistå med mer stöd och fler handledningstillfällen. Detta upplevs medföra kvalitetsskillnader i studenternas självständiga arbeten vilket väcker känslor av avundsjuka och ilska.
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Lippy, Robert D. "Development of the seasonal beliefs questionnaire : a measure of cognitions specific to seasonal affective disorder /." Download the thesis in PDF, 2005. http://www.lrc.usuhs.mil/dissertations/pdf/Lippy2005.pdf.
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Garcia, Lladó Àngela. "Les representacions externes com a eina de construcció del model de força al Grau de Mestre d'Educació Primària." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/672008.
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El context d’aquesta investigació és l’assignatura obligatòria semestral de Didàctica de la Matèria, l’energia i la interacció (DMEI) del Grau de Mestre d’Educació Primària de la Universitat de Barcelona, que dura un semestre. Se sap que la majoria d’estudiants arriben al Grau amb uns coneixements molt pobres de Física i Química. En la majoria dels casos, l’últim curs en què van estudiar Física és durant l’Educació Secundària Obligatòria (quan tenien 14-15 anys). Això és degut a que la majoria d’ells van escollir els batxillerats social o d’humanitats. D’altra banda, hi ha una percepció generalitzada per part dels futurs mestres que un dels temes més difícils del contingut de ciències que han de treballar a l’Educació Primària són les forces i la seva relació amb situacions quotidianes.
A partir d’aquest context, els propòsits de doctorat són explorar quins són els models mentals de força de l’alumnat, quin ús fan de les representacions externes i analitzar de quina manera la seva interrelació pot ajudar a una millora de l’aprenentatge del model de força. Per a fer-ho es dissenyaran materials nous i per a utilitzar durant les sessions d’aula. Tenint en compte el nombre reduït de sessions dedicades al tema de les forces durant el curs DMEI, s’ha optat per centrar la recerca en una de les idees de força més fonamentals, però menys intuïtives: la força com a interacció entre dos objectes o sistemes.
S’han dissenyat un estudi de cas i un qüestionari per a analitzar quins són els diferents models de força i representacions que tenen els estudiants abans i després de les sessions de classe, com les representacions gràfiques ajuden els futurs mestres a explicitar els seus models mentals i les principals dificultats en l’ús del model de força per a explicar diferents situacions. Amb els resultats obtinguts per aquests instruments i la investigació bibliogràfica sobre representacions gràfiques alternatives, s’ha dissenyat una nova representació que s’ha posat en pràctica durant les sessions de DMEI del curs 2017/18. Aquesta nova representació gràfica s’ha pensat com a instrument per ajudar pensar en termes d’interacció les forces que es donen en diferents situacions. I es planteja amb l’objectiu de facilitar l’anàlisi de la situació plantejada i poder arribar a la representació de les forces que actuen sobre un cos amb el diagrama de cos lliure.
El nombre de respostes dels qüestionaris que mencionen la força com a interacció entre cossos és més gran durant el curs 2017/18, de manera que podem dir que la nova representació ajuda a promoure el model de força d’interacció. A més, l’ús d’aquesta representació gràfica com a eina per resoldre problemes ha estat ben rebuda pels futurs mestres. Durant l’examen de DMEI no era obligatori utilitzar-la, però hi va haver una part d’alumnat que l’havia treballat que la va començar a utilitzar espontàniament per resoldre el problema de forces proposat.Tot i que la representació gràfica funciona i la identificació de les forces presents en una situació ha millorat, encara es troben problemes en la realització del dibuix del diagrama del cos lliure que es poden continuar treballant.The context of this research is the semi-annual course on Didactics of the Matter, the Energy and the Interaction (DMEI) addressed to Teacher Training in the Primary Education Degree atthe Universityof Barcelona. This is a compulsory course in the second year of the Degree. It is known that the majority of students arrive at the Degree with a very poor knowledge on Physics and Chemistry. In most cases, the last course in which they studied Physics is at compulsory secondary education (when they were 14-15 years old). That’s because most of them chose a Social and Humanities major at Secondary High Education (16-18 years old). On the other hand, there is a widespread perception that one of the most difficult topicsin the pre-service primary teacher education is the forces and its relationship with everyday situations. According to this, the PhD purposes are to explore how mental models; the use external representation and their interrelationship improve the learning of the concept of force and to design materials and practices to develop a better understanding of the concept. Given the small number of sessions devoted to the topic of forces in the DMEI course, in our PhD we chose to focus only on one of the most fundamental but less intuitive ideas of force: the force as an interaction between two objects or systems. A case study and a questionnaire weredesigned to analyse the main difficulties in the modelling of forces, how graphic representations help pre-service teachers to do it and which are the different force models and representations that students have before and after the class sessions. With the results obtained by these instruments and the literature research on alternative external representations done we have designed a new representation that was used during de 2017/18 DMEI sessions. An adaptation of the 2016/17 sessions is carried out. The only change done to the sessions was the inclusion of a new graphic representation as an instrument to think with the different given situations in terms of interactions with the aim to be able to reach the representation of the forces on a body with the free body diagram. The number of responses that mention force as an interaction between bodies is higher during the 2017/18 course, so we can say that the new representation helps them to promote the interaction force model. In addition, the use of this graphic representation as a tool for solving problems has been well received by pre-service teachers. During the DMEI exam it was not mandatory to use it, but there was a part of them who used it spontaneously to solve the problem of forces proposed. Although the identification of the forces present in a situation has improved, problems are still encountered in therealization of the drawing of the free body diagram.
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Francúzová, Andrea. "Podnikatelský plán pro založení nové firmy." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2013. http://www.nusl.cz/ntk/nusl-224208.
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This master’s thesis is focused on creation of business plan for creation of new company which offers services to seniors and employment of students at the same time. The base for formulation of SWOT analyse is analyse of external environment and branch analyse. Set up of strategy and the concrete business plan follow. Its practicability is supported by finance plan processed in variant.
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Börjesson, Carl, and Ossian Löhnn. "Univariate GARCH models with realized variance." Thesis, Uppsala universitet, Statistiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386073.
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This essay investigates how realized variance affects the GARCH-models (GARCH, EGARCH, GJRGARCH) when added as an external regressor. The GARCH models are estimated with three different distributions; Normal-, Student’s t- and Normal inverse gaussian distribution. The results are ambiguous - the models with realized variance improves the model fit, but when applied to forecasting, the models with realized variance are performing similar Value at Risk predictions compared to the models without realized variance.
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Fredericks, Claude Ramon. "Students at risk : internal and external factors : an integrated approach." Thesis, 2014. http://hdl.handle.net/10210/10904.
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D.Phil. (Educational Psychology)The high incidence of school dropout in South African schools led to a joint research project by the Rand Afrikaans University and the Hubert H. Humphrey Institute of Social Ecology at the Ben Gurion University. Various facets of the school dropout phenomenon were researched with the aim of identifying the at risk student. Possible causes were hypothesised and researched under the broad categories of: self-concept, locus of control, family relations and school climate. These aspects were individually researched and this study culminates from these pilot studies. The aim of this study is an integrated approach to ascertain the interaction of variables that place students at risk. These variables were incorporated into a research design done with a sample group of 734 students taken from five schools in the Pretoria - Witwatersrand Vereeniging area. The findings of the research indicate that the above mentioned variables cause dropout but were not the best predictors of students at risk. Making use of Chaid's exploratory technique variables such as attitude towards school, own evaluation of performance, age and family size were identified as good predictors of students at risk. A logistical regression was used to design a model of prediction that could effectively be used in schools to identify the at risk student. The hope is expressed that early identification will lead to the application of appropriate remedial measures in order to prevent the at risk student from becoming a "school dropout".
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WANG, HSIU-WEN, and 王秀雯. "External Ear Anthropometric of Junior High School Students for Earphone Design." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/53865355987433474295.
Full textAbstract:
碩士聖約翰科技大學
工業工程與管理系碩士在職專班
100
ABSTRACT Because earphones are widely used for listening to music, it is urgent to examine the sizes of earphones used by teenagers. The purpose of this study is collect the anthropometric reference data from the junior high school students’ exteral ears such as the pinna length, the pinna width, and the earhole length, to realize the changes between the characteristics of their ears and the students’ ages, and to analyze these data for designing the comfortable and proper products for them. With the digital photography and the overhead projector, the images of 128 junior high students are quickly accumulated and analyzed by CorelDwaw software program. The statistic reference data presents that when focusing on the boy junior high students, the left and the right pinna length are 45.34and 58.87 mm. The left and the right pinna width are 29.57 and 36.96 mm. The left and the right earhole length are 11.74 and 15.66 mm. However, when focusing on the girl junior high students, the left and the right pinna length are 41.95 and 55.79 mm. the left and the right pinna width are 30.15 and 35.38 mm. And the left and the right earhole length are 11.00 and 14.52 mm.We conclude that first, the measurements of the right pinna width, pinna length, and earhole length are larger than the left ones. And the boys’ external ear sizes are larger than the girls’.There is an obvious difference between the external ears of the junior high students and adults. The sizes of the earphone products from the famous manufacturers are designed for everyone, not just for junior high students. It still leaves designers plenty of room to think about ways to improve these difficulties.
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Phu, Chu Trieu, and 周趙富. "Internal and External Factors affecting Entrepreneurial Intention: The Case of Vietnamese College Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5j8u74.
Full textAbstract:
碩士義守大學
管理碩博士班
107
For a developing country like Vietnam, entrepreneurship plays an important role in economy. It not only contributes to create add-value products and services for country, create thousands of jobs every year but also contribute to state budget. Government is promoting program about start up, new venture fund to encourage entrepreneurship, yet it is still a long way to go. And understanding entrepreneurial intention, especially entrepreneurial intention in college student is the key to promote entrepreneurship. But what factors influence intention? The purpose of this study is to investigate the possible antecedents to entrepreneurial behavior with particular attention to personality factors, family background, culture, economy, government policy, globalization and education. This study conduct data analysis based on surveys of 247 Vietnamese college students from Vietnam universities and foreign universities. The findings indicate that participants hold a positive attitude towards entrepreneurship and they show a relative high level of entrepreneurial intention. Confirming prior researches, the findings also indicate that there is a statistically significant relationship among personality factors, family background, culture, economy, government policy, globalization, education and entrepreneurial intention. Personal trait and education have a stronger effect on entrepreneurial intention compare to other factors. Vietnamese college students more likely to communicate with people to build their relationship, which considering as an advantage in entrepreneurship. Vietnamese college students considered entrepreneurship as a way to get their own financial independence. Vietnamese college students expressed a need for more training and education on entrepreneurship to start a new business. They also evaluated the economic and political conditions of home country quite favorable to start own business.
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Wu, Hsueh-Ching, and 吳雪菁. "Research on Relationship among Elementary School Students’ Study of External Musical Skill, Parent’s Discipline Attitude And Students’ Self-cnocept." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/6gr65f.
Full textAbstract:
碩士國立臺東大學
教育研究所
94
This essay is to find out the present situation that the students in Hualien and Taitung area are engaging in the study of musical skill, and to make relative research and comparison according to students’ learning background of external musical skill, parents’ discipline attitude, and students’ self-concept. This research is choosing senior students from elementary schools in Taitung City and Hualien City as objects of study, and is adopting the method of sampling. In detail, I chose totally nine schools in Taitung City and Hualien City, and took one class of fifth-form pupils and one class of sixth-form pupils from each school, then asked them to do measuring tests. The research tools include Basic Data of Elementary School Students’ Study of External Musical Skill, Survey Form on Parents’ Discipline Attitude and Survey Form on Elementary School Students’ Self-concept. Moreover, I analyzed all the data by descriptive statistics, one-way ANOVA, Pearson product-moment correlation, point-biserial correlation, and multiple regression analysis. The main discovers are as follows: A. In Hualien and Taitung area, there are about 43.7 percent of students who have experience of musical skill study. B. Wholly speaking, with different backgrounds of student, parents’ discipline attitude seems to be significantly different. It can be obviously found that the score of the used-to-team and the being-team is much higher than that of the never-team. C. As for self-concept, or the three factors of self-satisfaction on ability, self-behavior and self-congeniality, there is no obvious difference among each team. D. Wholly speaking, students’ different kind of musical skill study background is closely bound up with parents’ discipline attitude. E. Wholly speaking, it seems to be a direct ratio between parents’ discipline attitude and students’ self-concept. F. Students’ self-concept can be calculated out according to the five factors: students’ gender and others in the form parents’ discipline attitude, including supervision, lacking- discipline principle, punishment and concerns.
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Wei, Man-Ju, and 魏曼如. "External Threats and Internal Cohesion－An Exploratory Study on College Students in Northern Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/bm29e6.
Full textAbstract:
碩士國立臺灣師範大學
政治學研究所
104
Because of the historical background, China has been seen as an enemy to Taiwanese people for a long time. As a result, people's perception of China often has significant impact on their political actions. For example, the crises between China and Taiwan on 1995-96 and 1999-2000 affected the results of the 1996 and 2000 presidential elections. Politicians have also used the anti-China sentiment as a tool to divert public attention away from their internal political disputes, a manipulation known as the strategy of using external crisis to boost internal cohesion. According to Social Identity Theory, out-group crises can increase the cohesion of in-group. Based on the theory, this research examines how college student react when they receive the threats from China, and whether these students' responses vary based on their national identities. College students constitute an important group of the society. Studying the attitude of college students can help us better understand the political attitude of Taiwanese people and politics in Taiwan, it will help us understand the politics of Taiwan.
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Hsieh, Shu-Huei, and 謝淑惠. "Study on The Relationships Between Hurtful Feeling and Internal/External Behavior in Junior High School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/15913892730370517901.
Full textAbstract:
碩士大葉大學
教育專業發展研究所
104
The study aimed to explore the relationships among hurtful feelings, internalizing behavior problems and externalizing behavior problems of junior high school students of different backgrounds. In addition, the researcher explored the current status of the hurtful feelings, internalizing behavior problems and externalizing behavior problems, and the differences in the hurtful feelings, internalizing behavior problems and externalizing behavior problems among students of different backgrounds. Finally, the researcher explored how the different aspects of hurtful feeling could explain for the internalizing behavior problems and externalizing behavior problems. A total of 858 junior high school students from Mioali County participated in this study. The Scale of Hurtful Feelings, the Scale of Internalizing Behavior Problems, and the Scale of Externalizing Behavior Problems were applied in this study. The t-test, analysis of variances, Pearson product-moment correlation, and path analysis were applied for data analysis. The results showed that hurtful feelings from parents scored highest, followed by that from friends, and that from teachers score lowest. The frequencies of internalizing behavior problems were not high, and the score in social anxiety ranked the highest, followed by depression tendencies, and the social isolation ranked the lowest. Males experienced less hurtful feeling from friends, but more hurtful feelings from teachers than females. The 8th graders reported more hurtful feelings from friends than the 9th graders. The 7th graders reported more hurtful feelings from parents than the 8the graders. There were no significant differences among students of different grade in the hurtful feeling from teachers. Males scored lower in depression tendencies and the total score of internalizing behavior problems, but higher in externalizing behavior problems than females. The inter correlations between aspects of hurtful feelings and internalizing as well as externalizing behavior problems were significant but low. Finally, hurtful feelings from teachers could explain for the externalizing behavior problems, and hurtful feelings from parents could explain for social anxiety and depression tendencies. Practical and research suggestions were provided based on the results.