Academic literature on the topic 'Admission Exam'
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Journal articles on the topic "Admission Exam"
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Corridon, Peter R. "Admissions to Medical School during the COVID-19 Era without the MCAT." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110148. http://dx.doi.org/10.1177/23821205211014898.
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As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to re-evaluate admission processes that has been employed since 1928 and support holistic admissions. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.
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Dawadi, Babu Ram, and Daya Sagar Baral. "Towards Automation in Admission Process as a Tool to Enhance Quality of Engineering Education at Tribhuvan University." Journal of the Institute of Engineering 13, no. 1 (June 22, 2018): 48–59. http://dx.doi.org/10.3126/jie.v13i1.20347.
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Institute of Engineering (IOE), Tribhuvan University (TU) is the government owned oldest institution in Nepal providing quality education in the engineering domain since 1972. However in the recent decade, other several universities are established in the country, IOE hasn’t lost its popularity with its major features to have dedication on quality education to fulfill the world class education. As a public institution, it provides equal opportunities for all qualified citizens to enter into the university education. With the increasing number of affiliated colleges and applicants, the entrance exam and admission system are becoming challenging. Accepting the challenges, IOE adapted online applications and admit card generation with computer based entrance exam since 2014. Since recent past years, the student pass rate in the semester exams is not satisfactory. It raised the quality issues and required to find the causes so as to enhance quality. However there are several factors that affect the education quality, we identified that the admission process followed in most of the affiliated colleges is partially in the meritorious basis that affects the semester exam results. From this paper, we analyzed the past admission process and the student’s status in semester exam where we tried to co-relate the quality intake in entrance exam and the semester exam of IOE. We proposed an optimal technical framework to admit merit based applicants through online centralized admission system that helps to overcome the admission challenges and enhance the quality of engineering education of IOE.Journal of the Institute of Engineering, 2017, 13(1): 48-59
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Moura, Flávia Helena Barbosa, José Gustavo Parreira, Thiara Mattos, Giovanna Zucchini Rondini, Cristiano Below, Jacqueline Arantes G. Perlingeiro, Silvia Cristine Soldá, and José Cesar Assef. "Ruling out intra-abdominal injuries in blunt trauma patients using clinical criteria and abdominal ultrasound." Revista do Colégio Brasileiro de Cirurgiões 44, no. 6 (December 2017): 626–32. http://dx.doi.org/10.1590/0100-69912017006015.
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ABSTRACT Objective: to identify victims of blunt abdominal trauma in which intra-abdominal injuries can be excluded by clinical criteria and by complete abdominal ultrasonography. Methods: retrospective analysis of victims of blunt trauma in which the following clinical variables were analyzed: hemodynamic stability, normal neurologic exam at admission, normal physical exam of the chest at admission, normal abdomen and pelvis physical exam at admission and absence of distracting lesions (Abbreviated Injury Scale >2 at skull, thorax and/or extremities). The ultrasound results were then studied in the group of patients with all clinical variables evaluated. Results: we studied 5536 victims of blunt trauma. Intra-abdominal lesions with AIS>1 were identified in 144 (2.6%); in patients with hemodynamic stability they were present in 86 (2%); in those with hemodynamic stability and normal neurological exam at admission in 50 (1.8%); in patients with hemodynamic stability and normal neurological and chest physical exam at admission, in 39 (1.5%); in those with hemodynamic stability, normal neurological, chest, abdominal and pelvic physical exam at admission, in 12 (0.5%); in patients with hemodynamic stability, normal neurological, chest, abdominal and pelvic physical exam at admission, and absence of distracting lesions, only two (0.1%) had intra-abdominal lesions. Among those with all clinical variables, 693 had normal total abdominal ultrasound, and, within this group, there were no identified intra-abdominal lesions. Conclusion: when all clinical criteria and total abdominal ultrasound are associated, it is possible to identify a group of victims of blunt trauma with low chance of significant intra-abdominal lesions.
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Karjo, Clara Herlina. "Relationship between High School National Exam Scores and College Admission Test Scores in Indonesia." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 561–68. http://dx.doi.org/10.37200/ijpr/v24i5/pr201721.
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Ideon, Erge, and Eve Aruvee. "Mathematics Admission Test Remarks." Rural Sustainability Research 36, no. 331 (December 1, 2016): 4–9. http://dx.doi.org/10.1515/plua-2016-0007.
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Abstract Since 2014, there have been admission tests in mathematics for applicants to the Estonian University of Life Sciences for Geodesy, Land Management and Real Estate Planning; Civil Engineering; Hydraulic Engineering and Water Pollution Control; Engineering and Technetronics curricula. According to admission criteria, the test must be taken by students who have not passed the specific mathematics course state exam or when the score was less than 20 points. The admission test may also be taken by those who wish to improve their state exam score. In 2016, there were 126 such applicants of whom 63 took the test. In 2015, the numbers were 129 and 89 and in 2014 150 and 47 accordingly. The test was scored on scale of 100. The arithmetic average of the score was 30.6 points in 2016, 29.03 in 2015 and 18.84 in 2014. The test was considered to be passed with 1 point in 2014 and 20 points in 2015 and 2016. We analyzed test results and gave examples of problems which were solved exceptionally well or not at all.
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Tran, The Vinh, Tran Kim Thanh, Tran Manh Tuong, and Vu Anh Linh Duy. "APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES." Applied Aspects of Information Technology 3, no. 4 (November 20, 2020): 276–87. http://dx.doi.org/10.15276/aait.04.2020.5.
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In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.
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David, David, and Nasvizar Guspendri. "Impact of admission type on students’ achievement in economy and business school of Batusangkar State Institute of Islamic Studies." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 2 (December 27, 2018): 197–207. http://dx.doi.org/10.21831/pep.v22i2.22367.
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The study is aimed at finding the differences in students’ academic achievement based on the admission system type to IAIN Batusangkar and the size of the contribution of admission systems to students’ achievement. The study uses the quantitative research approach. The comparative multivariate technique is used for the data analysis. Subjects include 159 student candidates for the local-exam stream, 161 for the national-exam stream, and 123 for the achievement-based stream. Findings show that there is a significant difference in academic achievement between students admitted through the achievement stream and students admitted through the local and national-exam streams. There is no significant difference between the local-exam system and the national-exam system. The contribution of admission systems over academic achievement is 5.4%; specified: 5.2% for Semester I, 2.3% for Semester II, 3.8% for Semester III, 4.1% for Semester IV, and 4.4% for Semester V.
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Susanty, Meredita, and Herminarto Nugroho. "OPTICAL CHARACTER RECOGNITION IMPLEMENTATION FOR ADMISSION SYSTEM IN UNIVERSITAS PERTAMINA." Simetris: Jurnal Teknik Mesin, Elektro dan Ilmu Komputer 11, no. 1 (April 30, 2020): 165–70. http://dx.doi.org/10.24176/simet.v11i1.3838.
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Starting in 2019, prospective college students require to take Computer-Based Writing Exam (UTBK) to register for the state universities in Indonesia. Some private university also adopts this exam as a requirement for admission. One of the private university that adopts it is Universitas Pertamina. UTBK consist of several exam group score printed in a digital certificate in image format (jpg). The university admission team must download the UTBK certificate that has uploaded by applicants, read and record the score for each exam group then make a calculation to make a decision whether the applicant is accepted in a certain school in the university. This research proposes to replace the manual process performed by the admission team with optical character recognition (OCR). The OCR engine will extract text from an image. Some information from the extracted text is calculated to provide an acceptance decision. The research shows that OCR cannot accurately convert text from an image when there is a grayscale background in the image. However, image preprocessing can improve overall accuracy. Lastly, Tesseract performs better in converting black text with white-background than white text with a black background.
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조상희. "Policy Making about University Admission Exam and Judicial Self-restraint." Journal of Law of Education 21, no. 1 (June 2009): 183–211. http://dx.doi.org/10.17317/tjle.21.1.200906.183.
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Poláčková, Julie. "RELATIONSHIP OF SUCCESS IN UNIVERSITY STUDY AND ADMISSION EXAM RESULTS." Journal on Efficiency and Responsibility in Education and Science 6, no. 4 (2013): 281–93. http://dx.doi.org/10.7160/eriesj.2013.060406.
Full textDissertations / Theses on the topic "Admission Exam"
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Moore, Thomas Frank. "Admission Predictors of Student Success on the Physician Assistant National Certifying Exam." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7410.
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In 2009, a local physician assistant (PA) program lost accreditation due to decreased success in licensure pass rates on the Physician Assistant National Certification Examination (PANCE). In response, the program's admissions committee required additional metrics for accepting quality candidates more likely to pass the licensure examination on the first attempt. The purpose of this study was to gain a better understanding of these metrics, specifically the relationship between demographics, prerequisite admission requirements, and PANCE success. The theoretical framework and conceptual model shaping this study was Bordage's illumination and magnify framework and Swail's geometric model of student persistence and achievement. The purpose of this nonexperimental quantiative study was to investigate the relationhip between the demographic variables, preadmission requirements, and their relationship to predict first-time PANCE success. Using archival data, total sampling (N = 107) included all students who took the PANCE from 2012 to 2016. Binary logistic regression results showed that The Graduate Record Examination quantitative reasoning score was statistically significant (p < .01), and a poor predictor of success, secondary to not having a significant effect on the odds of observing PANCE success. The overall results did not provide admission predictors of student success on the first-time attempt to pass PANCE. The study has significance for social change in the area of admissions policy development that supports a nonbiased process for the identification and selection of quality PA candidates.
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Araujo, Marcelo Aparecido de. "História nos exames de admissão ao secundário em São Paulo: 1950-1960." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21745.
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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-13T11:44:02Z
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The objective of this study is to analyze the history exams for admission to public secondary education in São Paulo in the 1950s and 1960s, a period marked by struggles to expand access to free secondary education, while legal determinations imposed the obligation of admission examinations as a single means of entering junior high school. It analyzes which historical knowledge was selected so that part of the students had the right to enter the gymnasium sand how the evaluation system was constituted and its power to determine the primary level curriculum regarding contents and teaching methods. It uses as sources curricular and didactic manuals used as preparatory to the exams, published and commercialized by several publishers of the period for the 4th and 5th year of primary education, besides the own exams of History elaborated by several official institutions of the state for entrance to these condary education, especially the São Paulo State College, known as the State's first public high school. The procedures of analysis of the documentation have as the oretica references works by André Chervel, Gimeno Sacristán, David Hamilton and Ivor Goodson who discuss questions about curriculum and school subjects, by Circe Bittencourt about the teaching of the discipline of History and especially of text books, as well Alain Choppin
O objetivo deste trabalho é analisar os exames de História para a admissão ao curso secundário público em São Paulo nas décadas de 1950 e 1960, época marcada por lutas pela ampliação do acesso ao ensino secundário gratuito, ao mesmo tempo em que determinações legais impunham a obrigatoriedade da aprovação nos exames admissionais como um único meio de ingresso aos cursos ginasiais. Entender como os conhecimentos históricos eram selecionados para que parte dos alunos tivesse o direito de ingresso aos ginásios; e como se constituiu o sistema avaliativo e seu poder de determinar o currículo do nível primário, no que diz respeito aos conteúdos e métodos de ensino. Foram utilizados, como fontes de pesquisa, programas curriculares e livros didáticos utilizados como preparatórios para os exames, publicados e comercializados por diversas editoras do período para os 4º e 5º anos do ensino primário, além dos próprios exames de História elaborados por diversas instituições oficiais do estado para ingresso ao ensino secundário, em especial o Colégio Estadual São Paulo, conhecido como a primeira instituição de ensino secundário público do Estado. Os procedimentos de análise da documentação têm como referenciais teóricos trabalhos de André Chervel, Gimeno Sacristán e David Hamilton, que discutem questões acerca do currículo e das disciplinas escolares; e de Circe Bittencourt a respeito do ensino da disciplina de História, e especialmente dos livros didáticos, assim como Alain Choppin
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Santos, Rosemary. "Saberes matemáticos identificados em provas do exame de admissão ao ginásio do Colégio São Paulo (1931 - 1969)." reponame:Repositório Institucional da UFSC, 2017. https://repositorio.ufsc.br/xmlui/handle/123456789/180526.
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Santos, Rosemary
Saberes matemáticos identificados em provas do exame de
a
dmissão ao ginásio do Colégio
São Paul
o (1931
-
1969) / Rosemary
Santos
; orientador Ivanete Batista dos Santos.
–
São Cristóvão,
2017.
102
f.
Dissertação (mestrado em Ciências e Matemática)
–
Universidade Federal de Sergipe, 2017.
1.
Matemática
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Estudo e ensino. 2. Exames
-
Educação. 3.
Estudantes do ensino ginasial
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Exame. I. Santos, Ivanete Batista
dos, orient. II. Título.
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RESUMO Neste texto é apresentado o resultado de uma pesquisa que teve por objetivo identificar saberes matemáticos utilizados nos enunciados das questões das provas dos exames de admissão ao ginásio no período compreendido entre 1931 a 1969. Tal exame tinha o pro pósito de selecionar estudantes que haviam concluído o ensino primário e pretendiam dar continuidade aos estudos, e ao serem aprovados, ingressavam na primeira série do ensino ginasial, no Colégio de São Paulo. As provas foram examinadas a partir do CD - ROM organizado por Valente (2001) tomando como base, o entendimento de Chervel (1990) para aparelho docimológico. A partir do exame realizado nas provas dos anos de 1931 a 1969, foi possível identificar que o que foi denominado de aritmética ou cálculo elemen tar, a partir da implantação do exame de admissão na Reforma Francisco Campos, pode ser caracterizado com certa aproximação com os programas da época. Foi identificado que fração e medidas são os saberes matemáticos que foram mais utilizados, separados ou em combinação em situações, consideradas práticas. Em relação à formatação das provas, houve mudanças no quantitativo de questões, passando de três para cinco e depois para o número maior chegando até quinze questões. A partir dos anos 1950, ocorreu que as provas passaram a ser organizadas em duas partes, sendo que em uma, estavam dispostos problemas de aplicação prática e na outra, problemas de aplicação direta das regras ou princípios matemáticos. Mudança efetiva em relação aos saberes matemáticos só é id entificada a partir de 1968, quando os problemas são adotados indícios do movimento da matemática moderna, por meio do uso da linguagem dos conjuntos, nos enunciados das questões, inclusive naquelas que tratam de fração. Isto é o anúncio de uma nova format ação para o ensino de Matemática, que extrapola o limite do que era denominado de cálculo elementar prescrito na Reforma Francisco Campos, a época da implantação do exame de admissão.
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Sturion, Leonardo. "Um instrumento de seleção e classificação de candidatos à admissão a uma instituição de ensino superior." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/81490.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de ProduçãoMade available in DSpace on 2012-10-19T04:37:12Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T00:08:14Z : No. of bitstreams: 1 182947.pdf: 5758198 bytes, checksum: f8392853685413cd9db73fa06fba701f (MD5)
Os exames vestibulares têm-se mostrado ineficazes para avaliar as competências, habilidades e aptidões dos candidatos ao Ensino Superior. Este trabalho apresenta um "Novo Processo de Admissão" alternativo, baseado nos resultados do Exame Nacional do Ensino Médio (ENEM). O "processo" tem duas fases: a primeira, que seleciona os candidatos por conhecimento; a segunda, que classifica por vocação. A pesquisa é de caráter descritivo, abrangendo quantitativamente o banco de dados do ENEM. O "processo" proposto é ilustrado com os resultados dos exames vestibulares da Universidade Federal do Paraná, realizados no ano de 2000. Os resultados empíricos mostram que o "Novo Processo de Admissão" proposto traz maior eqüidade social sem prejuízo da qualidade dos alunos admitidos. Com este trabalho é oferecida às instituições brasileiras de Ensino Superior uma metodologia para admissão de alunos: (i) que contempla as competências e habilidades necessárias ao ensino superior; (ii) que leva em consideração a vocação dos candidatos; (iii) que torna socialmente mais eqüitativa a competição entre os candidatos de todas as classes sociais e, (iv) que apresenta viabilidade econômica para as instituições de ensino superior.
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Minhoto, Maria Angélica Pedra. "Da progressão do ensino elementar ao ensino secundário (1931-1945): crítica do exame de admissão ao ginásio." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10600.
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Previous issue date: 2007-07-24Conselho Nacional de Desenvolvimento Científico e Tecnológico
The object of this research is the admission examination for secondary education. In Brazil, it was established in 1931 and was used during 40 years to elect pupils to gymnasium. The analysis ranges between 1931 and 1945. The work aims at identifying: the social origin of pupils selected to secondary education, in Sao Paulo city; the variations on their performances at school; if such variations keep relation with social origin factors; if the exam results permit anticipate the students performance; the characteristics of the previous trajectory of the students that were successful in the exam; if the subjects covered by the exam produce any effect on primary education curriculum; the relation between the exam legal changes and the gymnasium social composition. The theoretical bases are: 1) David Hamilton s distinction between schooling and others institutionalized forms of education, and the different forms of schooling; 2) Norbert Elias effort to link the individual patterns of behavior and the structural changes of the society; and 3) Fritz Ringer s conceptual framework developed to study the European systems of secondary education, during the last three centuries. The empirical research collected data from the files of five educational institutions. The main results are: the social composition of secondary education in Sao Paulo was not restricted to the so called elite; the exam was inefficient to produce prognostics; the exam was not efficient to restrain the demand for secondary education; the social function of the exam was to legitimize a pattern of selection and to disguise the existence barriers in elementary education institutions; the selected social mobility of part of the students appeared as a sort of demonstration-effect , stimulating the demand for secondary education in Brazil; the legal regulation of the exam did not produce significant changes in the gymnasium social composition; the different strategies adopted by the private sector to circumvent the legal framework showed the limits of the Brazilian State both as a repressive agency and as a development inducer in the field of education
O objeto de estudo desta pesquisa é o exame de admissão ao ginásio, instituído em nível nacional em 1931 e utilizado por 40 anos consecutivos para a seleção de alunos ao ensino secundário. A análise do objeto circunscreve-se aos anos 1931 e 1945. A pesquisa visava a identificar: a origem social dos alunos selecionados pelo exame, na cidade de São Paulo; as variações em seu percurso ginasial; se tais variações guardam relação com fatores de origem social; se os resultados obtidos no exame indicam de maneira eficiente o desempenho escolar futuro; as características que marcam a progressão dos estudos entre os níveis elementar e secundário; se os conteúdos e a forma do exame exercem algum efeito na conformação do currículo e da clientela do ensino primário paulistano; e se existe alguma relação entre as mudanças nas prescrições legais do exame e a composição social do ginásio. Os referentes teóricos que orientam as análises são os estudos desenvolvidos por: 1) David Hamilton, que distingue, na longa duração, a escolarização de outras formas institucionalizadas de educação e as diferentes formas assumidas pela escolarização; 2) Norbert Elias, que evidencia, também na longa duração, as correlações entre alterações da estrutura de comportamento individual e as mudanças estruturais da sociedade; e 3) Fritz Ringer, cuja base conceitual foi concebida para analisar os sistemas europeus de educação secundária entre os séculos XVIII e XX. O levantamento das informações foi realizado no período de 2004 a 2006 em arquivos de cinco instituições de ensino, localizadas em São Paulo, que permanecem em funcionamento até hoje, e se limita a uma amostra de três coortes. Os resultados indicam que: a composição social do ensino secundário paulistano não esteve restrita à chamada elite; o exame foi ineficiente para produzir prognósticos; o exame não funcionou eficazmente para conter a demanda por educação secundária, infirmando parte da literatura especializada, que via nessa meta a função manifesta do exame; a função latente do exame, no entanto, foi a de legitimar um padrão específico de recrutamento e camuflar a existência de barreiras institucionais no ensino elementar; a mobilidade ascendente, ainda que seletiva, de indivíduos ou de segmentos da população propiciada pelo acesso ao secundário serviu como efeito-demonstração para o crescimento da demanda por escolarização secundária; a regulamentação jurídica do exame não produziu alterações significativas na composição social do ginásio e as estratégias desenvolvidas pelas instituições privadas para contornar sistematicamente esses regulamentos permite entrever limites ao papel repressivo e interventor do Estado da época
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Hernandez, Munhoz Alicia Maria. "Uma analise multidiciplinar da relação entre inteligencia e desempenho academico em universitarios ingressantes." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253339.
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Orientador : Marcia Regina Ferreira de BritoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: UMA ANÁLISE MULTIDIMENSINAL DA RELAÇÃO ENTRE A INTELIGÊNCIA E O DESEMPENHO ACADÊMICO EM UNIVERSITÁRIOS. Munhoz, A.M.H. (2002) Baseando-se na Teoria Cattell-Horn-Carroll das habilidades cognitivas, o presente estudo teve como objetivo analisar as possíveis correlações entre o desempenho cognitivo e o acadêmico tendo como sujeitos estudantes universitários. Parte de um projeto mais amplo do grupo de avaliação de habilidades básicas em estudantes universitários, GAHB, os objetivos específicos do presente estudo foram: verificar o poder preditivo das provas de raciocínio para o sucesso acadêmico; verificar o poder preditivo das provas do vestibular para o sucesso acadêmico; identificar quais habilidades cognitivas são relevantes para o sucesso acadêmico nos diferentes cursos; verificar quais as diferenças de desempenho nas provas de raciocínio entre os gêneros; verificar quais as diferenças de desempenho nas provas de raciocínio entre estudantes oriundos de escola pública e particular; verificar quais as diferenças de desempenho no vestibular entre os gêneros; verificar quais as diferenças de desempenho no vestibular entre estudantes oriundos de escola pública e particular. Participaram deste estudo a amostra de 1998 do banco de dados do projeto do GAHB, constando de 960 estudantes, de ambos os sexos, de uma universidade particular do Estado de São Paulo dos cursos de Administração, Engenharia civil, Letras, Matemática, Medicina, Odontologia, Pedagogia e Psicologia. Foram utilizadas provas de raciocínio indutivo, lógico-dedutivo, compreensão de leitura e conhecimentos gerais, os resultados do vestibular, as médias acadêmicas nas disciplinas do primeiro ano de curso. Foram realizadas a estatística descritiva, matriz de correlação e análise multidimensional considerando-se como variáveis independentes curso, pontos no vestibular e nas provas de raciocínio e como variáveis dependentes as notas finais nas disciplinas. Os resultados apontam que o vestibular é bom preditor de desempenho para alguns cursos quando considerados provas específicas e que medidas compostas envolvendo vestibular e raciocínio são mais eficientes. Os resultados apontam para a necessidade de estudos qualitativos do processamento dessas medidas
Abstract: A MULTIDIMENSIONAL ANALYSIS BETWEEN INTELLIGENCE AND ACADEMIC PERFORMANCE IN UNIVERSITY STUDENTS. Munhoz, A.M.H. (2004). This study aims at analyzing the possible correlation between the cognitive and academic performance in university students, based on Cattell-Horn-Carroll¿s cognitive abilities theory. From a wider project in an evaluation group of basic abilities for these students called GAHB, the specific objectives were: verify the predicted strength of reasoning tests and of the admission university test for the academic achievement; identify which cognitive abilities are relevant for the academic courses in different courses; verify which are the differences of performance with the reasoning tests between the genders and among students from public and private high schools; verify which are the differences of performance in the admission university test between the genders and among students from public and private high schools. The sample was from a 1998 data bank from the GAHB project, with 960 students (male and female) from a private university in the Sao Paulo State, Brazil from the courses of Administration, Civil Engineering, Language, Mathematics, Medicine, Dentistry, Pedagogy and Psychology. Inductive reasoning, deductive-logic, reading comprehension and general knowledge, the admission university test results, the academic grades of the disciplines that composed the first year of each course were used for the statistical analyses. For the analysis of the results a descriptive statistics, a correlation matrix and a multidimensional analysis were done, considering as independent variables the course, the admission university test scores and the reasoning tests and as dependent variables the final disciplines grades. The results point out that the admission university test is a good performance predictor for some courses when considering specific tests and that compound measures involving the admission university test and reasoning tests are more efficient. The results also point out the qualitative study need for processing these measures
Doutorado
Educação
Doutor em Educação
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Kanashiro, Daniela Sayuri Kawamoto. "Do ensino médio ao superior: que ponte os une? Um estudo de provas de vestibular de língua espanhola." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062007-090818/.
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Esta pesquisa tem como objetivo analisar provas de vestibular de espanhol, disponibilizadas por algumas Instituições de Ensino Superior (IES), referentes aos processos seletivos de 2004 a 2006. Por meio de consulta às páginas web do INEP, tivemos acesso aos endereços eletrônicos das 1.130 IES da região sudeste. Após entrar em contato com todas elas, obtivemos 23 exames fornecidos por 21 instituições - duas das quais apresentavam a prova de língua espanhola na 1ª e na 2ª fase do processo seletivo. São esses os exames que integram nosso corpus de pesquisa. À luz das concepções teóricas sobre o processo de compreensão textual apresentadas por Kleiman (2004), Kato (1999) e Solé (1998), entre outros pesquisadores, e considerando os pressupostos a respeito da leitura constantes nos documentos oficiais brasileiros para o Ensino Médio, a saber: PCNEM (1999), PCN+ (2002), PCN em debate (2004) e OCNEM (2006), procedemos à análise do material coletado. Identificamos o conhecimento de mundo exigido dos candidatos em tais exames e o gênero de cada um dos 42 textos relacionados. Analisamos as 205 questões organizando-as em quatro grupos que envolveram questões de: 1. compreensão global ou parcial do texto; 2. relações entre os elementos lingüísticos do texto; 3. de conhecimento gramatical; 4. de conhecimento lexical. Por fim, analisamos a presença, ou não, de dois aspectos específicos, quais sejam, contextualização e interdisciplinaridade, presentes em todos os documentos de orientação para o Ensino Médio, organizados pelo MEC. Ainda que a maior parte das questões tenham feito referência a um texto, muitas delas ainda exigiram apenas a identificação de elementos expressos no texto. Outras, em menor proporção, continuaram avaliando apenas e/ou prioritariamente o domínio de regras gramaticais e do léxico, como se o ensino de uma língua pudesse ser reduzido a esses dois temas. Concluímos nossa pesquisa apresentando uma síntese e reflexão dos principais dados levantados sobre os exames vestibulares em língua espanhola, sobretudo quanto aos aspectos privilegiados nas provas analisadas. Por fim, entre os anexos, incluímos a relação nominal das IES contatadas, com a indicação da cidade onde se situa e o correspondente endereço eletrônico.This research has the purpose to analyze Spanish tests of university admission exams available by some Brazilian colleges about the selective process of students in 2004 to 2006. Through consultation to the pages web of INEP we had access to the e-mails of 1,130 colleges of the south east region. After the contact with all the institutions, we got 23 tests provided by 21 institutions - two of them showed Spanish test in the first and the second stage of the selective process. These tests were organized in the corpus of this research. According to the theoretical conception about the process of textual comprehension presented by Kleiman (2004), Kato (1999) and Solé (1998), among other researchers, and considering the presupposes about the reading unchangeable in the Brazilian documents to high school, as: PCNEM (1999), PCN+ (2002), PCN em debate (2004) and OCNEM (2006), we procedured to analyze of the collected material. We identified the world knowledge demanded from the candidates in these tests and the textual gender of each one of the 42 texts presented in the corpus of this research. We analyzed 205 questions organized in 4 groups that included questions of: 1. global or partial comprehension of the text; 2. relations among linguistic elements of the text; 3. grammatical knowledge; 4. lexical knowledge. Finally, we analyzed the presence, or lack, of two specific aspects, just like, contextualization and intersubject, present in all documents of orientation to the high school, organized by MEC. Although most of the questions were connected with the text, yet many of them demanded only the identification of the elements expressed in the text. Others, in lesser proportion, continued assessing just and/or priorily the masterfulness of grammatical rules and lexical knowledge as if the teaching of a language could be reduced to these two topics. In the conclusion of this research we showed a synthesis and a reflection of the principal data checked about the tests of university admission exam in Spanish language, especially to connect with the aspects privileged in the tests that we analyzed. Finally, among annex, we included the nominal relation of the colleges contacted with the indicator of the city where they locate and their corresponding e-mail.
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Temp, Daiana Sonego. "GENÉTICA E SUAS APLICAÇÕES: IDENTIFICANDO O TEMA EM DIFERENTES CONTEXTOS DE ENSINO." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/3542.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorGenetics, a subarea within Biology, has a major importance for the study and comprehension of diversity, heredity and biological evolution. A significant understanding of this subarea, with its correlations and applications, allows that individuals perform in a critical way in the society. This study aimed to recognize how the contents of Genetics and its applications are explored in different teaching situations. This research had a quali-quantitative approach, using for data collection instruments as tests composed by exercises focusing on Genetics and its relationships/applications applied to High School students and University students, a questionnaire applied to teachers, and documental analysis. The participants in the study were High School senior students in the years of 2013 and 2014 from two schools, chosen because they had studied Genetics at least one year before, University freshman enrolled in courses within the Biological Area, in the first or second semester in 2012; and also Biology teachers from public and private schools located in the town of Santa Maria, Rio Grande do Sul state, Brazil. Admission exams for entering High Education in Brazil in the period from 2009 to 2013 were also analyzed. Results showed that students, both High School seniors and University freshmen, did not present a significant knowledge related to Genetics and its applications. The main difficulties are related to the understanding of the triad genes-chromosomes-DNA, lacking of inter-relationships among contents previously studied and utilization of math rules for probabilities and calculations involving fractions. Students presented misconceptions related to the concepts of genetic code and genome, relationship between number of chromosomes and DNA molecules, presence of different DNA molecules in different cell types in a single individual, confusion between the concepts of transgenic and genetic modified organisms. The admission exams presented a model favoring the correlation among different contents, but usually toward basic Genetics to the detriment of subjects related to the applications of Genetics. Teachers, on the other hand, considered that the basic contents of Genetics are essential to the individual formation and that the difficulty in learning Genetics is related to the excess of concepts, abstract content, besides correlation between contents, as nucleic acids, and to other matters, mainly Mathematics and Chemistry. Based on the results we developed a didactic booklet containing models and auxiliary teaching resources in Genetics.
A Genética, subárea da Biologia, é de grande importância para o estudo e compreensão da diversidade, hereditariedade e evolução dos seres vivos. O entendimento significativo desta subárea, com suas correlações e aplicações, permite que o indivíduo atue na sociedade de forma crítica. O objetivo principal deste estudo foi reconhecer como o conteúdo de Genética e suas aplicações são explorados em diferentes situações de ensino. Esta pesquisa teve como enfoque uma abordagem quanti-qualitativa, utilizando como instrumentos de coleta testes compostos por exercícios enfocando Genética, relações e aplicações com os alunos do ensino médio e do ensino superior, questionário aplicado aos professores e análise documental. Participaram da pesquisa estudantes concluintes do ensino médio nos anos de 2013 e 2014 em duas escolas, escolhidos porque estudaram Genética há um ano, no mínimo; estudantes universitários iniciantes matriculados em cursos que contemplam a área Biológica, no primeiro ou segundo semestre do ano de 2012; além de professores de Biologia de escolas públicas e particulares localizadas na cidade de Santa Maria, RS, Brasil no segundo semestre de 2013. Também foi feita a análise de provas de seleção para ingresso em Instituições de Ensino Superior Brasileiras e Exame nacional do Ensino Médio (ENEM) no período de 2009 a 2013. Os resultados mostraram que os alunos, iniciantes na universidade ou concluintes do ensino médio, não apresentaram conhecimento significativo relacionado à Genética e suas aplicações. As principais dificuldades estão relacionadas ao entendimento da tríade genes-cromossomos-DNA, à falta de interrelacionamento entre conteúdos estudados em anos anteriores e à utilização de regras matemáticas para probabilidades e cálculos envolvendo frações. Os alunos apresentaram concepções errôneas relacionadas aos conceitos de código genético e genoma, relação entre número de cromossomos e moléculas de DNA, presença de tipos diferentes de DNA de acordo com o tipo celular no mesmo indivíduo, confusão entre os conceitos de organismos transgênicos e geneticamente modificados. As provas de seleção analisadas apresentaram um modelo que preza pela correlação de diferentes conteúdos, mas normalmente voltadas aos conteúdos de Genética básica em detrimento de temas relacionados às aplicações da Genética. Os professores, por sua vez, consideraram que os conteúdos de Genética básica são essenciais para a formação dos indivíduos e que a dificuldade em aprender Genética está relacionada ao excesso de conceitos, conteúdo abstrato, além da correlação entre conteúdos, como ácidos nucleicos, e entre disciplinas, principalmente Matemática e Química. A partir dos resultados foi desenvolvido um caderno didático composto por modelos didáticos e materiais auxiliares para o ensino de Genética.
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Archanjo, Reginaldo Miguel [UNESP]. "Um breve histórico da Escola Industrial de Porto Ferreira: avaliação, bússola do processo educacional." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/90212.
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Este trabalho apresenta uma discussão a respeito da trajetória dos métodos e processos avaliativos no decorrer da história educacional da antiga Escola Industrial de Porto Ferreira, tendo como enfoque os anos de 1960 a 1980. Nesta instituição de ensino, desde 1946, foram criados diversos cursos com o intuito de formar jovens que quisessem aprender um oficio laboral, principalmente, nas áreas de cerâmica, mecânica e economia doméstica. Utilizando de fontes orais, impressas e imagéticas e considerando diversos contextos sociais, elaboramos uma análise que evidencia um entendimento de como se trabalhou avaliação nesta escola e qual a sua importância em todo processo educacional verificado no período, levando em consideração reformas e movimentos educacionais que influenciaram a época objetivada
This paper presents a discussion about the trajectory of the evaluatives’ methods and processes during the educational history of the Porto Ferreira’s former Industrial School, focusing on the years 1960 to 1980. In this School, since 1946, several courses were created in order to train young people who wanted to learn a craft labor, especially in the areas of ceramics, mechanics and domestic economy. Using oral, print and imaging sources and considering various social contexts we prepared an analysis that shows a understanding of how assessment was worked at this school and what is its importance in the whole educational process occurred in the period taking into consideration educational reforms and movements that influenced the time objectified
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Archanjo, Reginaldo Miguel. "Um breve histórico da Escola Industrial de Porto Ferreira : avaliação, bússola do processo educacional /." Rio Claro, 2012. http://hdl.handle.net/11449/90212.
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Orientador: Arlete de Jesus BritoBanca: Regiane Helena Bertagna
Banca: Maria Angela Miorim
Resumo: Este trabalho apresenta uma discussão a respeito da trajetória dos métodos e processos avaliativos no decorrer da história educacional da antiga Escola Industrial de Porto Ferreira, tendo como enfoque os anos de 1960 a 1980. Nesta instituição de ensino, desde 1946, foram criados diversos cursos com o intuito de formar jovens que quisessem aprender um oficio laboral, principalmente, nas áreas de cerâmica, mecânica e economia doméstica. Utilizando de fontes orais, impressas e imagéticas e considerando diversos contextos sociais, elaboramos uma análise que evidencia um entendimento de como se trabalhou avaliação nesta escola e qual a sua importância em todo processo educacional verificado no período, levando em consideração reformas e movimentos educacionais que influenciaram a época objetivada
Abstract: This paper presents a discussion about the trajectory of the evaluatives' methods and processes during the educational history of the Porto Ferreira's former Industrial School, focusing on the years 1960 to 1980. In this School, since 1946, several courses were created in order to train young people who wanted to learn a craft labor, especially in the areas of ceramics, mechanics and domestic economy. Using oral, print and imaging sources and considering various social contexts we prepared an analysis that shows a understanding of how assessment was worked at this school and what is its importance in the whole educational process occurred in the period taking into consideration educational reforms and movements that influenced the time objectified
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Books on the topic "Admission Exam"
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(Firm), HESI, ed. Admission assessment exam review. 3rd ed. St. Louis, Mo: Elsevier/Mosby, 2013.
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(Firm), Advantage Education, ed. GMAT exam prep. [Indianapolis, Ind.]: Pearson Education, 2007.
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Acing the bar exam: A checklist approach to taking the bar exam. St. Paul, MN: Thomson/West, 2008.
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(Firm), Advantage Education, ed. LSAT exam prep. Indianapolis, IN: Pearson Education, 2007.
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Stanley, H. Kaplan Educational Center (New York N. Y. ). Kaplan GRE exam. 5th ed. New York: Kaplan Educational Centers, 2001.
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The official guide to the MCAT exam. 2nd ed. Washington, D.C: Association of American Medical Colleges, 2011.
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Kaplan Test Prep and Admissions. GRE exam: Premier program. 2nd ed. New York: Kaplan Pub., 2007.
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Glazier, Holly. Michigan bar exam essay deconstruction. New York, N.Y: Wolters Kluwer Law and Business, 2012.
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Darrow-Kleinhaus, Suzanne. The bar exam in a nutshell. 2nd ed. St. Paul, MN: Thomson/West, 2009.
Find full textBook chapters on the topic "Admission Exam"
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Chabasse, Catherine, and Stephanie Kader. "Putting interpreting admissions exams to the test." In Aptitude for Interpreting, 161–75. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.68.09cha.
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Saccary, Abbie. "Eye Pain." In Acute Care Casebook, edited by Evie Marcolini, 113–18. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190865412.003.0023.
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Eye pain and eye redness are common complaints that frequently present to both emergency departments and primary care centers alike; however, quickly discerning the source of these nonspecific complaints is an essential and potentially vision-saving skill for any acute care practitioner. This case examines a common patient presentation to the emergency department for eye pain, redness, and diplopia and further delves into key differences between benign sources of infection and potentially vision-compromising postseptal (orbital) cellulitis. It discusses key physical exam findings and necessary imaging studies for this condition and addresses the immediate treatment, including specific antibiotic therapy and indications for ophthalmology consult and hospital admission.
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Witham, Peter, Patrick Schuermann, and Janice Crampton. "AISAP Professional Pathways Innovations." In Handbook of Research on Credential Innovations for Inclusive Pathways to Professions, 160–77. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-3820-3.ch008.
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Over the past 5 years (2016-2021) the Association of Independent School Admission Professionals (AISAP) has engaged in a process of expanding their professional learning and credentialing opportunities for membership. Beginning in 2016, AISAP decided to leverage recent innovations in learning sciences, digital badging, and credentialing to greatly increase the professional learning and assessment experience of its membership. Thus, AISAP embarked upon a process of developing a robust micro-credentialing program and an online credentialing exam which are authentic, accurate, accessible, and add value to participants. This case study provides an overview of the institutional context and purpose of these solutions and then details the process of designing, implementing, and continuously improving these solutions. The case also includes a number of lessons learned and accompanying resources which may be relevant to other organizations considering, or in the midst of, developing similar solutions.
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Emmott, Bill. "Discovering, Developing, Teaching." In Japan's Far More Female Future, 143–58. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865551.003.0009.
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A common gender stereotype holds that women are less suitable to be scientists than men even though there is no evidence for this proposition. In Japan, a big gender gap in STEM subjects in high school translates into low numbers of female students studying science at university and low admission rates of females to national universities for which all applicants for all degrees are required to sit an exam in science. But role models do exist to encourage the younger generation, and some national universities are trying hard to encourage more female students to study science, technology, and mathematics. Interviews with three role models who took science degrees and went on to successful careers in academia, finance, and consumer electronics, show that barriers are considerable but that they can be overcome. An interview with the president of Nagoya University, Matsuo Seiichi, examines what the university is doing to try to close the gender gap.
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Ewerling Penna, Priciane Bárbara, Maria Cândida Moreno Penna, Douglas Domingues, Fernando Ferreira Penna Filho, Raffaello de Freitas Miranda, Eliana Migliorini Mustafa, and Idiberto José Zotarelli Filho. "Clinical Case of the Occurrence of Stroke Followed by Death After Vaccine Against SARS-CoV-2." In Bulletin of Medical and Clinical Research, 1–9. 2nd ed. IOR PRESS, 2021. http://dx.doi.org/10.34256/br2111.
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Introduction: The current COVID-19 pandemic has involved developing vaccines to control the virulence of SARS-CoV-2. More than 4.1 million people have died from COVID-19.1 In response to this public health emergency, several vaccines against COVID-19 have been developed, with more than 3.7 billion doses administered worldwide. After the introduction of the adenovirus vector vaccine ChAdOx1, several cases of severe venous thrombosis with thrombocytopenia were reported worldwide. Objective: It was to present a case report of a 25-year-old female patient who presented extensive left intraparenchymal hematoma and rapid progression to brain death followed by death. Case report: A 25-year-old woman, CSS, was vaccinated against COVID-19 with the adenovirus ChAdOx1, 14 days after admission, evolved with a fever that started about 13 days ago, associated with holocranial, tight, moderate-intensity headache. On the day of admission, she was found by the torporous, unresponsive, and vomiting family, referred to the hospital emergency room. The patient was admitted to Glasgow 4 with evidence of anisocoria, with the left pupils larger than the right, rapidly progressing to mydriasis. Cranial computed tomography (CT) showed extensive left intraparenchymal hematoma, performing urgent decompressive craniectomy and placement of an intracranial pressure monitoring catheter. The cerebrospinal fluid exam did not show bacteria or fungi. CT angiography showed extensive thrombosis of the anterior portions of the superior sagittal sinus and probable thrombosis of the superficial drainage veins of the frontal regions. Skull CT revealed diffuse and bilateral ischemia. Laboratory tests showed mild thrombocytopenia and no change in the coagulogram. After one day, the patient evolved with worsening neurological status. Sedation was turned off to start the brain death protocol, which was confirmed twice. Finally, an electroencephalogram was performed with evidence of a straight-line tracing, without evidence of electrical brain activity. Final considerations: Several studies have been published regarding cerebral thrombosis, stroke, and thrombotic thrombocytopenic events. Thus, safe and effective vaccines against COVID-19 are an urgent need, as they can leave pathophysiological responses of hypercoagulability and thrombo inflammation associated with acute infection.
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"Preparing for admission tests." In So you want to be a Doctor?, edited by David Metcalfe, Harveer Dev, and Michael Moazami, 73–88. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198836308.003.0006.
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Almost all medical courses in the UK require candidates to take a specific examination before they’ll consider your application. This is used in order to help differentiate, objectively, between candidates with exceptional academic qualifications. Typically in the UK you’ll be asked to sit the UCAT or the BMAT exams, both of which are discussed in this chapter along with strategies for getting the best marks in the tests, resources to help with preparation, and tips for taking the tests. The chapter also describes the format of the UCAT and BMAT, and explains how the scores are used by the medical schools to help them identify the best candidates.
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Bradley, Bryan D. "Legal Implications of Online Assessment." In Online Assessment and Measurement, 182–99. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-720-1.ch009.
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This chapter provides a survey of basic legal issues that online assessment developers and users need to be aware of and account for in their assessment design, development, implementation, and interpretation activities. High-stakes assessments such as professional certification and college admissions exams are particularly vulnerable to legal challenge when there is evidence of problems with respect to validity, reliability, testing fraud, or unfair bias. The chapter provides straightforward suggestions that will help assessment developers and users avoid legal problems with their exams.
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Kumar Patel, Pawan, Amey Karkare, and Gaurav Raheja. "Inclusive Accommodations for Persons with Visual Impairments in Computer-Based Tests." In Universal Design 2021: From Special to Mainstream Solutions. IOS Press, 2021. http://dx.doi.org/10.3233/shti210399.
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The accommodations in exams (for example, scribe, compensatory time, and magnification) are widely used for many years to accommodate persons with visual impairments (PVIs). Nowadays, most of the exams are conducted using computers and web-based technologies, referred to as Computer-based tests (CBTs). These CBTs play an important role in the professional assessment of an individual, starting from university admissions, courses evaluation, and grading, to recruitment in various sectors like banking, software, railways, etc. Barriers in accessing certain components of the CBTs limit the utilization of Computer-based technologies for PVIs. In this research, the availability and effectiveness of common accommodations in CBTs were evaluated and reviewed. To the best of our knowledge, this is one of the early attempts from India to systematically study the effectiveness of these accommodations. Driven by a universal design approach, it can play a key role towards the development of an inclusive examination system.
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Finn, Chester E., and Andrew E. Scanlan. "Poor Kids Advance, Too." In Learning in the Fast Lane, 21–31. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0003.
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This chapter examines the developments in Advanced Placement (AP) from the years following its first two decades up to the mid-1990s. By the late 1970s, a profound directional shift began with the gradual emergence of a second major AP mission: assisting able disadvantaged students to engage with and master college-level academic challenges during high school; boosting their confidence that they might in fact be “college material” even if family members and neighbors had never matriculated; and—as with their more privileged age-mates—holding out the possibility of exam scores that would elevate their admissions prospects and kick-start their progress toward degrees. As the participation of minority youngsters expanded faster than the program as a whole, particularly toward the end of the 1980s, the national AP population began to diversify. State legislators began to pass laws that encouraged AP participation and expanded access to it. These years also saw the College Board adding more subjects to the AP catalog. Some of the new classes were accessible to younger high school students without a lot of prerequisites, and some appeared less daunting than physics and calculus. Ultimately, during this period, “AP became a national program to a degree which even its most fervent supporters in the early years could not have imagined.”
Conference papers on the topic "Admission Exam"
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Santos, Bruna, Caue G. Oliveira, Luiz Oscar Homann Topin, Odorico M. Mendizabal, and Regina Barwaldt. "Analysis of Candidates Profile for the National Entrance Exams for Admission to Brazilian Universities." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028381.
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Lavrador de Farias, Carine, Mírian Peixoto Soares da Silva, Paulo Cesar dos Santos, Marlon Altoé Biazatti, Sancho Messias Bastos, Janie Mendes Jasmim, Almy Junior Cordeiro de Carvalho, and Alessandreia Marta de Oliveira. "DIFFICULTIES IN USING THE MOODLE RESOURCES FACED BY TUTORS OF A PREPARATORY COURSE TO UNIVERSITY ADMISSION EXAMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1613.
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Araujo, Maíra de La Rocque Pinho, Fernando Maia Peixoto Filho, Luisa Guimarães Santos, Julianna Vasconcelos Gomes, Paulo Roberto Nassar de Carvalho, and Heron Werner Junior. "Sirenomelia e normodramnia: um relato de caso." In 44° Congresso da SGORJ - XXIII Trocando Ideias. Zeppelini Editorial e Comunicação, 2020. http://dx.doi.org/10.5327/jbg-0368-1416-2020130275.
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Introdução: A sirenomelia consiste no desenvolvimento anômalo da região caudal do corpo fetal e é uma síndrome rara e letal, que acomete 1:100.000 nascidos vivos, com predomínio no sexo masculino. Suas principais características são, além da fusão dos membros inferiores, presença de artéria umbilical única e alterações variadas no trato geniturinário. O diagnóstico da sirenomelia deve ser feito, idealmente, por exame ultrassonográfico, no 1o trimestre, quando o feto ainda se encontra em um ambiente de normodramnia e com capacidade de movimentação. Atualmente, todos os casos de sirenomelia publicados apresentam oligodramnia severa/adramnia. Objetivo: Relatar um caso de sirenomelia do tipo VI que cursou com normodramnia, diagnosticado no Instituto Fernandes Figueira. Descrição do Caso: Paciente, 30 anos, sem comorbidades, encaminhada para acompanhamento pré-natal no Instituto Fernandes Figueira na 29a semana de gestação, com ultrassonografia externa que evidenciava ausência de membro inferior direito e de bexiga, além de ressonância magnética que descrevia agenesia sacral, rim esquerdo de dimensões reduzidas, bexiga visualizada, pouco distendida, e rim direito não visualizado, além de outras malformações. No exame ultrassonográfico admissional do Instituto Fernandes Figueira, foi observada oligodramnia leve, rins de difícil visualização, aparentemente pélvicos, e membros inferiores fundidos. Os achados sugeriam um caso de sirenomelia. A paciente foi admitida para acompanhamento no serviço e ultrassonografias posteriores descreviam um ambiente intrauterino de normodramnia. Com 36 semanas, a paciente evoluiu com trabalho de parto em apresentação córmica, sendo encaminhada para cesariana. Houve rotura de membranas ovulares no ato operatório com saída de líquido claro. O recém-nascido (RN) foi encaminhado para a Unidade de Terapia Intensiva (UTI) com Apgar 4/5/7. Realizados, apenas, cuidados paliativos por conta do prognóstico reservado. RN evolui para óbito neonatal no 3o dia e foi encaminhado para necropsia, que evidenciou atresia de esôfago com fístula distal, agenesia renal bilateral, agenesia de bexiga e ureteres, fusionamento de membros inferiores com apenas um fêmur e uma tíbia, além de outras malformações associadas. Conclusão: No caso, os achados ultrassonográficos eram sugestivos de sirenomelia e a necropsia confirmou agenesia renal bilateral. Apesar disso, o feto não cursou com oligodramnia nem com a sequência de Potter, como esperado. Na literatura, foi encontrado apenas um outro caso de normodramnia associado à agenesia renal bilateral. A incógnita dos casos é a origem do líquido amniótico e a hipótese por nós levantada é que seja formado, nos dois casos, por secreção pulmonar. Os fetos apresentavam, coincidentemente, agenesia do trato gastrointestinal (atresia de esôfago x atresia duodenal) — o que poderia garantir a não deglutição dos fluidos, favorecendo o acúmulo deles e levando à manutenção de volume normal de líquido amniótico.
Reports on the topic "Admission Exam"
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Jia, Ruixue, and Hongbin Li. Just Above the Exam Cutoff Score: Elite College Admission and Wages in China. Cambridge, MA: National Bureau of Economic Research, February 2021. http://dx.doi.org/10.3386/w28450.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.
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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.
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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Miller, Kaleigh. US Guided Management of Undifferentiated Dyspneic Patient in the ED. University of Tennessee Health Science Center, March 2020. http://dx.doi.org/10.21007/com.lsp.2020.0001.
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Intro: Undifferentiated dyspnea can be a complicated presentation muddled by patient comorbidities and similar symptomology shared among etiologies. Some studies have shown increased mortality and length of stay in the hospital when incorrectly initially diagnosed in the ED. US has been shown more effective at differentiating these causes and improves diagnostic accuracy. This study will implement US exam upon initial exam of patient and chart time to diagnosis/treatment, length of stay in ED, length of stay in hospital admissions versus discharge rates, and 30 day mortality. ADHF and COPD/asthma patient differentiation will be the focus. Methods: Prospective cohort study of more than 18 years that present with the primary complaint of dyspnea with more than one complicating comorbid condition. Initial exam by physician will be accompanied by cardiothoracic US previously verified. Results: Study powered by previous year average of time to diagnosis of institution. Patient characteristics, distribution by diagnostic category, and characteristics found on US in correlation with diagnosis will be included for multivariate analysis. Conclusions: We expect to see a singificant difference in our time to diagnosis/treatment and mortality rate.
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Lavy, Victor, and Rigissa Megalokonomou. Persistency in Teachers’ Grading Bias and Effects on Longer-Term Outcomes: University Admissions Exams and Choice of Field of Study. Cambridge, MA: National Bureau of Economic Research, June 2019. http://dx.doi.org/10.3386/w26021.
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