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Teses / dissertações sobre o tema "Graduations"

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Publicado: 26 de julho de 2024

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1

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

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

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2

Meyer, Philippe. "Représentations associées à des graduations d'algèbres de Lie et d'algèbres de Lie colorées". Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAD001/document.

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

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3

Kurzawa, Gléce. "O CURRÍCULO NA EDUCAÇÃO DE JOVENS E ADULTOS: INVESTIGANDO AS SIGNIFICAÇÕES SOCIAIS ELABORADAS PELO EDUCADOR". Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7266.

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

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4

Balzer, Randolph Dale. "Graduation recital". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24440.

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Hendsbee, Blaine Gregory. "Graduation recital". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27770.

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12

Hounsell, Joanne Carolyn. "Graduation recital". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27772.

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13

Shefsiek, David Karl. "Graduation recital". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27783.

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14

Smith, Douglas Gwynn. "Graduation recital". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29770.

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15

Hoyt, Joshua D. "Juvenile Drug Court: Predictors of Graduation and Non-Graduation Status". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1294.

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Drug use has become an epidemic in our nation, filling our jails and prisons with nonviolent offenders. Studies have shown that adult drug courts are a good alternative to the prison system by being successful in reducing recidivism and long term costs. To date, however, few studies have looked specifically at the effectiveness of juvenile drug courts and their cost effectiveness. Further, the possible benefits of lower attrition rate and cost benefit are being overshadowed by the low attrition rate among juvenile drug court participants. Nearly half of all juvenile drug court participants do not complete the juvenile drug court program. Additionally, studies have shown that juvenile participants who do graduate have lower attrition rates and other benefits. Due to the benefits of juveniles who graduate from a juvenile drug court program, understanding the difference between those who graduate and those who do not can add significant understanding on how juvenile drug courts can be modified in order to help juveniles successfully graduate from the drug court program. This study will shed light on specific pre-drug court demographics and behaviors that were different among juveniles who successfully graduate and those who are unsuccessful in graduating from the juvenile drug court program. The Idaho Supreme Court, which oversees the JDC program in Idaho, collaborated in this effort by providing a statewide juvenile drug court data set, drawn from the Idaho Statewide Trial Court Automated System (ISTARS). The data set included all information that was gathered for drug court participants during the January 2004 - December 2005 period, for who had completed the program either successfully or unsuccessfully. Subsequent analysis of the data clarified the difference between groups of those who graduated and those who did not graduate, specifically that a significant difference was found between groups in the following characteristics: gender, school attendance, and in-treatment drug tests.

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16

Fairlie, Cheryl Lynn. "Graduation piano recital". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26150.

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17

Wallace, Frank James. "Graduation recital compositions". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/42046.

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18

Miller, Anya V. "Graduation Coach Program Effects on High School Attendance and Graduation Rate". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3049.

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The rise in the number of students who drop out of high school has gained national attention. High school dropout rates in the state of Louisiana are a primary concern to school administrators in the state. The Graduation Coach Program is an intervention implemented in several high schools across Louisiana to assist students with completing their high school education. Many of the programs' attributes are based on Maslow's hierarchy of needs, students' needs, and the presence of positive adult relationships that might improve student achievement. The purpose of this study was to compare archival attendance and graduation rates among independent groups from years before and after the implementation of the Graduation Coach Program in 4 Louisiana public high schools. Attendance rates included data from 5 years before and 7 years after the program (n = 48), and due to limitations in the archival records, graduation rates included data from 2 years before and 7 years after the program (n = 36). Two independent-samples t tests were conducted, and no significant differences were found between the groups for both measures. Due to power limitations in the group sizes, further research is recommended to include additional campuses that implement the program. Positive social change implications include providing these initial research findings to the study districts' administration to assist with decision making and planning for the Graduation Coach Program used at their campuses. Through continued efforts and research, high school administrators may ultimately improve high school attendance and graduation rates to address the high school dropout problem in Louisiana.

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19

Gomes, Cláudia Santos do Nascimento. "A formação de professores de língua portuguesa e a educação lingüística: um estudo de caso". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/14512.

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Made available in DSpace on 2016-04-28T19:34:26Z (GMT). No. of bitstreams: 1 Claudia Santos do Nascimento Gomes.pdf: 999212 bytes, checksum: 3ccb104a998311c2e49eb22e9abd63bf (MD5) Previous issue date: 2008-05-26
Secretaria da Educação do Estado de São Paulo
In the nationwide discussions about education and its improvement, There will always be several opinions around the professor and the role that he must do. Also the considerations that might occur regarding his professional graduation and a need of changing that guarantees the pleasant seizing in basic education in order to graduate people who are really aware of their citizenship. This writing focus on the question to the graduating from the professors of the Portuguese language, its basic education about linguistic education using the methology of research Case study Research , and focusing on a college of licensing in its Letras Course. To accomplish the intended purposes, we have heard so many voices that unite he universe of Letras Course of case , since the official documents from Ministry of Education towards the graduation of the professors of the Portuguese language, going through voices of the graduating and graduated professors who already work as student body in basic education, until we reach the course itself analyzed for the Letras Course s Educational Project and Program Teaching. After analyzing data, the results showed that, the Letras Course, the case analyzed, needs articulations in the speech of regulations on professors of the Portuguese language, and a suitable structure focusing on the Linguistic Education, which builds the profile acquired from the professor in basic education in the actionreflexion
Nas discussões nacionais sobre Educação e sua melhoria sempre estão presentes diversas opiniões acerca da pessoa do professor e do papel que ele deve exercer. Também surgem as inevitáveis considerações a respeito de sua formação profissional e de uma necessidade de mudança que garanta um aproveitamento satisfatório na Educação Básica, com o objetivo para formar indivíduos conscientes de sua cidadania. Esta dissertação enfoca a questão da formação de professores de Língua Portuguesa da Educação Básica sob o foco da Educação Lingüística, utilizando a metodologia de pesquisa Estudo de Caso e focalizando uma Faculdade de Licenciatura em seu Curso de Letras. Para atingir os objetivos pretendidos, ouvimos várias vozes que compõem o universo do Curso de Letras do caso . Analisamos os documentos oficiais do Ministério da Educação para a formação de professores de Língua Portuguesa, passamos pelas vozes dos Professores Formadores e pelas vozes dos professores formados e aqueles que já atuam como docentes na Educação Básica, até chegarmos ao curso em si , analisado por meio de seu Projeto Pedagógico e seus Programas de Ensino. Após a análise dos dados, os resultados mostraram que o Curso de Letras, o caso estudado necessita de articulação com o discurso da legislação sobre a formação de professores de Língua Portuguesa e de adequação da estrutura pedagógica e curricular que tenha como foco de formação a perspectiva da Educação Lingüística, a qual constrói o perfil desejado do Professor da Educação Básica pautado na reflexão-ação

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20

Gomez, Rafael A. "La Graduación (The Graduation)". Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320117.

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21

Baiza, Tomas Hulick. "Effects of the UO Diversity-Building Scholarship on student retention, graduation, and graduation debt". Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8282.

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Thesis (Ph. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 68-74). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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22

Maki, Yuko. "Slide : graduational boundary". Thesis, Konstfack, Inredningsarkitektur & Möbeldesign, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-3453.

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In my project, I researched the boundary in the field of architecture. I suppose that setting the boundary is the most primitive architectural activity. It is often said that the beginning of architecture was constructing the roof to prevent from rain. When the roof is constructed the boundary between inside and outside is generated. Setting boundary in space is, so to say making order in disorder or giving concreteness to abstraction. A boundary divides the space into two. However, the divided two spaces share a boundary. Therefore I think when the idea of “dividing” comes up we can always find a sense of “sharing” as well. As a starting point I believed that when the notion of “connecting” is added to boundary there could be a new value in the space. I surveyed how the idea of setting boundary in architecture has been changed through history. In my research I reached the concept of “gradational boundary” which divides a space but also connects the space at the same time. Furthermore I designed a piece of furniture which functions both as a shelf and as a room divider based on this concept.

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23

Mills, Bradley Scott. "Predicting Graduation| An Examination of the Variables that Predict Graduation for Students with Emotional Disabilities". Thesis, North Carolina State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10708320.

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Students with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students’ special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9^th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.

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24

Dean, Tyler C. "Graduate Nursing Student Persistence to Graduation". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7013.

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The purpose of this study was to investigate whether certain student-entry characteristics collected from an admissions application from one nursing school’s graduate (master’s degree) programs had a statistically significant relationship with student persistence. Specifically, the study determined if the variables sex, age at matriculation, U.S. citizenship, state residency status, most recent schooling year, last statistics course taken and grade, graduate-level program of study, and credit hours identified on the graduate nursing admissions application and school transcripts, had a statistically significant relationship in predicting student persistence to graduation. If a relationship existed, it would contribute to graduate student persistence literature and influence how educators and student affairs professionals can identify and support students at risk. The population was the graduate nursing students who enrolled at a large public research university in the Pacific Northwest of the United States during Spring 2005 through the Fall 2009 terms. Graduate students meeting inclusion criteria had data extrapolated from the college’s database; including, the pre-entry characteristics, total credit hours completed, and if (and when) they graduated from their program of study. Astin’s (1985) Input-Environment-Outcomes (I-E-O) Model was the theoretical framework utilized in this study. Out of the 405 graduate nursing students, 257 students (63.5%) graduated within four years from time of matriculation, or 278 students (68.6%) graduated without any time restrictions. Certain pre-entry characteristic data were no longer accessible and not included in the data analysis (most recent schooling year, last statistics course taken and grade). The analysis showed that the age (p < 0.010) and type of graduate program of study one enrolls (p < 0.010) plays an influential role in student persistence to graduation at this nursing school during this time period. In summary, on average, those students who graduated within four years from the time of matriculation were 3.2 years younger than the average age of those who did not complete their graduate program, and the completion rates for practitioner-focused students were higher (66.5-70%) compared to their non-practitioner-focused (46.8-61.3%) counterparts. The results of this study will have an impact on graduate admissions and recruitment, student progression and advising services, and faculty development. Graduate nursing student persistence has multiple implications impacting institutions, communities, and the lives of students. Future opportunities to advancing knowledge on this subject include researching additional pre-entry variables across multi-campus populations with larger sample sizes, longitudinal studies, and interventions to promote persistence.

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25

Koopmann, Richard Jr. "Using the ACT to predict college graduation". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005koopmannr.pdf.

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26

Rives, Joseph A. Klass Patricia Harrington Strand Kenneth H. "Proposition 48 and graduation of student athletes". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510431.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Patricia H. Klass, Kenneth H. Strand (co-chairs), William T. Gorrell, Ronald S. Halinski, Edward R. Hines. Includes bibliographical references (leaves 128-140) and abstract. Also available in print.

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27

Stanley, Laurel Alva. "Florida High Stakes Testing and Graduation Success". UNF Digital Commons, 2007. http://digitalcommons.unf.edu/etd/319.

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Florida has the longest history of high stakes testing of any state in the United States, spanning a period of 28 years, seven different testing policy periods, and five tests. In this study, analysis of statistics from the 28 years suggested that declines in graduation rates corresponded to increasingly difficult high stakes testing policy periods, new tests, and periods that did not include high stakes accountability for graduation rates. Overall, graduation rates declined through an erratic 28 years for a net loss of 4.51 %. The achievement gap in graduation rates between white and black students worsened 200% from 1992 to 2003. Analysis of a random sample of 3,000 Florida 9th grade students in 1999 indicated that 42.6% of students graduated within four years with a standard diploma. School achievement variables, including grade point average, retention history, high stakes test scores, and attendance, were found to be the best predictors of individual student graduation. Implications were that to benefit the individual student for graduation, teachers and other educators must work to ensure academic success. Educators should conduct further studies to better understand the relationship between graduation success and high stakes testing polices.

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28

Pooley, Mark. "Restructuring athletic graduation analysis at Virginia Tech". Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41618.

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The National Collegiate Athletic Association (NCAA) passed legislation requiring its member institutions to publish their graduation rates. Institutions may now count athletes as graduates if they have earned degrees from another institution. The purpose of this study was to assess a graduation rate that included those athletes, with at least a 2.0 QCA, who departed Virginia Tech between 1975 and 1985. An additional purpose was to determine why these athletes left. There were seventy eligible participants who received questionnaires via mail. Forty questionnaires were returned, of which, thirty one were usable. Seventy nine percent of the responding athletes earned a degree from another institution. Of these athletes, ninety seven percent enrolled at another institution within one academic year of leaving Virginia Tech. Forty two percent of the responding athletes chose their sport of participation as the major reason for departing, followed by Virginia Tech in general, and personal reasons.
Master of Science

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Foley, Virginia P. "Gender and Graduation Demographics for EdD Students". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5989.

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Yeckel, Paul N. III. "Teacher Perceptions of the Ohio Graduation Test". Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1182349717.

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Martin, Dominique. "Pour une graduation de l'usage des antibiotiques". Paris 5, 1995. http://www.theses.fr/1995PA05N088.

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Sheehan, William F. "Proposition 48 and intercollegiate athletes' graduation rates /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842564.

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Cummings, Karen Gail. "High stakes testing effects on graduation rates". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=936.

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Crouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun e Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.

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Salvant, Abena. "Identifying Barriers to Graduation for Nontraditional Students". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1931.

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Increased enrollments of nontraditional students in U.S. higher education institutions have prompted many college and university administrators to consider student service programs. These programs ensure that support services are available to nontraditional students to cultivate healthy graduation rates among that student population. The purpose of this study was to discover factors that influence nontraditional students to become disengaged or be retained. The study was a qualitative case study with data collected from individual interviews with 10 nontraditional students participating in online and traditional onsite delivery systems at a private, nontraditional higher education institution in the western United States. The theoretical framework that guided this study was Knowles's andragogy theory. The research questions addressed students' perceptions of the role of persistence, barriers, self-direction, intrinsic motivation, delivery systems, learning modality, and academic and support services in their academic success. Data analysis was conducted to identify themes by coding the narrative responses and using member checks to validate data interpretations. Findings derived from the interviews indicated that students believed that they benefitted from a community of support within the university system. A professional development workshop was designed as a project to train university employees on how to create a professional learning community (PLC) to support students. This PLC was designed to promote positive social change by enhancing retention of adult students in academic programs until graduation and create an environment where people work together in a collaborative way within the university to ensure student success.

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Freiji, Antoine (Tony). "Economic Analysis on the Graduation Gap between Undergraduate Students and Student-Athletes: A study of the SEC, ACC, Pac 12, Big 10, and Big 12 Conferences". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104171.

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Thesis advisor: Robert Murphy
This study proposes several causes that may explain why NCAA Division I athletes graduate at a lower rate than regular students. The main tradeoff that I examine in this paper is how the academic quality of a school affects student-athletes’ chances of succeeding relative to the rest of the student body. We pinpoint the underlying causes of this graduation gap between regular students and student-athletes, leading us to suggest policies to improve the future academic success of NCAA athletes
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Economics

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Mkosana, Nkululeko Cautious. "Education: the transitional challenges of graduation to employment". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12198.

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Graduate unemployment, more specifically the continued inability of young people to make a successful transition from institutions of higher learning to labour markets, remains a key concern and one of the most pressing socio-economic issues facing South Africa. Of similar concern, has been the inordinate length of time it takes for graduates (particularly black graduates) to acquire employment. This research study was undertaken in an attempt to understand employment trends among black graduates: its specific aim is to determine, the length of time it takes for black graduates to acquire employment after graduation. As a secondary aim the study also seeks to determine the underlying causes of long-lasting unemployment. The study investigated the employment circumstances involving a sample of 40 graduate participants from Motherwell Township: it was discovered that it took from 1-3 years for the respondents to acquire employment. The study also found that relative to their male counterparts it took much longer for female graduate participants to acquire employment. It also emerged that the type of qualification possessed by the graduates was a determining factor in the likelihood of their gaining employment timeously.

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Haberstroh, Susan Keene. "Determining the high school graduation rate in Delaware". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 191 p, 2007. http://proquest.umi.com/pqdweb?did=1362531001&sid=12&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Fowler, Lori Ann. "Breast implants for graduation? Parent and adolescent narratives". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6111/.

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The purpose of this research is to examine through sociological and psychological theories how women make sense of the desire and attainment of breast implants for graduation. The study used a qualitative approach and focused on women ages 18-35 in the state of Texas who have received breast implants for graduation. The sample size in this study included 10 high-school graduates receiving implants as a gift and their 10 mothers. Seven theoretical paradigms provided a better understanding for why the daughters asked for breast implants and why the parent(s) paid for them. Symbolic interaction theory explained why the daughters wished to replace their "fake" cotton padded self with their augmented self, to become the most authentic woman possible. Social construction of reality theory explained why both mothers and daughters wanted to conform to the social construction of gender, and to accomplish their gender well. Conspicuous consumption theory demonstrated how cosmetic surgery practices allow women to appear wealthy, gain status, and "flash" their assets. Feminist theory explained why some women were motivated to capture the attention of men and others altered the body out of empowerment. Reference group and social comparison theories explained how the women in this study were influenced to undergo cosmetic surgery by ranking themselves in attractiveness against real friends and media icons. Lastly, self-discrepancy theory showed how the daughters in this study felt they needed surgery to fix a discrepancy between their real and ideal self. The majority of respondents expressed complete comfort with their gifting and receiving of breast implants for graduation, claiming it was a great decision. They also agreed surgery was worth any risk to increase their daughter's confidence. Most of the mothers expressed that they were comfortable with their decision to gift surgery to their daughters, despite knowing that their gift of augmentation would ultimately result in more surgery in the future.

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Fowler, Lori Ann Moore Ami R. "Breast implants for graduation? parent and adolescent narratives /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6111.

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Stone, Keith G. "Computer applications as a high school graduation requirement". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001stonek.pdf.

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Sims, Michael S. "Predicting Four-Year Graduation| A Sequential Modeling Approach". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841337.

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As a result of the California State Universities having four-year graduation rates among freshman students below 20% over the last few years, the Graduation Initiative 2025 has been deployed. This initiative aims to increase the graduation rates to 40%, while eliminating opportunity and achievement gaps. A signicant impact of this is looking at the success of rst-time-freshmen (FTF) and the prediction of whether or not they will graduate in a timely fashion. To this end, a natural classication problem is identied: amongst the FTF cohort who will graduate in four years or less(class instance = 1), or more than four years (class instance = 0) including students who did not graduate. In this paper, using Area Under the Curve (AUC) as our models performance metric, we construct classication models that quickly identify students at risk of not graduating in a timely fashion. Furthermore, we will construct models cumulatively—term by term—where each successive model includes student data from matriculation to the end of a given term. Using this approach allows a University to nd an optimal time to deploy possible intervention programs. It should be noted that optimal in this paper means, having a model with high AUC as early into the students academic career as possible. This way, an at-risk student is identied early, and the value of the University intervening is optimized. In this paper we will compare a variety of classication algorithms such as Logistic Regression, Random Forest, and XGBoost to see which model yields the highest AUC. Also we provide insight on interpretation specically identifying the eect each covariate has on the response. This approach will be unique because not only will it be a means for identifying the problem, but also serve as part of the solution.

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Dahlbeck, Ronald. "Proposed state legislation for high school graduation requirements". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/542.

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Roberts, Karin. "High School Assessment Program Interventions and Graduation Rates". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6270.

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Graduating high school is a critical juncture for students to achieve. High School dropouts are more likely to have fewer job opportunities than high school graduates, increasing risk for poor health and incarceration. The target district used the academic learning class (ALC) as an intervention to support high school seniors classified as at risk due to failure on the High School Assessment Plan (HSAP). The purpose of this study was to determine the association between at-risk students who participated in the ALC and on-time graduation. Guided by action theory, an ex post facto design using secondary data, was employed to determine if there was an association between the variables of participation in the ALC intervention and graduation. The sample included a secondary data set of 174 records of high school students who met the criteria of failing one or both parts of the HSAP and who received the intervention of the ALC class. Data from a sample of 166 records were analyzed through SPSS. Results of the chi-square test did not indicate statistical significance, Ï?2(1, N = 166) = 1.27, p = 0.26, suggesting that there was not sufficient evidence to conclude existing of an association between participation in the ALC and graduation. Further research is recommended with more than 1 intervention to ascertain the association between specific high school interventions and graduation. Determining the association between an intervention and graduation will lead to social change as improving graduation rates helps bridge the economic gap between high school graduates and dropouts.

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Griffin, Walter. "Improving on-time graduation for at-risk students: Perceptions of interventions to improve on-time graduation in one Florida school district". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5750.

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Students dropping out of high school has resulted in a national, state and local crisis. With the national graduation rate at 77%, there are thousands of students leaving school each year without the skills necessary for post-secondary career or college readiness (Scheel et al., 2009). This study provided fundamental insight into the factors that students perceive as important in keeping them on a positive trajectory towards graduation. The study added value to the knowledge regarding students' perceptions of major mitigating factors in high school as compared to middle school that engaged them in school. The interventions that appear to have importance in assisting promise students in getting on track towards high school graduation were identified for replication in other programs throughout the target district.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive

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Pingry, Laura Nicole. "Factors that predict graduation among college students with disabilities". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4732.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

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Patel, Darshak P. "ANALYSIS OF TWO-YEAR COLLEGES: TRANSFER, RETENTION AND GRADUATION". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/829.

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Investment in higher education is typically considered as a static discrete-choice problem where students make post-secondary education choices usually right after high school (Heckman et al., 2006). This is largely aligned with Becker’s human capital theory. As Becker’s theory holds, students’ decisions can alter with the arrival of new information (Weisbrod, 1964). By relaxing the assumption certainty in the human capital model, student education decisions can be modeled using Weisbrod’s option value theory. According to this theory, students reevaluate their lifetime-utility maximizing decisions based on new information acquired in a sequential nature. Students face large uncertainties due to unexpected positive and negative shocks. This dissertation benefits from utilizing student earnings while in school to proxy for these shocks and opportunity costs. Students test both the schooling and labor market to gain new information to maximize their lifetime earnings. Since higher education choices are dynamic in nature, this dissertation benefits from the use of hazard models as these models explicitly account for time. Overall, the dissertation is largely focused on estimating the effect of time-variant and time-invariant variables on the timing of student higher education investment decision. Time to dropping out or transferring is directly correlated with the cost of education. As students take longer time to transfer or shorter time to drop out, acquiring a bachelor’s degree will take longer. These increases in the cost of education eventually decrease the supply of skilled labor and increase the burden on the state and taxpayers. Using a large administrative data from Kentucky Community and Technical College System (KCTCS) matched with administrative earnings data from Kentucky’s unemployment insurance department, results indicate that increases in student earnings increases time to transfer, decrease time to stopout early and decrease time to graduate. The opportunity cost of continuous enrollment is high and students weigh current events more than future events. Similarly, as students age, the number of years left to enjoy full benefits from another semester of education decreases and hence students are more likely to stopout earlier or transfer later as they age. Lastly, variables that were proxy for ability promote attendance, transfer and graduation.

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Williams, William P. "The Effects of Youth Organizations on High School Graduation". Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31728.

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Organizations such as the Boy Scouts of America, the Girl Scouts of America, church groups, community recreation sports, high school sports, and other youth organizations provide educational, recreational, and social interaction opportunities for many adolescents in the United States. As sociologists we can ask, what kind of impact do they have on participants? The purpose of this study is to examine the effect of participation in one or more of these youth organizations on completing high school. Previous research is lacking in this specific area, though there is research that addresses other positive aspects, and some negative, of these organizations. The hypothesis of this study is that youth who participate in extracurricular activities or youth organizations have a greater likelihood of graduating from high school than those who do not participate in extracurricular activities. The data were taken from the National Longitudinal Survey. A logistical regression was conducted to see if there is an association between participation in these youth organizations and high school graduation.
Master of Science

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-Chan, Huang Ling, e 黃齡嬋. "Graduating Graduation： A Search of Self-Identity". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/45424564788465090939.

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碩士
臺北市立教育大學
視覺藝術學系碩士班
97
The theme of this creation is “Graduating Graduation：A Search of Self-Identity”. In the creation, the internal representations from my past till now were traced. Based on such tracing, I tried to discuss the profound influences generated by the environment around me and by the training and criteria imposed by external systems before further exploring self-identity suppressed by the above influences which led to an internal psychological state with fear and retreat. Through the process of creation, I tried to undo the unspoken difficulties deep in my heart and tear apart the hidden ego and the protection cover on the surface so as to re-explore myself and achieve self-affirmation. This paper consists of five parts. In Chapter 1, an introduction is made to describe the author’s growing background and the environment for creation. Then, explanations in relating to the reasons contributing to the author’ retreating personality and psychological state are given. In Chapter 2, the theoretical basis for creation is introduced. The author tries to explore the influences brought by the ideals and styles presented by various artistic schools and the inspiration for my creations enlightened by artistic theories. In addition, the analysis and explanations according to psychoanalytic theory on sub-consciousness reflected from dreams are stated. My internal wishes and appeals are thus reviewed. Chapter 3 deals with the form and contents of my creation. The creation is completed by computer graphics. Some existing materials and concepts of collage are used to turn daily stuff into new internalized symbols to express the author’s spiritual world. Chapter 4 talks about the creation itself. The creation cover three series: “out-of-body experience”, “disguise” and “vomiting”. The “out-of-body experience” series delivers that the author’s pressure and frustrations in reality are transferred through out-of-body experience and dreams. The “disguise” series criticizes the author’s own pretending attitude toward people and matters via symbolic and metaphorical methods. The “vomiting” series releases the author’s personal emotions suppressed for a long time. In Chapter 5, conclusions are made including the self-review results after the completion of the creation, limitations on the creation, forms and criteria of future develop and self suggestions. It is expected that the author can develop a new direction via writing this paper and the process of creation.

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Mazza, Jamie. "Graduation Recital, Piano". 2012. http://digital.library.duq.edu/u?/etd,154238.

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This graduate recital features significant piano works from the major periods in music history. The opening pieces - the Scarlatti sonatas - are technically challenging but allow the pianist to show a great deal of expression. Schumann’s Liederkreis, Op. 39 as well as the Weisgarber Sonatine are collaborative works; the first features a soprano soloist and the second is written for flute, clarinet, and piano. Ending the first half of the program is Schumann’s Concerto in A minor, op. 54, extremely challenging for both soloist and accompanist, especially during the cadenza. The second half of the recital includes another contemporary work, Sketches in Color (Volume 2) by Robert Starer; these are short, exciting pieces based on tertiary colors. The recital closes with Debussy’s Estampes, a set of works that were one of his earliest compositions for solo piano.
Mary Pappert School of Music;
Music Performance
MM;
Recital;

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