Gotowe bibliografie tematyczne / University of La Verne

Gotowa bibliografia na temat „University of La Verne”

Autor: Grafiati
Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "University of La Verne"

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Jenkins, Benjamin, i Keren Darancette. "Archives and Special Collections at the University of La Verne: Putting the Repository of a Small Liberal Arts College to Work Online". Collections: A Journal for Museum and Archives Professionals 14, nr 1 (marzec 2018): 7–35. http://dx.doi.org/10.1177/155019061801400102.

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Archives and Special Collections at the Wilson Library of the University of La Verne, located in inland southern California, offers an informative case study of descriptive practices and metadata attached to digital collections at a small liberal arts college. Since recruiting a staff specifically tasked to manage the archives, the Wilson Library has increased the number of collections available to patrons online through the creation of a digital collections Web page. Digitized, hosted collections include the papers of a faculty member from the early 20th century, photographs of early La Verne, historic local newspapers, and manuscript sources regarding Japanese American internment. Metadata fields at Wilson Library have developed to encompass a greater variety of contextual information about digitized records, improving users' ability to put the collections to use for research. Ultimately, this case study demonstrates what a library at a small university can accomplish with a dedicated staff and a clear objective, even with limited resources.
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Ferhat, Ismail. "Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France". Espacio, Tiempo y Educación 7, nr 2 (7.07.2020): 249–54. http://dx.doi.org/10.14516/ete.391.

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Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.
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Chekalov, Kirill A. "Yearning for Verne. Twenty Thousand Leagues under the Seas “Restored” Edition". Studia Litterarum 8, nr 3 (2023): 322–37. http://dx.doi.org/10.22455/2500-4247-2023-8-3-322-337.

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In 2022, the university press Presses universitaires Blaise-Pascal (Clermont-Ferrand, France) published the first scholarly edition of one of the most prominent works by Jules Verne — Twenty Thousand Leagues Under the Seas. The publisher, ex-professor at the University of Hong Kong, and author of Jules Verne’s English-language biography (2006), as well as numerous works about the writer, William Butcher, describes this edition as the novel’s “restored revision” (texte restaure). This book is the result of many years of research into restoring Jules Verne’s works in their original form, untouched by extensive editorial revisions. It is commonly known that all works in The Extraordinary Voyages collection underwent various amendments and adjustments by the publisher Pierre-Jules Hetzel and later on, by Jules Verne’s son Louis-Jules. W. Butcher previously published English translations and the original versions of certain Jules Verne’s works, including Five Weeks in a Balloon, Journey to the Center of the Earth, The Adventures of Captain Hatteras, Around the World in Eighty Days and others. The pocket size of these editions, however, would not allow to carry out the ambitious editorial project. This review focuses on the core strategies of the Twenty Thousand Leagues Under the Seas’s edition, which W. Butcher refers to as dehetzelisation. The edition also includes a comprehensive scholarly apparatus (an introductory article, rationale, name index, biographical background, detailed chronology of novel writing, annotated bibliography, etc.).
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Mächler Tobar, Ernesto. "Reseña del libro "Indios de papel. Aproximaciones a la novela de tema indígena en Antioquia" de Juan Carlos Orrego Arismendi". Boletín de Antropología 36, nr 62 (24.08.2022): 165–71. http://dx.doi.org/10.17533/udea.boan.v36n62a09.

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Young, Jenny. "Reviewer Acknowledgements for Environmental Management and Sustainable Development, Vol. 9 No. 4". Environmental Management and Sustainable Development 9, nr 4 (27.11.2020): 75. http://dx.doi.org/10.5296/emsd.v9i4.17998.

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Environmental Management and Sustainable Development (EMSD) would like to thank the following reviewers for reviewing manuscripts from August 1, 2020, to November 1, 2020. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Many authors, regardless of whether EMSD publishes their work, appreciate the helpful feedback provided by the reviewers. Macrothink Institute appreciates the following reviewers’ rigorous and conscientious efforts for this journal. Each of the reviewers listed below returned at least one review during this period. Adriano Magliocco, University of Genoa, ItalyAghop Der-Karabetian, University of La Verne, USAChristiane do Nascimento Monte, Universidade Federal Fluminense, BrazilDastun Gabriel Msuya, Sokoine University Of Agriculture, TanzaniaDavid Layfield, University of Maryland, JapanElham Mohamed, National Research Centre, EgyptErfan Babaee Tirkolaee, Mazandaran University of Science and Technology, IranFarhaoui Mohamed, National Office of Electricity and Drinking Water, MoroccoHayssam Mohamed Ali, King Saud University, EgyptJoão Fernando Pereira Gomes, Instituto Superior de Engenharia de Lisboa, PortugueseManuel Mendoza-Carranza, El Colegio de la Frontera Sur (ECOSUR), MexicoMohammad Aghababaei, Washington State University, USAMona M. Amin Abdel-Fatah, National Research Center in Egypt, EgyptOylum Gokkurt Baki, Sinop University, TurkeyUsama Awan, COMSATS Institute of Information Technology, Pakistan
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Pinfold, John. "Where Jules Verne and Rider Haggard Meet: The Amber City by Thomas Vetch". African Research & Documentation 138 (2020): 32–49. http://dx.doi.org/10.1017/s0305862x00023293.

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Of all the colonial novels Thomas Vetch's The Amber City, published in Londoi by Biggs & Debenham in 1888 (or perhaps 1889), is one of the rarest. Only fivi copies are recorded on WorldCat – all in the United States – and, despite bein; published in London, it is held by none of the UK legal deposit libraries, no by any UK university library. Yet, in its mixture of (almost believable) sciena fiction and boy's own adventure, it is one of the most intriguing of all such nar ratives, and in spite of being liberally peppered with a good deal of the casua racism common to the period and the genre, it remains eminently readablf today. It is also surrounded by a good deal of mystery, prompting questions; to how much of it is based on reality, and, perhaps even more intriguingly, the true identity of the author.
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Pinfold, John. "Where Jules Verne and Rider Haggard Meet: The Amber City by Thomas Vetch". African Research & Documentation 138 (2020): 32–49. http://dx.doi.org/10.1017/s0305862x00023293.

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Of all the colonial novels Thomas Vetch's The Amber City, published in Londoi by Biggs & Debenham in 1888 (or perhaps 1889), is one of the rarest. Only fivi copies are recorded on WorldCat – all in the United States – and, despite bein; published in London, it is held by none of the UK legal deposit libraries, no by any UK university library. Yet, in its mixture of (almost believable) sciena fiction and boy's own adventure, it is one of the most intriguing of all such nar ratives, and in spite of being liberally peppered with a good deal of the casua racism common to the period and the genre, it remains eminently readablf today. It is also surrounded by a good deal of mystery, prompting questions; to how much of it is based on reality, and, perhaps even more intriguingly, the true identity of the author.
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Clocksin, Brian D., i Margo B. Greicar. "Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative". Kinesiology Review 6, nr 4 (listopad 2017): 362–67. http://dx.doi.org/10.1123/kr.2017-0036.

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Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.
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Lieutaud, Jacqueline. "City image and major international events: A new tool for urban strategy and planning". Ekistics and The New Habitat 70, nr 420/421 (1.08.2003): 196–210. http://dx.doi.org/10.53910/26531313-e200370420/421287.

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The author, Emeritus Professor at the Picardie-Jules Verne University , Amiens, France, has extended teaching experience also at the universities of Lille, Paris IV (Sorbonne), and at the Conservatoire des Arts et Métiers of Paris. She has undertaken lengthy investigations into Italy, and obtained her Ph. D on the planning of Mezzogiorno and its results on the territory of Puglia, published by the Ecole Française de Rome. Over 80 major publications by her focus on the evolution of the Paris area and North European metropolitan strategies; industry and transport crisis and general technology evolution; Italy especially industrial and regional planning and Mezzogiorno; and Mediterranean cities, traditional urban heritage and new strategies. Her latest important publication is Une Mer entre Trois Continents: La Méditerranée (Paris, Ellipses Ed., December 2001).
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Hassan, Taghreed S., Amal K. Hassan i Enas S. IBRAHIM. "Administrative and Educational Leadership and its Impact on Job Satisfaction". Iraqi Administrative Sciences Journal 2, nr 3 (30.09.2018): 275–305. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp285-315.

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In the light of the rapid developments and changes in different directions, educational institutions at all levels need leaderships which are able to achieve the objectives of these institutions in the appropriate manner, so that they can adapt to these changes to ensure continuity and success in achieving the objectives of these institutions. This can be achieved only with the satisfaction of the employees work for these institutions. This satisfaction is going to be reflected the feelings of happiness resulting from the perception of the individual to the direction of the job. Which gives the job an important value is the desire of the individual to work with dedication and sincerity and a rush to accomplish the tasks entrusted to him. This research focused on the study of administrative leadership in terms of its concept, importance and characteristics, and what is the impact of its practices on the faculty of education and employment at the university. So as the ability of administrative leadership in creating a state of job satisfaction among the workers, in order to reach the achievement of dedication and sincerity and the perfection of performance which aims to achieve the scientific and educational goals of the University. The French University of Picardy Jules Verne was chosen as a model for study.
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Rozprawy doktorskie na temat "University of La Verne"

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Küeng, Christian Roulland. "California district-sponsored multiple subject teaching internship programs making the grade in alternative certification /". La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3073178.

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Hansen, Linda Case. "Education by the ballot box : the impact of Proposition 227 on elementary and unified school districts in Los Angeles County /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3081987.

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Kalisek, Anne Marie. "The effects of a middle school corrective reading intervention on high school passage rate /". La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=766125191&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Eister, Irene R. "Professional development content and delivery strategies perceived by urban, elementary principals and expert staff developers that are beneficial in the transfer of learning from professional development occurrances to on-the-job application /". La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767811&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Davino, Ronald M. "Consolidation of technical support service contracts : an investigation of effectiveness and efficiency within the Department of Defense /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3090254.

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Roberts, Jeffrey Michael. "A comparative study of student performance in elementary looping and conventional classrooms in selected northern California schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100052.

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Jefferson, Steve P. "Charter schools : a descriptive study of empowerment within the operation of charter schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100051.

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De, Lange Glenn A. "The use of academic program review in California community colleges and its use in college-wide decision making and resource allocation /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100049.

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Frank, Patricia J. "A case study of regional occupational program teachers who have integrated english-language arts standards into career and technical education courses /". La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813767781&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Roehrick, Mathew Tony. "A study of selected components of intervention programs that impact academic achievement in reading among fluent-english-proficient students in selected middle schools /". La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3098899.

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Książki na temat "University of La Verne"

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Schaffner, Alain. Albert Cohen: Colloque du centenaire, Université de Picardie Jules Verne, Amiens, 6-7 septembre 1995. Villeneuve D'Ascq: Roman 20-50, 1997.

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University of Ottawa. Dept. of English. Friday Circle., red. a.be.ce.dar.ian: A University of Ottawa anthology. Ottawa: Friday Circle, Dept. of English, University of Ottawa,cc2002., 2002.

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Alabama, University of, Parallel Editions i Press Collection (Library of Congress), red. Sextet: Short poems by M.F.A. students in the Program in Creative Writing at the University of Alabama. [University, Ala.]: Parallel Editions, 1986.

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Baptista, Marcelo Quintino Galvão. Anais do I Congresso de Iniciac̦ão Cientifica: Da Universidade de Cabo Verde Novembero 2009. Cabo Verde: Marcelo Quintino Galvão Baptista, 2009.

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University of Namibia. French Department. Un monde idéal--: An ideal world--. Windhoek: Out of Africa Publishers [for] The French Department, University of Namibia, 2001.

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Rivière, Anne, Marie-Victoire Nantet, Marie-Domitille Porcheron i Sophie Gauthier. Sur les traces de Camille et Paul Claudel: Archives et presse : actes du colloque du 23 octobre 2007, Amiens, Université Jules Verne. Besançon: Poussière d'or, 2009.

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Collis, Stephen. Companions & horizons: An anthology of Simon Fraser University poetry. Burnaby, BC: West Coast Line, 2005.

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François, Raymond, red. Jules Verne. Paris: Lettres Modernes, 1987.

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Dumas, Olivier. Jules Verne. Lyon: La Manufacture, 1988.

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Lynch, Lawrence W. Jules Verne. New York: Twayne Publishers, 1992.

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Części książek na temat "University of La Verne"

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Rissler-Pipka, Nanette. "Jules Verne". W Kindler Kompakt: Reiseliteratur, 138–41. Stuttgart: J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-04508-9_30.

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Rißler-Pipka, Nanette. "Verne, Jules". W Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_18307-1.

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Roberts, Adam. "Verne and Wells". W The History of Science Fiction, 183–225. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56957-8_8.

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Rißler-Pipka, Nanette. "Verne, Jules: Die Abenteuerromane". W Kindlers Literatur Lexikon (KLL), 1–3. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_18308-1.

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Ottmann, Henning. "Robinsonaden (Defoe, Schnabel, Wyss, Verne)". W Titelblätter, Titelkupfer, Frontispize, 249–57. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05721-1_20.

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Butcher, William. "‘So Unliterary a Writer as Verne’?" W Verne’s Journey to the Centre of the Self, 156–67. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20824-1_10.

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Hedayati Kia, Shahin. "Detection of Stator and Rotor Asymmetries Faults in Wound Rotor Induction Machines: Modeling, Test and Real-Time Implementation". W Emerging Electric Machines - Advances, Perspectives and Applications. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95236.

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This chapter deals with detection of stator and rotor asymmetries faults in wound rotor induction machines using rotor and stator currents signatures analysis. This is proposed as the experimental part of fault diagnosis in electrical machines course for master’s degree students in electrical engineering at University of Picardie “Jules Verne”. The aim is to demonstrate the main steps of real-time condition monitoring development for wound rotor induction machines. In this regard, the related parameters of classical model of wound rotor induction machine under study are initially estimated. Then, the latter model is validated through experiments in both healthy and faulty conditions at different levels of the load. Finally, an algorithm is implemented in a real-time data acquisition system for online detection of stator and rotor asymmetries faults. An experimental test bench based on a three-phase 90 W wound rotor induction machine and a real-time platform for hardware-in-the-loop test are utilized for validation of the proposed condition monitoring techniques.
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Elliott, Niki. "Cultivating Heart-Centered Connections". W Reconstructing Perceptions of Systemically Marginalized Groups, 197–219. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6898-2.ch009.

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This chapter introduces the Heart-Centered Connections (HCC) Facilitator Training, which was developed as a non-degree certificate training offered through the LaFetra College of Education at the University of La Verne. In partnership with Peace4Kids, a local nonprofit, 15 adults who experienced ACEs and toxic stress or had lived experience in foster care participated in an intensive 6-month process. They learned to use mind-body awareness practices to explore how their work as helping professionals has been influenced by their own personal history of trauma or toxic stress. Through participating in the training, these trauma-resilient advocates were prepared to return to their communities to support educators and other child-serving professionals to embody heart-centered practices in their work with children from marginalized populations. The author outlines the core components of the training model and uses qualitative data to offer recommendations for offering similar polyvagal-informed training to all adults who work with children whose lives have been impacted by trauma.
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Barham, Richard Harris. "The London University or, Stinkomalee Triumphans, Richard Harris Barham (1828)". W Collected Verse Parody, 343–47. Routledge, 2020. http://dx.doi.org/10.4324/9780429348297-49.

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"Verne:". W The Journalist in the French Fin-de-siècle Novel, 95–130. Modern Humanities Research Association, 2018. http://dx.doi.org/10.2307/j.ctv16km062.8.

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Streszczenia konferencji na temat "University of La Verne"

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"An Examination of Gen Z Learners Attending a Minority University". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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"Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4057.

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[This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] ABSTRACT Mathematics is fundamental to the study of Computer Science. In Sri Lankan state universities, students have been enrolled only from the Physical Science stream with minimum ‘C’ grade in Mathematics in the advanced level examination to do a degree program in Computer Science. In addition to that universities have been offering some course units in Mathematics covering basis in Discrete Mathematics, Calculus, and Algebra to provide the required mathematical maturity to Computer Science under-graduates. Despite of this it is observed that the failure rate in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units and to make appropriate recommendations based on our findings. Academic records comprised of 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university was considered for this study. Results indicated that Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered in the first and second year of studies were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impact-ed on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units.
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"Introducing DigLit Score: An Indicator of Digital Literacy Advancement in Higher Education". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4037.

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Aim/Purpose: This paper introduces DigLit Score, an indicator of the extent to which educational institutions identify, assess, and amplify student digital literacy. Background: Digital literacy has garnered considerable attention of late among scholars, leaders, and journalists. Nonetheless, institutions of higher education have been slow to define, assess, and amplify digital literacy on par with how reading, writing, and arithmetic are addressed. Methodology: The dimensionality of DigLit Score – define, assess, amplify, assess – is demonstrated via two case studies. Contribution: A measure of digital literacy offers university leaders and policy makers a means to monitor its diffusion. Findings: Only one of the institutions was found to have a holistic approach to advancing digital literacy. Recommendations for Practitioners: Practitioners should use DigLit Score to benchmark advancement of digital literacy in higher education. Recommendation for Researchers: Researchers should refine DigLit Score and expand its application within and beyond higher education. Impact on Society: DigLit Score represents an important first step in the direction of providing an important benchmark for higher education. Future Research: Future research will refine DigLit Score and broaden its application within and beyond higher education.
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"An Analytical Investigation of the Characteristics of the Dropout Students in Higher Education". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3979.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Student dropout in higher education institutions is a universal problem. This study identifies the characteristics of dropout. In addition, it develops a mathematical model to predict students who may dropout. Background: This study compared dropout rates of one and a half year of enrollment among Traditional Undergraduate Students. The sample includes 555 freshmen in a non-profit private university. Methodology: The study uses both descriptive statistics such as cross tabulation and a binary regression model to predict student dropout. Contribution: There are two major contributions for the paper, one it raises questions regarding causes of dropout thus, hopefully, it can result in better allocation of resources at higher education institutions. It also develops a predictive model that may be used in order to predict the probability of a student dropping out and take preventive actions. Findings: Two major findings are that some of the resources designed to assist student are misallocated, and that the proposed model predicted with 66.6% accuracy students who will dropout. Recommendations for Practitioners: The study recommends that institutions must create initiatives to assist freshmen students and have annual assessment to measure the success of the initiatives. Recommendation for Researchers: Secondly that analytical models be used to predicts dropout with fair accuracy. Impact on Society: The study should result in better allocation of resources in higher education institutions Future Research: The research will continue developing and testing the model using a wider sample and other institutions.
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"Personality Traits and Hedonic, Sociability, and Compulsive Use of Facebook: A Study of College Students [Abstract]". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4049.

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Aim/Purpose: This study intends to find out how the ‘Big Five’ personality factors (openness, agreeableness, conscientiousness, extraversion, and neuroticism) impact on college students’ Facebook use (hedonic, sociability, and compulsive use) and whether GPA has a moderating effect on such use. Background: For college students, their favorite way of Facebook use may turn out to be predetermined by who they are in terms of personality. Methodology: Data was collected from college students in a large southeastern university in the United States. The final sample consisted of 429 responses. PLS-SEM was selected to analyze the sample. Contribution: It will contribute and add new knowledge about the factors towards the outcomes of information technology use. Findings: The analyzed results indicate that two traits, agreeableness and extraversion, have significant relationships with all three types use of the Facebook. Agreeableness and conscientiousness have negative relationships with compulsive use of the Facebook; neuroticism has a negative relationship with their sociability experience in Facebook. In addition, student GPA has a moderating effect on the relationships between agreeableness and sociability experience, as well as conscientiousness and compulsive use of the Facebook. The study suggests that Facebook users need to be aware of our own personality defaults and strengths when approaches the new technologies. Recommendations for Practitioners: The study suggests that for Facebook users, we need to be aware of our own personality defaults and strengths when approaches new technologies. Recommendation for Researchers: Researchers may find ways to mitigate defaults and enhance strengths for different personalities. An awareness and solutions around personality and technology use outcomes may make the best use of our personality and bring the best of the new technologies. Impact on Society: An awareness and solutions around personality and technology use outcomes may make the best use of our personality and bring the best of the new technologies. Future Research: Future research should focus on call for such awareness and finding solutions.
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"Addressing Information Literacy and the Digital Divide in Higher Education". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4041.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] The digital divide and educational inequalities remain a significant societal prob-lem in the United States impacting low income, first-generation, and minority learners. Accordingly, institutions of higher education are challenged to meet the needs of students with varying levels of technological readiness with deficiencies in information and digital literacy shown to be a hindrance to student success. This paper documents the efforts of a mid-Atlantic minority-serving institution as it seeks to assess and address the digital and information literacy skills of underserved students Background: A number of years ago, a historically Black university located in Maryland devel-oped an institutional commitment to the digital and information literacy of their students. These efforts have included adoption of an international digital literacy certification exam used as a placement test for incoming freshmen; creation of a Center for Student Technology Certification and Training; course redesign to be performance based with the incorporation of a simulation system, eportfolios, Webquests, a skills building partnership with the University library; pre and post testing to measure the efficacy of a targeted computer applications course taught to business and STEM majors; and student perception surveys Methodology: In 2017, pre and post testing of students in enrolled in core computer applications courses were conducted using the IC3 test administered during the second and fifteenth week of the academic terms. These scores were compared in order to measure degree of change. Additionally, post test scores were assessed against five years of the scores from the same test used as a placement for incoming freshmen. A student perception survey was also administered. The survey included a combination of dichotomous, Likert-scaled, and ranking questions with descriptive statistical analyses performed on the data. The results were used to test four hypotheses. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. Unfortunately, there is a paucity of current studies examining the information and technological readiness of students enrolling at minority serving institutions. This paper is timely and relevant and helps to extend our discourse on the digital divide and technological readiness as it impacts higher education. Additionally, this paper also marks a valuable contribution to the literature by examining the efficacy of computer applications courses in higher education with Generation Z learners Findings: The digital divide is a serious concern for higher education especially as schools seek to increasingly reach out to underserved populations. In particular, the results of this study show that students attending a minority serving institution who are primarily first generation learners do not come to college with the technology skills needed for academic success. Pre and post testing of students as well as responses to survey questions have proven the efficacy of computer applications courses at building the technology skills of students. These courses are viewed overwhelmingly positive by students with respondents reporting that they are a necessary part of the college experience that benefits them academically and professionally. Use of an online simulated learning and assessment system with immediate automated feedback and remediation was also found to be particularly effective at building the computer and information literacy skills of students. Recommendations for Practitioners: Institutions of higher education should invest in a thorough examination of the information and technology literacy skills, needs, and perceptions of students both coming into the institution as well as following course completion. Recommendation for Researchers: This research should be expanded to more minority serving institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: The results of this research should shed light on a problem that desperately needs to be addressed by institutions of higher education which is the realities of the digital divide and the underpreparedness of entering college students in particular those who are from low income, first generation, and minority groups Future Research: A detailed quantitative survey study is being conducted that seeks to examine the technology uses, backgrounds, needs, interests, career goals, and professional expectations with respect to a range of currently relevant technologies
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"Capturing Bio-Sensing Solutions: Biomonapp’s Story about the Seasons of Change across a Global Sustainable Landscape - Monitoring for Sustainable Bioremediation in Rural & Urban Farms, Soil, Agronomy, & Aquaculture". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4052.

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Aim/Purpose: This paper addressed the topics of sustainable agronomy, aquaculture, hydroponics and soil monitoring methods that show how to move towards a repairing mode and bioremediation in many locations across the globe. Background: Sixty percent of the world’s major terrestrial ecosystems are being degraded; the human ecological footprint is spreading across the globe. The major human impact on terrestrial ecosystems in the form of depletion of ground water, over grazing of livestock, clearing for agriculture, timber and urban development, soil damage from off road vehicles, hydroelectric dams and reservoirs, and air pollution from urban areas and power plants. The cost to bio remediate is in the trillions. Methodology: AG biotech methodologies and applications Contribution: The paper bridges such gaps and informs about brave entrepreneurs and university and community individuals with innovative ideas and emerging technologies that gain the momentum for funding and monitoring nutrient uptake and toxic removal of harmful chemicals from water, soil, plants and fish for restoration to take place. Such techniques begin to conquer the giant by restoring the wealth to our soils and water, rural and urban farmlands and forests that retain and capture natural capital and ensure that nutrition and value added resources minerals are not lost. Findings: Biomonapp can detect and make recommendations for repairing & making sustainable solutions, many entrepreneurs & academics have pioneered ways to find SUS solutions Recommendations for Practitioners: Read from the articles and books listed in the references of this paper to understand the need for bioremediation. Use Biomonapp to diagnose water, soil & fish problems & find solutions. Attend conferences & seminars about SUS responsibility & phytoremediation Recommendation for Researchers: To investigate the phytoremediation and bioremediation techniques. Applications for Biomonapp for plants, water, soil, & animals to rejuvenate and repair water, soil and urban & rural communities Impact on Society: These ideas give the power back to local people who can learn to enhance their lives not only by foods but the sustainable green jobs that are being created to make sure urban and rural areas truly are sustainable. Future Research: The results of monitoring with biosensors & bio monitoring methods with regards to sustainable bioremediation, renovating, continued SUS responsibility training, continued evidence of repair and protecting natural capital & ecosystem services
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"How to Design Accounting Video Lectures to Recover Lost Time". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3985.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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"Changing Paradigms of Technical Skills for Data Engineers". W InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4001.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] This paper investigates the new technical skills that are needed for Data Engineering. Past research is compared to new research which creates a list of the 20 top tech-nical skills required by a Data Engineer. The growing availability of Data Engineering jobs is discussed. The research methodology describes the gathering of sample data and then the use of Pig and MapReduce on AWS (Amazon Web Services) to count occurrences of Data Engineering technical skills from 100 Indeed.com job advertisements in July, 2017. Background: A decade ago, Data Engineering relied heavily on the technology of Relational Database Management Sys-tems (RDBMS). For example, Grisham, P., Krasner, H., and Perry D. (2006) described an Empirical Soft-ware Engineering Lab (ESEL) that introduced Relational Database concepts to students with hands-on learning that they called “Data Engineering Education with Real-World Projects.” However, as seismic im-provements occurred for the processing of large distributed datasets, big data analytics has moved into the forefront of the IT industry. As a result, the definition for Data Engineering has broadened and evolved to include newer technology that supports the distributed processing of very large amounts of data (e.g. Hadoop Ecosystem and NoSQL Databases). This paper examines the technical skills that are needed to work as a Data Engineer in today’s rapidly changing technical environment. Research is presented that re-views 100 job postings for Data Engineers from Indeed (2017) during the month of July, 2017 and then ranks the technical skills in order of importance. The results are compared to earlier research by Stitch (2016) that ranked the top technical skills for Data Engineers in 2016 using LinkedIn to survey 6,500 peo-ple that identified themselves as Data Engineers. Methodology: A sample of 100 Data Engineering job postings were collected and analyzed from Indeed during July, 2017. The job postings were pasted into a text file and then related words were grouped together to make phrases. For example, the word “data” was put into context with other related words to form phrases such as “Big Data”, “Data Architecture” and “Data Engineering”. A text editor was used for this task and the find/replace functionality of the text editor proved to be very useful for this project. After making phrases, the large text file was uploaded to the Amazon cloud (AWS) and a Pig batch job using Map Reduce was leveraged to count the occurrence of phrases and words within the text file. The resulting phrases/words with occurrence counts was download to a Personal Computer (PC) and then was loaded into an Excel spreadsheet. Using a spreadsheet enabled the phrases/words to be sorted by oc-currence count and then facilitated the filtering out of irrelevant words. Another task to prepare the data involved the combination phrases or words that were synonymous. For example, the occurrence count for the acronym ELT and the occurrence count for the acronym ETL were added together to make an overall ELT/ETL occurrence count. ETL is a Data Warehousing acronym for Extracting, Transforming and Loading data. This task required knowledge of the subject area. Also, some words were counted in lower case and then the same word was also counted in mixed or upper case, thus producing two or three occur-rence counts for the same word. These different counts were added together to make an overall occur-rence count for the word (e.g. word occurrence counts for Python and python were added together). Fi-nally, the Indeed occurrence counts were sorted to allow for the identification of a list of the top 20 tech-nical skills needed by a Data Engineer. Contribution: Provides new information about the Technical Skills needed by Data Engineers. Findings: Twelve of the 20 Stitch (2016) report phrases/words that are highlighted in bold above matched the tech-nical skills mentioned in the Indeed research. I considered C, C++ and Java a match to the broader cate-gory of Programing in the Indeed data. Although the ranked order of the two lists did not match, the top five ranked technical skills for both lists are similar. The reader of this paper might consider the skills of SQL, Python, Hadoop/HDFS to be very important technical skills for a Data Engineer. Although the programming language R is very popular with Data Scientists, it did not make the top 20 skills for Data Engineering; it was in the overall list from Indeed. The R programming language is oriented towards ana-lytical processing (e.g. used by Data Scientists), whereas the Python language is a scripting and object-oriented language that facilitates the creation of Data Pipelines (e.g. used by Data Engineers). Because the data was collected one year apart and from very different data sources, the timing of the data collection and the different data sources could account for some of the differences in the ranked lists. It is worth noting that the Indeed research ranked list introduced the technical skills of Design Skills, Spark, AWS (Amazon Web Services), Data Modeling, Kafta, Scala, Cloud Computing, Data Pipelines, APIs and AWS Redshift Data Warehousing to the top 20 ranked technical skills list. The Stitch (2016) report that did not have matches to the Indeed (2017) sample data for Linux, Databases, MySQL, Business Intelligence, Oracle, Microsoft SQL Server, Data Analysis and Unix. Although many of these Stitch top 20 technical skills were on the Indeed list, they did not make the top 20 ranked technical skills. Recommendations for Practitioners: Some of the skills needed for Database Technologies are transferable to Data Engineering. Recommendation for Researchers: None Impact on Society: There is not much peer reviewed literature on the subject of Data Engineering, this paper will add new information to the subject area. Future Research: I'm developing a Specialization in Data Engineering for the MS in Data Science degree at our university.
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Raporty organizacyjne na temat "University of La Verne"

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Compère, Daniel. Jules Verne et son éditeur Hetzel : une véritable collaboration. Edicions de la Universitat de Lleida, 2023. http://dx.doi.org/10.21001/luc.25.26.08.

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Mahon, Francis G. Army After Next, Airland Battle 2000, Futuristic Concepts or Jules Verne? Fort Belvoir, VA: Defense Technical Information Center, kwiecień 1998. http://dx.doi.org/10.21236/ada344692.

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Daly, P., Z. Grabowski i R. H. Mayer. Purdue University. Office of Scientific and Technical Information (OSTI), sierpień 1995. http://dx.doi.org/10.2172/166388.

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Ramayya, A. V., J. H. Hamilton i K. Bindra. Vanderbilt University. Office of Scientific and Technical Information (OSTI), sierpień 1995. http://dx.doi.org/10.2172/166390.

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Cherniavskyi, Ruslan, Yaroslav Krainyk i Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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Bottum, James R. Clemson University CyberInstitute. Office of Scientific and Technical Information (OSTI), grudzień 2013. http://dx.doi.org/10.2172/1111718.

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Dietrich, Dianne. Biophysics - Cornell University. Purdue University Libraries, marzec 2012. http://dx.doi.org/10.5703/1288284314999.

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Tancheva, Kornelia. Linguistics - Cornell University. Purdue University Libraries, marzec 2012. http://dx.doi.org/10.5703/1288284315007.

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Sanders, S., S. W. Prosser, A. Dummer i K. Farrar. University of Kansas. Office of Scientific and Technical Information (OSTI), sierpień 1995. http://dx.doi.org/10.2172/166389.

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Fox, J., A. Frawley i E. Myers. Flordia State University. Office of Scientific and Technical Information (OSTI), sierpień 1995. http://dx.doi.org/10.2172/166393.

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