Rozprawy doktorskie na temat „Bachelor of science degree”

This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and 2011. This study sought to identify alumni perceptions of general education programming through three rounds of a survey administration and to use alumni responses to review the future development of the general education program. Overall, respondents agreed that their experiences at Frostburg moderately prepared them for real-world demands. Specifically, the average importance rankings of the various attributes related to their bachelor’s degrees identified by the panel were as follows: overall life preparation, preparation to be well-rounded and educated, career and professional preparation, preparation for the major, and aided in skill development.

Alumni ranked the importance of skills/attributes that prepared them for their profession as follows: communication, internship, leadership, relating to others, understanding different perspectives, legal and ethical skills, becoming well-rounded, and open-mindedness. Attributes identified as important to alumni when explaining their general education course selections were perceived usefulness of the course in the future, the subject of the course, the convenience of when the course was offered (time and day), satisfying the General Education Program requirement, advisor guidance, the professor teaching the course, and course rigor.

English composition and social and behavioral sciences ranked highest in importance, followed by mathematics, in all three rounds of the survey. Arts, humanities, and biological and physical sciences exhibited lower importance, measured by the mean rank. Regarding course subjects, English had the highest ranking followed by psychology, sociology, probability, and statistics.

This report summarizes a Bachelor Degree Project in Product Design Engineering,

carried out during the spring semester in 2007 by one student on the Product Design

Engineering programme at University of Skövde. The project was performed as an

assignment for Comfort Cooling AB, a company in Skövde that manufactures cooling

clothes and products for medical use.

The purpose of the project is to design a suitcase for laptops that is used also as a

workstation. It has a cooler system, provided by Comfort Cooling that works with no

external energy. It has a base made of foam sheet, to adapt it to the legs of the user. And it

has as well all the normal features characteristically of a suitcase for laptops, such as

pockets, handles and security features.

The first step in the project was to perform market research in order to gather

customer needs. It was found that the primary features of a laptop suitcase are that it is

waterproof, that it is possible to carry the suitcase on ones back, that there are trays on both

sides of the suitcase, and that the suitcase will be available in a range of patterns and

colours. After that, the design of the possible solutions for each requirement started to be

developed. Once all the requirements of the project were satisfied with different solutions,

each one of them were evaluated in order to identify the solutions that in the best way met

the stated product requirements. Finally a mock-up was produced for communicating the

final design proposal and for enabling basic user trials to be carried out, as well as the final

result, i.e. the design and the mock-up of the laptop suitcase.

The report portrays the product design process and methods utilized in the project,

as well as the final result (the mock up) of the laptop computer bag with integrated cooling

effect and workstation.

This is a Bachelor Degree Project report based on the design of a plastic vending cup.The project is carried out in cooperation with the company Promens Lidköping,manufacturer of a wide range of plastic products as food packaging, trays, pots, cups andsheets for the food industry.

A vending cup is a product used to contain hot beverages which come from vendingcoffee machines. It is a product daily used in many different environments as hospitals,offices, libraries and common places, etc. Consequently it is aimed at a varied public.

The redesign was focused mainly on the aesthetics aspect attempting to transmit aninnovative touch that would change the concept of today’s simple vending cup in a waythat it attracts the customer’s attention.

The so called Mistral Vending Cup is a plastic cup which is out of the ordinary currentvending cup by means of a new bright colour, orange, and also its innovative shape, inthis field, constituted basically from organic lines and curve surfaces unlike the today’svending cups. The Mistral Vending cup introduces a great change, a new era in thehistory of the vending cups due to its organic shapes never seen in the market.

Universitas Terbuka (UT), the Indonesia Open University and the 45^th state university in the country, is the only one that uses distance learning as its sole mode of delivery and instruction. Although UT has operated for 28 years, unlike face-to-face classroom-based education, distance education has not been considered as a fully legitimate delivery system in Indonesia. In the mindset of the people of Indonesia, "education" necessarily implies a conventional classroom environment; and, as a consequence, the relatively new format of distance learning does not register as "real education." Yet under the pressure of increased demand for higher education, the participation in distance learning programs at UT has been rapidly growing.

However, that popularity also poses a problem. Indonesian students have difficulty with distance formats given lack of familiarity with the requirements of independent study and a low level of current aptitude for reading on their own. UT has therefore developed tutorial programs to assist distance learning students with overcoming the problem and reviewing their material. Most are offered face-to-face but are only accessible to the minority of students living near centers where such instruction can be delivered. With the spread of internet access in the country, online tutoring programs have been established but have been little evaluated. This study was devoted to assessing the quality of implementation and effectiveness of online course tutoring for Bachelor's degree distance learning students enrolled in UT.

Results indicate that despite difficulties of administration, the program is relatively well implemented and in the majority of classes, online tutorial participants score better than classmates who do not participate in the tutorial on final exams. Overall, therefore, the online tutorial program appears to be performing a real service but to be in need of better specification, some modification of methods and closer quality control. A number of recommendations for greater effectiveness and better service to UT students are offered in the last section of the text.

Student perceptions of academic dishonesty and clinical integrity were explored in this qualitative study, with Bandura’s social learning theory utilized as the primary framework for the study and Kohlberg’s theory of moral development as the secondary framework. A basic qualitative methodology was employed to answer the research question: what are student perceptions of moral beliefs and their actions related to ethical decision making in a four-year Bachelor of Science in nursing (BSN) program? The target population was junior or senior year nurses in a four-year BSN program. The sample included 17 students who met the inclusion criteria. Participants were asked 17 open-ended interview questions to gain insight into their perceptions of academic dishonesty and clinical integrity. Interviews were digitally recorded and transcribed manually to provide further immersion in the data. Data analysis and collection occurred simultaneously and was inductive and comparative. During data analysis, five themes emerged, each with subthemes which were identified through supporting narrative comments from participant interviews. The five identified themes were used to answer the research question and included: student perceptions of academic dishonesty, student perceptions of clinical integrity, student perceptions of moral beliefs, student perceptions of ethical decision making, and student perceptions of what influenced academic dishonesty. This study adds to the current body of knowledge of nursing literature regarding academic dishonesty and clinical integrity. Results could provide assistance to higher education institutions to solve problems involving academic dishonest behaviors on college campuses. This study builds on the current literature and serves as a foundation for future research to solve this decades old problem.

Approximately 80% of students attending community colleges intend to earn a bachelor’s degree; however, only 17% attain the goal (Horn & Skomsvold, 2011). The Complete College America (2011) initiative signaled a paradigm shift from access to higher education to public policy defining success as completion, graduation, and transfer. Despite efforts made, community colleges are falling short of reaching their two-year to four-year college completion goals (Monaghan & Atwell, 2015). Attention to transfer students and their role in the college completion agenda has become a focus of recent research. There is, however, minimal understanding of transfer admission pathways such as Joint Admission programs and their relationship to degree completion.

This non-experimental causal-comparative ex-post facto study investigated the relationship between a Joint Admission Agreement (JAA) program and two-year to four-year degree completion and time to degree completion, and was guided by these research questions: 1. Is there a relationship between JAA student participation and bachelor degree completion?

2. Is there a difference in bachelor degree time-to-completion between JAA and non-JAA transfer students?

3. To what extent and in what manner is variation in bachelor degree completion rates explained by four-year GPA, total number of transfer credits, degree type, Pell and demographics on JAA and non-JAA? Ex-post facto data of JAA and non-JAA transfers (n = 846) who earned an associate’s degree and transferred to a state flagship institution from 2011 to 2015 were collected and analyzed using SPSS software. A t-test analysis indicated participation in JAA (n = 121) showed a positive, significant relationship to four-year degree completion, t = 5.038, p = .001, M = .70 compared with non-JAA M = .47. A t-test analyses showed JAA t = 4.28, p = .001, M = 2.12 had .33 of a year faster rate of time-to-completion over non-JAA, M = 2.45. Results of ANOVA analysis showed demographics has no effect on time-to-degree completion.

This study filled a gap in the literature in finding a positive relationship between JAA participation and both four-year degree completion and time to completion. The results may suggest consideration of both system and institutional policy initiatives to promote and encourage JAA participation.

Wavelets provide an amazing set of tools for handling all sorts of fundamental problems in science, and engineering, such as audio de-noising, signal compression, object detection, fingerprint compression, image de-noising, image enhancement, diagnostic heart trouble, speech recognition, and video compression to name a few. Here, we are going to concentrate on the foundations of approximation and detail operators which are created by the coefficients associated with their scaling function and wavelet function counterparts. Since there are various wavelets out there this paper has a focus on the Haar system to help develop a concrete understanding of the approximation and detail operators. Then we will continue to use these operators in a more general sense to allowing us to formally write the definition of the 3D-DWT.

Current trends in healthcare have impacted every level of nursing education. Challenges to nurse educators to increase the level of education for all nurses have resulted in an increase in the number of students applying to baccalaureate nursing programs. With this increase in the number of applicants, schools of nursing continue to search for admission criteria that allow admission of the students who are most likely to successfully complete the program. The purpose of this study was to determine if the TEAS V, given as part of the admission process to the school of nursing, is predictive of completion of the BSN nursing program. The sample consisted of 93 nursing students (19 – 59 years old) at a private university in the southeastern United States. A correlational, retrospective review of the records was used to collect data for the study. Program completion was investigated to determine if there was a relationship to age, gender, TEAS V composite score, TEAS V subject content scores or pre-nursing GPA. The results of data analysis revealed a statistically significant relationship between age and program completion. The older the student, the more likely the student is to complete the BSN program. The TEAS V composite score, TEAS V reading score and the TEAS V science score were also identified to have statistically significant relationships with program completion. The results of the study are limited to the student population at the study school.

Recommendations include replication of the study with a different student population and a study of the relationship between the TEAS V composite score, reading score and science score with a larger sample size. As nurse educators continue to search for appropriate admission criteria for the BSN program, the TEAS V composite score may be a valid tool to identify students who are most likely to successfully complete the BSN program.

This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates’ perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. The study further sought to identify the ways in which andragogical practices used by faculty incorporated the students’ prior learning and life experiences as they accrued knowledge of the art and science of nursing. It was anticipated that through the processes of interviewing and listening to the voices of graduates, that an emic perspective of the perceptions of the graduates would emerge. Analysis and interpretation of the results of this study demonstrated six key themes related to the educational experience. Perhaps most significantly, findings revealed that elements external to teaching strategy such as faculty attributes and program design influenced learning significantly for the study participants. This research adds to the existing body of literature related to the education of accelerated, second-degree prelicensure baccalaureate students. Findings of this study can be used to inform faculty about best practices for teaching this particular cohort of students who seek nursing as an alternate career and assist with innovative curricular designs to meet the needs of this unique group. Keywords: accelerated nursing programs, nursing education, second-degree students, teaching practices