Academic literature on the topic 'Graduated response model'
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Journal articles on the topic "Graduated response model"
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MAHFUDHOTIN, MAHFUDHOTIN. "REGRESI GENERALIZED POISSON UNTUK MEMODELKAN JUMLAH PENDERITA GIZI BURUK PADA BALITA DI SURABAYA." Jambura Journal of Probability and Statistics 1, no. 1 (2020): 47–56. http://dx.doi.org/10.34312/jjps.v1i1.6876.
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The expansion of Poisson regression model which is used to solve the underdispersion data or overdispersion data known as Generalized Poisson (GP) regression model. The purpose of this final project is getting the parameter estimator of generalized linear model with response for GP distribution using maximum likelihood. This GP regression model can be applied on the data of number of Marasmus Kwashiorkorpatients in 25 subdistrict in Surabaya city in 2010. The variable response is the number of Marasmus Kwashiorkor patients, where as the predictor responses are the number of people who married at early age , the number of family heads who not graduated elementary school, the number of children who participated posyandu, the number of medical , the number of visits BKIA, and the number of poor population . The result of the GP regression model with statistic test can be concluded that the number of Marasmus Kwashiorkor patientsaffected by the number of visits BKIA and education levels of parents.The expansion of Poisson regression model which is used to solve the underdispersion data or overdispersion data known as Generalized Poisson (GP) regression model. The purpose of this final project is getting the parameter estimator of generalized linear model with response for GP distribution using maximum likelihood. This GP regression model can be applied on the data of number of Marasmus Kwashiorkorpatients in 25 subdistrict in Surabaya city in 2010. The variable response is the number of Marasmus Kwashiorkor patients, where as the predictor responses are the number of people who married at early age , the number of family heads who not graduated elementary school, the number of children who participated posyandu, the number of medical , the number of visits BKIA, and the number of poor population . The result of the GP regression model with statistic test can be concluded that the number of Marasmus Kwashiorkor patientsaffected by the number of visits BKIA and education levels of parents.
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Dobbins, Angela, Joseph Calvin Gagnon, and Tracy Ulrich. "Teaching Geometry to Students With Math Difficulties Using Graduated and Peer-Mediated Instruction in a Response-to-Intervention Model." Preventing School Failure: Alternative Education for Children and Youth 58, no. 1 (2013): 17–25. http://dx.doi.org/10.1080/1045988x.2012.743454.
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Kawai, Mio, Nobuyuki Miyai, and Mikio Arita. "The prevalence of orthostatic dysregulation among newly graduated female nurses after employment and its associations with autonomic nervous function, stress, and depressive symptoms." SAGE Open Medicine 9 (January 2021): 205031212110121. http://dx.doi.org/10.1177/20503121211012180.
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Objectives: We aimed to examine the prevalence of orthostatic dysregulation among newly graduated female nurses after employment and its associations with autonomic nervous function, stress, and depressive symptoms. Methods: This follow-up study included 48 newly graduated female nurses (aged 22 ± 3 years) employed in acute care hospitals. The orthostatic dysregulation symptoms were evaluated using a screening checklist. A sit-to-stand test was conducted to assess the autonomic nervous function. Subjective stress and depressive symptoms were determined using a self-administered questionnaire. The data were collected at baseline on the first month and on the seventh month of employment. Statistical differences within groups were analyzed using paired t-test and McNemar’s test. The independent associations of orthostatic dysregulation status with stress and depressive symptoms were analyzed using a multivariate logistic regression model. Results: The percentage of individuals who were diagnosed with orthostatic dysregulation increased from 25.0% at baseline to 35.4% at follow-up. Logistic regression analyses revealed that stress and depressive symptoms were closely associated with orthostatic dysregulation status at follow-up, despite a weak association reported at baseline. The participants were categorized according to their orthostatic dysregulation status: among individuals without orthostatic dysregulation at baseline but with orthostatic dysregulation at follow-up, the increase in autonomic nervous activity, as assessed by the coefficient of variation of the R-R intervals, in response to the postural changes was significantly attenuated at follow-up. Furthermore, this group exhibited a significant increase in stress and depressive symptoms. Conclusions: At 7 months after employment, newly graduated nurses showed a higher prevalence of orthostatic dysregulation in combination with autonomic nervous system modulation, which was accompanied by an increase in stress and depressive symptoms. These observations suggest that the orthostatic dysregulation is associated with poor mental and physical health among newly graduated nurses in the early phase of employment.
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Yan, Xinxin, Hanping Hou, Jianliang Yang, and Jiaqi Fang. "Site Selection and Layout of Material Reserve Based on Emergency Demand Graduation under Large-Scale Earthquake." Sustainability 13, no. 3 (2021): 1236. http://dx.doi.org/10.3390/su13031236.
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Reasonable siting layout of reserve emergency supplies plays a critical role in rapid response and accurate rescue after disaster. People’s life safety and health, as well as the psychological satisfaction brought by the government’s excellent emergency rescue level, is an important guarantee for maintaining social stability and sustainable development. Based on the coverage model, considering demand graduation, this paper develops a bi-objective optimization model to determine the optimal location plan of graduated supplies by maximizing the rescue satisfaction and minimizing the number of warehouses. A heuristic multi-center clustering location algorithm is designed to solve the model. This model is applied to the prepositioning of emergency supplies in an earthquake affected area in Sichuan province, China to verify the effectiveness of the model and algorithm. Finally, the paper discusses the influence of demand graduation on the location of emergency supplies. The results show that reasonable location planning of different levels of supplies can effectively improve the rescue satisfaction.
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Khaerudin, Muhamad, Dwi Budi Srisulistiowati, and Siti Setiawati. "Model Kepuasan Orang Tua/Wali Siswa Berdasarkan Peningkatan Kualitas Pelayanan Sekolah Secara Berkelanjutan (Studi Kasus TK. Bina Mulia)." Journal of Informatic and Information Security 2, no. 1 (2021): 11–22. http://dx.doi.org/10.31599/jiforty.v2i1.653.
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kindergarten. Bina Mulia Cibitung is a school engaged in early childhood education Customer satisfaction survey is certainly needed to know the response of parents / guardians of students to the quality of service. But during this kindergarten. Bina Mulia has not conducted a survey on the satisfaction of parents of students to the services performed by teachers and administrative personnel. In anticipation of things that the school did not want during this pandemic, the survey was done not directly but online. Respondents to this survey are all parents / guardians of students both still active in school and who have graduated. This research is planned on an ongoing basis with the aim of knowing the level of satisfaction of parents / guardians to school services. In addition, this research aims to produce an online survey application that is integrated with the survey management information system, while the CSI method to measure customer satisfaction. Analysis of survey results is calculated using customer satisfaction index (CSI) method. CSI is a quantitative analysis in the form of a percentage of the number of parents / guardians of students to this service satisfaction survey.
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Isa, Amrizal. "Optimalisasi Peran Guru Pendidikan Agama Islam dalam Membangun Sikap Keimanan dan Akhlak Mulia pada Peserta Didik." AL-USWAH: Jurnal Riset dan Kajian Pendidikan Agama Islam 1, no. 1 (2018): 1. http://dx.doi.org/10.24014/au.v1i1.3934.
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This article tries to discribe about paths to optimize the teachers’ role of Islamic education in building students’ character to response moral crises happened recently among students and graduated. These paths must be conducted by goverment, educational institution and teachers as well. The goverment should make a specific political policy to strengthen Islamic education process at school or out of school in regard to curriculum changes, supporting learning sources and providing facilities and up grading teacher capacity and competency. The educational institution must attempt to make Islamic Education as a core of educational development at school by constructing sociocultural conditions based on Islamic Values. And Teachers themselves must be qualified in their position as professional teachers. They must always develope innovative learning models and have full responsibility with their duties. They also must play their role as a conselor to give intensive guidances to their students specially students who have many dificulties both in academic problems and non academic. Finally, teachers must be commited with their ethic codes so that they become a good model for their students.
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Sherbuk, Jacqueline E., Terry Kemp Knick, Chelsea Canan, et al. "Development of an Interdisciplinary Telehealth Model of Provider Training and Comprehensive Care for Hepatitis C and Opioid Use Disorder in a High-Burden Region." Journal of Infectious Diseases 222, Supplement_5 (2020): S354—S364. http://dx.doi.org/10.1093/infdis/jiaa141.
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Abstract Background Hepatitis C virus (HCV) and the opioid epidemic disproportionately affect the Appalachian region. Geographic and financial barriers prevent access to specialty care. Interventions are needed to address the HCV-opioid syndemic in this region. Methods We developed an innovative, collaborative telehealth model in Southwest Virginia featuring bidirectional referrals from and to comprehensive harm reduction (CHR) programs and office-based opioid therapy (OBOT), as well as workforce development through local provider training in HCV management. We aimed to (1) describe the implementation process of provider training and (2) assess the effectiveness of the telehealth model by monitoring patient outcomes in the first year. Results The provider training model moved from a graduated autonomy model with direct specialist supervision to a 1-day workshop with parallel tracks for providers and support staff followed by monthly case conferences. Forty-four providers and support staff attended training. Eight providers have begun treating independently. For the telehealth component, 123 people were referred, with 62% referred from partner OBOT or CHR sites; 103 (84%) attended a visit, 93 (76%) completed the treatment course, and 61 (50%) have achieved sustained virologic response. Rates of sustained virologic response did not differ by receipt of treatment for opioid use disorder. Conclusions Providers demonstrated a preference for an in-person training workshop, though further investigation is needed to determine why only a minority of those trained have begun treating HCV independently. The interdisciplinary nature of this program led to efficient treatment of hepatitis C in a real-world population with a majority of patients referred from OBOTs and CHR programs.
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Herrling, G., and C. Winter. "Morphological and sedimentological response of a mixed-energy barrier island tidal inlet to storm and fair-weather conditions." Earth Surface Dynamics Discussions 1, no. 1 (2013): 745–82. http://dx.doi.org/10.5194/esurfd-1-745-2013.
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Abstract. The environment of ebb-tidal deltas between barrier island systems is characterized by a complex morphology with ebb- and flood-dominated channels, shoals and swash bars connecting the ebb-tidal delta platform to the adjacent island. These morphological features reveal characteristic surface sediment grain-size distributions and are subject to a continuous adaptation to the prevailing hydrodynamic forces. The mixed-energy tidal inlet Otzumer Balje between the East Frisian barrier islands Langeoog and Spiekeroog in the southern North Sea has been chosen here as an exemplary study area for the identification of relevant hydrodynamic drivers of morphology and sedimentology. We compare the effect of high-energy wave-dominated storm conditions to mid-term tide-dominated fair-weather conditions on tidal inlet morphology and sedimentology with a process-based numerical model. A multi-fractional approach with five graduated grain-size fractions between 150 and 450 microns allows the simulation of corresponding surface sediment grain-size distributions. Net sediment fluxes for distinct conditions are identified: during storm conditions, bed load sediment transport is generally onshore directed on the shallower ebb-tidal delta shoals whereas fine-grained suspended sediment bypasses the tidal inlet by wave-driven currents. During fair-weather the sediment transport mainly focuses on the inlet throat and the marginal flood channels. We show how the observed sediment grain-size distribution and the morphological response at mixed-energy tidal inlets are the result of both, wave-dominant less frequent storm conditions and mid-term tide-dominant fair-weather conditions.
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Ratan, Bani M., Grace J. Johnson, Amanda C. Williams, Jocelyn T. Greely, and Charlie C. Kilpatrick. "Enhancing the Teaching Environment: 3-Year Follow-Up of a Resident-Led Residents-as-Teachers Program." Journal of Graduate Medical Education 13, no. 4 (2021): 569–75. http://dx.doi.org/10.4300/jgme-d-20-01167.1.
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ABSTRACT Background Previous faculty-driven residents-as-teachers (RAT) models have had limited efficacy and sustainability. Objective To evaluate the acceptability and effects of a resident-led RAT program on resident teaching. Methods In October 2016, obstetrics and gynecology (OB/GYN) residents at a large academic institution implemented a resident-led RAT program, consisting of a steering committee of peer-selected residents with 2 faculty mentors who planned education-focused resident didactics and journal clubs, organized resident involvement in clerkship activities, and recognized residents who excelled in teaching as Distinguished Educators (DEs). From July 2016 through June 2019, using the Kirkpatrick Model, we evaluated the program with annual resident surveys assessing self-perception of 13 teaching skills (5-point Likert scale) and value of RAT program, institutional end-of-clerkship student evaluations of resident teaching, and resident participation in DE award. Results Annual resident survey response rates ranged from 63% to 88%. Residents' self-reported teaching skills improved significantly in 11 of 13 domains from 2016 to 2018 (improvements ranging from 0.87–1.42; 5-point Likert scale; P < .05). Of the 2018 respondents, 80% agreed that the resident-led RAT program added value to the residency. For 2017–2018 and 2018–2019 academic years, 47% and 48% of medical students (100% response rate) strongly agreed that residents provided effective teaching compared to 30% in 2016–2017 (P < .05). Ten residents have graduated as DEs during this time period. Conclusions A resident-led RAT program increased residents' self-reported teaching skills, improved medical student perceptions of teaching quality, and was sustainable and acceptable over a 3-year period.
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Goode, Jennifer. "A Collaborative Multimedia Project Model for Online Graduate Students Supported by On-Campus Undergraduate Students." Journal of Technical Writing and Communication 51, no. 1 (2020): 53–69. http://dx.doi.org/10.1177/0047281620977121.
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This descriptive narrative depicts an academic program that deploys a collaborative project model for delivering concurrent multimedia courses at the undergraduate and graduate levels. Applying this model, online master’s students who are studying the management of technical communication activities remotely manage teams of on-campus undergraduate students who are studying multimedia production skills. The author piloted the collaborative project model during a recent academic term. Student response to the format was overwhelmingly positive from both graduates and undergraduates, and the resulting projects were of exceptional quality and well received by their respective clients.
Dissertations / Theses on the topic "Graduated response model"
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Ricarte, Thales Akira Matsumoto. "Teste adaptativo computadorizado nas avaliações educacionais e psicológicas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-16052013-143315/.
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Testes Adaptativos Computadorizados (TAC) são aqueles que selecionam gradativamente as questões (itens) a serem apresentadas ao indivíduo de acordo com o seu nível de conhecimento (traco latente). Um TAC pode se basear em um modelo da Teoria da Resposta ao Item (TRI) para a estimação do traco latente e escolha do item a ser apresentado em cada passo do teste. Este trabalho apresenta modelos da TRI utilizados em TAC encontrados na literatura e descreve alguns métodos de calibração de itens para a formação e manutenção do banco de questões do teste sob o modelo de Samejima (1969), estimação do traço latente, seleção de itens com restrições utilizando a abordagem Shadow test e critérios de parada normalmente utilizados. Foram realizadas simulações com um banco grande (500 itens) e com um banco pequeno (21 itens) e avaliada a qualidade das estimativas dos traços latente (através do cálculos dos vícios e erros quadráticos médios) de TACs com diferentes números de itens. Foi aplicado o modelo de Samejima às respostas de estudantes do Exame ao proficiência em inglês (EPI) do ICMC - USP, que é aplicado semestralmente no formato lápis e papel, para a formação de um banco de itens e posterior construção de um TAC. Também foi aplicado o modelo às respostas de pacientes clínicos do Hospital das Clínicas da Medicina da USP, cedido pelo doutor Yuang-Pang Wang, ao Inventário de Depressão de Beck (BDI) para os mesmos propósitos. Comparações com a atual metodologia para avaliação da proficiência em língua inglesa do EPI (Medida de Probabilidade Admissível, MPA) e para o diagnóstico de depressão do BDI (critério sugerido por Kendall et al., 1987) foram realizadas demonstrando as vantagens e maior riqueza dos resultados obtidos com a TRI e com os TACs implementados. Adcionalmente foi desenvolvido um programa Same-CAT que armazena bancos de itens e possibilita a criação e aplicação de TACs com restrições, através da abordagem Shadow test<br>Computerized Adaptive Tests (CAT) are those that select questions (items) gradually to be presented to an individual according to their proficiency (latent trait level). A CAT can be based on an Item Response Theory (IRT) model for estimation of the latent trait and selection of the next item to be presented in each step of the test. This paper presents IRT models used in CATs found in literature and describes some methods of item calibration for creation and maintenance of a test items bank under the Samejima\'s model (Samejima; 1969), estimation of latent trait, item selection with constraints using the Shadow test approach and usuals stopping criteria. Simulations were conducted with a large bank (500 items) and a small bank (21 items) and the quality of the estimatives of latent traits were evaluated (through calculations of mean squared errors and bias) TACs with different item numbers. Samejima\'s model were applied for the responses of students to the English Proficiency Exam (EPE) of ICMC - USP, a test applied twice a year in paper and pencil format, to create an item bank and subsequent construction of a CAT. The model was also applied to the responses of clinical patients from the Hospital das Clnicas - USP, given by Dr. Yuang-Pang Wang, to the Beck Depression Inventory (BDI) for the same purposes. Comparisons using the current methodology to evaluate the English Language Proficiency of EPE (Measure of Probability Allowable, MPA) and the BDI (criterion suggested by Kendall et al., 1987) were performed, and the CATs provided better and richer results. Furthermore a program, Same-CAT, that stores item banks and allows CAT\'s applications with constraints was created
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(11205984), Theodora L. Amuah. "GRADUATE STUDENTS’ PERCEPTIONS AND RESPONSES TO BULLYING FROM ACADEMIC ADVISORS." Thesis, 2021.
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<p>Workplace
bullying is a major global issue which has received a lot of recognition
because of its negative effects on victims’ health and work productivity. There
have been many attempts to mitigate the effects of workplace bullying, leading
researchers to extensively study the phenomenon in various contexts and
relationships. Information on workplace bullying in the academic context,
precisely relationships between academic advisors and graduate student
advisees, is however, lacking. This study aimed at filling in the gap by
seeking information about communicative behaviors from advisors that graduate advisees
characterized as bullying, and common responses graduate advisees resorted to
in the face of adversity. We also sought to understand why advisees may have responded
to maltreatment in specific ways. We, therefore, proposed a working model which
hypothesized a relationship between advisor negative acts, commitment levels of
advisees, and advisee responses. Using Amazon’s Mechanical (MTurk) to recruit
our sample, participants filled out a survey which included a few demographic
questions, the revised version of the Negative Acts Questionnaire (NAQ-R) to
measure advisor negative acts, the Exit-Voice-Loyalty-Neglect (EVLN) typology
to measure advisee responses, and the Investment Model Scale (IMS) to measure
advisee commitment levels to the work relationship with advisors. We verified
the reliability and validity of the scales adopted for this study and ran some
correlation and mediation analyses to answer our research questions and test
our hypotheses. From our findings, we learned that most advisees reported personal
insults occurring more frequently in their work relationships with advisors.
Advisees also reported a high commitment to the work relationships with their
advisors, despite maltreatment, and often responded by adopting the voice or
neglect strategy. Findings from this exploratory study imply there is more
information to be sought on workplace bullying between advisees and advisors in
academic contexts.</p>
<br>
<p> </p>
Books on the topic "Graduated response model"
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Anand, Lallit, and Sanjay Govindjee. Continuum Mechanics of Solids. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198864721.001.0001.
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Continuum mechanics of Solids presents a unified treatment of the major concepts in Solid Mechanics for beginning graduate students in the many branches of engineering. The fundamental topics of kinematics in finite and infinitesimal deformation, mechanical and thermodynamic balances plus entropy imbalance in the small strain setting are covered as they apply to all solids. The major material models of Elasticity, Viscoelasticity, and Plasticity are detailed and models for Fracture and Fatigue are discussed. In addition to these topics in Solid Mechanics, because of the growing need for engineering students to have a knowledge of the coupled multi-physics response of materials in modern technologies related to the environment and energy, the book also includes chapters on Thermoelasticity, Chemoelasticity, Poroelasticity, and Piezoelectricity. A preview to the theory of finite elasticity and elastomeric materials is also given. Throughout, example computations are presented to highlight how the developed theories may be applied.
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Horing, Norman J. Morgenstern. Quantum Statistical Field Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791942.001.0001.
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The methods of coupled quantum field theory, which had great initial success in relativistic elementary particle physics and have subsequently played a major role in the extensive development of non-relativistic quantum many-particle theory and condensed matter physics, are at the core of this book. As an introduction to the subject, this presentation is intended to facilitate delivery of the material in an easily digestible form to students at a relatively early stage of their scientific development, specifically advanced undergraduates (rather than second or third year graduate students), who are mathematically strong physics majors. The mechanism to accomplish this is the early introduction of variational calculus with particle sources and the Schwinger Action Principle, accompanied by Green’s functions, and, in addition, a brief derivation of quantum mechanical ensemble theory introducing statistical thermodynamics. Important achievements of the theory in condensed matter and quantum statistical physics are reviewed in detail to help develop research capability. These include the derivation of coupled field Green’s function equations of motion for a model electron-hole-phonon system, extensive discussions of retarded, thermodynamic and non-equilibrium Green’s functions, and their associated spectral representations and approximation procedures. Phenomenology emerging in these discussions includes quantum plasma dynamic, nonlocal screening, plasmons, polaritons, linear electromagnetic response, excitons, polarons, phonons, magnetic Landau quantization, van der Waals interactions, chemisorption, etc. Considerable attention is also given to low-dimensional and nanostructured systems, including quantum wells, wires, dots and superlattices, as well as materials having exceptional conduction properties such as superconductors, superfluids and graphene.
Book chapters on the topic "Graduated response model"
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Morley, Dawn A., and Md Golam Jamil. "Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_1.
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Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.
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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.
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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will require continuous (re-)training to handle rapid technological and societal changes. To stay relevant as autonomous educational providers, higher education institutions will have to change their formats of learning and teaching. A revised higher education model demands a highly flexible format to cater for individualised learning pathways, based on three key components: (1) a particular field of studies (thematic or disciplinary)—the core—(2) a fully integrated set of transferable skills and (3) a large set of learning units of various sizes covering a flexible curriculum. Can it respond to five societal challenges in each component: interculturalism; processes of information and communication; processes of governance and decision making; ethics, norms, values and professional standards and the impact of climate change? Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE), an EU funded project envisages a new model. The paper will partly be based on the (initial) findings of this project. International cooperation in the context of the EHEA is essential to engage all, and make a change.
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Hagelgans, Briana. "Examining the Relationships and Differences of Early College High School Models." In Developing an Intercultural Responsive Leadership Style for Faculty and Administrators. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4108-1.ch003.
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This study examined the impact of the early college model on first-year academic performance. The researcher surveyed students from a small-sized university who graduated high school between 2015-2018, lived off-campus, and were over the age of 18. The study found a moderate positive relationship, which was significant, between academic performance at the end of the early college program and students' academic performance at the end of the first year in college. However, the study did not find a significant difference in academic performance among the different early college models and did not find a significant difference between the academic performance of students who graduated from an early college program and those who did not. The results led the researcher to recommend further research that explore the difference between the different models of early college.
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King, Bridgett A. "An Approach to Diversity and Cultural Competence Curriculum in Public Administration." In Culturally Responsive Teaching and Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch011.
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There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.
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Bamdas, Jo Ann M. "K. Patricia Cross's Chain-of-Response (COR) Model for Widening Participation at Higher Levels of Lifelong Learning in a World of Massification." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch019.
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Adult and community education theorists and practitioners in the 20th century focused on reasons people sought degrees beyond high school. As time went on, a greater need became apparent for a more educated populace. This need then drove the focus from only undergraduate education to higher education and expanded into graduate education. Participation quickly became a major topic for these leaders. Over 30 years ago, K. Patricia Cross (1981) created the Chain-of-Response (COR) model to better understand the decision-making processes of participation in higher learning institutions. These 20th century studies were largely from a deficit-model perspective rather than the positive perspective that has emerged in early 21st century research. A historical analysis of the COR research points to future and emerging trends showing COR value beyond U.S. borders for deeper understanding of widening participation, massification, and diversity in higher education. This is explored in this chapter.
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Galanti, Terrie McLaughlin, Courtney K. Baker, Tammy Kraft, and Kimberly Morrow-Leong. "Using Mathematics Digital Interactive Notebooks as Authentic Integrated Online Assessments." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7222-1.ch023.
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In response to the global health crisis, K-12 mathematics teachers were forced to rapidly transition to online learning and assessment. The mathematics teacher educators in this study identified an unprecedented opportunity to design and facilitate more equitable assessments that leveraged emergent collaborative technologies. They replaced traditional written reflections with a digital interactive notebook (dINB) in a graduate synchronous online geometry and measurement course for practicing teachers. This prototype of an authentic integrated online assessment model emphasized cycles of reflection and revision based on instructor and peer feedback. While the K-12 teachers enrolled in this course valued the dINB as evaluative of their own progress toward content mastery, they faced challenges in realizing the full potential of this model to integrate formative, summative, and ipsative assessment functions in their own classrooms. Implications for the development of K-12 teachers' TPACK (Technological Pedagogical Content Knowledge) and their readiness to use more innovative forms of assessment in virtual learning are presented.
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Rysavy, Monica D. T., Russell Michalak, and Kevin Hunt. "Information Literacy Education for First-Year Composition Students." In Learner Experience and Usability in Online Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4206-3.ch004.
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This chapter describes how the researchers at a small private Master's level college examined how different delivery modes—face-to-face (F2F), hybrid, and online instruction—may impact first-year students' perceptions of their information literacy (IL) skills compared to their test-assessed information literacy skills using the students perception of information literacy-questionnaire (SPIL-Q) and information literacy assessment (ILA) instruments. These instruments were developed and deployed to international graduate business students in two previous studies: Michalak and Rysavy and Michalak, Rysavy, and Wessel. The students (n=161) in this study were enrolled in a first-year English composition course in the Spring 2017 semester. This iteration achieved an overall response rate of 87.04% (n=141). Overall, results demonstrated the greatest achievement were demonstrated by students in hybrid course sections.
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Kish, Maria H. Z. "Overview of Using Vignettes to Develop Higher Order Thinking and Academic Achievement in Adult Learners in an Online Learning Environment." In Advances in Information and Communication Technology Education. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-922-9.ch011.
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A challenge in teaching and providing any type of instruction in the online learning environment is to ensure that participants are engaged in the process and find meaning in their learning. This case study investigated the use of vignettes as a teaching strategy and learning activity of the Generative Learning Model in a hybrid online course. Vignettes are short and realistic stories that may help bridge participants’ previous experiences to applying course material in relevant situations. The Generative Learning Model, consisting of five main components: attention, motivation, knowledge, generation, and metacognition (Wittrock, 2000), was incorporated when requiring students to answer teacher-generated vignettes and to generate their own vignettes. Two outcomes were anticipated using vignettes within the Generative Learning Model in a hybrid online course: 1) enhancement of academic achievement and 2) higher order thinking . This study considered data from student work collected from the Instructional Techniques Course, GITED 631, taught in the Graduate School of Education at Duquesne University, Pittsburgh, Pennsylvania, in the fall of 2003. Eight participants responded to teacher-generated vignettes, created diagrams and rubrics, created their own vignettes, and recorded their observations concerning vignettes in reflective learning logs. The adult online learners in this study professionally focused on teaching children and adults. This study’s participants all professionally focused on teaching children and adults. The research findings indicate that the use of teacher-generated vignettes can increase academic achievement, and that learner-generated vignettes can help students achieve higher order thinking. This article also discusses the methods that have been used to teach adult learners how to respond to and create vignettes for their own teaching and presentation purposes.
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Morris, James T. "Perspectives on a 30-Year Career of Salt Marsh Research." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0053.
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A hallmark of my career has been the development of a model of the responses of salt marsh vascular plants to changes in sea level. This discovery would not have been possible without long-term support from the National Science Foundation (NSF) Long-Term Ecological Research (LTER) and Long-Term Research in Environmental Biology (LTREB) programs. The LTER and LTREB programs have provided platforms for student research that would have been difficult or impossible to duplicate. Most of my students have benefited from the background of data, which stimulate a never-ending source of thesis topics and from the logistical support. My communication skills have been improved by LTER-sponsored workshops with journalists. I also have had an opportunity to share my enthusiasm for fieldwork with primary school students and teachers. Many of my numerous collaborations are consequences of novel, long-term data that emerged from research supported by the LTER and LTREB programs. There are important environmental trends that develop slowly in response to climate or that reveal themselves infrequently, such as disturbance responses, thresholds, and tipping points. These require long-term, place-based observation of the kind that the LTER and LTREB programs are designed to facilitate. My history with the LTER program began in the late 1970s. As a Yale graduate student working at The Ecosystems Center, Marine Biological Laboratory (MBL) at Woods Hole, I participated in a workshop organized by Dan Botkin to develop a rationale for a longterm ecological monitoring program (Botkin 1978). After a 2-year postdoctoral fellowship, I moved in 1981 to the University of South Carolina (USC), which had sponsored one of the first LTER sites, North Inlet (NIN). North Inlet was the perfect place for starting a research program in salt marsh ecology, and my research there eventually was supported by the NSF LTREB program. I owe a great deal to NSF for that. My early career benefited enormously from infrastructure at USC’s field laboratory and support by the NIN LTER program, which I did not fully appreciate at the time.
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Hartsell, Taralynn. "Who's Talking Online II." In Information Communication Technologies. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch250.
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This descriptive study investigated the association between gender and online communication that involved participants from two online graduate courses. The study implemented a descriptive model in that “student involvement” was assessed by tabulating and recording the quantity and quality of student activity in the discussion threads. Quantity was recorded by the amount of times students posted online comments and the number of words that women and men used to make their responses. In addition, quality was examined by reviewing the content that women and men made concerning topics under discussion. A difference between the genders was found in that the amount (quantity) women contributed to the discussions exceeded the men. Women were also more inclined to give supportive or encouraging remarks than men, and addressed their classmates by name to promote a sense of online community, all which support previous studies.
Conference papers on the topic "Graduated response model"
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Hawkins, Lawrence A., Rasish K. Khatri, and Koman B. Nambiar. "Test Results and Analytical Predictions for MIL-STD-167 Vibration Testing of a Direct Drive Compressor Supported on AMB." In ASME Turbo Expo 2014: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/gt2014-25366.
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External vibration testing was performed on a semi-hermetic, direct drive compressor on magnetic bearings intended for US Navy Shipboard use. The compressor was placed on a US Navy MIL-STD-167 shaker platform and driven at sinusoidal frequencies from 4 to 33 Hz at graduated displacements equal to a maximum of 1.5Gs. During the machine design phase, a linear forced response analysis of the coupled rotordynamic system model of the rotor, housing and magnetic bearings was performed to predict rotor/housing displacements and actuator loads. The results were used to guide bearing sizing and control algorithm design. The measured rotor motion and actuator currents correlated well with predictions at all tested frequencies, amplitudes and orientations. Analysis methodology, test results, and comparisons are reported here.
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Johnston, Chelsea T., and Judith C. Russell. "Intriguing New Model for Improved Visibility and Access to Theses and Dissertations." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317199.
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The George A. Smathers Libraries at the University of Florida (UF) are participating in an innovative program to explore whether making electronic theses and dissertations (ETDs) available in print through online retail sites can have positive impacts for graduates, the University, and the general public. Digitization and metadata enhancement have improved discoverability and ease of access for ETDs in the Institutional Repository at the University of Florida (IR@UF). However, through this new program, research can be shared widely beyond academe with practitioners, corporate researchers, independent scholars, and international readers. This paper will describe how the Smathers Libraries have worked with a corporate partner, BiblioLabs, to leverage online retailers’ discovery engines to promote print versions of ETDs while alerting readers to the free digital versions available in the IR@UF. This paper will also share how alumni, current graduate students, and other campus stakeholders have responded to the pilot of this new service. The Libraries are monitoring referred traffic to the IR and sales data. UF is the first university to contribute content to this effort, but we expect others to follow suit if the data supports the expectations of the University, the Libraries, and our graduates.
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O'Hara, Lily, and Jane Taylo. "The Impact of the Red Lotus Critical Health Promotion Model on Graduates’ Health Promotion Practice." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0110.
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The Red Lotus Critical Health Promotion Model (RLCHPM) is used in health promotion teaching, research and practice in multiple countries. The model is designed to support critical health promotion as a public health practice, and responds to calls to move practice away from biomedical-behavioural approaches to health promotion. The RLCHPM includes of a system of values and principles for critical practice including health equity, holistic health paradigm, strengths-based salutogenic approaches, socioecological science, non-maleficence, and empowering engagement processes. The objective of this study was to investigate the impact of the RLCHPM on the practice of graduates from health promotion programs from a university in Australia. Methods: We conducted a mixed methods study involving an online survey of graduates from 2008 to 2016, followed by semi-structured interviews with a subset of self-nominated respondents. We used descriptive analyses for survey data and thematic analysis for interview data. Results: There was a total of 95 respondents (49% response rate) and 10 of these were interviewed. Participants felt knowledgeable about the model, and confident about their ability to use it. The model was understandable, easy to use, and important, relevant and useful in practice. More than half felt that the model had an impact on their health promotion practice, however less than a quarter felt that the model had an impact on institutional policies in their workplace. Interview data revealed the need for a step-by-step guide for implementing the model in multiple sectors, access to ongoing support for model implementation, and clearer links to other relevant models. Conclusions: The RLCHPM is well understood and considered to be important, relevant and useful to the practice of graduates. The study has implications for the use of the model in health promotion degree programs, and in professional development programs for health promotion practitioners.
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Liao, Gene Y. "Dynamic Stress Analysis and Correlated With Test for an Automotive Driveline." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59069.
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This paper documents the result of dynamic stress analysis correlated with bending test for an automotive rear-wheel-drive driveline system. Good correlation is achieved. The procedure developed in this paper consists of three steps. Step 1 is to generate Finite Element Analysis (FEA) models of the components and subsystems, and analyze the system’s natural frequencies, mode shapes and driving point frequency response functions using Nastran software. Step 2 is to develop the propshaft model that includes manufacturing variation and simulated dynamic balancing. Step 3 is to run the dynamic stress analysis in ADAMS software. The objective of developing the analytical procedure of driveline dynamic system is to reduce the number of tests required under driveline design stage. This project also serves as a case study to graduate students in predicting dynamic stress of a real industrial part.
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Hentea, Mariana, Harpal Dhillon, and Manpreet Dhillon. "Towards Changes in Information Security Education." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2954.
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In the ACM guidelines for curricula at educational institutions, the recommendations for Information Security Assurance (ISA) education do not specify the topics, courses, or sequence of courses. As a consequence, there are numerous ISA education models and curricula in existence at educational institutions around the world. Therefore, it is appropriate to evaluate the quality of academic information security programs and suggest changes or improvements in the curricula to ensure that undergraduates and graduates have gained the required skills after completing their studies. Despite a variety of ISA curricula and diverse educational models, universities often fail to provide their graduates with skills demanded by employers. In this paper, we make suggestions for the actions that should make the ISA curricula in the universities responsive to the needs of the general population and the industry in which graduates with ISA skills and specialization will be employed.
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Mak, Angela, and Helen Ching. "Teaching essential graduate attributes via digital cultural heritage: An assessment model from communication students in Hong Kong." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9440.
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Teaching essential graduate attributes has always been a challenge to educators because these “soft skills” are hard to be taught inside classroom. While many innovative initiatives seek an outside-in perspective, very few of them look at how to further develop students’ learning experience from understanding the central, enduring, and distinctive features of their own school and/or university. Stemming from the first digital heritage project among communication schools in Greater China, this exploratory study aims to evaluate the effectiveness of using such an inside-out approach to enhance the impact on learning, as well as cognitive and emotional changes of current students toward attaining essential graduate attributes in the communication profession. In the first year of this two-year project, we selected students in six classes to participate (N = 183) in an online survey and received 97 completed responses from four selected classes (N = 127). Regression analysis showed that students’ personal involvement and evaluations of the interview sharing and teaching methods were all positively correlated with self-perceived learning outcomes. Results also predicted that self-perceived learning outcomes was positively associated with cognitive and affective changes. Qualitative feedback from students, course instructors, and alumni also demonstrated the effectiveness of this inside-out approach.
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Palacio, Santiago Naranjo, K. Max Zhang, Disha Patel, Megha Basu, and Jason Trager. "Sustainable Communities Case Study: Energy Management Using Demand Response Methods." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90265.
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Politicians, activists, business-leaders and engineers alike all agree that future societal progress depends heavily on the development of sustainable cities and communities designed to achieve long-term environmental, social, and economic viability. A key factor that must be considered when planning for sustainable communities is the desirability for living and the productivity potential for industry and research. At the foundation of both is energy — from generation through transmission to consumption. Innovations and novel designs at all levels within a community — from individual buildings to system-wide infrastructure — will allow homes and offices to operate without noticeable sacrifice of comfort and convenience. An interdisciplinary team of professors and graduate students at Cornell University has formed to address the energy challenges of transforming Cornell University campus into a sustainable community. Cornell University’s main campus in Ithaca, NY is uniquely situated to serve as a model for validation and implementation of an advanced electricity infrastructure, commonly known as a Smart Grid. The campus owns and operates its electricity infrastructure powered by a combination of renewable energy, coal production and other electricity purchased from independent providers. In addition, similar to other communities, Cornell has a variety of building types, each having its unique energy consumption profile and thus providing great opportunities for interaction between buildings. This can prove to be very beneficial in our validation as all communities have variable load profiles. With new capital expenditures for new infrastructure, we expect to see a great reduction in energy costs and lowered operation costs resulting from the implementation of smart-grid in the present electric grid. Moreover, introducing demand response schemes, one of the major components of a smart-grid, would allow the community to incorporate more renewable energy sources into its energy mix, increase energy efficiency, and achieve significant monetary savings.
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Hentea, Mariana. "A Perspective on Achieving Information Security Awareness." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2855.
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The guidelines “Towards a Culture of Security” emphasize a culture of security in all aspects of information systems, from designing and planning through to everyday use, and among all participants, from government down through business to consumers. In response to national needs, Information Security education has become a priority for many educational institutions in US for the past years. More universities and colleges have established courses or specialized programs to teach Information Security skills to students enrolled in degrees related to computers such as computer information systems, computer engineering, and computer science. However, there are aspects of the security education model that need attention. This paper discusses these issues including changes to improve security awareness education. Through close coordination between faculty, industry, government agencies, and universities, the critical education of future graduates, Information Technology professionals, Information Security professionals, and public can be accelerated.
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Shilpiekandula, Vijay, and Yun Seong Song. "A Music-Based Mechatronic System for Teaching Modeling and Control." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66817.
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Audio-based tools can enhance the learning experience in introductory modeling and control classes at the undergraduate (sophomore) level in the mechanical engineering curriculum. An example audio-based learning tool that we propose is the “FlexSynth,” a servo-actuated flexural rocker arm that sways to an electronically generated music. We have built and tested the FlexSynth as part of a project under the MIT advanced graduate subject 2.737 Mechatronics class offered in Fall 2007. The angular range of the rocking motion of the flexural arm in the FlexSynth is mapped to a set of musical notes. While the flexural rocker swayed to the generated ‘command’ music, its motion is also converted into an equivalent ‘response’ music. Two speakers are used, one to play the commanded music and the other to play the response music. The performance of control algorithms (such as proportional or proportional-integral control) can be discerned from the command and response music, and compared for better musical quality. The appeal of an electromechanical system, driven by music and controlled to see the ‘dancing’ flexural rocker, makes the overall system an interesting show-and-tell for young kids or the public at large, getting them excited about science and engineering automation. Advanced control issues such as filtering of flexural damping modes of the rocker can also be addressed with this system implementation. Advanced students in the controls area can study the design tradeoffs between robustness and speed in following the command music. While the usual debugging tools such as multimeters, oscilloscopes, and dynamic signal analyzers allow for hands-on learning about the performance of a control system, an audio-based unit such as the FlexSynth can be a valuable addition to the innovative teaching tool kit.
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Mountford, Nicola, Gemma Watts, Luis Fernandez Luque, Ioanna Chouvarda, Threase Kessie, and Tara Cusack. "An Interdisciplinary 4th Level Education Model:Connected Health." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5485.
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This paper responds to the need for interdisciplinary approaches to fourth level education that better reflect the complexity of the world in which we work and conduct research. We discuss this need in technology-enabled healthcare, Connected Health. We propose a model for fourth level interdisciplinary education and discuss its trial application in two European structured PhD programmes in the Connected Health research arena. We suggest broader learning objectives for the emerging fourth level graduate, methods for incorporating multiple disciplinary inputs and perspectives into deep disciplinary PhD training, intersectoral approaches to ensure employability and impact, and innovative training methods and structures to facilitate interdisciplinary and intersectoral learning. We give some examples of innovative training modules used within the pilot programmes. Finally we discuss six core elements of a truly interdisciplinary programme at fourth level - exposure to different environments, joint supervision, a genuine role for the non academic sector, career development training and planning, the development of a sustainable network beyond the life of the programme, and data openess.