Relevant bibliographies by topics / Graduated

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Graduated'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Graduated"

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Kiong, Tee Poh, Eaw Hooi Cheng, Oh Siew Pei, and Han Kok Siew. "Factors Influencing Employability of Chinese Graduates in Malaysia upon Returning to China." Asia Proceedings of Social Sciences 4, no. 1 (2019): 118–21. http://dx.doi.org/10.31580/apss.v4i1.630.

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This study indicates important factors in related to Chinese international students who graduated from Malaysia have better ‘employability’ upon returning to China employment market. Total survey of 160 samples collected from the target group, the Chinese graduates who study in Malaysia and now working in China. The direct model result found that educational and learning activities (H1) and soft skills (H2) have a significant impact on graduate’s employability. Moreover, the findings also found the mediation role of graduate’s English proficiency scored at 0.1595 (H3) and 0.1293 (H4) between educational and learning activities, soft skills and employability. The findings enable education service providers and policy-makers identify more competitive variables in enhancing graduate employability in China market. Additionally, the result of this study also justified the important of English proficiency toward the employability of Chinese graduates in China.
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Pyrhönen, Veli-Pekka, Sonja Niiranen, and Eila Pajarre. "Newly graduate engineers’ development of expertise and personal competencies." Információs Társadalom 20, no. 2 (2020): 70. http://dx.doi.org/10.22503/inftars.xx.2020.2.5.

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This paper investigates importance and development of expertise and personal competencies of newly graduated engineers according to academic staff members, industrial employers and the graduated engineers themselves. The aim was to discover how graduated engineers perceive the importance of competencies at the time of graduation, and how various competencies have developed during their studies. For such purposes, a national-wide graduate survey was adopted as a basis for research. The results show that engineering degree programmes highlight theoretical foundation rather than generic competencies, whereas industrial employers favor personal competencies and attitudinal factors. Furthermore, according to graduates’ ratings, some competencies have developed more than appears to be necessary at the beginning of their career. These competencies were the most valued in degree programmes. Similarly, some competencies that were least valued in degree programmes were part of the least developed competencies in studies, but also part of the most important competencies for graduates.
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Bair, Jeffrey H., and Kendra E. Bair. "The Academic Elite in Marketing: Linkages among Top-Ranked Graduate Programs." Psychological Reports 88, no. 1 (2001): 136–38. http://dx.doi.org/10.2466/pr0.2001.88.1.136.

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The 10 top-ranked graduate programs in marketing, based on a national survey of deans and top administrators, were linked to one another by these programs hiring one another's graduates. Approximately one-half of the faculty members in these 10 programs had graduated from one of these same 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.
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Riffel, Rogemar André, and Lucio Strazzabosco Dorneles. "The fiftieth anniversary of physics at UFSM: a gender analysis of graduates." Ciência e Natura 40 (May 11, 2018): 44. http://dx.doi.org/10.5902/2179460x31793.

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The Federal University of Santa Maria (UFSM - Universidade Federal de Santa Maria) has trained more than 600 undergraduateand 200 Ph.D. students, becoming a reference in physics training at the Rio Grande do Sul central region. In this work we presenta gender analysis of the UFSM graduated students from both levels. The number of graduated students of the female gender hasbeen rising with time and is significatively bigger than the number observed nationally in both levels. The mean values are35 %, 37 %, 28 %, 42 % e 39 % for the courses physics teaching (daytime), physics teaching (nightime), physics, master anddoctorate, respectively. We also observe an increase in the participation of female students in graduate courses, when comparing to undergraduate courses, unlike what is observed in the national average numbers. Considering only the last 5 years the number of graduated students reaches 50 % in the physics teaching (daytime) and master courses. Although this study is of a local nature, it reinforces the need for the dissemination of data regarding the gender of graduates by all universities, allowing to conduct general gender studies.
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Lempert, Richard O., David L. Chambers, and Terry K. Adams. "Michigan's Minority Graduates in Practice: The River Runs Through Law School." Law & Social Inquiry 25, no. 02 (2000): 395–505. http://dx.doi.org/10.1111/j.1747-4469.2000.tb00967.x.

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This paper reports the results of a 1997–98 survey designed to explore the careers of the University of Michigan Law School's minority graduates from the classes of 1970 through 1996, and of a random sample of Michigan Law School's white alumni who graduated during the same years. It is to date the most detailed quantitative exploration of how minority students fare after they graduate from law school and enter law practice or related careers. The results reveal that almost all of Michigan Law School's minority graduates pass a bar exam and go on to have careers that appear successful by conventional measures. In particular, the survey indicates that minority graduates (defined so as to include graduates with African American, Latino, and Native American backgrounds) are no less successful than white graduates, whether success is measured by the log of current income, self-reported satisfaction, or an index of service contributions. Also, although an admissions index that combines LSAT scores and undergraduate grade-point average is a significant predictor of law school grades, it does not predict career success on any of our three outcome measures. Michigan is a highly selective law school; our results may not generalize to people who have graduated from other law schools.
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Bair, Jeffrey H. "Academic Elite in Accounting: Linkages among Top-Ranked Graduate Programs." Psychological Reports 90, no. 3 (2002): 814–16. http://dx.doi.org/10.2466/pr0.2002.90.3.814.

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The 10 top-ranked graduate programs in accounting, based on a national survey of deans and top administrators, were linked to one another by hiring in the programs one another's graduates. Almost one-half (45.9%) of the faculty members in these 10 programs ( N = 172) had graduated from one of these 10 programs. It is suggested that this linkage helps these programs to maintain and enhance their prestige.
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Ofoha, Dorothy, and Onyeka Iwuchukwu. "Employers’ Perception and Expectations of Professional Competency of Distance Learning Graduates: A Tracer Study of Nursing Graduates of the National Open University of Nigeria (NOUN)." Open Praxis 10, no. 3 (2018): 265. http://dx.doi.org/10.5944/openpraxis.10.3.796.

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This tracer study was designed to track National Open University of Nigeria (NOUN) graduate nurses in their places of work with a view to ascertaining their level of professional competency and to explore employers’ expectation of graduate competencies. The study employed the descriptive survey design. Participants included 222 NOUN alumni who graduated in nursing programme and a corresponding 222 heads/top-level managers of the organizations where the graduate nurses were employed. Multiple instruments were used to collect data including competency test, survey questionnaire, and direct observation. A number of remarkable findings emerged from this study, both expected and unexpected. Majority of sampled graduates appeared to possess high level of professional competency in all three competency dimensions measured. A significant proportion of employers seemed to hold high perception regarding the graduates. In matching the employers’ perception of ODL graduates against actual competencies of NOUN graduate nurses with the use of quadrant analysis, the resulting values showed that a significant proportion of the graduates met and exceeded employer expectation.
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Andersen, Mark B., Tim Aldridge, Jean M. Williams, and Jim Taylor. "Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994." Sport Psychologist 11, no. 3 (1997): 326–44. http://dx.doi.org/10.1123/tsp.11.3.326.

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This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.
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Lane, Maria, and Joe Lane. "Aboriginal Tertiary Education in Australia: A More Successful Model?" Australian Journal of Indigenous Education 19, no. 5 (1991): 3–11. http://dx.doi.org/10.1017/s0310582200007628.

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By the end of 1990, at least three hundred Aboriginal and Islander people had graduated in South Australian tertiary institutions, from associate diploma level and above. In 1990, the annual graduation rate surpassed forty, the great majority at three-year level or above, including at least one Honours, one doctorate and graduates in architecture and law. The eight-fold increase in graduate numbers over the total up to 1980 reflects the active presence on campuses of Aboriginal/Islander-oriented support services and, even more so, of preparation programs: some three-quarters of all graduates had participated in some form of supplementary preparation.
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Hendra, Nadiatul Fadhilah, and Asmar Yulastri. "Relationship Of Experience Of Industrial Field Practices With Work Readiness Of Graduates Of Family Welfare Education Study Program." Jurnal Pendidikan Tata Boga dan Teknologi 2, no. 3 (2021): 178. http://dx.doi.org/10.24036/jptbt.v2i3.217.

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This research basically wants to find answers to problems regarding the relationship of information to the world of work, student competencies and job readiness. This study aims to determine whether there is a significant relationship between experience in industrial practice and job readiness for graduates of the Family Welfare Education Study Program.This type of research is quantitative research with a correlation approach. The population of this study were students who graduated from the Family Welfare Education Study Program in 2015 totaling 106 students consisting of 68 students who graduated from Catering and 38 students who graduated from Fashion Design. The sampling technique used the Proportional Random Sampling method with a total of 51 students consisting of 33 students who graduated from Catering and 18 students who graduated from Fashion Design. The data collection technique uses a questionnaire (questionnaire) that has been tested for validity and reliability. To find out the relationship between Industrial Practice Experience and Work Readiness of Graduates of the Family Welfare Education Study Program using the Product Moment Correlation technique.The results of the study conclude that there is a positive and significant relationship between Industrial Field Practice Experience and Work Readiness of Graduates of the Family Welfare Education Study Program with a positive correlation coefficient of 0.457 and significant 0.001 < 0.05, then Ha is accepted.
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Dissertations / Theses on the topic "Graduated"

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Sabielny, Linsey M. "A Preliminary Investigation of Graduated Guidance." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373968896.

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Alho, Yasser, and Eillas Rostam Usef. "Learning time for graduated project manager." Thesis, Linköpings universitet, Kommunikations- och transportsystem, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131974.

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Byggbranschen står idag inför stora utmaningar gällande rekrytering av erfarna projektledare. Företagen har upplevt svårigheter med att hitta erfarna projektledare, detta beror på att det saknas nästan två generationer av projektledare samt att många går i pension. En lösning till problemet är att anställa nyexaminerade projektledare för att fylla luckan. Problemet med nyutexaminerade är att de saknar erfarenhet när de kommer ut i arbetslivet. Det är en utmaning för konsultföretagen, eftersom inlärningstiden för att bli projektledare vanligtvis är långa perioder. Syftet med denna studie är att förtydliga inlärningstiden för de nyutexaminerade projektledare samt att ge organisationen ett underlag för att de ska kunna se vad de bör skapa för förutsättningar och metoder. Huvudfrågorna som behandlas i vår studie är ”Vad innebär det att vara projektledare?” och ”Vad krävs för att man skall gå från att vara en nyutexaminerade byggingenjör till att bli projektledare?” Undersökningen är en kvalitativ studie som genomförts på WSP Management Östergötland. Den empiriska datainsamlingen har skett via personliga intervjuer med elva respondenter fördelade på Norrköping och Linköping kontoren. Studien visar på att vara projektledare kan variera mycket beroende på hur man väljer att tolka det, men inom byggbranschen handlar det om att leverera en produkt eller ett resultat till en begränsad budget och till en bestämd tid. Som projektledare är man beställarens ”högra hand” och ska uppfylla kundens önskemål i projektet. För att detta ska gå ihop krävs ständig kommunikation så att man förstår varandra och undviker missförstånd. Med utgångspunkt från undersökningen har vi även konstaterat att det som krävs för att man ska gå från att vara nyexaminerad byggingenjör till att bli projektledare inom området management, är rätt metod, rätt organisatoriska- och individuella förutsättningar samt att man övervinner krav och hinder som ställs från beställarsidan.
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Harnden, Jaime Searles. "Alternative Education| Voices of Those Who Graduated." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10090325.

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<p> The goal of this study was to allow high school graduates who attended both traditional and alternative education schools to speak about their experiences in both schools. The purpose of this study was to explore the experiences of high school graduates who attended an alternative school and explore how they made meaning of their experiences. </p><p> This research was a basic, qualitative study exploring the voices of graduates. All graduates spent at least nine weeks in an alternative school to be deemed fully able to gauge their experience in an alternative school. Interviews were semi-structured and in-depth, allowing the graduates to speak freely in response to the questions. The graduates were also asked to write a letter to a student who may have been in the same situation they were in before being attending the alternative school. A set of a priori codes was developed before interviewing, which was based on information from the literature. </p><p> The findings of the interviews and letters provided rich information as to the importance of alternative education. A recurring theme observed in the results was the impact of instructional personnel on their experience at both the traditional and alternative high schools. Graduates credited the environment to their success, both in terms of the physical and emotional feeling in the building. When asked about making meaning of their experience, four themes emerged from the participants in their interviews: the way the graduates viewed themselves and others at the alternative school, their self-evaluation, their determination, and the role of their family. </p><p> This research can provide practical applications in the field of education. Principals and educational administrators can use this research to help students in alternative high schools, using the information to design programs to fit the needs of their students based on the information provided by the graduates. Teachers at both traditional and alternative schools can use this research to help them reach students who may be struggling as the graduates in this study did.</p>
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Hayes, Danielle J. "Assessing Vocabulary in Context Using Graduated Prompting." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307126100.

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Karlson, Max, and Fredrik Olsson. "Investigating the Newly Graduated StudentsExperience after University." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-18133.

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Today’s labor market is teeming with software development jobs, and employeesare needed more than ever. With this statement, one would believe it is easy fora newly graduated student to start their career. However, according to severalstudies, there are specific areas where newly graduated Software Engineeringstudents struggle when beginning their first job. Currently, there is a displace-ment about what the school should focus on when teaching their students. Thiscauses various challenges to arise for newly graduated students when they areinitially starting their career. To address this issue, this study aims to iden-tify whether or not there exists a gap between the education provided by theuniversities, and what is expected from the industry. In accordance with this,the purpose is also the point out which areas might be challenging for newlygraduated students, and highlight how the school and industry can benefit fromthe results of this study.By conducting interviews with both newly graduated student with one to threeyears working experience or personnel responsible for hiring new employees atcompanies, this study will give an insight on which common areas newly grad-uates may struggle with. Although the result specifies several areas which arechallenging to newly graduated students. The greatest challenges which thenewly graduated graduated students faced were areas revolving around softskills. This was in accordance with the opinions of the recruiters. Insinuatingthat these areas are what the school should focus more on. Other differencesbetween the newly graduated interviewee’s opinions and the recruiters are alsohighlighted in the report Several subjects in school could improve its way ofteaching. Furthermore, there are possibilities for companies to better adjusttheir on-boarding of newly graduated. By addressing the challenges which newlygraduated face they can provide their new employees with a better understand-ing of how to properly work and function in the industry today.
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Kring, Eleni. "IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MOD." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3282.

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Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.<br>Ph.D.<br>Department of Psychology<br>Arts and Sciences<br>Psychology
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Lawton, Carolyn F. "The treatment of infant sleep disturbance by graduated extinction." Thesis, University of Canterbury. Psychology, 1985. http://hdl.handle.net/10092/6857.

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Infant sleep disturbance has been effectively treated with extinction by removal of parental attention but this procedure can produce adverse side-effects and can meet with parental resistance. This study evaluated an alternative procedure using graduated extinction to treat infant sleep disturbance. Graduated extinction required parents to gradually reduce the amount of time they spent attending to their child, eventually withdrawing attention completely. Baseline measures of sleep-related behaviour, including frequency and duration of night-waking, sleep onset latency and bedtime delay, were made by parents for twelve children between 6 and 19 months. Seven children received graduated extinction, and five received direct extinction in a multiple-baseline across subjects design. Social validation measures were taken during baseline and at the end of treatment, and sleep-related behaviours were again assessed for one week at two-months follow-up. Clinically significant improvements in infant sleep behaviour were evident for four out of six subjects exposed to graduated extinction and for three out of four given extinction. Data for two subjects were unavailable for analysis. Improvements were maintained at follow-up. Parents reported high satisfaction with the procedures and improved family lifestyles. The quality of parental compliance with treatment was lower for graduated extinction than for extinction. The conclusions revealed that while graduated extinction was effective in treating infant sleep disturbance, it is no more effective than extinction, which has practical and clinical advantages in almost all cases.
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Chen, Feifan. "Cross-platform data integrity and confidentiality with graduated access control." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60265.

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Security of data is tightly coupled to its access policy. However, in practice, a data owner has control of his data’s access policies only as far as the boundaries of his own systems. We introduce graduated access control, which provides mobile, programmable, and dynamically-resolving policies for access control that extends a data owner’s policies across system boundaries. We realize this through a novel data-centric abstraction called trusted capsules and its associated system, the trusted data monitor. A trusted capsule couples data and policy into a single mobile unit. A capsule is backwards-compatible and is indistinguishable from any regular file to applications. In coordination with the trusted data monitor, a capsule provides data integrity and confidentiality on remote devices, strong authentication to a trusted capsule service, and supports nuanced and dynamic access control decisions on remote systems. We implemented our data monitor using ARM TrustZone. We show that graduated access control can express novel and useful real world policies, such as revocation, remote monitoring, and risk-adaptable disclosure. We illustrate trusted capsules for different file formats, including JPEG, FODT, MP4 and PDF. We also show compatibility with unmodified applications such as LibreOffice Writer, Evince, GpicView and VLC. In general, we found that applications operating on trusted capsules have varying performance, which depends on file size, application access patterns, and policy complexity.<br>Science, Faculty of<br>Computer Science, Department of<br>Graduate
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Jain, Himani S. M. Massachusetts Institute of Technology. "Graduated Persistent Excitation and steady state margins for adaptive systems." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39877.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2007.<br>Includes bibliographical references (p. 107-112).<br>The numerous design tools developed for use with linear controllers, specifically gain and phase margins, do not apply to nonlinear control architectures such as model reference adaptive control. The first step for the development of Verification and Validation (V&V) techniques for this class of nonlinear control systems is presented in this thesis in the context of controlling uncertain flight vehicle dynamics. Using a Reduced Linear Asymptotic System (RLAS), which characterizes the asymptotic behavior of an adaptive system, methods for tuning the free adaptive system parameters such as Lyapunov matrix P to satisfy the desired performance criteria are presented. Making use of the fact that the RLAS is a linear time invariant system, optimization procedures based on output feedback and Linear Matrix Inequalities are proposed. The concept of Persistent excitation in the context of improving stability and robustness properties of closed loop adaptive systems is discussed. Graduated Persistent Excitation (GPE) is introduced as an easy to implement alternative to Persistent excitation.<br>(cont.) Tools such as MIMO margins based on the singular values of sensitivity matrix are applied on RLAS to systematically derive stability margins of an adaptive flight control system. Additionally, a proof of signal boundedness is presented in the presence of both structured and unstructured uncertainties. The tools are demonstrated on simulations of a nonlinear 6 DoF aircraft model.<br>by Himani Jain.<br>S.M.
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Thor, Craig Phillip. "The Effectiveness of Graduated Driver Licensing in the United States." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/28551.

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This thesis has evaluated the effectiveness of GDL programs both in New Jersey and across the United States using several metrics. The New Jersey GDL program was analyzed because it is considered one of the most stringent programs in the country. It was found that GDL indeed reduces the per capita rate of crashes for teen drivers in New Jersey. However, no statistical difference was seen in the rate of fatalities in teen driver crashes. The per capita rate of violations for 16 and 17 year old drivers was lower after GDL, but the rate of point-carrying violations increased for 19 and 20 year old drivers who were licensed under GDL. The September, 2008 directive by the New Jersey Attorney General banning plea-agreements for teens significantly reduced the rate of violations further for 16 and 17 year old GDL drivers. The factors that led to teen crashes did not change in the United States after GDL. Teen drivers are still prone to distractions and inappropriate behavior while driving. Teen drivers also have higher rates of control loss and road departure crashes when compared to adults. Finally, it was found changes in the number teen driver crashes and fatalities are associated with similar changes in travel exposure. Teen crashes and fatalities have dropped with the implementation of GDL but teen VMT has also dropped. Graduated driverâ s licensing did not change the reasons for teen driver crashes. Also, it is likely that any reductions in the number of teen crashes or fatalities are associated with reductions in exposure and not changes in teen driver behavior.<br>Ph. D.
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Books on the topic "Graduated"

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Illinois. Division of Traffic Safety. Illinois' graduated driver licensing system: Graduate to safety. [Office of the Secretary of State, Division of Traffic Safety], 1998.

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Illinois. Division of Traffic Safety. Illinois' graduated driver licensing system: Graduate to safety. Office of the Secretary of State, Division of Traffic Safety, 1999.

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Illinois. Division of Traffic Safety. Illinois' graduated driver licensing system: Graduate to safety. [Office of the Secretary of State, Division of Traffic Safety], 1997.

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Report on graduated licensing. Standing Committee on Resources Development, 1993.

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Nānāyakkāra, Sanat. Buddhism, a graduated course. Edited by Wimalajothi Ven K, Wijebandara Chandima, and Weerasinghe Chandana. Buddhist Cultural Centre, 1993.

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Baxter, Howard. GCSE mathematics graduated assessment. Hodder & Stoughton, 2001.

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Baxter, Howard. OCR GCSE mathematics graduated assessment. Hodder & Stoughton, 2001.

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Baxter, Howard. OCR GCSE mathematics graduated assessment. Hodder & Stoughton, 2001.

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State, Illinois Office of Secretary of. Illinois' graduated driver licensing system. Jesse White, Secretary of State, 2011.

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Illinois. Division of Traffic Safety. Illinois' graduated driver licensing system. Office of the Secretary of State, Division of Traffic Safety, 2006.

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Book chapters on the topic "Graduated"

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de Soto, Adolfo Rodríguez. "Graduated Conjectures." In Towards the Future of Fuzzy Logic. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18750-1_16.

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Engler, Mira. "Graduated Harmony." In Landscape Design in Color. Routledge, 2022. http://dx.doi.org/10.4324/9780429438790-5.

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Kiriakou, Sophie. "Graduated Driver Licensing: California Program." In Casebook of Traumatic Injury Prevention. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27419-1_24.

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Stannett, Peter. "Disabled and Graduated: Barriers and Dilemmas for the Disabled Psychology Graduate." In Disability and Psychology. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-12098-4_5.

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Kosiol, Jens, Daniel Strüber, Gabriele Taentzer, and Steffen Zschaler. "Graph Consistency as a Graduated Property." In Graph Transformation. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51372-6_14.

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Valera, Benjamín, Sergio Padilla, Gabriel Chávez, and Victor García Garduño. "Graduated Scale Inspection Using Computer Vision." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-24586-5_3.

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Meyer, Trisha. "HADOPI: 2009 Graduated Response in France." In The Politics of Online Copyright Enforcement in the EU. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50974-7_4.

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Niezing, Johan. "Disarmament: the Case of Graduated Unilateralism." In Strategy and Structure. Routledge, 2021. http://dx.doi.org/10.4324/9780429338762-4.

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Peovski, Filip, Predrag Trpeski, Igor Ivanovski, and Violeta Cvetkoska. "Analytical Modelling of Graduated Economists’ Employment." In Sustainable Business Management and Digital Transformation: Challenges and Opportunities in the Post-COVID Era. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18645-5_5.

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Pompe, Tilo, Lars Renner, and Carsten Werner. "Fibronectin at Polymer Surfaces with Graduated Characteristics." In Proteins at Solid-Liquid Interfaces. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/3-540-32658-8_8.

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Conference papers on the topic "Graduated"

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Gray, Steven, Robert Chevalier, Benjamin Caimano, and Jason Scatena. "Graduated automation for humanoid manipulation." In 2016 IEEE International Conference on Automation Science and Engineering (CASE). IEEE, 2016. http://dx.doi.org/10.1109/coase.2016.7743568.

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Gold, S., and A. Rangarajan. "Graph matching by graduated assignment." In Proceedings of IEEE Conference on Computer Vision and Pattern Recognition. IEEE, 1996. http://dx.doi.org/10.1109/cvpr.1996.517080.

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Castelló-Sirvent, Fernando, and Lourdes Canós-Darós. "LEARNING HOW STUDENTS LEARN: A COMPARATIVE STUDY ON GRADUATED AND POST GRADUATED ENGINEERING STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1464.

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Latynina, E. S. "FIRST GRADUATES OF THE DEPARTMENT OF VETERINARY MEDICINE IN RSAU-MTAA." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-67.

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The aim of the study was to analyze the career trajectories of graduates of the Russian State Agrarian University - Moscow Timiryazev Agricultural Academy, specialty 36.05.01 Veterinary medicine, 2019. The research was conducted in the form of a questionnaire. The data obtained made it possible to establish that: the majority of graduates (58.4%) had experience in paid work by the time they graduated from the university; graduates did not have significant difficulties in finding a place of employment, including 41.7% of the surveyed respondents had a job before graduation; the majority of graduates (66.7%) worked in the profile of the specialty they received and did not change their profession after graduation.
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Macías-Rodríguez, Y., JAG Dávila-Rivas, G. Guzman-Navarro, C. Ayala-Armendarís, and JL Peña-Lozano. "CAN MEDICAL RESIDENCY ENTRANCE EXAMINATION PREDICT ACADEMIC PERFORMANCE FOR POSTGRADUATE?" In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7130.

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Entrance examinations for postgraduate students are used by institutions to value their capacity to perform during their studies and excel in professional practice. The medical field leverages this practice for postgraduate students to select the best candidates to enter a rigorous program where participants are responsible for patients outcomes. Therefore it is important to analyze the quality and predictability of those examinations. The objective of this study was to analyze the predictability of the medical residency entrance examination for academic performance. As part of the analysis, we correlated the academic performance of the 2018 generation of graduates in thirteen medical specialties at Tecnologico de Monterrey, with 64 students' test scores. Academic performance was divided into students who graduated with honors and excellence (scores ≥90) and without honors. The admission test score has an 800-points total and was classified as high (≥600) and standard(≥550). The results show that from the participants, 37 had high entrance scores, of those 92% graduated with honors and excellence, and from the other 27 graduates which had a standard entrance score, 78% graduated with honors and excellence. The predictive positive value was 92% and the negative predictive value was 22%, whereas sensibility and specificity were calculated as 62% and 66%, respectively. Tecnologico de Monterrey's admission test had a predictive value in medical specialties academic performance whereas not in negative predictive value, which could evidentiate that the formation in the academic program itself contributed to students' professional and personal development. Factors like this might affect the sensibility and specificity values, further students would integrate more elements of performance scores to have added specificity and sensibility to assess and document performance Keywords: Higher education, Educational innovation, Medical education, Academic Performance, Residency programs, Admission test
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Nielsen, Mads. "Graduated Non-Convexity by Smoothness Focusing." In British Machine Vision Conference 1993. British Machine Vision Association, 1993. http://dx.doi.org/10.5244/c.7.60.

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Brotherson, Dianne. "Has your help desk graduated yet?" In the 30th annual ACM SIGUCCS conference. ACM Press, 2002. http://dx.doi.org/10.1145/588646.588699.

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Yoshihiro, Kinoshita, Inagaki, Yamanouchi, and Kobayashi. "Supercurrent Graduated in Units of 2ef." In Conference on Precision Electromagnetic Measurements. IEEE, 1988. http://dx.doi.org/10.1109/cpem.1988.671255.

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Zhang, Haojie, Guangming Xiong, Bo Su, et al. "Anytime path planning in graduated state space." In 2013 IEEE Intelligent Vehicles Symposium (IV). IEEE, 2013. http://dx.doi.org/10.1109/ivs.2013.6629495.

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Kelley, Jaimie, and Christopher Stewart. "Graduated locality-aware scheduling for search engines." In the Posters and Demo Track. ACM Press, 2012. http://dx.doi.org/10.1145/2405153.2405161.

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Reports on the topic "Graduated"

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Martin, Jorge M. Multichannel Graduated Non-Convexity Theory Summary. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada427044.

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Travis, Frank L. Integrating Industry into Graduated Mobilization Response. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada261997.

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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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Pierson, Arthurine Renee, Michael D. Peters, and Mark Bruce Elrick Boslough. Graduated embodiment for sophisticated agent evolution and optimization. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/921610.

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Goldin, Claudia. How America Graduated from High School: 1910 to 1960. National Bureau of Economic Research, 1994. http://dx.doi.org/10.3386/w4762.

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Balza, Lenin, Camilo De Los Rios, and Nathaly M. Rivera. Digging Deep: Resource Exploitation and Higher Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004495.

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Do resource-extraction booms crowd out postsecondary education? We explore this question by examining the higher education-related decisions of Chilean high school graduates during the 2000s commodities boom. We find mineral extraction increases a person's likelihood of enrolling in postsecondary technical education while reducing the likelihood of completing a four-year professional degree program. Importantly, effects are heterogeneous across economic backgrounds. The impact on college dropouts is primarily present among students that graduated from public high schools, which generally cater to low-income groups. Our findings show that natural resources may affect human capital accumulation differently across income groups in resource-rich economies.
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Luo, Ming, Daniel DeMenthon, Xiaodong Yu, and David Doermann. SOFTCBIR: Object Searching in Videos Combining Keypoint Matching and Graduated Assignment. Defense Technical Information Center, 2006. http://dx.doi.org/10.21236/ada448477.

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Zwetsloot, Remco, Jack Corrigan, Emily Weinstein, Dahlia Peterson, Diana Gehlhaus, and Ryan Fedasiuk. China is Fast Outpacing U.S. STEM PhD Growth. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20210018.

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Since the mid-2000s, China has consistently graduated more STEM PhDs than the United States, a key indicator of a country’s future competitiveness in STEM fields. This paper explores the data on STEM PhD graduation rates and projects their growth over the next five years, during which the gap between China and the United States is expected to increase significantly.
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Goldin, Claudia. Appendix to: "How America Graduated from High School, 1910 to 1960", Construction of State-Level Secondary School Data. National Bureau of Economic Research, 1994. http://dx.doi.org/10.3386/h0057.

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Yilmaz, Ihsan, and Kainat Shakil. Pakistan Tehreek-e-Insaf: Pakistan’s Iconic Populist Movement. European Center for Populism Studies (ECPS), 2021. http://dx.doi.org/10.55271/op0004.

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Pakistan Tehreek-e-Insaf (PTI) used to be an activist party at a time when civil society was highly subdued under a military regime. Through modest civil disobedience, it has graduated to the status of a formidable opposition party. It has used populist rhetoric and tactics to delegitimize and “otherize” the conventional parties and position itself as the ideal voice and hope for “the people.” It has used a wide array of ideologies to support its populism, which tapped into deep-rooted anxieties in the public’s psyche.
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