Dissertations / Theses on the topic 'Variable practice'
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Pacey, Fiona Margaret. "Schema theory and the effect of variable practice in string teaching." Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.301400.
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Snyder, Leslie. "The Effects of Constant and Variable Practice on Performing a Gross Motor Skill." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/322.
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The present researcher compared and contrasted the variability of practice hypothesis (variable practice) with the specificity of learning hypothesis (constant practice) for this study. The variability of practice hypothesis specified that a person's subsequent ability to complete a novel motor task will increase by altering conditions of practice (Schmidt, 1975). The specificity of learning hypothesis, however, asserted that repetition of the same movements will increase an individual's retention rate for the movement (Adams, 1971). The researcher operationalized this debate via basketball free throw shooting. Participants were assigned to either a constant practice condition, where shots were taken from the free throw line, or one of three variable conditions, where shots were taken from varying distances from the goal. Results from ANOVA and MANOVA analyses failed to support the hypothesis that participants in the variable conditions would perform better than the constant practice group during a retention test. The lack of effect differences between practice conditions, however, may have been due to the lack of proper training and lack of participant motivation. Therefore, further research on this topic is needed.
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Atchy-Dalama, Patrice. "Approche dynamique de l'apprentissage : pratique variable et rôle des informations sensorielles." Toulouse 3, 2005. http://www.theses.fr/2005TOU30168.
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De manière générale, le processus d'apprentissage implique l'intégration du patron à apprendre dans un répertoire initial. C'est dans cette problématique d'intégration que nous avons développé deux axes de recherche. Le premier axe identifie les principes à l'origine de l'apprentissage de plusieurs coordinations bimanuelles. Nous avons alors étudié l'évolution du répertoire suite à une telle pratique variable. Nous observons que celui-ci contraint et structure le processus d'apprentissage en vertu d'un principe de conservation de la symétrie. Le second axe concerne les mécanismes à l'origine de l'intégration d'une nouvelle coordination. Notre intérêt s'est porté sur les relations entre la commande motrice, les conséquences sensorielles et la coordination à apprendre. Une utilisation originale du degré d'asymétrie entre les membres à coordonner nous a permis de montrer que l'apprentissage d'une coordination bimanuelle est dépendant de la production des conséquences sensorielles associées à la coordination à apprendre plutôt que de la commande motrice. Situé à des niveaux d'analyse différents (principes et mécanismes), nos expériences sont discutées selon le point de vue des théories dynamiquesIn general, the process of learning implies that a pattern to-be-learned is integrated into an initial repertory. To gain further insight into this problematic of integration, we have developed two lines of research. The first one identifies the principles underlying the learning of several bimanual coordination patterns. Thus, we studied the evolution of the repertory due to such variable practice. We observed that the repertory constraints and structures the learning process following a symmetry conservation principle. The second axe concerns the mechanisms underlying the integration of a new coordination pattern. We studied the relation between the sensory consequences, the motor commands and the to-be-learned pattern. By an original used of the degree of asymmetry between the coordinated limbs, we showed that regardless of the motor outflow command, leaning is based on the sensory consequences related to the pattern to be learned. Set at two distinct levels of analysis (principle and mechanism), this two experiments are discussed from a dynamical systems perspective
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Wrathall, Stephen, and res cand@acu edu au. "The Effects of Contextual Interference and Variability of Practice on the Acquisition of a Motor Task and Transfer to a Novel Task." Australian Catholic University. School of Exercise Science, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp63.29082005.
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AIM The purpose of this experiment is to assess whether the advantages of variable practice are due to schema formation or to enhanced information processing (contextual interference) alone. DESIGN The design involved a 2 (mode; cognitive and motor) x 5 (practice schedule; blocked, random, constant distance one, constant distance two, and constant distance three) between subjects design resulting in ten groups. One hundred participants were randomly chosen from Human Movement students at Australian Catholic University and assigned to each of the ten groups (n=10). The cognitive mode involved the participants having to recognise the appropriate target from three geometrical shapes (triangle, square or circle), the triangle being the target in every case. The motor mode involved the participants having to tap on the target among three boxes that was merely filled in. The experiment consisted of ninety (3 blocks of 30) acquisition trials followed by ten transfer trials to a novel movement. MAIN HYPOTHESIS It was hypothesised that if facilitated transfer to a novel target occurs through schema formation, then there would be no differences between the motor groups and their corresponding cognitive groups. However, if facilitated transfer to a novel target occurs through enhanced information processing, then there would be differences between the motor groups and their corresponding cognitive groups. RESULTS Statistical analysis revealed a contextual interference effect for participants involved in the cognitive mode, in that the cognitive blocked group outperformed the cognitive random group in acquisition, but the reverse was the case in transfer. In the motor mode, the motor blocked group outperformed the motor random group in acquisition, and repeated the performance in transfer. CONCLUSION The results appear to indicate that for simple motor tasks it is the amount of variability of practice that is important for transfer to a novel task, while for tasks with a cognitive component, the schedule of practice is critical.
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Boz, Nihat. "Interactions between knowledge of variables and knowledge about teaching variables." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/78995/.
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The purpose of this study is to find out Turkish prospective teachers' subject matter knowledge of variables and pedagogical content knowledge of variables and also the nature of the interactions between these two types of knowledge. One hundred and eighty four students participated in the study. Questionnaires were distributed to 2nd, 3rd, 4th year mathematics education faculty students of three different universities. The questionnaire included 16 fixed and open-ended questions about (a) the principal uses of variables, (b) the awareness about different roles of variables, (c) the flexibility, versatility and connectedness among the different roles and uses, and (d) ways of presenting the subject matter, (e) curriculum knowledge. As a follow-up study, ten students of different year groups who completed this questionnaire were interviewed. The outcome of this study is that prospective teachers have different perceptions of the notion of the variable which are reflected in their pedagogical content knowledge in a complex way. Results indicate that the majority of prospective teachers are successful in manipulating variables; however they have problems in moving flexibly between different meanings and representations. Concrete objects and numbers are identified as two main forms of analogies that they would use to explain ideas relating to manipulation of symbols. The results indicate that there is a complex interaction between subject matter knowledge of variables and pedagogical content knowledge which may involve the prospective teachers' own learning experiences, general pedagogical knowledge and the robustness of one type of knowledge.
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Xu, Yuelu. "Essays on Water Quality Management for the Chesapeake Bay Watershed." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/96943.
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Water quality management for agricultural production is a complicated and interesting problem. Hydrological and economic factors must be considered when designing strategies to reduce nutrient runoff from agricultural activities. This dissertation is composed of three chapters that investigate cost-effective ways to mitigate water pollution from agricultural nonpoint pollution sources and explore farmers' incentives when participating in water quality trading programs.
Chapter 1 investigates landscape targeting of best management practices (BMPs) based on topographic index (TI) to determine how targeting would affect costs of meeting nitrogen (N) loading goals for Mahantango watershed, Pennsylvania. We use the results from two climate models and the mean of the ensemble of seven climate models to estimate expected climate changes and the Soil and Water Assessment Tool-Variable Source Area (SWAT-VSA) model to predict crop yields and N export. Costs of targeting and uniform placement of BMPs across the entire study area (4.23 km2) are compared under historical and future climate scenarios. We find that with a goal of reducing N loadings by 25%, spatial targeting methods could reduce costs by an average of 30% compared with uniform BMP placement under three historical climate scenarios. Cost savings from targeting are 38% under three future climate scenarios. Chapter 2 scales up the study area to the Susquehanna watershed (71,000 km2). We examine the effects of targeting the required reductions in N runoff within counties, across counties, and both within and across counties for the Susquehanna watershed. We set the required N reduction to 35%. Using the uniform strategy to meet the required N reduction as the baseline, results show that costs of achieving a regional 35% N reduction goal can be reduced by 13%, 31% and 36% with cross-county targeting, within-county targeting and within and across county targeting, respectively.
Results from Chapters 1 and 2 suggest that cost effectiveness of government subsidy programs for water quality improvement in agriculture can be increased by targeting them to areas with lower N abatement costs. In addition, targeting benefits are likely to be even larger under climate change.
Chapter 3 investigates the landowner's nutrient credit trading behavior when facing the price uncertainty given the credits are allowed to be banked for future use. A two-step decision model is used in this study. For the first step, we determine the landowner's application level of a BMP on working land in the initial time period. The nutrient credits awarded to the landowner depend on the nutrient reduction level at the edge of field generated by the BMP application. For the second step, we use an intertemporal model to examine the landowner's credit trading behavior with stochastic price fluctuations over time and with transaction costs. The theoretical framework is applied with a numerical simulation incorporated with a hydro-economic model and dynamic programming. Nutrient Management (NM) is selected as the BMP on working land to generate N credits. We find that gains to the landowner from credit banking increase with higher price volatility and with higher price drift, but that gains are larger with price volatility. However, for a landowner holding a small amount of nutrient credits, the gains from credit banking are small due to transaction costs.Doctor of Philosophy
Two considerations are critical for efforts to mitigate nutrient runoff from nonpoint sources: cost effectiveness of strategies to reduce nutrient runoff and landowners' incentives to participate in these programs. This dissertation is composed of three manuscripts, aiming to evaluate the cost effectiveness of government subsidy programs for water quality management in agriculture and investigate the landowner's incentives to participate in water quality trading programs for the Chesapeake Bay watershed. Chapter 1 investigates gains from targeting Best Management Practices (BMPs) under current and future climate conditions based on the soil characteristics relative to uniform BMP application for a small experimental watershed (4.23km2). Chapter 2 scales up the study area to a 71,000 km2 watershed and treats each county within the watershed as a representative farm to explore economic gains from targeting within county and across county based on counties' physical conditions and agricultural patterns. Both Chapters show that cost-effectiveness of government subsidy programs can be improved by spatial targeting BMPs to areas with lower abatement costs. Gains from targeting increase under climate change. In Chapter 3 we shows how a landowner's revenues from nutrient credit selling will be affected if the credits are allowed to be banked for future use when she faces price uncertainty. We find that gains to the landowner from credit banking increase more with higher price volatility than with higher price drift. Gains from banking are largely reduced by transaction costs associated with trading.
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Kruczek, Theresa A. "Influence of fee collection procedures on various therapy process variables." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459123.
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A rural outpatient mental health center attempted to improve the efficacy of its fee collection procedure by requiring payment for therapy sessions prior to their onset. The main purpose of the change was to increase the total amount of fees collected and potentially increase the number of cancellations with 24-hour notice and decrease the number of failed appointments. These variables were assessed longitudinally over a two-year time span. Results indicated that the change in fee collection procedure alone did not significantly influence these variables. Demographic and therapeutic variables were assessed to determine their relationships to number of cancelled and failed appointments. Several therapeutic variables served as significant predictors of number of cancelled and failed appointments. Frequency of contact was positively correlated with number of cancellations. Total number of sessions was positively correlated with number of failed appointments. Therapist type was significantly correlated with number of failed appointments. The findings indicated that paying for therapy prior to the session was not a more efficient payment system and that there were several therapeutic variables which served as efficient predictors of number of cancelled and failed appointments.
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Harris, Walter D. (Walter Deming). "Practical indirect position sensing for a variable reluctance motor." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14820.
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Farrah, Shirley J. "Variables influencing the likelihood of practice change after continuing education participation /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924881.
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Zemanovich, Mark Roy. "Demographic Variables Affecting Patient Referrals from General Practice Dentists to Periodontists." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1382.
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BackgroundWithin dentistry, a limited body of literature exists regarding the referral relationships between general practitioners (GPs) and specialists. The purpose of this study was to investigate the referral relationship between GPs and periodontists within the state of Virginia. MethodsA survey focused on the demographic variables in the referral relationship between GPs and periodontists was developed. The survey was mailed to 800 dentists throughout the state of Virginia. Descriptive statistics was completed along with multivariate logistic regression analysis comparing the responses with the number of patients referred per month to a periodontist. ResultsFemale respondents were more likely to refer three or more patients per month to a periodontist than a male respondent (pConclusion This study indicates that four demographic variables have a statistical influence on the number of referrals per month from a GP to a periodontist. These variables are: female gender, practicing with one other dentist, employing two or more hygienists, and being greater than five miles away from the nearest periodontist.
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McWilliams, Kyle Grant. "An analysis of variables affecting instructional efficiency." Thesis, University of Canterbury. School of Education, 2006. http://hdl.handle.net/10092/1046.
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A lot about the learning process still remains unknown. The experiments described in this thesis investigated variables that affect instructional efficiency by employing specifically programmed computers to manage and control instructional variables within each experiment for 6- to 7-year old children. A Measurement Procedures Study was undertaken to ascertain when a response should be classified as "acquired." It was decided to classify a response as acquired if it could be performed correctly (without prompting) seven days after instruction. A review of the relationship between accuracy level during instruction and the rate of acquisition found that higher accuracy levels during instruction tend to be associated with higher rates of acquisition provided that non-copying prompting procedures are employed. The first experiment investigated the relationship between accuracy level during instruction and rate of acquisition by presenting a non-copying antecedent prompt (model of the correct spelling word) depending on a preselected target accuracy level. As an error-contingent prompt (model of the correct spelling word) was also provided it could not be ascertained whether transfer of stimulus control occurred as a result of the antecedent prompt, or the error-contingent prompt, or both. The second experiment was a repeat of the first experiment with the error-contingent prompt removed. It was found that it was possible to manage, although not completely control, the accuracy level during instruction by presenting a simultaneous non-copying prompt and that higher accuracy levels during instruction were associated with higher rates of acquisition. A review that examined the error-correction research found that a variety of correction procedures were effective. However, none of the 36 experiments which were reviewed controlled the number of response opportunities. Experiment 3 compared the effects on rate of acquisition of presenting an antecedent model or an error-contingent model. The results of Experiment 3 showed that when the number of learning opportunities was controlled there was little difference in effectiveness or efficiency between an antecedent model and an error-contingent model. Experiment 4 compared the effects of presenting an error-contingent model against an error-contingent model and a secondary response opportunity. It was found that an error-contingent model was at least as effective, although it was overall less efficient when response opportunities were controlled. A supplementary analysis was undertaken to review and compare the results obtained across the four experiments. Across experiments each newly acquired spelling response required about five practice responses, on average. It appears this was a critical variable for acquisition. Additionally, each acquired response was acquired over a two-day period. Although rates of acquisition differed between high-achieving children and low-achieving children, there was little difference in the number of practice responses required for acquisition between these two groups. It was observed that most of the 6- to 7-year old participants found error feedback aversive and this appeared to result in reduced attention to models of the correct spelling when these occurred following errors. The results from this series of investigations suggest that an opportunity for the transfer of stimulus control from the prompt (model of the correct spelling) to the practice stimulus (the spoken word) is more critical for acquisition than where the prompt occurs within the trial (that is, the antecedent or consequent position). It was suggested that future research could investigate (a) the variables which are necessary for the transfer of stimulus control, (b) the generality of the observation that children require five practice responses in order to acquire discrete academic responses, and (c) the effects on rates of acquisition and instructional efficiency of varying the distribution in time of practice responses for children who are learning various types of academic skills.
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Ayis, Salma Ahmed. "Modelling unobserved heterogeneity : theoretical and practical aspects." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261592.
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Simonsen, Flint. "Variables affecting schools' use of research-validated practices in education /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-111). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.
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Gilliam, Sandra Lee 1952. "Development resource and fiscal variables utilizing Differentiated Group Professional Practice project data." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278080.
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This study had two purposes: (1) to formulate and test for sensitivity and comparability of Resource variables based on data collected across multiple sites; (2) to formulate and test for sensitivity and comparability of Fiscal variables based upon data collected across multiple sites. This exploratory descriptive study utilized data collected during the Differentiated Group Professional Practice project. Global analysis was utilized in creation of nurse Resource and Fiscal variables. Correlational statistics were utilized to evaluate performance of Resource and Fiscal variables within the project model. The Professional Practice index of Autonomy demonstrated a positive relationship with the nurse Resource variables of Retention and Stability. Increases in Professional Practice indices demonstrated negative relationships with Fiscal variables. Satisfaction demonstrated relationship to Resource or Fiscal variables.
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Costa, Claúdia Sofia Dias. "CSR practices and labor retention: how can these variables be related?" Master's thesis, NSBE - UNL, 2014. http://hdl.handle.net/10362/11750.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsCompanies offer volunteering activities and training & development for several reasons but mainly because it is an investment that can have a great impact in one variable with major importance within every company: labor retention, once socially responsible companies are likely viewed as better companies to work with and which value more their employees and their interests and values. Using survey information collected from 100 business professionals, this exploratory study proposed that the investment in both company-sponsored volunteering and training & development will have a positive impact in affective commitment and organizational identification that as last result will reduce the employees’ turnover intentions and consequently there will be a higher retention rate of employees in the company. This is crucial for companies nowadays because it is a competitive advantage which makes them stand out from others, once these socially responsible companies are able to keep their employees trained and with values aligned with the ones that characterize the company, getting positive outcomes from the investment they are making in human capital. Using a sample of 65 employees from different industries and roles within the company, results indicated that these CSR measures have a statistically significant impact on turnover intentions and, by consequence on labor retention.
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Veltri, Flora. "Variables influencing thyroid function during pregnancy and their potential use in clinical practice." Doctoral thesis, Universite Libre de Bruxelles, 2020. https://dipot.ulb.ac.be/dspace/bitstream/2013/313347/4/TDM.pdf.
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Pregnancy is a condition leading to an important strain on thyroid morphology and function.A normal functioning of the thyroid gland in the mother is essential for the early fetal development, since the fetal thyroid does not produce thyroid hormones until the end of the first trimester (approximately 12 to 14 weeks).The impact of thyroid dysfunction (and especially hypothyroidism) during pregnancy is well documented and has been associated with a number of obstetrical complications, such as premature delivery, low birth weight and even fetal death. In view of all changes in thyroid physiology during pregnancy the ATA (American Thyroid Association) guidelines recommend using trimester- and population-specific normality ranges, to define thyroid dysfunction. It is proposed to determine them in pregnant women without thyroid antibodies (TPO) and without severe iodine deficiency. Due to the few numbers of randomized clinical trials, there is still no consensus whether all pregnant women should be screened or only women at risk for the development of thyroid dysfunction during pregnancy.Thyroid dysfunction during pregnancy is caused in most cases by the presence of thyroid autoimmunity (TAI) and also the altered pregnancy outcomes in most studies are associated with the presence of TAI.Besides the presence of TAI, other factors might also change, influence and/or modify thyroid function. When we started our research, there were only few studies that investigated the impact of other variables, such as iron, BMI, smoking habit and/or the background of the pregnant women on the prevalence of thyroid dysfunction during the first trimester of pregnancy.The aims of the thesis were therefore, to investigate: • the association between the iron reserve status (ferritin levels), thyroid (dys)function and autoimmunity, corrected for confounders such as age, BMI, smoking habit and the time of blood sampling;• the impact of the ethnic background of the pregnant woman on thyroid function and autoimmunity, corrected for confounders such as age, BMI, smoking habit, and the time of blood sampling. Furthermore, to determine ethnic-specific reference ranges and investigate their impact on the diagnosis of thyroid dysfunction;• the impact of changes in thyroid function within the normal reference range in women free of thyroid autoimmunity on pregnancy outcomes, corrected for established covariates (age, BMI, smoking) and iron reserve as candidate new variable.• whether targeted high-risk screening for thyroid dysfunction during pregnancy could be improved with the inclusion of iron status and ethnicity to the actual risk factors defined in the ATA-GL.The results can be summarized as follows:Thyroid function during pregnancy can be influenced by variables others than thyroid antibodies such as the iron status and the ethnical background of the women. However, their impact on thyroid function is less important compared to that of thyroid antibodies. No significant impact of well-known variables (BMI, age, smoking) and others such as iron has been shown on clinical pregnancy outcomes when thyroid function remained within the normal range and no thyroid antibodies were present.We have shown that adding variables such as iron deficiency, ethnic background and obesity to the currently provided list of factors leading to a high-risk for the development of thyroid dysfunction during pregnancy, might improve the detection rate of subclinical hypothyroidism to comparable rates obtained in case of universal screening.Doctorat en Sciences médicales (Médecine)
info:eu-repo/semantics/nonPublished
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Derenowski, Eileen. "The relationship between organizational structural variables and the utilization of nursing practice innovations." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276865.
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This research sampled a group of 261 nurse managers to test the relationships among organizational structural variables and the utilization of nursing practice innovations. Subjects completed instruments that measured organizational complexity, centralization, formalization and the utilization of nursing practice innovations. Pearson correlations revealed a significant positive relationship between utilization of nursing practice innovations and individual perception of autonomy in decision-making. Within organizational centralization the decision-making components of organizational centralization entered into a multiple regression equation which explained 27% of the variance in utilization of nursing practice innovations, with total decision-making contributing the greatest amount of variance. Organizational complexity variables entered into a multiple regression equation which explained 2% of the variance in utilization of nursing practice innovations with the certification variable explaining the majority of the variance. Five variables related to organizational centralization and complexity together explained 28% of the variance in utilization of nursing practice innovations with the total decision-making variable explaining the majority of the variance.
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Baltazar, Marcos Charles Pinheiro. "Selection of representative indicators for international Benchmarking practice." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15699.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorBenchmarking is considered one of the best performance analysis techniques to drive actions that will lead the company to a higher performance. The data collection phase is the one that requires more time and effort in the practice of benchmarking. The development of a database with pre-defined indicators favors the comparison of the performance of business processes. The objective of this research is to select a set of quantitative indicators of continuous variables for financial benchmarking practice, profitability, innovation and productivity, that are representative for benchmarking practice in Brazil and worldwide. It also aims to ascertain and list financial indicators of profitability, innovation and productivity used by the Benchmarking Index for corporate awards, journals and business support agencies. Representative indicators are those of widespread use in the business environment, easy to collect primary and secondary source and allow a comparison with banks of national and international data. As a methodological reference, we picked up an european benchmarking system - Benchmarking Index - with financial indicators of profitability, innovation and productivity. Through bibliographical research on corporate indicators and documentary research in technical journals, corporate awards and business support agencies, selected a set of indicators to determine the national database. The indicators were validated by application in micro and small enterprises (MSEs), medium and large companies. It was concluded that it is possible to develop a data base for benchmarking with predominantly financial ratios and profitability. It showed up the implementation of difficulty MSE due to failure to follow these indicators, although many of them can collect the indicators. It was observed also that these indicators are available in specialized magazines and have similar concepts, but with variations in composition. Finally, among the proposed indicators that are well spread in the business world, although there is no similar used in the Benchmarking Index, we highlight the indicators EBITDA, EBITDA margin and EBITDA variation.
Considera-se o benchmarking uma das melhores tÃcnicas de anÃlise de desempenho para direcionar aÃÃes que levarÃo a empresa para um desempenho superior. A fase de coleta de dados à a que demanda mais tempo e esforÃo na prÃtica do benchmarking. A elaboraÃÃo de uma base de dados com indicadores prÃ-definidos favorece a comparaÃÃo do desempenho de processos empresariais. O objetivo desta pesquisa à selecionar um grupo de indicadores quantitativos de variÃveis contÃnuas para prÃtica de benchmarking financeiro, de rentabilidade, de inovaÃÃo e de produtividade que sejam representativos para a prÃtica de benchmarking no Brasil e no mundo. Objetiva-se tambÃm averiguar e listar indicadores financeiros, de rentabilidade, de inovaÃÃo e de produtividade utilizados pelo Benchmarking Index, por prÃmios empresariais, revistas especializadas e por ÃrgÃos de apoio empresarial. Indicadores representativos sÃo aqueles de uso disseminado no meio empresarial, de fÃcil coleta em fonte primÃrias e secundÃrias e que permitam a comparaÃÃo com bancos de dados nacionais e internacionais. Como referÃncia metodolÃgica, escolheu-se o sistema de benchmarking europeu - Benchmarking Index - com indicadores financeiros, de rentabilidade, de inovaÃÃo e de produtividade. Por meio de pesquisa bibliogrÃfica sobre indicadores empresariais e de pesquisa documental em revistas tÃcnicas, prÃmios empresariais e ÃrgÃos de apoio empresarial selecionou-se um conjunto de indicadores para compor o banco de dados nacional. Os indicadores foram validados atravÃs de aplicaÃÃo em micro e pequenas empresas (MPE), empresas de mÃdio e de grande porte. Concluiu-se que à possÃvel elaborar uma base de dados para benchmarking com predominÃncia de indicadores financeiros e de rentabilidade. Evidenciou-se a dificuldade de aplicaÃÃo em MPEâs, devido ao fato de estas nÃo acompanharem estes indicadores, embora muitas delas possam coletÃ-los. Observou-se, ainda, que esses indicadores estÃo disponÃveis em revistas especializadas e que apresentam conceitos similares, mas com variaÃÃes na sua composiÃÃo. Por Ãltimo, dentre os indicadores propostos que sÃo bem disseminados no meio empresarial, embora nÃo haja similares utilizado no Benchmarking Index, destacam-se os indicadores EBITDA, margem EBITDA e variaÃÃo EBITDA.
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Kastern, Amanda A. "Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680714.
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Abstract of Dissertation Loan Awarding Practices and Student Demographic Variables as Predictors of Law Student Borrowing This study examined the effect of institutional loan awarding practices and student demographic characteristics on law student borrowing, in order to contribute to our understanding of student borrowing decisions. Behavioral economic concepts like framing and status quo bias suggest that decisions about borrowing may not be made using a rational cost-benefit analysis alone, as traditional economic theory suggests, but may also be influenced by the loan amount that an institution initially awards a student. The amount initially awarded represents the status quo, which, for a variety of possible reasons, the student may be inclined to accept, even if he is eligible to borrow more.
Using three years of student borrowing data from a law school, multiple regression analysis was performed to determine the effect of initial loan amount offered and 15 additional independent variables on loan amount borrowed. The law school data provided a unique opportunity to study student loan borrowing decisions because the institution followed two different loan awarding practices in the three academic years for which data was obtained. This provided a quasi-experimental environment in which to study the effect of initial loan amount awarded on loan amount borrowed.
Altogether, the model explained nearly half of the variance in loan amount borrowed and initial loan amount offered explained 5.4 percent of the variance in loan amount borrowed holding all other variables in the model constant. In addition to initial loan amount offered, the following variables were also found to be statistically significant predictors of loan amount borrowed: Asian race, age, being married, Expected Family Contribution, cost of attendance, class level, student status, total credits, and total non-loan aid. It was also found that there was no statistically significant difference in the relation between initial loan amount offered and loan amount borrowed in 2008-2009 and 2009-2010, under the old awarding practice, as compared with 2010-2011, when a new awarding practice was in place. This suggests that students responded similarly to the initial loan amount offered, or the status quo amount, under both the old and new awarding practices.
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Rodriguez, Denise, and Allen Kay Sackett. "Attitudes and practices of corporal punishment with ethnicity and religiosity as predictive variables." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2040.
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Mugadza, Nyasha Olivia Valerie. "Challenges of defining and implementing strategic market segmentation." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/22807.
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Much has been written about the discipline of market segmentation as both a marketing competency and ultimately a valuable component of overarching business strategy. Organisations have demonstrated the practical benefits of harnessing segmentation in various market contexts and shown the theoretical constructs of the discipline to be sustainably sound in their capacity to guide businesses towards strategic portfolio optimisation. Despite this rich history however, recent academic investigation has highlighted that deep complexity plagues the effectiveness with which segmentation is harnessed with significant impact on business outcomes.This study was developed from a curiosity to explore some of the identified gaps with specific reference to how these manifest within the South African operating environment. Detailed review of literary perspective on the matter highlighted topical aspects that were deemed meaningful to use as a roadmap to guide the study investigations. Research data was collated from seasoned South African marketing practitioners and used to evaluate their practical experiences of defining and implementing market segmentation against established academic perspective. The study was purely qualitative with data being collected through 10 in-depth interviews that were conducted with target respondents from 10 different organisations across six industry sectors.The findings were analysed using a recently released version of leading qualitative data analysis software enabling the identification of key themes and the construction of resulting association maps. The ensuing network maps ultimately enabled the construction of a consolidated organisational interaction map that typifies the stated experiences of South African marketers in their attempts to leverage and optimize strategic value from market segmentation for their organisations.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
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Pagani, Alfonso. "Strong-form governing equations and solutions for variable kinematic beam theories with practical applications." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/15963/.
Full textAbstract:
Due to the work of pioneering scientists of the past centuries, the three-dimensional theory of elasticity is now a well-established, mature science. Nevertheless, analytical solutions for three-dimensional elastic bodies are generally available only for a few particular cases which represent rather coarse simplifications of reality. Against this background, the recent development of advanced techniques and progresses in theories of structures and symbolic computation have made it possible to obtain exact and quasi-exact resolution of the strongform governing equations of beam, plate and shell structures. In this thesis, attention is primarily focused on strong-form solutions of refined beam theories. In particular, higher-order beam models are developed within the framework of the Carrera Unified Formulation (CUF), according to which the three-dimensional displacement field can be expressed as an arbitrary expansion of the generalized displacements. The governing differential equations for static, free vibration and linearized buckling analysis of beams and beam-columns made of both isotropic and anisotropic materials are obtained by applying the principle of virtual work. Subsequently, by imposing appropriate boundary conditions, closed-form analytical solutions are provided wherever possible in the case of structures with uncoupled axial and in-plane displacements. The solutions are also provided for a wider range of structures by employing collocation schemes that make use of radial basis functions. Such method may be seriously affected by numerical errors, thus, a robust and efficient method is also proposed in this thesis by formulating a frequency dependant dynamic stiffness matrix and using the Wittrick-Williams algorithm as solution technique. The theories developed in this thesis are validated by using some selected results from the literature. The analyses suggest that CUF furnishes a reliable method to implement refined theories capable of providing almost three-dimensional elasticity solution and that the dynamic stiffness method is extremely powerful and versatile when applied in conjunction with CUF.
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Lawson, Brenda B. "Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30023.
Full textAbstract:
The public's continued disappointment with public education and the call for both teacher and student accountability is requiring a response from educators. School divisions in the state of Virginia are developing educational policies that address the state's Standards of Learning Objectives. Administrators and teachers continue to search for innovative ways to adapt the curriculum to guarantee individual student and school success for meeting accreditation requirements in the 2006-2007 school term. This demand for both student and teacher success has created an intense anxiousness among all persons involved in the educational process.
The focus of this study was to determine what makes one school more successful in promoting student achievement on the Virginia Standards of Learning assessment than another comparable school. The exploration of a school's organizational structure, leadership practices, teaching behaviors of instructional personnel, school culture, and parent support were studied to determine their effect on student performance on the Standards of Learning assessments. The researcher was concerned with understanding of educational practices that would enrich the thinking of principals, teachers, and parents as they continue to accomplish Virginia's prescribed SOL benchmarks.
Data was collected through classroom and school observations and interviews with the principals, teachers, and parents of the two schools. A cross-case comparison of the targeted schools was performed to check for commonalties and differences.
Several variables emerged from the data that have implications for educators who desire to improve the effectiveness of their organizations and student achievement. An environment that promotes a sense of professional community, teacher efficacy, and a common commitment among stakeholders enhances teacher and student achievement.
Principals willing to share leadership with teachers and parents have effective schools. They inspire and motivate teachers. Effective principals have high-energy levels. They listen to the people they serve. A school culture that encourages and rewards risk-taking serves to enhance teacher and student performance. Effective schools have positive, relaxed work environments. Principals that develop strong interpersonal relationships inside and outside the school positively influence student achievement and performance.Ed. D.
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Pedregosa-Izquierdo, Fabian. "Feature extraction and supervised learning on fMRI : from practice to theory." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066015/document.
Full textAbstract:
Jusqu'à l'avènement de méthodes de neuroimagerie non invasives les connaissances du cerveau sont acquis par l'étude de ses lésions, des analyses post-mortem et expérimentations invasives. De nos jours, les techniques modernes d'imagerie telles que l'IRMf sont capables de révéler plusieurs aspects du cerveau humain à une résolution spatio-temporelle progressivement élevé. Cependant, afin de pouvoir répondre à des questions neuroscientifiques de plus en plus complexes, les améliorations techniques dans l'acquisition doivent être jumelés à de nouvelles méthodes d'analyse des données. Dans cette thèse, je propose différentes applications de l'apprentissage statistique au traitement des données d'IRMf. Souvent, les données acquises par le scanner IRMf suivent une étape de sélection de variables dans lequel les cartes d'activation sont extraites du signal IRMf. La première contribution de cette thèse est l'introduction d'un modèle nommé Rank-1 GLM (R1-GLM) pour l'estimation jointe des cartes d'activation et de la fonction de réponse hémodynamique (HRF). Nous quantifions l'amélioration de cette approche par rapport aux procédures existantes sur différents jeux de données IRMf. La deuxième partie de cette thèse est consacrée au problème de décodage en IRMf, ce est à dire, la tâche de prédire quelques informations sur les stimuli à partir des cartes d'activation du cerveau. D'un point de vue statistique, ce problème est difficile due à la haute dimensionnalité des données, souvent des milliers de variables, tandis que le nombre d'images disponibles pour la formation est faible, typiquement quelques centaines. Nous examinons le cas où la variable cible est composé à partir de valeurs discrets et ordonnées. La deuxième contribution de cette thèse est de proposer les deux mesures suivantes pour évaluer la performance d'un modèle de décodage: l'erreur absolue et de désaccord par paires. Nous présentons plusieurs modèles qui optimisent une approximation convexe de ces fonctions de perte et examinent leur performance sur des ensembles de données IRMf. Motivé par le succès de certains modèles de régression ordinales pour la tâche du décodage basé IRMf, nous nous tournons vers l'étude de certaines propriétés théoriques de ces méthodes. La propriété que nous étudions est connu comme la cohérence de Fisher. La troisième, et la plus théorique, la contribution de cette thèse est d'examiner les propriétés de cohérence d'une riche famille de fonctions de perte qui sont utilisés dans les modèles de régression ordinalesUntil the advent of non-invasive neuroimaging modalities the knowledge of the human brain came from the study of its lesions, post-mortem analyses and invasive experimentations. Nowadays, modern imaging techniques such as fMRI are revealing several aspects of the human brain with progressively high spatio-temporal resolution. However, in order to answer increasingly complex neuroscientific questions the technical improvements in acquisition must be matched with novel data analysis methods. In this thesis we examine different applications of machine learning to the processing of fMRI data. We propose novel extensions and investigate the theoretical properties of different models. % The goal of an fMRI experiments is to answer a neuroscientific question. However, it is usually not possible to perform hypothesis testing directly on the data output by the fMRI scanner. Instead, fMRI data enters a processing pipeline in which it suffers several transformations before conclusions are drawn. Often the data acquired through the fMRI scanner follows a feature extraction step in which time-independent activation coefficients are extracted from the fMRI signal. The first contribution of this thesis is the introduction a model named Rank-1 GLM (R1-GLM) for the joint estimation of time-independent activation coefficients and the hemodynamic response function (HRF). We quantify the improvement of this approach with respect to existing procedures on different fMRI datasets. The second part of this thesis is devoted to the problem of fMRI-based decoding, i.e., the task of predicting some information about the stimuli from brain activation maps. From a statistical standpoint, this problem is challenging due to the high dimensionality of the data, often thousands of variables, while the number of images available for training is small, typically a few hundreds. We examine the case in which the target variable consist of discretely ordered values. The second contribution of this thesis is to propose the following two metrics to assess the performance of a decoding model: the absolute error and pairwise disagreement. We describe several models that optimize a convex surrogate of these loss functions and examine their performance on different fMRI datasets. Motivated by the success of some ordinal regression models for the task of fMRI-based decoding, we turn to study some theoretical properties of these methods. The property that we investigate is known as consistency or Fisher consistency and relates the minimization of a loss to the minimization of its surrogate. The third, and most theoretical, contribution of this thesis is to examine the consistency properties of a rich family of surrogate loss functions that are used in the context of ordinal regression. We give sufficient conditions for the consistency of the surrogate loss functions considered. This allows us to give theoretical reasons for some empirically observed differences in performance between surrogates
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Hu, Bi Ying. "Examining the General Quality of Early Childhood Education and Structural Variables in Support of Early Childhood Inclusion in Beijing, China." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3046.
Full textAbstract:
The primary purpose of this study was to (a) explore the global quality of early childhood programs within the Chinese socio-cultural context, and (b) examine the effects of teachers' years of experience, degree, major, and class size on teachers' perceptions of developmentally appropriate practices, inclusion, and training needs in order to provide services for children with disabilities in regular classrooms. The researcher completed observations in 40 early childhood classrooms using the Early Childhood Environment Rating Scale- Revised (ECERS-R). Results from classroom observations revealed that the global quality of the early childhood learning environment was between minimum and good. Areas that were in need of improvement included materials, time for free play, and provisions for children with disabilities. In addition, 276 teachers from 12 inclusion pilot kindergartens in Beijing completed 3 surveys. Teachers' responses to the developmentally appropriate practices survey revealed a gap between teachers' self-reported developmentally appropriate beliefs and activities. Further, MANOVA results indicated that both class size and years of teaching experience contributed to the differences between teachers. In surveying teachers' inclusion perceptions, MANOVA results suggested that only class size contributed to the differences between teachers. A discriminant function analysis was performed as a follow-up procedure to determine which of the independent variables contributed most to group differences. Moreover, the researcher found that no variables made a difference to teachers' perceived training needs for inclusion. Implications of current study findings for teacher preparation, future research, and policy formation will be discussed.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Campbell, James Floyd. "An analysis of variables in child protection apprehensions and judicial dispositions in British Columbia child welfare practice." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29686.
Full textAbstract:
This study analyzes variables in the child protection apprehensions and judicial dispositions within the British Columbia child welfare system. The study was based on a 10% sample of children apprehended into care of the B.C. Superintendent of Family and Child Service in 1989. It includes the following specific objectives:
1) To review reasons children were being apprehended into care and develop a socio-economic and demographic profile of these children and their families.
2) To determine percentages of congruence between social workers' recommendations to the court and judicial dispositions at the first two stages of child protection court proceedings.
3) To identify factors which impact case outcomes and account for discrepancies between social workers' recommendations and judicial dispositions.
4. To explore the policy and practice implications of the research findings.
The profile of the apprehended children illustrated that a majority came into care for reasons characteristic of neglect by omission rather than abuse by commission. Reasons for admission to care appeared to be related to the age and sex of the child, as well as family constellation.
In analyzing the relationships between the reasons for the child's apprehension in comparison to the parents' social, economic and educational status, it was demonstrated that children were predominantly apprehended from households headed by parents with limited education, low income and/or semi-skilled employment. Single female parents, parents on income assistance, aboriginal families, younger families, living in multiple dwellings, were statistically over-represented when compared to the general population.
The majority of court hearings proceeded within the time-frames set out in B.C. child protection legislation. The social workers' recommendations to the court were statistically associated with the judicial dispositions at the initial presentation to the court, and only slightly less so at the protection hearing. Whether the parents attended court and had legal counsel played a significant role in influencing the court's disposition, particularly at the protection hearing. Judicial support for the social workers' recommendations varied depending on the order sought, the highest percentage of agreement being when social workers recommended the child be in parental care, and the lowest when recommending the child become a permanent ward.
The thesis draws on these research findings, concluding with research and policy recommendations to facilitate child protection practice in British Columbia.Arts, Faculty of
Social Work, School of
Graduate
27
Gillig, Benjamin. "Academic motivation among college students: variance and predictors." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6112.
Full textAbstract:
This three-paper dissertation addresses the manner in which students’ intrinsic motivation to engage in academic tasks changes during the four years of college. The first paper examines the variance of students’ academic motivation during college. The second paper analyzes whether good practices in undergraduate education promote academic motivation, and the third paper seeks to determine whether those good practices benefit certain students more than others. Implications are explored in each paper.
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Delaney, James Dillon. "Contributions to the Analysis of Experiments Using Empirical Bayes Techniques." Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11590.
Full textAbstract:
Specifying a prior distribution for the large number of parameters in the linear statistical model is a difficult step in the Bayesian approach to the design and analysis of experiments. Here we address this difficulty by proposing the use of functional priors and then by working out important details for three and higher level experiments. One of the challenges presented by higher level experiments is that a factor can be either qualitative or quantitative. We propose appropriate correlation functions and coding schemes so that the prior distribution is simple and the results easily interpretable. The prior incorporates well known experimental design principles such as effect hierarchy and effect heredity, which helps to automatically resolve the aliasing problems experienced in fractional designs.
The second part of the thesis focuses on the analysis of optimization experiments. Not uncommon are designed experiments with their primary purpose being to determine optimal settings for all of the factors in some predetermined set. Here we distinguish between the two concepts of statistical significance and practical significance. We perform estimation via an empirical Bayes data analysis methodology that has been detailed in the recent literature. But then propose an alternative to the usual next step in determining optimal factor level settings. Instead of implementing variable or model selection techniques, we propose an objective function that assists in our goal of finding the ideal settings for all factors over which we experimented. The usefulness of the new approach is illustrated through the analysis of some real experiments as well as simulation.
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Wiskin, Connie Mary. "Negotiated marking and gender variables in the communication skills element of a high skakes general practice final examination." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487499.
Full textAbstract:
This study aimed to estab.lish the influence, or not, of negotiated scoring and gender in a high stakes General Practice examination assessing communication skills. The dataset comprised 1024 simulated consultations. Final Year medical students undertook VOICEs - a six-station OSCE-style examination. Two stations involved role played consultations. Aspects of communication ~ including attitudes - were scored by nego~iation between a clinician and the role player, using holistic descriptive statements. Scorers' independent perceptions and agreed scores were collected. to analyse influence. Also, participants' gender (examiner, 'patient' and student) was recorded. Other demographic/performance-related variables were included and coded for analysis. Data were initially analysed using established statistical testing, but later analysed using Generalised Linear Modelling, to probe questions outstanding from the original analyses. Results showed the examination process to be internally consistent, suggesting good reliability. The majority of null hypotheses relating to bias were upheld. Student gender was persistently significant in individual tests, but not in GLM. The role players' contribution did not bias the examination, and in some cases was more consistent that the GP scoring. Results relating to question content were not significant, but did raise interesting questions about managing uncertainty and the relationship between communication (skills) and content (knowledge/expertise).
30
Wolf, Steven E. "The relationships between measured variables of school culture, teacher empowerment, and performance-based teacher evaluation practices /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091980.
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Abdumuminov, Shuhrat, and David Emanuel Esteky. "Black-Litterman Model: Practical Asset Allocation Model Beyond Traditional Mean-Variance." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32427.
Full textAbstract:
This paper consolidates and compares the applicability and practicality of Black-Litterman model versus traditional Markowitz Mean-Variance model. Although well-known model such as Mean-Variance is academically sound and popular, it is rarely used among asset managers due to its deficiencies. To put the discussion into context we shed light on the improvement made by Fisher Black and Robert Litterman by putting the performance and practicality of both Black- Litterman and Markowitz Mean-Variance models into test. We will illustrate detailed mathematical derivations of how the models are constructed and bring clarity and profound understanding of the intuition behind the models. We generate two different portfolios, composing data from 10-Swedish equities over the course of 10-year period and respectively select 30-days Swedish Treasury Bill as a risk-free rate. The resulting portfolios orientate our discussion towards the better comparison of the performance and applicability of these two models and we will theoretically and geometrically illustrate the differences. Finally, based on extracted results of the performance of both models we demonstrate the superiority and practicality of Black-Litterman model, which in our particular case outperform traditional Mean- Variance model.
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Leone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.
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Huang, Xuewen. "Analysis of effects of soil properties, topographical variables and management practices on spatial-temporal variability of crop yields." Diss., Connect to online resource - MSU authorized users, 2008.
Find full text
34
Thorne, David. "Investigating Differences in Volunteer Administrator Challenges and Management Practices." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616526934705194.
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Dokter, Ditty. "Cultural variables affecting client/therapist consonance : the perception of efficacy in arts therapies group treatment." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1843.
Full textAbstract:
This thesis addresses the hypothesis “ Intragroup cultural differences between client and therapist will adversely affect client – therapist consonance in their perception of arts therapies group treatment” The literature review of intercultural psychotherapy, arts therapies and congruence research is contextualised in a discussion of the arts therapies in the UK, in particular group therapy in psychiatry. The discussion of the evolution of a multi modal research design incorporates an ethnographic perspective. The researcher shows how the setting and two pilot studies as well as the Evidence Based Practice initiative influenced the design. The main concepts in the research question are defined and the sample analysed within its local context. Helping and hindering factors in arts therapies group sessions are identified through cluster analysis of questionnaires and focus groups. The next stage of the analysis examines which client, therapist and treatment variables are shown to affect dissonance. Five case studies show the interaction of these variables for individual clients. The concluding chapter discusses the findings and critiques the methodology, as well as providing recommendations for further research. The hypothesis of the research is found invalid; cultural background variables alone do not create client-therapist dissonance. The findings show that client, therapist and treatment variables interact to create dissonance. Client diagnosis, stage of treatment and cultural background interact with their experience of the arts therapies medium. In an arts therapy group context the structuring of the group and the interpretation of the arts expression as symbol or index, will interact with client and therapist cultural background variables. The intragroup variations are migration history, nationality, religious orientation and first language spoken. Cultural difference with the therapist affecting dissonance was evident for those clients who were third generation English / British and who had grown up and were still resident in an non-urban area (small town or village in a predominantly agricultural region) with little cultural diversity. Intergroup difference affected attrition for one client, influenced more by peer than therapist dissonance. Treatment interruptions, the theoretical orientation of the therapists and peer dissonance interact with the client-therapist dissonance. Recommendations for practice are formulated from these findings. These concern adjusting practice to allow for a greater emphasis on expression and play, differing client perceptions about symbolism and the establishing of an early therapeutic alliance.
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Phillips, Joseph John. "The effects of School Practice variables on the English language arts achievement of fourth grade Hispanics in suburban metropolitan New York schools." Thesis, Manhattanville College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630176.
Full textAbstract:
Since the landmark Coleman Report was issued in 1966 and questioned whether School Practice, or inputs, may have any effects on student performance, there has been considerable debate in the educational community regarding the role that School Practice may play in learning. More contemporary research has suggested that such factors as teacher training and retention, class and school size, and spending per student, may all have impacts on student academic achievement. Many of the studies that have found School Practice to be influential on higher levels of achievement proficiency have been criticized by others in the professional community for not considering School Context. School Context includes those features of schools over which teachers and administrators have little decision-making authority, such as the socioeconomic, ethnic, and linguistic background of the students at that school, or the school's attendance rate.
Others have found that for disadvantaged minorities, School Practice may have greater effects than for the general population. This study provides evidence that for Hispanic students, School Practice contributes a small amount to explaining differences in English language arts and mathematics achievement, considering the much larger effects of School Context.
Additionally, this research suggests that School Practice may have different effects based on geography and subject area content. Specifically, the results of this study suggest that School Practice may be more meaningful for mathematics than for English language arts. School Practice may also have greater effects in schools that are not located in wealthy suburban counties, such as those that surround New York City. In spite of the aggregate small effects of School Practice, there were two variables that were particularly important for their effects on both ELA and mathematics achievement. These variables were the percentage of teachers at a school with advanced levels of training, which had a small positive effect; and the teacher turnover rate, which to a degree had a negative impact on student achievement.
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Edgett, Scott J. "The development of new services. New product development practices in the financial services industry: A model of successful determinants for NPD." Thesis, University of Bradford, 1991. http://hdl.handle.net/10454/3790.
Full textAbstract:
The combined environmental effects of technological
change, increasing competition, new legislation and
increasingly demanding consumers have created pressure
within the financial services industry for change. One
outcome has been a proliferation of new products in the
marketplace. This research explores new product
development within one subset of this industry -- building
societies.
By combining the new product development, service
marketing and financial services literature, a foundation
has been developed for an empirical study into the
development practices and the characteristics of successful
and unsuccessful new products. The determinants of success
and failure for new product development have been examined
utilizing a comparative methodology, and subsequently a
discriminant model has been developed that successfully
classifies successful and unsuccessful new products.
By determining how new products are actually
developed, the findings support previous claims that
intangibility, inseparability, heterogeneity and
perishability do have an effect on the development process.
Further, the level of sophistication of the development
activities is lower than in previously reported research.
Notable variations from the development process for
tangible new products are the inclusion of system design,
system testing and personnel training stages. The majority
of societies have been found to lack strategic integration
of the development process, to apply different measures of
success and to prefer qualitative market research
techniques over quantitative approaches. As well,
considerable variation exists in the organizational
approaches used to manage the process, although
organizational related variables were found to have a
strong impact upon the predictability of a successful
outcome for a new product.
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Makowski, Thomas. "Relationships Between Level of Implementation of a Multi-Tiered System of Supports (MTSS), Educator Variables, and Student Growth." Scholar Commons, 2016. https://scholarcommons.usf.edu/etd/6308.
Full textAbstract:
This study examined the relationship between the level of implementation of the Multi-Tiered System of Supports (MTSS) approach to service delivery in schools and educators’ beliefs regarding MTSS, their perceptions of MTSS practices in their schools, and student growth. The study used data from the Florida Problem Solving/Response to Intervention Project. Thirty-four pilot schools in seven school districts across the state of Florida were provided intensive coaching, training, and technical assistance in implementing the MTSS service delivery model for three years. The current study focused on the final year of support. Data collected as part of the project’s program evaluation model were used to examine the relationships between study variables. Multiple regressions were conducted to determine the relationship between the level of implementation of MTSS and the study’s dependent variables. Findings indicated that both Infrastructure and Implementation predicted educator beliefs about Data-Based Decision Making (DBDM), while Implementation alone predicted educator beliefs about the Academic Ability and Performance of Students with Disabilities (SWD). Furthermore, the overall regression model predicted educator perceptions of practices applied to both Academic and Behavior Content; however, none of the individual predictors were significantly related to either dependent measure. No other study dependent variables were significantly predicted by the level of MTSS implementation. Implications for practice and research involve the need for larger scale studies of MTSS implementation and the importance of researchers and practitioners utilizing reliable and valid measures to monitor implementation efforts.
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Johnson, Rodriguez. "The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/2.
Full textAbstract:
It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship, parental support, and student academic motivation and their relationship with student achievement. Pearson correlations, ANOVA, Alpha Cronbach, construct validity, and regression tests were used to analyze the data that had the greatest significance on student achievement scores. The researcher concluded that instructional strategies, parental support, student academic motivation, and teacher expectation have the greatest significance on student achievement scores. Recommendations were suggested for classroom teachers, educational leaders, teacher preparation programs, and future researchers.
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Baskerville, Jane Jiggetts. "What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?" Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28056.
Full textAbstract:
This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachersâ (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.Ph. D.
41
Edgett, Scott John. "The development of new services : new product development practices in the financial services industry : a model of successful determinants for NPD." Thesis, University of Bradford, 1991. http://hdl.handle.net/10454/3790.
Full textAbstract:
The combined environmental effects of technological change, increasing competition, new legislation and increasingly demanding consumers have created pressure within the financial services industry for change. One outcome has been a proliferation of new products in the marketplace. This research explores new product development within one subset of this industry -- building societies. By combining the new product development, service marketing and financial services literature, a foundation has been developed for an empirical study into the development practices and the characteristics of successful and unsuccessful new products. The determinants of success and failure for new product development have been examined utilizing a comparative methodology, and subsequently a discriminant model has been developed that successfully classifies successful and unsuccessful new products. By determining how new products are actually developed, the findings support previous claims that intangibility, inseparability, heterogeneity and perishability do have an effect on the development process. Further, the level of sophistication of the development activities is lower than in previously reported research. Notable variations from the development process for tangible new products are the inclusion of system design, system testing and personnel training stages. The majority of societies have been found to lack strategic integration of the development process, to apply different measures of success and to prefer qualitative market research techniques over quantitative approaches. As well, considerable variation exists in the organizational approaches used to manage the process, although organizational related variables were found to have a strong impact upon the predictability of a successful outcome for a new product.
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Bennett, Jennifer Lee. "How the variables of background and education change students' responses to the effect of farming and husbandry practices on animal welfare." Connect to this title online, 2005. http://hdl.handle.net/1811/332.
Full textAbstract:
Thesis (Honors)--Ohio State University, 2005.Title from first page of PDF file. Document formattted into pages: contains, 19 p.; also includes graphics. Includes bibliographical references (p. 18). Available online via Ohio State University's Knowledge Bank.
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Hogan, Lindsey R. "The Role of Values in Psychotherapy Process and Outcome." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804912/.
Full textAbstract:
Given the importance of client characteristics and preferences, and therapist expertise to evidence-based practice in psychology, the current study sought to contribute to the literature concerning the role of values in psychotherapy. Personal values of clients and trainee therapists in 29 dyads were examined for relationships between client and therapist values and associations with working alliance and outcomes. Although previous literature in this area has suggested that successful therapy is characterized by an increase in similarity of client and therapist values, the current study did not replicate this finding. However, client perceptions of therapist values were found to be important to working alliance and outcome. Findings are discussed in terms of suggestions for future research as well as implications for clinical practice, including the importance of discussing expectations and preferences with clients.
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Thornton, Susan. "A portfolio of study practice and research : psychological variables and HIV infection; a study of their effect on disease progression among long term infected individuals." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362328.
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Tabuse, Motoko. "The effects of learner variables, pacing and types of adjunct questions in computer-assisted reading practice on a recall measure of reading comprehension in intermediate college Japanese /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170405788.
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Mafuwane, Barber Mbangwa. "The contribution of instructional leadership to learner performance." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24016.
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This is an explanatory research investigation on the role of principals as instructional leaders which has been highlighted over the past two to three decades. The emergence of this concept in the leadership field and the rigorous research attention that it has received is a result of mounting pressure faced by principals as a result of the year-on-year poor performance of learners in the matriculation examinations. Parents, politicians and other organs of civil society expect principals to be accountable for what happens in the classroom (teaching and learning), including the performance of learners. The poor performance of learners in the matriculation examinations is the central focus of this study, growing out of the discussions and arguments which have dominated the media, social and political groupings, government, as well as the business sector. All these groupings and institutions are perturbed about the decline of learner performance in the matriculation examinations and seek possible solutions to this problem. I was therefore intrigued by the above concerns, which motivated me to engage in this study. This study set out to investigate the variables related to instructional leadership and the contribution of these variables to learner performance. The study was guided by the following research question: What are the variables related to instructional leadership practices of secondary school principals and what is their effect on the pass rate in the matriculation examinations? In order to respond to the above question, the following subsidiary questions were examined: a. How can instructional leadership possibly contribute to the improvement of learner performance? b. How do heads of department (HODs) and deputy principals perceive the role of their principals regarding instructional leadership? c. How are principals prepared with regard to their role as instructional leaders? This study followed an explanatory, mixed method research approach, utilising two sets of questionnaires (one for principals and another for HODs and deputy principals), semi-structured interviews, and focus group interviews. Seventy eight principals completed questionnaires regarding the performance of their learners. One hundred and thirty-seven deputy principals and HODs completed questionnaires regarding their principals‟ roles in instructional leadership and contribution to learner performance. The interviewing process took place in two stages / phases. During the first phase, a group of sixty principals was exposed to the four variables which underpin this study, namely: a. The principals’ role in promoting frequent and appropriate school-wide teacher development activities; b. Defining and communicating shared vision and goals; c. Monitoring and providing feedback on the teaching and learning process; and d. Managing the curriculum and instruction. In fifteen groups of four, the respondents brainstormed the strength of each variable and prioritised or arranged them in order of their importance and contribution to learner achievement. The outcome of this first phase of the interview process and the findings from the analysis of the questionnaires informed the formulation of questions for the face-to-face interviews with five principals who were randomly selected from the seventy eight principals who participated in the completion of the questionnaires for the quantitative part of this study. The key insights and contributions drawn from this study make it unique in the sense that it: - has an impact on the preparation of principals for their role as instructional leaders;
- informs the support that principals need with regard to their practice as instructional leaders;
- assists principals to identify appropriate variables to help align their own visions for their schools with the national, provincial and regional visions for the improvement of learner achievement;
- adds value to the existing body of knowledge on instructional leadership and the central role that it plays in improving the achievement levels of learners in the National Senior Certificate; and
- clarifies the fact that "leadership" is not a semantic substitute for "management and administration", but rather an independent construct which is capable of interacting with the latter in the practice of education.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted
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Park, Misook. "Design and Analysis Methods for Cluster Randomized Trials with Pair-Matching on Baseline Outcome: Reduction of Treatment Effect Variance." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/2195.
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Abrhám, Ondřej. "Odhad měsíčních odchylek závodových nákladů dle nákladových skupin - analýza postupu a návrh zlepšení." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-5252.
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Theory: - Controlling - its function and structure - Costs Analytical part: - Cost variance tracking and evaluation of its monthly prediction - Proposal of best practices for cost variance prediction done on monthly basis
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Fourar, Fatima Zohra. "Influence de la variable générationnelle sur les interactions langagières : changements linguistiques et conflits culturels entre générations en Algérie et en France." Electronic Thesis or Diss., Université de Lorraine, 2020. http://www.theses.fr/2020LORR0273.
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L’échange et le vivre ensemble des générations ont pour objectif le partage des espaces publics et des lieux de vie, à l’échelle d’une famille, d’une ville, d’un cadre social ou culturel. Mais cela n’empêche pas qu’il puisse y avoir des changements de transmission de valeurs et de traditions intergénérationnelles, avec l’introduction des nouvelles technologies, dans le quotidien des individus. De par cette mixité des générations, les rapports urbains/ruraux et le partage d’un espace approprié, privé/public, donnent naissance à une concurrence identitaire et à un changement dans les pratiques langagières des individus. Attias-Donfut (1995), Arrondel et Masson (1999), entre autres, admettent que la mobilisation des ressources langagières, des savoir-faire des acteurs dans la prévention des risques sociaux et la construction de réponses collectives, ont un impact positif sur le développement social. Dans cette étude, nous accordons la priorité aux sciences du langage pour voir si on peut traiter la question du changement linguistique aux plans théorique et descriptif. Ainsi, nous essayons de répondre à ces questions : Quel est l’impact de ce nouveau code ou bien de ce nouveau français populaire sur la langue française en général et sur les échanges langagiers en particulier, entre la génération d’hier notée X (1960-1980) et celle d’aujourd’hui notée Y (1980-1997) ? Comment le locuteur et l’interlocuteur de ces deux générations répondent à leurs besoins langagiers ? Quels sont les facteurs d’évolution des situations linguistiques ? Comment agissent-ils ? Et que laissent-ils présager ? Enfin, sur quoi se fonder pour décider que les différences entre les situations linguistiques sont le produit de changements et non de substitutions/de transformations ? L’objectif de ce travail est d’expérimenter une modélisation théorique des marques discursives intergénérationnelles, relatives aux faits caractéristiques d’une génération, d’un territoire, d’un changement linguistique et des pratiques langagières. En effet, une langue ne peut exister que parce que ses locuteurs préservent son existence à travers des/leurs pratiques linguistiques, représentées et/ou effectives. Deux différentes expérimentations descriptives et analytiques ont été réalisées afin d’analyser et discuter les rapports existants entre le changement linguistique et les variations langagières contemporaines, dont plus particulièrement la conscience linguistique et sociolinguistique. Une étude détaillée est proposée à cet effet. Celle-ci comporte : 1. Du côté des Pratiques langagières déclarées (Représentations), une enquête semi-directive sous forme d’entretiens basés sur deux différents questionnaires préétablis auprès d’un public distinct sur deux différents territoires en Algérie, Université de Batna 2, et en France, Université de Lorraine-Metz ; 2. Du côté des Pratiques langagières effectives, les représentations des médias, sous forme d’une étude analytique d’un programme de variétés et de divertissement, disponible sur la chaîne de télévision TF1, Koh-Lanta « Le choc des générations » 2017. Nous avons recensé les grilles d’analyse de ce programme, situées dans le temps et l’espace ainsi que les pratiques langagières intergénérationnelles telles que représentées par les médiasThe interactions and living together of generations aim to the sharing of public places and living spaces, on the scale of a family, a city, a social or cultural framework. But this does not prevent that there may be changes in the transmission of values and intergenerational traditions, with the introduction of new technologies, in the daily lives of individuals. Due to this mix of generations, urban/rural relations and the sharing of an appropriate space, private/public, gave rise to identity competition and a change in the language practices of individuals. Attias-Donfut (1995), Arrondel and Masson (1999), among others, admit that the mobilization of language resources, the know-how of actors in the prevention of social risks and the construction of collective responses, have a positive impact on social development.In this study, we gave priority to language sciences to see if we can address the issue of linguistic change at the theoretical and descriptive levels. Thus, we try to answer these questions: What is the impact of this new code or of this new popular French on the French language in general and on language exchanges in particular, between the generation of yesterday noted X (1960-1980) and today’s Y (1980-1997)? How do the speaker and interlocutor of these two generations respond to their language needs? What are the factors for the evolution of linguistic situations? How do they act? And what do they suggest? Finally, on what basis should we decide that the differences between linguistic situations are the product of changes and not substitutions/transformations? The objective of this work is to experiment with a theoretical modeling of the intergenerational discursive marks, relating to the characteristic facts of a generation, a territory, a linguistic change and language practices. Indeed, a language can exist only because its speakers preserve its existence through linguistic practices, represented and/or effective. Two different descriptive and analytical experiments were carried out to analyze and discuss the relationship between linguistic change and contemporary language variations, in particular linguistic and sociolinguistic awareness. A detailed study is proposed for this purpose. It includes: 1. On the Declared Language Practices (Representations) side, a semi-directive survey in the form of interviews based on two different pre-determined questionnaires with a separate audience in two different territories in Algeria, University of Batna 2, and in France, the University of Lorraine-Metz; 2. On the Effective Language Practices side, media representations, in the form of an analytical study of a variety and entertainment program, available on the TF1 television channel, Koh-Lanta «The Clash of Generations» 2017. We have identified the analytical grids of this program, located in time and space, as well as the intergenerational language practices as represented by the media
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Cormier, David R. "An examination of principal leadership practices and school-level variables in Connecticut schools with achievement gains above and below the state's average performance gain on state assessments /." Link to Dissertations, 2008. http://eprint.cc.andrews.edu/24/G.s.
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