Relevant bibliographies by topics / Graduations

Academic literature on the topic 'Graduations'

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Published: 26 July 2024

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Journal articles on the topic "Graduations"

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Takahashi, Akira, Yuji Kokumai, and Yuichi Takigawa. "Lateral Shift Error due to Graduation Anomalies and Line-Detection Algorithm in Line Scale Measurement." International Journal of Automation Technology 6, no. 1 (January 5, 2012): 84–91. http://dx.doi.org/10.20965/ijat.2012.p0084.

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The measurement error resulting from graduation anomalies and the signal processing algorithm used for determining the positions of graduations on line scales was investigated by simulation and experiment. Optical image-forming simulations were carried out on models of 6-µm-wide graduations with three sizes of defects (0.5, 1.0 and 1.5 µm) at one edge. A digital filter was used in signal processing to obtain the first differential to determine the positions of the graduations. The minimum values of the lateral shift of the determined graduation positions were observed for the three defect sizes when using a 9-µm-wide differential filter. An experiment was also carried out on an ordinary line scale with 6-µm-wide graduations using a high-precision laser-interferometric line scale calibration system by measuring seven positions on the scale in the direction perpendicular to the measurement axis. The root mean square of the standard deviations from the linear fitting lines constructed using the measured positions over a 300-mm-long line scale was 2.8 nmwhen the differential filter width was 9 µm. It was demonstrated that a differential filter was effective in reducing the lateral error due to graduation anomalies.
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Miyamoto, M., and S. Suzuki. "A Source of Systematic Error, Δδα, in Absolute Catalogs Compiled from Meridian Circle Observations." International Astronomical Union Colloquium 127 (1991): 314–17. http://dx.doi.org/10.1017/s0252921100064083.

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AbstractAutomated photoelectric meridian circles are able nowadays to have the full set of graduation errors of the decimation circle determined within a few days. Thus, the modern meridian circles can be monitored, and the annual and secular changes of the graduations can be easily detected to provide the graduation corrections at any date. In order to remove systematic declination errors in the form Δδα from absolute catalogs, these continuous changes should be taken into account.
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Muliani, Sonia Sri, Volvo Sihombing, and Ibnu Rasyid Munthe. "Implementation of Exploratory Data Analysis and Artificial Neural Networks to Predict Student Graduation on-Time." sinkron 8, no. 2 (April 29, 2024): 1188–99. http://dx.doi.org/10.33395/sinkron.v8i2.13658.

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Almost all universities in Indonesia face the problem of a low number of students graduating on time. This will affect higher education accreditation. For this reason, universities must pay attention to the timely graduation of their students. The way that can be taken is to predict students' graduation on time. This research aims to predict students' timely graduations using a combination of exploratory data analysis and artificial neural networks. Exploratory data analysis is used to study the relationship between features that influence students' on-time graduation, while artificial neural networks are used to predict on-time graduation. This research goes through method stages, starting with determining the dataset, exploratory data analysis, data preprocessing, dividing training and test data, and applying artificial neural networks. From the research, it was found that Work features and GPS features greatly influence graduation on time. Students who study while working are less likely to graduate on time compared to students who do not work. Students who have an average GPS above 3.00 for eight consecutive semesters will find it easier to graduate on time. Meanwhile, Age and Gender features have no effect on graduating on time. With a percentage of 50% training data and 50% test data, epoch 100, and learning rate 0.001, the best network model was obtained to predict graduation on time with an accuracy rate of 69.84%. The research results also show that the amount of test data and the learning rate can influence the level of accuracy. Meanwhile, the number of epochs does not affect the level of accuracy.
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Marzuqi, Ahmad, Kusuma Ayu Laksitowening, and Ibnu Asror. "Temporal Prediction on Students’ Graduation using Naïve Bayes and K-Nearest Neighbor Algorithm." JURNAL MEDIA INFORMATIKA BUDIDARMA 5, no. 2 (April 25, 2021): 682. http://dx.doi.org/10.30865/mib.v5i2.2919.

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Accreditation is a form of assessment of the feasibility and quality of higher education. One of the accreditation assessment factors is the percentage of graduation on time. A low percentage of on-time graduations can affect the assessment of accreditation of study programs. Predicting student graduation can be a solution to this problem. The prediction results can show that students are at risk of not graduating on time. Temporal prediction allows students and study programs to do the necessary treatment early. Prediction of graduation can use the learning analytics method, using a combination of the naïve bayes and the k-nearest neighbor algorithm. The Naïve Bayes algorithm looks for the courses that most influence graduation. The k-nearest neighbor algorithm as a classification method with the attribute limit used is 40% of the total attributes so that the algorithm becomes more effective and efficient. The dataset used is four batches of Telkom University Informatics Engineering student data involving data index of course scores 1, level 2, level 3, and level 4 data. The results obtained from this study are 5 attributes that most influence student graduation. As well as the results of the presentation of the combination naïve bayes and k-nearest neighbor algorithm with the largest percentage yield at level 1 75.40%, level 2 82.08%, level 3 81.91%, and level 4 90.42%.
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Verrall, R. J. "Graduation by dynamic regression methods." Journal of the Institute of Actuaries 120, no. 1 (1993): 153–70. http://dx.doi.org/10.1017/s002026810003688x.

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AbstractThis paper extends the theory of graduation by parametric formulae to include dynamic estimation methods. This is an application of the Kalman filter and allows the parameters of the curve fitted to vary with age. The amount of variation is determined by the amount of smoothing required, and the method can be regarded as a combination of curve fitting and sequential smoothing, each of which has been used separately for performing graduations. In practice, a dynamic straight line can always be used for the graduation and the method has a sensible logical interpretation.
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McCutcheon, J. J. "Experiments in Graduating the Data for the English Life Tables (No. 14)." Transactions of the Faculty of Actuaries 40 (1985): 135–47. http://dx.doi.org/10.1017/s0071368600009149.

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By courtesy of the Government Actuary, the preliminary data relating to the proposed English Life Tables (No. 14) were made available to the author. In this paper we describe briefly the graduation of the underlying crude mortality rates by cubic splines and give an outline of the salient features of the graduations finally adopted. Complete details of the English Life Tables are given in reference 1, which also includes historical comparisons.
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Rouquier, Raphaël. "Automorphismes, graduations et catégories triangulées." Journal of the Institute of Mathematics of Jussieu 10, no. 3 (May 25, 2011): 713–51. http://dx.doi.org/10.1017/s1474748011000089.

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RésuméNous donnons une construction comme espace de modules du groupe d'automorphisme d'une algèbre de dimension finie analogue à celle du groupe de Picard d'un schéma. Nous en déduisons que la composante connexe de l'identité du groupe des automorphismes extérieurs est invariante par équivalences stables et dérivées. Ceci permet de transférer des graduations entre algèbres et fournit conjecturalement une construction homologique de graduations sur les blocs à défaut abé;lien de groupes finis. Nous donnons des applications au relèvement d'équivalences stables en équivalences dérivées. Nous donnons une version du résultat d'invariance pour les variétés projectives lisses : le produit Pic0 × Aut0 est invariant par équivalences dérivées.
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S, Lilis Suryati, Kordiyana K. Rangga, Yaktiworo Indriyani, Wuryaningsih Dwi Sayekti, Yuniar Aviati Syarief, and Tubagus Hasanuddin. "Strategies to Increase Independent Prosperous Graduation Family Hope Program Recipients in Central Lampung Regency." Journal of Social Research 2, no. 7 (June 30, 2023): 2443–55. http://dx.doi.org/10.55324/josr.v2i7.1206.

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Independent prosperous graduation is a benchmark for the performance of social companions and an indication of the success of the Family Hope Program (PKH), so a strategy is needed to increase independent prosperous graduation. This study aims to analyze strategies to increase independent prosperous graduation of PKH recipients. Data collection was carried out from September 2022 to February 2023 with informants as many as 12 PKH social assistants in Central Lampung Regency. The data analysis method used is SWOT analysis. The results showed that the strategies for increasing independent prosperous graduations in Central Lampung Regency include: holding regular meetings of all PKH Central Lampung human resources to unify perceptions about independent prosperous graduates, maximize the abilities and skills possessed by PKH social assistants to become facilitators, educators, motivators and advocates for PKH KPM; optimizing the role of PKH district coordinators in encouraging the success of independent prosperous graduates; maximizing the role of PKH social assistants to identify KPM business potential and empower according to existing potential to increase KPM prosperous graduation; ; utilizing support from various resource systems to develop the potential of KPM PKH both in terms of business and education of KPM PKH children; conduct training to improve the skills of PKH social assistants on KPM graduating techniques; utilizing the Family Improvement Meeting (P2K2) as a forum to change the mindset and behavior of KPM; and coordinate with village and sub-district officials.
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Jhoni, Muhammad, Fakhruddin ., Masrukhi ., and Ratna Rahayu. "The Influence of Curriculum Management on the Achievement of Graduate Learning Outcomes through Student Interests." International Journal of Membrane Science and Technology 10, no. 3 (September 11, 2023): 2125–33. http://dx.doi.org/10.15379/ijmst.v10i3.1917.

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Recent research discusses the need to understand achievement learning outcomes for graduations better.it is about curriculum management as planning, implementation, evaluation, and exciting students in influencing the achievement learning outcomes for graduations and their competitiveness in employment. This study aims to analyze the importance of curriculum management and students' interest in influencing learning outcomes achievement for graduates. The samples in this study are 210 respondents who graduated from the education physics program of UIN Raden Fatah Palembang. Data are collected using a questionnaire survey around South Sumatra, Indonesia. The analysis technique used is the Structural Equation Model with Partial Least Square. The results showed that curriculum planning, curriculum evaluation, and students' interest directly influence learning outcomes achievement for graduates. Meanwhile, curriculum implementation indirectly affects learning outcomes achieved through students' interests. Then, students' interest directly influences learning outcomes achievement. This study provides a better understanding of increasing the quality of learning outcomes achievement for graduates with the management of planning, implementation, evaluation, and student interest. This study suggests that the quality of curriculum management, such as planning, implementation, evaluation, and student interest, can be valuable indicators for increasing learning outcomes achievement and being an attractive strategy for graduation quality.
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Zhang, Xun Zhong, Ping Liu, and Bin Jia. "Experimental Study on the Property of Regenerating Concrete in Different Graduation." Applied Mechanics and Materials 174-177 (May 2012): 921–24. http://dx.doi.org/10.4028/www.scientific.net/amm.174-177.921.

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Through experiments based on three different graduations of regenerating concrete,the paper analyzes the parameters variation characteristics, such as performance of the density, water absorption, moisture content, packing density and crushed indicators.The research shows that Pressure loss of the quality of the regenerating concrete is proportional with loading force. What’s more, it can also reflect the own strength grade of aggregate in a more direct way and should be a new method to assess aggregate strength. Simultaneously, it gives us a relatively superior graduation and provides reference value for guiding actual project.
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Dissertations / Theses on the topic "Graduations"

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Shan, Peng. "Bases canoniques et graduations associées aux algèbres de Hecke doublement affines rationnelles." Phd thesis, Université Paris-Diderot - Paris VII, 2010. http://tel.archives-ouvertes.fr/tel-00559886.

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Cette thèse se compose de trois chapitres. Dans le chapitre I, nous définissons les foncteurs de i-restriction et i-induction sur la catégorie O des algèbres de Hecke doublement affine rationnelles cyclotomiques. En utilisant ces foncteurs, nous construisons un cristal sur l'ensemble des classes d'isomorphisme des modules simples, qui est isomorphe au cristal de l'espace de Fock. Le chapitre II est un travail en collaboration avec Michela Varagnolo et Eric Vasserot. Nous démontrons une conjecture de Kashiwara et Miemietz sur bases canoniques et règles de branchement pour les algèbres de Hecke affines de type D. Dans le chapitre III, nous démontrons une conjecture de Leclerc et Thibon sur les multiplicités graduées associées à la filtration de Jantzen de modules de Weyl sur algèbres de v-Schur.
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Meyer, Philippe. "Représentations associées à des graduations d'algèbres de Lie et d'algèbres de Lie colorées." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAD001/document.

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Soit k un corps de caractéristique différente de 2 et de 3. Les algèbres de Lie colorées généralisent à la fois les algèbres de Lie et les superalgèbres de Lie. Dans cette thèse on étudie des représentations V d'algèbres de Lie colorées g provenant de structures d'algèbres de Lie colorées sur l'espace vectoriel g⨁V. En premier lieu, on s'intéresse à la structure générale des algèbres de Lie simples de dimension 3 sur k. Puis, on classifie à isomorphisme près les superalgèbres de Lie de dimension finie dont la partie paire est une algèbre de Lie simple de dimension 3. Ensuite, pour un groupe abélien ᴦ et un facteur de commutation ɛ de ᴦ, on développe l'algèbre multilinéaire associée aux espaces vectoriels ᴦ-gradués. Dans ce contexte, les algèbres de Lie colorées jouent le rôle des algèbres de Lie. Ce langage nous permet d'énoncer et prouver un théorème de reconstruction d'une algèbre de Lie colorée ɛ-quadratique g⨁V à partir d'une représentation ɛ-orthogonale V d'une algèbre de Lie colorée ɛ-quadratique g. Ce théorème fait intervenir un invariant qui prend ses valeurs dans la ɛ-algèbre extérieure de V et généralise des résultats de Kostant et Chen-Kang. Puis, on introduit la notion de représentation ɛ-orthogonale spéciale V d'une algèbre de Lie colorée ɛ-quadratique g et on montre qu'elle permet de définir une structure d'algèbre de Lie colorée ɛ-quadratique sur l'espace vectoriel g⨁sl(2,k)⨁V⨂k². Enfin on donne des exemples de représentations ɛ-orthogonales spéciales, notamment des représentations orthogonales spéciales d'algèbres de Lie dont : une famille à un paramètre de représentations de sl(2,k)xsl(2,k) ; la représentation fondamentale de dimension 7 d'une algèbre de Lie de type G₂ ; la représentation spinorielle de dimension 8 d'une algèbre de Lie de type so(7)
Let k be a field of characteristic not 2 or 3. Colour Lie algebras generalise both Lie algebras and Lie superalgebras. In this thesis we study representations V of colour Lie algebras g arising from colour Lie algebras structures on the vector space g⨁V. Firstly, we study the general structure of simple three-dimensional Lie algebras over k. Then, we classify up to isomorphism finite-dimensional Lie superalgebras whose even part is a simple three-dimensional Lie algebra. Next, to an abelian group ᴦ and a commutation factor ɛ of ᴦ, we develop the multilinear algebra associated to ᴦ-graded vector spaces. In this context, colour Lie algebras play the rôle of Lie algebras. This language allows us to state and prove a theorem reconstructing an ɛ-quadratic colour Lie algebra g⨁V from an ɛ-orthogonal representation V of an ɛ-quadratic colour Lie algebra g. This theorem involves an invariant taking its values in the ɛ-exterior algebra of V and generalises results of Kostant and Chen-Kang. We then introduce the notion of a special ɛ-orthogonal representation V of an ɛ-quadratic colour Lie algebra g and show that it allows us to define an ɛ-quadratic colour Lie algebra structure on the vector space g⨁sl(2,k)⨁V⨂k². Finally we give examples of special ɛ-orthogonal representations and in particular examples of special orthogonal representations of Lie algebras amongst which are: a one-parameter family of representations of sl(2,k)xsl(2,k) ; the 7-dimensional fundamental representation of a Lie algebra of type G₂ ; the 8-dimensional spinor representation of a Lie algebra of type so(7)
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Kurzawa, Gléce. "O CURRÍCULO NA EDUCAÇÃO DE JOVENS E ADULTOS: INVESTIGANDO AS SIGNIFICAÇÕES SOCIAIS ELABORADAS PELO EDUCADOR." Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7266.

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This master work is linked to the field of Curriculum, Education and school customs. This thesis consists on a qualitative research and uses semi-structured interviews and autobiographic accounts for the study of social significations created by the teachers that work on Youth and Adult Education. The main objective was to find, through the recollection of school memories, the curriculum conceptions held by Youth and Adult Educators (EJA), identifying the influence, or not, by the initial education on the curriculum conception constructed by these teachers, to outline the social significations held by the EJA educators on the existing curriculum, and if these significations influence their methods and knowledges used day-by-day in class. I believe that educating is to give out instruments so that the person is able to interact in the society, in a critical and active way. Our educational model, however, does not correspond to this. What happens in most of our schools is the maintenance of a fragmented education, constituting passive brains, reproducing the inconsistence of a speech many times said different, whose main maintenance instrument is the curriculum. I tried to discuss the necessity of a EJA curriculum that merge, besides the official componets, the student s social and cultural context, respecting, thus, this educaional model peculiarities. The research problem was, this way: Which are the social significations created by Youth and Adult Educators on the curriculum? Starting from the interviews and autobiographic accounts, I outlined three categories to analyse the instituted and institutor significations, constructed by the research speakers considering the research problem. I tried to outline what these teachers remember from school and their teachers, searching connections with their practices, concluding that the educators have institued memories of a traditional school, turned to memorization, but they institued a method turned to lettering. About the Curriculum conceptions created by these teachers, I tried to understand what they consider important to be developed in class, being that on the instituted dimension, the writing and lettering learning are considered fundamental curriculum activities, on the institutor dimension is the curriculum flexibility, so that this is not only a transposition of the daytime curriculum. Aboute the experience knowledges, I studied the speeches and writings of the speakers, searching for a conection between what they belive to be necessary and what is effectively taught at the schools. I verified that the speakers are conscious of the experience knowledge, but they do not consider themselves producers of this knowledge, where two interviewed teachers instituted, from the reflexion on their methods, the wish to change and value the knowledge constructed by the teachers
Essa pesquisa de pós-graduação está vinculada à linha de Currículo, Ensino e práticas escolares. A mesma está pautada numa dimensão qualitativa e partiu da utilização de entrevistas semi-estruturadas e relatos autobiográficos para o estudo das significações sociais elaboradas pelos professores que atuam na Educação de Jovens e Adultos. Teve como objetivos buscar através da relação das lembranças formativas e escolares as concepções de currículo que os professores atuantes em EJA possuem, identificando a influência, ou não, que a formação inicial exerce sobre a concepção de currículo construída pelos professores, a fim de delinear quais as significações sociais que os educadores que trabalham com EJA séries iniciais têm do currículo posto e, de que forma estas influem nas praticas e saberes que permeiam e são constituídos no cotidiano das salas de aula. Acredito que educar é propiciar instrumentos para que o homem possa interagir na sociedade, de forma atuante e crítica, porém, o modelo educacional que temos não corresponde a isso. O que vemos na maioria de nossas escolas é a manutenção de um ensino fragmentado, formando cérebros passivos, reproduzindo a inconsistência de um discurso muitas vezes dito diferente cujo principal instrumento de manutenção é o currículo. Busquei discutir a necessidade de um currículo para EJA, que incorpore, além dos componentes oficiais, temas do contexto sócio-cultural dos alunos, respeitando assim as peculiaridades desta modalidade de ensino. Neste sentido, o problema da pesquisa foi: Quais são as significações sociais elaboradas pelas educadoras de EJA sobre o currículo? A partir das entrevistas e relatos autobiográficos, delineei três categorias para análise das significações instituídas e instituintes, construídas pelas interlocutoras da pesquisa, levando em conta o problema de pesquisa, centrado no currículo da EJA . Em relação às Lembranças de escola e processos formativos procurei delinear o que as educadoras lembram da escola e de seus professores, buscando relações com as suas práticas, concluindo que as professoras têm instituídas lembranças de uma escola tradicional, voltada para a memorização, mas instituíram como prática uma educação voltada para o letramento. Sobre as Concepções de currículo elaboradas pelas professoras, procurei entender o que elas consideram importante desenvolver nas aulas, sendo que na dimensão instituída a aquisição da leitura e da escrita são considerados conteúdos curriculares fundamentais e como instituinte a necessidade da flexibilização deste currículo, para que o mesmo não seja a transposição do currículo diurno. Em relação aos Saberes da experiência, analisei as falas e escritas das interlocutoras, buscando a relação do que elas acreditam ser necessário e o que é ensinado efetivamente nas escolas. Verifiquei que as interlocutoras têm consciência dos saberes da experiência, mas não se consideram produtoras destes saberes, onde duas professoras da investigação instituíram a partir da reflexão sobre sua prática o desejo de mudança e valorização dos saberes construídos pelos professores
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Balzer, Randolph Dale. "Graduation recital." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24440.

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Bohna, Nadine Yvonne. "Graduation recital." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24441.

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Duerksen, Bernard Peter. "Graduation recital." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24443.

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Gaetanne, Marisa Michelle. "Graduation recital." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24444.

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McCoy, David John. "Graduation recital." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24445.

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Russell, David Samuel. "Graduation recital." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26157.

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Dyck, Joanne Christine. "Graduation recital." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27769.

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Books on the topic "Graduations"

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Klug, Redman Barbara, ed. Report on nursing enrollment and graduations in colleges and universities. Washington, D.C: American Association of Colleges of Nursing, 1988.

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Montana. Office of Public Instruction. Montana high school completion and graduation rates: For the graduating class of ... Helena, Mont: Montana Office of Public Instruction, 2004.

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Press, Love Note. 2022 Senior Class Graduations : Class of 2022 Senior Graduations: Congratulations Graduation Class of 2022, Graduations Party Guest Book for Keepsake,Graduation Party High School College Guests Sign in Book,Graduation Party Memory Keepsake with Gift Log. Independently Published, 2022.

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Book, Graduation. Class of Unicorns: Guest Book for Graduations. Independently Published, 2019.

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Brown, Paul Russell. Graduations: Book 5 in the Fundy Bay Series. Independently Published, 2018.

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Designs, Ernest Creative. Nobody Is Better at Graduating Than You, All Other Graduations Are a Total Disaster Compared to Your Graduation. Everyone Agrees, Believe Me: Funny Trump Graduation Gift Idea. Independently Published, 2019.

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Journals, Jaouhar. PhD in Progress...: Funny Gift Idea for PhD Female Student and Graduations - for Phd Degree & Dissertation Defense Fans - Quotes about Graduations. Independently Published, 2020.

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Journals, Jaouhar. PhD in Progress...: For Phd Degree & Dissertation Defense Fans - Funny Gift Idea for Graduation and PhD Students - Quotes about Graduations. Independently Published, 2020.

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Journals, LaRays Smart. Class of 2017 Congratulations Guest Book: Graduations Keepsake Message and Scrabbook to Write In. Independently Published, 2017.

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Creations, Michelia. Congratulations Graduates Guest Book: Graduation Sign in Party Autograph Book Best Wishes Message Book Gift Log Memories and Keepsake Guest Book High School College University Graduations. Independently Published, 2019.

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Book chapters on the topic "Graduations"

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Bourbaki, N. "Graduations, filtrations et topologies." In Algèbre commutative, 181–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33976-2_4.

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Dennis, Simone, and Andrew Dawson. "Rites, rituals, graduations and cakes." In Doing Anthropology, 100–119. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003273547-4.

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García-Ramos, Lucy, Rita Peñabaena-Niebles, Amparo Camacho, Maria Gabriela Calle, and Sofia García-Barreneche. "Promoting the Participation of Women in STEM: A Methodological View." In Women in STEM in Higher Education, 99–125. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_6.

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AbstractThe low participation of women in engineering fields is a common problem worldwide. As a result, universities are starting to create plans to attract more female students. However, there are no documented methodologies to guide institutions in this process. Hence, this chapter describes a method to attract more women to STEM programs, using one Latin American university as a case study. The procedure starts by establishing a baseline of the student population, using specific metrics to determine possible biases in admissions or graduations. The results show a small number of registered female students; thus, the method suggests different strategies to improve this situation. The next step is proposing activities to empower young girls to study engineering, describing indicators developed to evaluate the effectiveness of the activities. The case study includes participation from elementary, middle, and high school students. Results show that girls and boys participated in the proposed activities, and they maintained or improved their motivation to study a STEM program.
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Owton, Helen. "After Graduation." In Studying as a Parent, 138–46. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-33058-1_11.

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Girard, Emma I., Nancy M. Wallace, Jane R. Kohlhoff, Susan S. J. Morgan, and Cheryl B. McNeil. "Graduation Session." In Parent-Child Interaction Therapy with Toddlers, 277–93. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93251-4_18.

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Lynch, Michael, and Adrian Earle. "Graduation Day." In Surviving Game School… and the Game Industry After That, 125–26. Boca Raton, FL : CRC Press, Taylor & Francis Group, 2018. | “A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/b22482-14.

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Nielsen, Larry A. "Graduation Day." In Provost, 116–18. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003446576-30.

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Rajkumar, Falguni. "Post Graduation." In Breaking Barriers in Post-independence India, 187–90. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003378983-21.

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"Graduations." In Amá, Your Story Is Mine, 145–52. University of Texas Press, 2007. http://dx.doi.org/10.7560/716568-029.

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Jones, James W., Laurence B. McCullough, and Bruce W. Richman. "Challenges to Medical Professionalism: Assaults From Within and Without." In The Ethics of Surgical Practice, 247–94. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195321081.003.0007.

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Abstract Physicians confront challenges to their medical professionalism almost daily, emerging from inside and outside the medical establishment. Physicians’ ethically effective reactions to these assaults obligate them to understand the nature of professional responsibility. Many physicians believe that the concept of medicine as a profession was first introduced to Western culture by the authors of the Hippocratic Oath and its accompanying texts. This belief is complemented by the comforting assumption that the ideals of medical professionalism have reached contemporary physicians in an uninterrupted tradition of more than two millennia. These associated beliefs have become ritualized in the nearly universal adoption of some version of the Hippocratic Oath at medical school graduations and, more recently, at “white coat” ceremonies, where first-year medical students are solemnly inducted into their professional apprenticeship.
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Conference papers on the topic "Graduations"

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Bokgoshi, Lenny, Khanyisile Sixhaxa, Ashwini Jadhav, Seipati Nyamane, and Ritesh Ajoodha. "Enhancing Timely Graduations: An Explainable AI Approach to Predict Academic Risks in South African Students." In 2023 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE, 2023. http://dx.doi.org/10.1109/icecet58911.2023.10389444.

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Karimi, Amir, and Randall D. Manteufel. "Understanding Why Engineering Students Take Too Long to Graduate." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65367.

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There is growing pressure on public colleges and universities to decrease the time students take to earn an undergraduate degree. There are many factors that slow students’ progress towards graduation. For example, urban universities may have a significant number of non-traditional students who don’t take a full load of courses required to graduate in four years. Also, some freshman students interested in engineering may not be prepared for college and are required to take remedial math and science courses. Engineering is a highly-structured program, often with a long sequence of courses requiring one or more prerequisites. If some courses aren’t offered each semester, this can delay progress toward graduation for some students. This paper examines graduating students’ academic records and surveys senior-level mechanical engineering students to identify some of the causes for the increased graduation times. Students provided detailed information such as their full- or part-time status, how many semesters left to graduation, whether they attended summer school, the courses they had difficulty passing, and other issues related to the length of time required to complete their degrees. Feedback from students is essential as universities look to improve graduation rates. The results presented are based on the data for the mechanical engineering program at a public institution in Texas. Although each institution is unique, the findings presented in this paper are expected to apply to similar institutions throughout the nation.
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Margolis, James, and Daria Kotys-Schwartz. "The Post-Graduation Attrition of Engineering Students: An Exploratory Study on Influential Career Choice Factors." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10906.

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Attrition issues with undergraduate engineering students, while concerning, are well documented. However, little research has explored post-graduation attrition. U.S. Department of Labor statistics suggest that as many as 45 percent of workers with engineering degrees are not employed in engineering jobs. As China and India increasingly compete with the U.S. in the production of engineers and enrollment in U.S. engineering programs continues to lag behind other four-year degrees, training a consistent number of quality engineers is a critical issue for the American workforce. Anecdotal evidence of problematic post-graduation attrition—that is, attrition related to controllable factors in students’ educational experiences that push them away from engineering careers, as opposed to attrition of students who wish to creatively apply their skills in other occupations—coupled with the need for engineers in the workforce motivated this research. This study investigated the post-graduation plans of senior level mechanical engineering students at the University of Colorado at Boulder. Over the course of one year, two surveys were administered to 169 students, a mix of graduating seniors and students in a Senior Capstone Project course. Students were classified into four groups based on their post-graduation plans: 1. Pursuers (35% of total sample): students pursuing an engineering career immediately after graduation without reservations or plans to leave the field in the future. 2. Returners (22% of total sample): students not pursuing an engineering career immediately after graduation but with plans for an engineering career in the future. 3. Pursuers with Reservations (34% of total sample): students pursuing an engineering career immediately after graduation who currently had reservations about their career choice and/or planned to leave the field in the future. 4. Leavers (9% of total sample): students not pursuing an engineering career immediately after graduation with no plans for an engineering career in the future. The results indicated that 65% of the sample had, at least, some reservations about pursuing an engineering career. Results also suggested five factors that may influence post-graduation attrition: 1. Feeling prepared to pursue an engineering career, 2. Internship experiences, 3. Senior Capstone Project course experiences, 4. Satisfaction with the quality of instruction in the engineering program, and 5. Career values related to financial rewards and enjoying co-workers.
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Matuck, Gustavo R., Joa˜o Roberto Barbosa, Cleverson Bringhenti, and Isaias Lima. "Multiple Faults Detection of Gas Turbine by MLP Neural Network." In ASME Turbo Expo 2009: Power for Land, Sea, and Air. ASMEDC, 2009. http://dx.doi.org/10.1115/gt2009-59964.

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This paper describes a procedure to measure the performance of detection and isolation of multiple faults in gas turbines using artificial neural network and optimization techniques. It is on a particular form of artificial neural networks, the traditional multi-layer perceptron (MLP). Error back-propagation and different activation functions are used. The main goal is to recognize single, double and triple faults in a turboshaft engine, whose performance data were output from a gas turbine simulator program, tuned to represent the engine running at an existing power station. MLP network is a nonlinear interpolation function usually made of input layer, hidden-layer and output-layer, with different neuronal units, but in this work, only one hidden-layer was used. Weights were altered by error back-propagation from the initial values established from a seed fixed between 0 and 1. The activation function in the MLP algorithm is the sigmoid function. The best moment to stop the training process and avoid the over fitting problem was chosen by cross-validation. Optimization of convergence error was achieved using the momentum criteria and reducing the oscillation problem in all nets trained. Several configurations of the neural network have been compared and evaluated, using several noise graduations incorporated to the data, aiming at finding the network most suitable to detect and isolate multiple faults in gas turbines. Based on the results obtained it is inferred that the procedure reported herein may be applied to actual systems in order to assist in maintenance programs, at least.
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Selim, Mohamed Y. E., and Mohamed A. Al-Bayywomi. "Application of Ethics Criteria to Engineering Profession: Case Study of Engineering Students at the UAE University." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24143.

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An investigation has been carried out to examine the level of engineering ethics for senior engineering graduating students. The ethical response to some educational and engineering dilemmas for the graduating students has been collected with a questionnaire designed for this purpose. Dilemmas included educational ones that students see every day in their educational life and professional situations that they are to face upon graduation. Educational dilemmas included many situations such as: their behavior at the university, their selection of the engineering discipline, exam time behavior and honesty with colleagues and instructors. Professional dilemmas included their behavior with their colleagues, behavior with their manager, with customers, with deadlines, with free and paid consultations, with life long learning, with efforts-salary relation and with indirect bribery. Students’ response with respect to all dilemmas and on projection to the professional standards are presented and analyzed. It has been shown that exposing students to such dilemmas could be a useful learning tool for engineering ethics.
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Reunanen, Tero, Vesa Taatila, and Marjo Joshi. "Correlation between students' satisfaction with studies and graduation." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004956.

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Student satisfaction in studies is one of the most interesting types of information for universities in student questionnaires. The attributes that some students are more satisfied in their studies than others are always crucial to know in order to develop organization´s performance. These reasons have been under scrutiny in Turku University of Applied Sciences (TUAS) before. TUAS has studied the attributes earlier as well as the correlation between the staff satisfaction and the student satisfaction. Sometimes the reasons of different satisfaction levels can be explained in an easier way than others and sometimes the reasons are more critical to the organization’s future than others. We have already shown in our last article that student satisfaction is correlating with personnel´s felt justice as well as we have demonstrated in past research that there are different variables that are affecting student satisfaction. The reason why student satisfaction is interesting is that it has been thought to be one of the positive attributes when scrutinizing graduation rates. One of the main reasons why universities of applied sciences exist is to graduate new professionals to society. Therefore, there is tremendous interest to find different variables that are affecting the graduation of students. This research is conducted by utilizing two different questionnaire tools: Student barometer and AVOP questionnaire as well as statistics of graduation levels. Student barometer is a questionnaire for higher education students in Finland. Its objectives are to provide data and information for researchers, research institutes, education developers and decision makers in the institutes. Student barometer handles a variety of different matters from student life by asking students´ opinions from quality of studies to their civil life activities and their expectations of the future. AVOP feedback questionnaire asks graduating students to evaluate and provide feedback on their education. The findings are used locally by institutions to improve their institutional processes and practices and nationally to inform performance-based monitoring and funding. All graduating degree students from universities of applied sciences are requested to fill out the questionnaire. Used data consisted of TUAS´ students data from earlier mentioned sources. Data was analyzed by Excel and SPSS. Samples were taken from the data mass and were composed to a statistical model with an excel spreadsheet. Students were grouped under the schools and degrees and arithmetic averages and standard deviations were calculated to each proposition. After calculating the arithmetic averages, further analysis was done with SPSS statistical analysis program. In SPSS, the propositions’ correlations were analyzed by one-tailed Pearson correlation. The overall research question is: Is there a correlation between student satisfaction and graduation levels? If so, how can these correlations be interpreted and what conclusions can be made? Future research aspects and practical recommendations will also be issued in the paper.
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Ngan, Bui Thi Bich. "A Study of Job Opportunities for English Language Students at Ho Chi Minh City University of Food Industry." In 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.26.

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The study aims to explore job opportunities and employability of English language students in a globalized economy, as well as the types of qualifications and skills that are required for positions. Another aspect of the study will look into whether English language students satisfy the requirements of the recruiter. The study was carried out by investigating recruitment advertisements on a popular job-hunting website. Besides, a survey questionnaire was sent to all English language students at HUFI to understand the job expectations they want to pursue after graduation and their abilities. The finding showed that there were various career fields that students could do after graduating, and also the requirements they needed to meet in the job market. However, many students still do not meet some requirements of recruiters. This study will provide all of the students with an overview of their profession in the future. As a result, they can build a plan to achieve qualifications, skills, and degrees to apply for the position that they want
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Carmo, Shirlene, Luís Souto, and Carlos Silva. "THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end041.

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Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.
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Chuenkrut, Warong, Chaisri Tharasawatpipat, and Sopid Sawangjit. "GRADUATION PREPARATION PROCESS FOR FACULTY OF SCIENCE AND TECHNOLOGY STUDENTS SUAN SUNANDHA RAJABHAT UNIVERSITY." In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/cc651rg.

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The purpose of this research is 1) To establish a graduation preparation process for students 2) To study the criteria, regulations, and rules for graduation of the Faculty of Science and Technology, Suan Sunandha Rajabhat University 3) To provide opinions on the preparation for graduation of the Faculty of Science and Technology. The research is divided into two parts: Part 1 is making and collecting detailed information on the graduation preparation process of Faculty of Science and Technology to be organized into categories to have a clear and accurate process pattern. Part 2 sets a questionnaire and survey opinion about the graduation preparation process for students. The samples were the 3rd year students of the Faculty of Science and Technology. There were 10 programs separated into 225 samples. The statistics used in the data analysis were descriptive statistics, percentage, mean, and standard deviation. The researchers found that the opinion on the graduation preparation process of students in all two aspects as a whole. Considering each aspect, knowledge in the graduation preparation process are at a good level. There are opinions on the topics as follows. Process and method for applying for graduation have the highest value, and Checking academic performance and subject accuracy according to the curriculum structure have the lowest value. For considering aspects the effectiveness of the graduation preparation process is at a good level. There are opinions on the topics as follows. Forms used are clear and easy to understand have the highest value, and the format of the process is detailed and complete has the lowest value.
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Özsu, M. Tamer. "Session details: Towards graduation." In SIGMOD/PODS '12: International Conference on Management of Data. New York, NY, USA: ACM, 2012. http://dx.doi.org/10.1145/3259179.

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Reports on the topic "Graduations"

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Frankel, Jeffrey, Carlos Végh, and Guillermo Vuletin. On Graduation from Fiscal Procyclicality. Cambridge, MA: National Bureau of Economic Research, November 2011. http://dx.doi.org/10.3386/w17619.

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Weiss, Andrew. High School Graduation, Performance and Earnings. Cambridge, MA: National Bureau of Economic Research, April 1985. http://dx.doi.org/10.3386/w1595.

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Johnson, Rucker C. School Funding Effectiveness: Evidence From California’s Local Control Funding Formula. Learning Policy Institute, August 2023. http://dx.doi.org/10.54300/529.194.

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In 2013, California implemented an ambitious school funding reform, the Local Control Funding Formula (LCFF), which allocates state funding by the proportion of unduplicated “high-need” students in the district: those from low-income families, English learners, and those in foster care. Using student-level longitudinal data for all California schoolchildren, the study is the first comprehensive investigation of LCFF’s impacts on student outcomes, including math and reading achievement, grade repetition, school disciplinary incidents, high school graduation, and college readiness. The analyses show that LCFF-induced funding increases significantly improved academic achievement for every grade and subject assessed, reduced grade repetition, and increased the likelihood of students graduating from high school and being college-ready. The impact on student achievement grew with years of exposure to increased funding and with the amount of the funding increase. District investments in instructional inputs, including reduced class size, increased teacher salaries, and teacher retention, were associated with improved student outcomes.
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Schelzig, Karin, and Palak Rawal. Testing the Graduation Approach in the Philippines. Asian Development Bank, April 2020. http://dx.doi.org/10.22617/brf200026.

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Glied, Sherry, and Mark Stabile. Graduation to Health Insurance Coverage: 1981-1996. Cambridge, MA: National Bureau of Economic Research, November 1997. http://dx.doi.org/10.3386/w6276.

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Gilligan, Daniel O., Sikandra Kurdi, Martin Paul Jr Tabe-Ojong, and Basma Yassa. Impact evaluation report: Egypt’s forsa graduation program. Washington, DC: International Food Policy Research Institute, 2022. http://dx.doi.org/10.2499/p15738coll2.136469.

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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Murnane, Richard. U.S High School Graduation Rates: Patterns and Explanations. Cambridge, MA: National Bureau of Economic Research, January 2013. http://dx.doi.org/10.3386/w18701.

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Allen IV, James, Daniel O. Gilligan, Sikandra Kurdi, Nada Shokry, and Basma Yassa. Impact evaluation report of Egypt’s Forsa Graduation Program. Washington, DC: International Food Policy Research Institute, 2023. http://dx.doi.org/10.2499/p15738coll2.137034.

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Ferreyra, Maria Marta, Carlos Garriga, Juan D. Martin-Ocampo, and Angélica María Sánchez Díaz. Raising College Access and Completion: How Much Can Free College Help? Banco de la República de Colombia, February 2021. http://dx.doi.org/10.32468/be.1155.

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Free college proposals have become increasingly popular in many countries of the world. To evaluate their potential effects, we develop and estimate a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion, and an indirect effect in mitigating the risk of not completing a class or not remaining in college. We estimate the model using rich, student-level administrative data from Colombia, and use the estimates to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places a greater risk on students but is precisely this feature that delivers better outcomes. Nonetheless, the modest increase in graduation rates suggests that additional, complementary policies might be required to elicit the large effort increase needed to raise graduation rates.
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