Gotowe bibliografie tematyczne / University degree

Gotowa bibliografia na temat „University degree”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "University degree"

Yadav, Devinder K. "University Aviation Degree Courses". Industry and Higher Education 26, nr 5 (październik 2012): 393–401. http://dx.doi.org/10.5367/ihe.2012.0118.

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Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards of related degree courses. Consequently, integrating these two aspects becomes a complex task. This paper examines the systems of three universities in Australia using a survey designed to identify the issues involved in such integration and its feasibility; and features of the courses. The paper highlights risks and opportunities for universities while considering how far they can proceed with the integration and what benefits it brings for students and universities respectively in employment and course sustainability. The findings may provide guidance for the future sustainable development of aviation courses and support the case that HEIs need to restructure aviation education by responding to rapidly shifting aviation industry requirements and international standards. The study suggests that flying training should be run independent of university degrees, and that the academic curriculum should be restructured to address aviation skills and the knowledge requirements of non-flying jobs in the aviation industry.

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Marshall, Dave. "Degree Accreditation in Canada". Canadian Journal of Higher Education 34, nr 2 (31.08.2004): 69–96. http://dx.doi.org/10.47678/cjhe.v34i2.183457.

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Until recently, the meaning and origin of the Canadian university degree was well understood by Canadians and around the world. Degrees were only offered by universities and the use of the label university was controlled by legislation in each of the ten provinces and three territories. Institutional membership in the Association of Universities and Colleges of Canada signified that an institution was a university-level institution. However, the increased demand in the last two decades of the 20th century for access to university-level degrees has resulted in the provincial-level approval of degrees that are offered in non-university settings. As a result of the increased proliferation of these non-university delivered degrees, the provincial-level degree accreditation processes and the university-level degree granting standards, as represented in the membership criteria for AUCC, are no longer aligned. In this paper, the author traces the changes in degree granting in Canada over the past 15 years or so. Current provincial policies and recent decisions regarding degree granting are outlined. The author suggests a number of implications of the current degree accreditation process in Canada, including the emergence of a new kind of tiering of Canadian undergraduate degrees where different degree accreditation processes have led to different degrees with different meaning and value to the student. In order to protect both the student consumer and the currency of the Canadian undergraduate degree, the author recommends the development of national standards to define both a university-level institution and the quality of the degree it delivers.

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Sachdeva, Sunny. "Factors Affecting the Degree of Aggression among Students of Indian University". Indian Journal of Youth and Adolescent Health 05, nr 03 (29.09.2018): 17–22. http://dx.doi.org/10.24321/2349.2880.201815.

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Gilbert, Theo, Martina Doolan, NTF, Sylvia Beka, Neil Spencer, Matteo Crotta i Soheil Davari. "Compassion on university degree programmes at a UK university". Journal of Research in Innovative Teaching & Learning 11, nr 1 (4.06.2018): 4–21. http://dx.doi.org/10.1108/jrit-09-2017-0020.

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Purpose The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university. Design/methodology/approach The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP). Findings These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience. Research limitations/implications The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use. Practical implications The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE). Social implications The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good. Originality/value A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.

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Majilla, Tanmoy, i Matthias Rieger. "Gray University Degrees: Experimental Evidence from India". Education Finance and Policy 15, nr 2 (marzec 2020): 292–309. http://dx.doi.org/10.1162/edfp_a_00268.

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Scams involving university degrees are flourishing in many emerging markets. Using a resume experiment in India, this paper studies the impact of gray degrees, or potentially bought academic credentials from questionable universities, on callback rates to job applications. The experiment varied the type of degree (no, gray, and authentic) in online applications to entry-level jobs that require no university qualification. We find that gray degrees increase callback rates by 42 percent or 8 percentage points relative to having no degree. However, we also document that gray degrees fare on average worse than authentic degrees. These empirical patterns are consistent with a model where employers have beliefs about the authenticity of degrees and are discounting gray-degree universities probabilistically. We discuss our findings with respect to the Indian context.

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Abdelaal, Reham R. "Environmental Citizenship from the Perspective of University Staff at Ain Shams University". Journal of Educational and Psychological Studies [JEPS] 11, nr 1 (1.01.2017): 139. http://dx.doi.org/10.24200/jeps.vol11iss1pp139-160.

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The study aimed at identifying the dimensions of environmental citizenship from the perspective of university staff members in Ain Shams University, and its relation with some variables including gender, college (theoretical and practical) and scientific degree. The study was done using the descriptive method, and a questionnaire consisting of 63 items distributed on four dimensions (Environmental Justice -Environmental Rights Environmental Responsibility and participation in environmental decision-making). The researcher checked its validity and reliability and the questionnaire was distributed to a sample consists of 268 University staff Member's. The results of the study showed that there were differences in the average of the degrees of perception of Ain Shams university staff members of dimensions of the environmental citizenship. The dimension of environmental rights came in the first degree, as it reflected a very large degree of perception, followed by both dimensions of environmental responsibility and participation in environmental decision-making, which reflected a large degree of perception, and finally the dimension of environmental justice which reflecteda a medium degree of perception. The study also showed that there no were statistically significant differences related to gender, while there were statistically significant differences at the level of 0.05 related to the variables of college and scientific degree.

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Bonil, Silvana. "The current trends of young people choosing a university degree: Interests and expectations". New Trends and Issues Proceedings on Humanities and Social Sciences 4, nr 1 (26.08.2017): 522–30. http://dx.doi.org/10.18844/prosoc.v4i1.2295.

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Foucar-Szocki, Reginald, i Robert Colley. "Independent Study Degree Programs At Syracuse University". Hospitality Education and Research Journal 13, nr 3 (sierpień 1989): 550. http://dx.doi.org/10.1177/109634808901300362.

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Kidd, Gerald D., L. Clarke Cox i Melanie L. Matthies. "Boston University Doctor of Science Degree Program". American Journal of Audiology 12, nr 1 (czerwiec 2003): 3–6. http://dx.doi.org/10.1044/1059-0889(2003/002).

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This article describes the development of the Boston University Clinical Doctoral Program in Audiology dating from its inception in 1985 to the present. The issues surrounding the establishment of the clinical doctorate, entering the program, and the curriculum are discussed. The unique features of this program and associated resources available within the clinical and scientific community of the greater Boston area are highlighted.

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Chadwick, Roy. "Medical physics undergraduate degree courses at university". Physics Education 24, nr 4 (1.07.1989): 227–31. http://dx.doi.org/10.1088/0031-9120/24/4/312.

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Rozprawy doktorskie na temat "University degree"

Fluker, Powhatan Leflore. "A follow up of Alcorn State University 1982-1986 agricultural baccalaureate degree graduates". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/77797.

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This study described the Department of Agriculture at Alcorn State University (ASU) as perceived by the agricultural baccalaureate degree graduates. Additionally, the study established a biographic and demographic data bank of these graduates for future reference and use by the Department. A descriptive research design was used for the study. The total population for the study was the 160 graduates from all agricultural program areas at ASU from 1982-1986. Data was collected by a questionnaire developed by the researcher with assistance from two review panels. Mailed instruments were returned by 102 graduates representing a 64% response rate. Data were summarized by frequency distributions, percentages, measures of central tendency and measures of variability as appropriate for each variable item. Statistical analyses were performed using the Statistical Analysis System computer package at ASU. The following major conclusions were reached: (1) the graduates perceived the faculty as being effective in the Department of Agriculture at ASU, (2) graduates perceived that certain curricula in the Department were less than adequate, especially that the number of semester hours in communication skills and agricultural engineering courses needed increasing, (3) the graduates perceived the facilities in the department as insufficient and that additional intern training centers are needed, {4) graduates reported little participation in professional and civic activities, (5) graduates were willing to participate in recruitment for the department, and (6) most graduates were currently employed. Major recommendations made were: (1) strategies be developed to improve communications with agricultural agencies and industries, (2) the Department of Agriculture closely review the current curriculum to determine how communication, agricultural engineering and computer skills could better be integrated into the undergraduate curriculum, (3) agricultural graduates be contacted to assist in locating appropriate off-campus training centers for student internships, and (4) each program area of the Department needs to further analyze the data collected from the graduates to assist in making programmatic improvement.
Ed. D.

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Earl-Novell, Sarah. "Gender differentiation in first class academic achievement at university". Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270508.

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It is claimed that, nationally, women undergraduates obtain proportionately fewer First Class degrees than their male counterparts. This thesis examines the extent to which gender differentiation in First Class achievement exists in Higher Education. Historically, various hypotheses have been presented within literature on Higher Education to account for this pattern and the thesis explores the extent to which these hypotheses continue to hold explanatory power using the University of Sussex as a case study. To ascertain the hypotheses' continued relevance and salience, a multi-faceted methodological approach was employed. The empirical programme comprised a national (N=657534) and a local statistical survey (N=8349) examining HESA defined subject groups, in addition to a local statistical survey (N=568) examining specific disciplines. The empirical programme also included detailed analyses of a student cohort of 'high achievers' (N=199) who were tracked throughout their degree. A range of information was collected on this cohort including cognitive ability and personality test scores, socio-demographic data, pre-university qualifications and measures of application. Some of the cohort (N=84) completed a questionnaire, and interviews were carried out with a smaller sub-section (N=23). Structured observations of seminars (N=24) were also conducted alongside interviews with members of faculty (N=21). Findings indicate that, nationally, gender inequity in First Class performance is prevalent in the Humanities, Social Sciences and Physical Sciences. In relation to local patterns of performance, evidence suggests that the University of Sussex may be spearheading incipient shifts in attainment with gender differentiation in existence only in the Humanities. Notwithstanding this moving and improving picture vis a vis the gender distribution of Firsts, the thesis concludes that many of the hypotheses remain pertinent.

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Novotny, Theresa Carol Beebe. "Contributing factors to the bachelor's degree attainment of males in the United States". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/tbeebe/Novotny_Theresa_C_B_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 195-208) and appendices.

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Steelman, Andrea Elizabeth. "Degree sum ensuring hamiltonicity". [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000012.

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Liu, Sherry. "Effectiveness of a University Bilingual Degree Program Among Overseas Chinese". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.

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The language and communication skills of foreign students have long been a concern in U.S. universities. The majority of U.S. universities require foreign students for whom English is not their native language to take English language proficiency tests such as the Test of English as a Foreign Language (TOEFL) as part of admission requirements. Some universities have included interventions to increase the success of Chinese students against their struggle to understand English course content. One such program is the Gateway to Successful Tomorrow Bilingual Degree Program (GST). The gap to be addressed on this study was that the effectiveness of GST has not been formally evaluated among foreign students particularly overseas Chinese students studying at U.S. universities. The purpose of this study was to examine the effectiveness of the GST among overseas Chinese students studying at U.S. universities as measured through students' grade point averages (GPA) and TOEFL scores. The theoretical framework that guided this study was the Vygotsky's sociocultural theory. The quantitative study used a causal comparative design to gather quantitative data from student achievement records and TOEFL scores. Pearson's correlation analysis and analysis of variance were conducted to predict if underlying relationships exist among variables. Key findings of the analyses showed that GST students had a significantly higher GPA than non-GST student. However, results also indicated that there was no evidence that the GST program significantly improved TOEFL scores. The GST program had an overall positive impact on the international Chinese students' academic performance and with continued research international students stand to gain even more from this program.

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Chambers, Tracy Laura. "The value of a Rhodes University degree and securing employment". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003890.

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In South Africa, reform policies and frameworks introduced since the 1994 democratic election have sought to bring about change to a highly ineffective and unfair system. In spite of all the changes which have occurred, however, there is evidence to suggest that the system is still not functioning as effectively as it might, given that a relatively large number of graduates remain unemployed in a country with a high skills shortage. This thesis aims to explore the experiences of graduates from one university, Rhodes University in the Eastern Cape, as they enter the job market. It does this through the administration of a first job destination survey administered at the 2009 Graduation Ceremonies held in Grahamstown. Analysis of the survey takes into account the idea that it is not a degree per se, or even a degree from a prestigious university which brings employment, but also the social, cultural and human capital that graduates can bring to their job search.

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Stephenson, Sandra Lisa. "Master's Degree studies at Rhodes University : access and postgraduate readiness". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011783.

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This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in 1904, over the ten year period 1999-2008. It also sought to capture the essence of 'postgraduate readiness': the generic (non-certificated) attributes which academics expect graduates to possess in order to undertake Master's degree study. While the majority of students enter Master's level via the formal route (which at Rhodes is an Honours or 4-year bachelor's degree), a significant number are admitted based on the recognition of prior learning (RPL), a practice which is encouraged in South African higher education national policy as a means of widening access and also of acknowledging that learning can take place in ways other than 'formally'. The findings show that while RPL is well defined nationally at the undergraduate level, the concept of RPL at the postgraduate level is vague and largely left to institutional discretion. No national, and few institutional, guidelines are available on which to base the assessment of potential Master's degree students who do not have Honours degrees. Interviews with Deans, supervisors and policy makers at Rhodes indicated that while there is institutional support for admitting alternative access candidates, there is a general perception of deficit compared to those entering the Master's with formal qualifications. However, the statistical findings showed no significant difference in success rates or time taken to completion between students with and without Honours degrees. In addition, comments from supervisors with extensive experience of alternative access students praised the diversity and rich life experience which such students brought to their studies and their peers. The study concludes that an institutional culture characterized by resistance to change, risk and externally imposed regulations at Rhodes has resulted in weak implementation of the University's RPL policy, little marketing or publicizing of alternative access routes to postgraduate study, and low numbers of RPL enrolments at the Master's level. A framework for the assessment of potential Master's candidates - both RPL and formal admissions - for use at Rhodes University and potentially also at other higher education institutions, is proposed in conclusion.

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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.

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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Spencer, Justin Loyd. "On the hereditary degree repetition index of a graph /". Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1913296561&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278095020&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2009.
Typescript. Vita. Major professor: Dr. William Staton. "July 2009." Includes bibliographical references (leaves 51-52). Also available online via ProQuest to authorized users.

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Morgan, Lesleyann. "Captivated by learning : the study of an innovative organizational strategy for professional development". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288871.

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Książki na temat "University degree"

Kingston University. School of Fashion. Kingston University fashion degree show. [Kingston upon Thames]: Kingston University, 2002.

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Choosing your degree course & university. Richmond: Trotman, 2010.

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Kingston University. School of Fashion. Kingston University fashion degree show. [Kingston upon Thames]: Kingston University, 2002.

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Heap, Brian. Choosing your degree course & university. Richmond, Surrey: Trotman, 2006.

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Pennsylvania State University. Undergraduate degree programs bulletin. University Park, PA: Pennsylvania State University, 2002.

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Rugiireheh-Runaku, James N. M. B. Too late after a university degree. New Delhi: Ashish Pub. House, 1995.

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Open University. Academic Administration (Students) Division. Higher Degrees Office. Research degree prospectus and student handbook. Milton Keynes: Open University Press, 1987.

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The Harvard B.A. degree diploma, 1813-2000. Cambridge, Massachusetts: Harvard College Library, 2000.

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Universities, Assocation of Commonwealth. Taking A First Degree at A Canadian University. S.l: s.n, 1985.

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Department of Education & Science. Degree awarding powers and university title: Consultation paper. [London]: Department of Education and Science], 1991.

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Części książek na temat "University degree"

Cannings, Terence R., i Sue G. Talley. "Online university degree programmes". W Communications and Networking in Education, 149–56. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_13.

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Tate, Simon, i Peter Hopkins. "Degree Organisation and Structure". W Studying Geography at University, 17–21. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351166768-4.

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Green, Andrew. "Teaching and learning at university". W Starting an English Literature Degree, 23–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-05225-4_2.

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Rasyid, Muhammad Nur Akbar, Janice Orrell i Robert Conway. "Enhancing Educational Quality in an Indonesian Islamic University". W Publishing Higher Degree Research, 65–74. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_7.

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Mirizon, Soni, Ben Wadham i David D. Curtis. "Teaching Mathematics and Science in English at a University in Indonesia". W Publishing Higher Degree Research, 127–36. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-672-9_13.

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Maxwell, Tudor, i Stefano Bianchini. "University Governance Case". W Management for Professionals, 5–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-48606-8_2.

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AbstractThis case addresses the challenge of leadership succession in a highly respected master’s program at a university in Australia. The director, who was also the program’s lead professor, was due to retire, and the distinctive nature of the program made it particularly difficult to find a suitable replacement. To complicate the challenge, the university’s central administration was not supportive of that master’s degree, whereas it achieved the highest satisfaction ratings in the university from students and enjoyed good support from industry; the director’s insistence on quality of educational experience resulted in tight control of student admission, fewer students, and lower revenue than competing programs.A highly engaged group of students and alumni took on this challenge, working with the outgoing director to sustain impressive results over a 5-year period.

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Tu, Loring W. "[127] On Receiving an Honorary Degree at Carnegie Mellon University". W Raoul Bott: Collected Papers, 655–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51781-0_51.

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Konst, Taru, Liisa Kairisto-Mertanen, Meiju Keinänen, Sanna Määttä, Marika Säisä i Hazem Al-bermanei. "Multidisciplinary Learning Environments Generating Innovation Competences—Some Examples from Turku University of Applied Sciences in Finland". W Applied Degree Education and the Future of Work, 17–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3142-2_2.

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Hymon-Parker, Shirley. "Establishment of an Interdisciplinary Collaborative Degree Program in Early Childhood Studies". W Serving Children and Families Through Community-University Partnerships: Success Stories, 139–42. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5053-2_19.

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André, Elisabeth. "New Degree Programmes at Augsburg University: Bachelor’s/Masters for “Informatics and Multimedia”". W Computational Visualistics, Media Informatics, and Virtual Communities, 19–23. Wiesbaden: Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81318-3_4.

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Streszczenia konferencji na temat "University degree"

Lukácsi, Zoltán. "The language instruction scheme for graduates with a withheld degree". W University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.8.

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Aparicio-Martínez, Pilar, Alberto Jesús Perea-Moreno, Sara Pinzi, Carmen de la Cruz-Lovera, María Del Pilar Martínez-Jiménez i Gerardo Pedrós-Pérez. "SOCIAL NETWORKS AS LEARNING TOOLS IN UNIVERSITY DEGREE". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0674.

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Dollah, Syarifuddin, i Amirullah Abduh. "Coherence in Bachelor Degree Theses in a Public University". W Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.154.

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Mendez, Nicholas, Kyle De Freitas i Inzamam Rahaman. "Demonstrating Requirement Search on a University Degree Search Application". W SIGIR '19: The 42nd International ACM SIGIR Conference on Research and Development in Information Retrieval. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3331184.3331402.

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de Pablo Valenciano, Jaime, Juan Milán García, Juan Uribe Toril i Nuria Rueda López. "INNOVATION TOOLS APPLIED TO MASTER'S AND UNIVERSITY DEGREE COURSES AT THE UNIVERSITY OF ALMERIA (SPAIN)". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2431.

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Jusufi, Lisa, Besar Abdiu, Isak Idrizi i Zekirija Idrizi. "Demonstration of resonance effect through dynamic analysis of single-degree-of-freedom systems". W University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.59.

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Wang, Wei, i Yan Wang. "Researching into University Teaching Quality - Based on Students' Satisfaction Degree". W 2008 International Workshop on Education Technology and Training & 2008 International Workshop on Geoscience and Remote Sensing. IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.260.

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Stojmenova, Emilija, Argene Superina, Joze Guna, Andrej Kos, Janez Bester i Matevz Pogacnik. "User-centered design approach to promoting multimedia university degree program". W 2014 IEEE International Conference on Multimedia and Expo Workshops (ICMEW). IEEE, 2014. http://dx.doi.org/10.1109/icmew.2014.6890679.

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Serrano, Rosa María, i Oscar Casanova. "UNIVERSITY MUSICAL TRAINING OF STUDENTS OF EARLY CHILDHOOD EDUCATION DEGREE". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2249.

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Xu, Bin, Aijun Tang, Xiaohong Fan i Hailong Ma. "Cultivating Mode of University-Enterprise Cooperated Postgraduates with Professional Degree". W 2013 International Conference on Information, Business and Education Technology (ICIBET-2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icibet.2013.176.

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Raporty organizacyjne na temat "University degree"

Crawford, Claire. Socio-economic differences in university outcomes in the UK: drop-out, degree completion and degree class. IFS, listopad 2014. http://dx.doi.org/10.1920/wp.ifs.2014.1431.

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Nathe, William. Degree of depression in women preceding abortion at the University of Oregon Medical School. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2615.

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Thomann, William F., S. B. Kong i Sara F. Kerr. Enhancement of Laboratory and Field Instruction in Environmental Science, Biology, and Chemistry Degree Programs at University of the Incarnate Word. Fort Belvoir, VA: Defense Technical Information Center, październik 1999. http://dx.doi.org/10.21236/ada387830.

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Mathew, Karen. An analysis of the relationship between the degree of maintained fluency improvement of former Portland State University stuttering clients and the overall language themes they used. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.3058.

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Goldemberg, Diana, James Genone i Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, wrzesień 2020. http://dx.doi.org/10.18235/0002633.

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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.

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Hoomani, J. [Environmental Hazards Assessment Program annual report, June 1992--June 1993]. Needs assessment for the proposed masters degree program in environmental science at the Medical University of South Carolina: EHAP Volume 1, No. 2. Office of Scientific and Technical Information (OSTI), maj 1993. http://dx.doi.org/10.2172/10109011.

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Bianchi, Nicola, i Michela Giorcelli. Scientific Education and Innovation: From Technical Diplomas to University STEM Degrees. Cambridge, MA: National Bureau of Economic Research, czerwiec 2019. http://dx.doi.org/10.3386/w25928.

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Belfield, Chris, Neil Shephard, Laura van der Erve i Jack Britton. Where is the money going? Estimating government spending on different university degrees. Institute for Fiscal Studies, marzec 2019. http://dx.doi.org/10.1920/bn.ifs.2019.bn0244.

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Chappell, Mark, Wu-Sheng Shih, Cynthia Price, Rishi Patel, Daniel Janzen, John Bledsoe, Kay Mangelson i in. Environmental life cycle assessment on CNTRENE® 1030 material and CNT based sensors. Engineer Research and Development Center (U.S.), wrzesień 2021. http://dx.doi.org/10.21079/11681/42086.

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This report details a study investigating the environmental impacts associated with the development and manufacturing of carbon nanotube (CNT)–based ink (called CNTRENE 1030 material) and novel CNT temperature, flex, and moisture sensors. Undertaken by a private-public partnership involving Brewer Science (Rolla, Missouri), Jordan Valley Innovation Center of Missouri State University (Springfield, Missouri), and the US Army Engineer Research and Development Center (Vicksburg, Mississippi), this work demonstrates the environmental life cycle assessment (ELCA) methodology as a diagnostic tool to pinpoint the particular processes and materials posing the greatest environmental impact associated with the manufacture of the CNTRENE material and CNT-based sensor devices. Additionally, ELCA tracked the degree to which optimizing the device manufacturing process for full production also changed its predicted marginal environmental impacts.

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Amzeri, Achmad, Kaswan Badami i Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, maj 2019. http://dx.doi.org/10.21107/amzeri.2019.1.

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Hybridization of Back cross is one method to get varieties that are resistant to downy mildew. The purpose of this study was to obtain information on inheritance characteristics of downy mildew resistance. This research was conducted at the experiment center of Agro-Technology Study Program of Agriculture Faculty, University of Trunojoyo Madura. Research of Assessment of resistance to Downy Mildew used a randomized block design with 18 treatments (P1, P2, F1, F2, BC1P1 and BC1P2 in three sets of crosses, namely LGL x Mdr-3, T12 x Mdr-1 and E02 x Mdr-2) and three replications so there were 54 experimental units. Identification of polymorphic RAPD markers for endurance to downy mildew through Bulk Segregant Analysis (BSA) was done by amplifying the DNA in the resistant pool and susceptible pool. The random primers used were 120 primers from 6 operon groups, namely OPA, OPB, OPC, OPD, OPF and OPG. The results showed that the inheritance pattern of maize genetic resistance to downy mildew followed a segregation pattern of 3:1 with a degree of dominance between -1 and 0, and was controlled by incomplete partially negative dominant gene. OPC-07 was a marker that was linkage close to the resistance to downy mildew with a genetic distance of 1.9 cM.

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