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Swanson, Lorilei K. "The institutionalization of service-learning at land-grant colleges in South Carolina." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211391102/.
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Dalhouse, Deborah L. "Web site content management systems selection and usage at land-grant universities /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1233080822/.
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Grice, Cheryl Denise-Roshell. "Diversity awareness perceptions among classified staff at a Midwestern Land Grant University." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/8636.
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Doctor of Education<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>Diversity is recognized by acknowledging individual differences. The term diversity can refer to an array of descriptors such as, race, religion, color, gender, national origin, disabilities, sexual orientation, age, level of education, geographic origin, economic status, family status, appearance/physical size and skill characteristics. Although there are multiple definitions of diversity, many include at least one or all of the attributes listed above.
This qualitative study examined perceptions of classified employees regarding the level of diversity awareness among their workforce at a large Midwestern land grant university. The sample was purposefully selected from the population of classified support staff using both scores from Dahm’s (2006) Organizational Diversity Needs Analysis (ODNA) and responses to demographic questions. This survey was designed to measure diversity awareness in the workplace using the dimensions; cultural inclusion or exclusion, organizational inclusion or exclusion, workload, trust, sensitivity and affirmative action. Demographic information used to select the sample for this study included; age (Generation Y, Generation X and Baby Boomers), gender (male and female), and race and ethnicity (White and all others, for example: African American, Asian American, Hispanic and Native American).
Semi-formal, one-on-one interviews were conducted with the participants by the researcher in this study. Additionally a theme emerged that expressed the “good old boy” system as being “alive and well”; differential treatment among staff who did not have the same or similar levels of education; positional power and situational occurrences whereby individuals who appeared different were treated unfairly or without respect by other staff, faculty or students at the university. Findings included a difference in perceptions about diversity awareness between Whites and non Whites. Whites fell into the following categories; 1) Many employees felt the current status of diversity awareness was sufficient, 2) an equal number of others felt that their needed to be an increase in diversity awareness initiatives among employees, 3) others felt as though diversity awareness was problematic or 4) the need did not exist for diversity awareness initiatives. Non White participants disagreed, all claimed to have been the victim of discriminatory behavior.
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Iverson, Susan Van Deventer. "A Policy Discourse Analysis of U.S. Land-grant University Diversity Action Plans." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/theses.asp?highlight=1&Cmd=abstract&ID=EDU2008-003.
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Alexander, Paige Adell. "Factors influencing the compensat[i]on levels of land grant university extension educators." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/527.
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Poling, Richard Lynn. "Factors associated with job satisfaction of faculty members at a land-grant university." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329239236.
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Harraman, Joshua Michael. "Rivals for Governance of the Land-Grant University: Farmers, Alumni, and Administration at the Ohio State University, 1870-1910." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557827101149822.
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Passmore, Michelle Katherine. "Aligning extension education curriculum at land grant universities with professional competencies a Delphi study /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/passmore/PassmoreM0510.pdf.
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This descriptive study utilized a Delphi methodology to explore the career preparation of extension education students in the land grant university system through an analysis of current curriculum and its alignment with professional extension work competencies as identified by Harder, Place, and Scheer (in press). Academic professors in conjunction with Extension regional or district department heads were utilized to explore the professional competencies as they related to the preparedness of graduates and new hires, the hiring process, specific job skills, and courses within extension education degree programs. The purpose of the study was to explore current collegiate extension education curriculum and Extension professional competencies in order to improve the preparation of future extension agents and specialists across the nation. Twenty two different land grant universities were represented. Over 300 courses falling into 24 course categories at the undergraduate level and 18 at the graduate level were identified by extension education professors at LGU's that matched the 19 professional competencies presented. Extension administrators identified 65 different sub categories within the 19 competency areas outlining specific skills needed for successful careers in Extension. The conclusions reveal that by working together, Extension administrators and extension education professors can continue to improve their programs so that both will thrive and grow with the changing environment. Recommendations were made for further research in the areas of hiring practices and self reflection by professionals in both groups to analyze their own programs and practices. By utilizing the course categories and specific skills related to the professional competencies needed for success, both groups can work to improve existing programs and structures to ultimately reach success.
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Herries, James Paul. "The land-grant public university in a competitive market : an evaluation of freshment enrollment attraction of the Ohio State University." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1231507421.
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Herries, James Paul. "The land-grant public university in a competitive market : an evaluation of freshman enrollment attraction of the Ohio State University /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1231507421.
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Burrows, Andrea C. "Secondary Teacher and University Partnerships: Does Being in a Partnership Create Teacher Partners?" University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323122.
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Legvold, Denise L. "County extension coordinators' opinions on the role of county extension offices in the civic engagement of a land-grant university." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-11052008-135712.
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Dooley, John E. "Defining the Mission of Virginia Cooperative Extension: An Interpretative Analysis From a Historical Perspective." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30431.
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The study is an interpretative analysis of Virginia Cooperative Extension that examined the mission of the agency, as defined through its history and enabling acts of legislation. The study investigated how the mission has evolved during the eighty-four years of its existence. The study used the intent and context of the federal Smith-Lever legislation of 1914 as its benchmark to discover what the desired and anticipated outcomes were for Cooperative Extension by the original patrons of the legislation. Subsequent legislative acts at both the state and federal levels, as well as actions by the executive branch of government, were studied to discover if and when the mission of cooperative extension has changed and to identify the political, economic, and social factors that influenced the changes.
The study incorporated accepted methods of historical research and included the review and analysis of both primary and secondary sources of information. Interviews of key leaders who have influenced the policy position of Virginia Cooperative Extension over the past thirty years were conducted.
The data gathered by the study were analyzed and presented to highlight major themes that could have influenced critical policy issues that have confronted Virginia Cooperative Extension. The conclusion is that the mission of extension is two fold: (1) to provide education that could lead to increased economic opportunity and, (2) to enhance the quality of life enjoyed by Virginia’s citizens.
Three critical attributes are identified that relate to the ability of Virginia Cooperative Extension to fulfill its mission: (1) access to research-based information, (2) a strong presence in local communities, and (3) a capacity to provide timely responses to emerging issues.<br>Ph. D.
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Charles, Harvey. "An examination of the role and functioning of selected international student organizations at a state land grant university /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487693923198729.
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Wilcox, Lori Lund Donaldson Joe F. "Educational entrepreneurism in higher education a comparative case study of two academic centers within one land-grant university /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6124.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 16, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Joe Donaldson. Vita. Includes bibliographical references.
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Jayasinghe, Upali W. "Peer review in the assessment and funding of research by the Australian Research Council /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051102.114303/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003.<br>"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 350-371.
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Davison, Camon. "West Point of the West: A History of the Department of Military Science at Utah State University." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5032.
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The Department of the Military Science at Utah State University was created in 1898 and is the oldest department at USU. Until the mid-1950s it was mandatory that all male students be enrolled in Military training at the school and, if they so decided, would finish up the last two years of military training to become officers in the United States Military. This program is known as ROTC. Fully implemented at USU in 1916 the ROTC program continued to grow and would help fund the growth of campus during the 1920’s and 30’s. Following World War II the program became the largest ROTC unit in the nation and was nicknamed “West Point of the West”. The school produced more officers than any other college besides the Military Academy at West Point.
The documentary film that I made follows the history of Utah State University from its founding in 1888 to the modern day research University of today. Using interviews of past and current ROTC cadets as well as the experts on the history of USU and ROTC, the film weaves the history of the expansion of the USU campus and the role that the Army ROTC unit had in the school’s development. Much of my research was done in special collections at the USU library where many of the photos for the film were found. Some of my research took me to the National Archives and the Library of Congress which proved to be invaluable when finding early military photos and documents. A total budget cost of USD$10,000 was spent on camera gear, travel expenses, drone footage, and digital storage solutions. The film was fully funded, written, shot, edited, and finished by myself and took 1 ½ years to make from start to finish. The end result is a 53-minute documentary delivered on a Blu Ray disk, the film is also accessible to the public via online streaming.
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Helms, Jennifer L. "Teaching and Learning in sustainable agriculture curricula: A case study of faculty work as learning at a land grant university." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47354.
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In 2009, the National Academy of Sciences called for a dynamic approach to teaching and learning in colleges of agriculture. In response, innovative faculty at colleges and universities are implementing new frameworks for undergraduate education in the agricultural sciences. The purpose of this study, therefore, was to explore the experience of faculty teaching and learning in sustainable agriculture education curricula at a land grant university. A qualitative research methodology employing a case study approach was utilized. Methods of data collection included semi-structured interviews, participant/observer field notes, and secondary data analysis. This study contributed to understanding faculty work as learning by illustrating the triad approach to teaching and learning in the Civic Agriculture and Food Sytems (CAFS) minor comprising core areas of experiential learning, interdisciplinary teaching and learning, and community engagement. This triad approach to teaching and learning brings together a framework for understanding faculty work as a social practice and the inherent learning that occurs. CAFS faculty upheld the land-grant mission of their institution by promoting community engagement, experiential learning, and interdisciplinary collaboration toward teaching and scholarship. CAFS faculty learned from interactions with other faculty outside and within their disciplinary and departmental homes, which enhanced their teaching/learning experience. Collaborative work was described as a practice where faculty from different disciplinary perspectives and cultural practices engage in a collaborative teaching model that communicates value for resources to administrative leadership and clarifies navigation of faculty reward structures. Additionally, these faculty members were able to participate in an emerging pedagogical practice where service-learning and community partners were embedded in the curriculum, which legitimized the role of the community partner as educator. The findings from this research are expected to be useful for implementation in other sustainable agriculture education programs at other universities. This study may also serve as a catalyst for the adoption of collaborative and interdisciplinary teaching in colleges of agriculture. The implications of this research can inform an assessment methodology for agriculture education programs, as well as to create a framework whereby the essential tenets of the sustainable agriculture education movement in higher education can be promulgated in different disciplines.<br>Ph. D.
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Johnson, Benjamin A. "Fundraising and Endowment Building at a Land Grant University During the Critical Period, 1910-1940: The Failure of Ohio State." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386057443.
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Rankins, Falcon. "An Investigation of How Black STEM Faculty at Historically Black Colleges and Universities Approach the National Science Foundation Merit Review Process." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5149.
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This qualitative inquiry explored the ways in which US-born, Black faculty member participants in science, technology, engineering, and mathematics (STEM) disciplines at Historically Black Colleges and Universities (HBCUs) interact with the National Science Foundation (NSF). Eight Black HBCU STEM faculty members with a range of involvement in NSF-related activities were individually interviewed. Topics of discussion with participants included their prior experiences with NSF, their understanding of the merit review process, and their understanding of their personal and institutional relationships with NSF and the STEM community. Two broad findings emerged from the conversations. The first was that issues of communities and social identity were important to the participants’ work as research scientists. Participants prioritized advancing people and communities over advancing the knowledge of ambiguous, disembodied scientific disciplines, and some participants were motivated by interests in social justice. However, participants maintained strong identities as scientists and the discussions provided no evidence that other social factors influenced their application of the scientific method. The second major finding dealt with the role participants perceived their institutions playing in their involvement with NSF. All participants described challenges associated with pursuing research in HBCU environments and, in some cases, the institutional challenges served as the motivation for participants’ projects, with varying consequences. Finally, this study developed and refined a theoretical framework for explaining the underrepresentation of HBCUs in NSF funding streams. In developing this framework, a brief history of the origination of HBCUs, NSF, and the NSF merit review process is presented.
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MacDonald, Joseph Duncan. "Denominational attitudes toward the subdivision of the 1874 Protestant grant to education in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34202.pdf.
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Larroy, Edwin A. "Latino\a Ethnic Identity in the New Diaspora: Perspectives of a Select Group of Latino\a Undergraduates at a Predominantly White Land Grant University." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28126.
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The increasing presence of â Latinosâ in higher education presents a challenge to the academy, particularly in understanding their adjustment to the college environment (Umana-Taylor, Diversi & Fine, 2002). This study investigates how ethnically diverse â Latino\aâ undergraduates construct and affirm ethnic identity. The findings suggest that a â Latino\aâ pan-ethnicity is problematic because of the diversity of national origins, family histories, linguistic preferences, and cultural traditions that exists among the different nationalities that comprise this ethnic group. Unlike previous generations of immigrants, new diaspora â Latinosâ seek integration into American society as bilinguals with linguistic command for both Spanish and English and resist abandonment of national identities and culture. These are suggestive of transnational identities that are multiple and adaptive to a variety of contexts and situations; rather than being fixed and constant.<br>Ph. D.
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Nacheri, Sylvanus Amkaya. "Probability of First-Time Freshman Admission by Race and Gender at a Large Predominantly White Land Grant Research University in the Years 1994-1998." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/35717.
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The purpose of this study was to investigate the probability that race was a factor in the admissions process at Virginia Tech. The study was conducted in three parts. In the first part, logistic regression was used to develop a probability of admission model for eight demographically distinct groups for the years 1994-1998 using information that was presented to the university by all first-time freshman applicants considering grade point average (GPA), scholastic aptitude tests (SAT), high school rank (HSR), requested major (RM), gender and race. The eight demographic groups were: African American men (BM), African American women (BF), Asian American men (AM), Asian American women (AF), Hispanic American men (HM), Hispanic American women (HF), white American men (WM), and white American women (WF). The Bonferroni correction and the Wald tests were carried out to determine significance in the observed differences.
<p>Significant differences were found. The two African American groups and the white female group were found to have significantly higher probabilities of getting accepted than other groups while the two Asian groups were found to have the least probability of getting accepted. The null hypothesis that there was no difference between the groups with regard to probability of getting accepted was thus rejected. GPA was found to be the most important admission criteria followed by SAT scores. The admissions criteria were found to be important for all applicants regardless of group membership. Between group differences detected in the study was mainly the result of differences in cut-off points.
<p>The second part of the study involved evaluating the reasons that were given for rejection of admission in 1998. A stratified sample of 400 was randomly selected. The chi-square test was used to determine if there were differences between the eight groups with regard to reasons given for rejection. The frequency with which the reasons were given was also examined. It was found that there were no differences between the groups and, therefore, the null hypothesis was confirmed. GPA related reasons were the most cited for rejection followed by SAT scores. This was consistent with the finding in the first part of this study that GPA and SAT were the most important admission criteria
<p>In the third part of the study, the director of admissions and the deputy director of admissions for freshman admissions were interviewed. It was determined from them that affirmative action did not influence the university's admissions decisions but that race was "one of the many factors considered during the admissions process."
<p>Based upon the finding in the first part of this study that the two African American groups consistently had the highest probabilities of acceptance in the five years under study, it was concluded that the use of race was intended to benefit applicants from the two groups. This conclusion was further based on the information collected from the interview with the admissions officers which suggested that Affirmative action in the state of Virginia applied only to African Americans and also that there were targeted goals in the state intended to increase the number of African Americans in the state's public higher education institutions. The admissions officers could, however, not provide any references to support this information. Consultations with a professor at the university and the university's vice president for multicultural affairs suggested that there was no state mandate or requirement that public institutions in the state adopt targeted goals as a means of increasing the number of African Americans in the state's public higher education institutions. They also doubted that affirmative action could be applied to one ethnic group only. It was concluded, however, that since the admissions officers made these assertions during the interview, these perceived state requirements may have led them to deliberately seek to increase the number of African American students accepted by the university and that these deliberate efforts may have been behind the high probabilities of the acceptance of students from the two African American groups.
<p>The fact that the admissions officers may have deliberately sought to increase the number of African Americans on the campus to satisfy perceived state mandates or requirements and the finding in the first part of this study that the two African American groups consistently had the highest probabilities of getting accepted by the university in the five years under study suggested that admission to the university was not race blind. It was also concluded that since external pressure may have been the cause of the high probabilities for the African American groups, admission to the university was not entirely the prerogative of the university.<br>Master of Arts
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Johnson, Patrick Matthew. "Social Accessibility for Students with Visual-Impairments: A Mixed-Methodological Study of Current Students at a Land-Grant and Regionally-Known University in Western Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26834.
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This paper presents findings from a study designed to identify skills and strategies students with visual impairments have developed to aid their social integration into higher education campus life. Attending college provides numerous learning opportunities outside the classroom. The study explores the process by which students at two universities in the Commonwealth of Virginia were able to identify, navigate, and participate in extra-curricular activities. Previous research by Roy & MacKay (2002) and Hodges & Keller (1999) provides a quantitative framework from which a qualitative tapestry was woven. A secondary purpose of the study was to verify the validity of Roy & MacKayâ s finding that the age that individuals first experience visual disability and the visibility of their visual impairment (the variance in their ability to appear sighted) are valid predictors of social integration of visually impaired students among college students.
This study is important for several reasons, including, (a) to help develop a more inclusive campus environment, (b) to identify factors that have influenced the selection of post-secondary educational experiences by visually-impaired students, and (c) to give a voice to visually impaired students to help administrators understand their needs and desires (Henderson, 2001).<br>Ph. D.
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Hollar, Danielle S. "Knowledge, self-esteem, and sexual behavioral practices in response to the HIV/AIDS pandemic : a study of an undergraduate population at a land-grant university /." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06162009-063019/.
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Estacia, Maria Aparecida Tagliari. "Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21388.
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O tema focalizado nesta tese refere-se às ações afirmativas, políticas de inclusão social especiais e temporárias. Entre estas políticas destaca-se o ProUni (Programa Universidade para Todos), criado pela lei nº 11.096, de 13 de janeiro de 2005, que tem como finalidade a concessão de bolsas de estudos integrais e parciais a estudantes de baixa renda em cursos de graduação em instituições privadas de educação superior, oferecendo, em contrapartida, a isenção de alguns impostos e contribuições no período de vigência. Foram estudados os alunos bolsistas do ProUni da Universidade de Passo Fundo que entraram no ano de 2005 pelo programa. O problema de pesquisa visa conhecer qual é esse novo perfil de aluno que habita agora os espaços acadêmicos, qual a sua trajetória até a universidade, seus sentimentos/ percepções, aproveitamento acadêmico e perspectivas futuras, que constituíram as categorias de análise da pesquisa. As hipóteses indicavam dificuldades diversas para este aluno bolsista. Este estudo foi de natureza qualitativa, utilizando a entrevista semiestruturada com 14 alunos bolsistas do programa (cursos mais procurados: Medicina e Agronomia e menos procurados: Filosofia e Geografia) e quatro não bolsistas (dois da Medicina e dois da Filosofia), que constituíram um grupo para contraponto. Os fundamentos teóricos da tese foram a teoria da igualdade de Aristóteles, a teoria do ordenamento jurídico de Norberto Bobbio, os princípios elencados na Constituição Federal de 1988 e a Declaração Universal dos Direitos do Homem. Com relação aos resultados, observaram-se nas trajetórias dos alunos grandes influências do grupo familiar para a realização de um curso superior; os aspectos motivacionais pessoais intrínsecos, contribuindo de forma significativa para esta conquista; os sentimentos de aceitação, integração e a ausência de qualquer situação de diferenciação com professores, colegas e funcionários caracterizaram a percepção de todo o grupo de bolsistas estudado; sentimentos de solidão pela mudança de cidade, estado, hábitos culturais e regionais, a vinda do meio rural para o urbano, o nível de exigência das tarefas acadêmicas e as questões financeiras foram citados como dificuldades. O aproveitamento acadêmico está ocorrendo pela maioria do grupo e o índice de desistências e reprovações em disciplinas é baixo. As perspectivas futuras de quase todos apontam para a continuidade dos estudos em áreas profissionais específicas; para outros o curso superior realizado serviu como um processo de ascensão de vida apenas pessoal. Conclui-se que o ProUni, como uma ferramenta de ação afirmativa, está atingindo seus objetivos na busca da redução de desigualdades sociais em prol de alunos universitários desfavorecidos economicamente.<br>The focus theme of this thesis concerns the affirmative actions and special and temporary social inclusion policies. Among these policies the ProUni (Program University for Everybody) created through the Federal Bill number 11.096. on January 13th 2005 by the Ministry of Education, which aims at the concession of full and partial grants to low-income students in graduation courses in private educational institutions, offering, as a counter part, some exempt in taxes and contributions during that length of time. This study focuses the students who received grants from the ProUni of the University of Passo Fundo (UPF) who started in 2005 through the program. The research aims at knowing the new profile of students in the academic environment, their history on their way to university, their feelings/impressions, academic outcome and future perspectives which comprehend the research’s categories of analysis. The hypotheses indicated several difficulties for the student using the grant. This study had a qualitative nature and used a semi-structured interview with 14 student’s grant users of the program and 04 students who did not use grants which were the control group. The theoretical foundations of this thesis were based on The Aristoteles Theory of Equality, the Theory of the Juridical Ordering by Norberto Bobbio, the principles stated in the Federal Constitution from 1988 and the Declaration of Human Rights. Regarding the results, it was observed that throughout the students’ background and history there was strong influence from the family for graduating at university. Also, personal intrinsic motivational aspects were significant for this achievement; feelings of acceptance, integration and the absence of any situation of prejudice from professors, classmates or employees characterized the perception of the whole group of students who were given grants; feelings of loneliness for moving to a different city or state, change of cultural and regional habits, the fact of moving to an urban area from the countryside, the level of demands in the academic tasks and the financial issues were all mentioned as difficulties by these students. The expected academic outcome has been achieved by most students in the group, and the level of ceases and failures is low. The future perspectives of almost all students show their will to continue their studies in specific professional areas, for some students the university course was seen as a process of life improvement at a personal level. It may be concluded that ProUni, as a positive action tool, has achieved its aims of fighting social unequality in favor of economically constrained university students.
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Mayer, Lucille C. "Attaining positions of leadership : an exploratory study of the careers of women chief executive officers in the Cooperative State Research Extension Service at land-grant universities /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946279.
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Whaley, Sherrie Renee. "Manager and employee perceptions of factors that inhibit or enhance creativity in land-grant university communication units specializing in agricultural, home economics, youth, and community and natural resource development programs." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249499897.
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Gibson-Alonso, Tamara Ianthe. "Processes of Developing Effective Researcher-Practitioner Partnerships in Education: A Content Analysis of Grant Related Documents." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/867.
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Research indicates that understanding the influence of leadership and partnership development can inform the need to improve public education (Penuel & Gallagher, 2017). Although leadership theory and change theory support the need for partnerships in education, less attention has been given to how such partnerships develop and the role that leadership plays in that process. Therefore, the present study explored the role of leadership within researcher-practitioner partnerships and the process of developing sustainable partnerships in education as documented in a set of federal grant proposals, their final reports, and other descriptions of their efforts. Grant documents examined were awarded from the 2013 funding announcement of the U.S. Department of Education Institute of Education Sciences (IES) Researcher-Practitioner Partnerships (RPP) in Education Research program.
In-depth qualitative document analysis provided a means to unobtrusively examine and interpret comprehensive, historical data (Corbin & Strauss, 2008; Patton, 2002). Directed content analysis (Hsieh & Shannon, 2005; Kaid & Johnston-Wadsworth, 1989) of the documents directed the process of data collection. This process used key concepts from the literature on transformational leadership, shared leadership, and leadership for change as the initial framework for data collection. Data analysis employed Eisner’s (1998) process of educational criticism using description, interpretation, evaluation, and thematics. Hatch’s (2002) process of typological analysis led to four typologies to organize the data for description and interpretation: capacity building; strategies for partnership development; approaches to communication; and the role of reflection in partnership development. The evaluation dimension of educational criticism indicated that partnerships employed shared leadership with evidence of internal and external support and a cultivation of shared commitment.
Themes indicated that partnerships focused on both rigorous research and reflective practice, leaders engaged partners in establishing the infrastructure and strategic plans of the partnership, and partnerships galvanized support to address complex social issues beyond their formal organizational structure. Recommendations for future research include the need: (a) to explore the dynamics of communication in partnership work; (b) to clarify and facilitate the process of change in grant and project development; and (c) to develop of a process for sustainability beyond a specific grant or project. Recommendations for practice include the need: (a) to explore the cultivation of relationships in support of partnership development; (b) to identify clearly the primary issue to be addressed in the work of the partnership, and (c) to clarify mutual outcomes. Conclusions from the present study indicate the importance of a focus on the deliberate development of the researcher-practitioner partnerships themselves, the importance of concrete strategies for sharing leadership, and the importance of the development of professional relationships that support sustainability in partnership development.
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Amisy, Neto Abrão. "A bolsa de estudos universitários em Goiás: privatização do público ou publicização do privado?" Pontifícia Universidade Católica de Goiás, 2003. http://localhost:8080/tede/handle/tede/1155.
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Previous issue date: 2003-12-10<br>This is a study of the financial assistance, called the University Grant Program (UGP),
given to students at Private Third Level Institutes in 1999, by the Goiás State Government.
Theoretically, the UGP is an expression of a social policy adopter in order to respond to a
problem, admitted by the State, resulting from certain phenomena: the presence of a real
demand for Third Level Education, shortage of places at public institutes and the
inaccessibility to private third level Institutes, due to the fees charged. In order to study the
UGP, an analysis was made of the participation of a civil body, the Organization of Goiás
Volunteers (OVG), which is recognized as an NGO (non-governmental organization). The
general aim is to study State involvement in the execution of the program of grants for
university studies involving the transfer of public resources to private institutes, especially
by means of grants to Law students at the Catholic University of Goiás (UCG). In pursuit
of this aim, therefore, the extent of the problem of the inquiry into the consequences of the
University Grant Program, especially with regard to the implications for the public/private
dichotomy in the educational policies adopted by the Government in the 1993-2003 period
is delineated. A qualitative research method is used, involving bibliographical research,
analysis of documents and field work, with participative observation and interviews. Its
theoretic reference is based on an analysis of the organization of the State, in particular of
the neo-liberal policy of Minimum State Involvement, and the General Theory of the State,
using, among others, such authors as Gramsci (1989), Bianchetti (1996), Bresser Pereira
(1998), Sader (1999), Bobbio (2000), Giddens (2000), Azevedo (2001) and Anderson
(2000). The analysis of the public/private relationship is based on the ideas of Faleiros
(1987), Baldino (1991), Brzezinski (2000), Vieira (2000), Cunha (2001) and Dourado
(2002), among others. With regard to the tertiary sector, studies carried out by Fernandes
(1997), Gohn (2000) e Montaño (2002) are predominantly used. So as to achieve this, first
of all, the most relevant approaches to the theme are presented, in particular, the liberal,
social-democratic and the neo-liberal or post liberal models. Then, the dichotomy between
the public and private is discussed, in relation to the history of Third Level Education in
Brazil and in Goiás. After that, the analysis of the third sector involvement is presented,
especially with regard to the body which managed the program under review. In the final
chapter, there is an evaluation of the principal points of the UGP and the implications
uncovered by the data collected through participative observation and interviews. By
means of the research, it was possible to establish that the tertiary sector, as it presents
itself, is useful to the neo-liberal model of Minimum State Involvement as it is a tool for
the growing distancing of the State in the execution of social policies. It was seen that, in
the University Grant Program, considerable amounts from the State Exchequer are directly
transferred, in the form of study grants, to private Third Level Institutes. The students who
benefit must render service in public or tertiary sector bodies, but those responsible do not
intend that there be an academic return in these obligatory activities, undertaken by
students. From the way that the University Grant Program was set up and implemented, it
can be concluded that it is based on a privatist logic, which, far from being the fruit of a
liberating educational policy, results in predominantly paternalistic practices.<br>Foi objeto deste trabalho o estudo sobre o auxílio financeiro aos estudantes de ensino
superior de instituições privadas instituído em 1999, pelo Governo do Estado de Goiás, sob
a denominação Programa Bolsa Universitária (PBU). Teoricamente, o PBU é expressão de
uma política social que constitui uma resposta a um problema, admitido pelo Estado,
decorrente de determinados fenômenos: existência de efetiva demanda para o ensino
superior, ausência de vagas nas instituições públicas e custo inacessível nas instituições de
ensino superior privadas. Para estudar o PBU, analisou-se a participação de uma entidade
civil como gestora, a Organização das Voluntárias de Goiás (OVG), reconhecida como
uma ONG (Organização Não-Governamental). O objetivo geral do estudo é verificar a
atuação do Estado na execução do programa de bolsas de estudos universitários com a
transferência de recursos públicos às instituições privadas, particularmente em relação aos
beneficiários do Programa e que são alunos do curso de Direito da Universidade Católica
de Goiás (UCG). A partir de tal objetivo, portanto, dimensiona-se o problema na indagação
das conseqüências do Programa Bolsa Universitária, especialmente, no que se refere às
implicações da dicotomia público/privado nas políticas educacionais adotadas pelo
governo no período 1999/2003. A metodologia de pesquisa é qualitativa, envolvendo
revisão bibliográfica, análise documental e pesquisa de campo, com observação
participante e realização de entrevistas. O referencial teórico se assenta na análise da
organização do Estado, notadamente sob a égide do Estado Mínimo neoliberal, e da Teoria
Geral do Estado, utilizando-se, entre outros, de autores como: Gramsci (1989), Bianchetti
(1996), Bresser Pereira (1998), Sader (1999), Bobbio (2000), Giddens (2000), Azevedo
(2001) e Anderson (2000). A análise da relação público/privado se sustenta nas idéias de
Faleiros (1987), Baldino (1991), Brzezinski (2000), Vieira (2000), Cunha (2001) e
Dourado (2002), entre outros. Com relação ao terceiro setor , utiliza-se
preponderantemente dos estudos realizados por Fernandes (1997), Gohn (2000) e Montaño
(2002). Para tanto, num primeiro momento são apresentadas as abordagens mais
pertinentes ao tema, particularmente a liberal, a social-democrata e os modelos neoliberais
ou pós-neoliberais. Num segundo momento, registra-se a discussão sobre a dicotomia
público e privado, relacionando-a com a história do ensino superior no Brasil e em Goiás.
Apresenta-se, a seguir, a análise da atuação do terceiro setor , sobretudo no que se refere
à entidade gestora do programa pesquisado. No último capítulo, a apreciação recai sobre os
pontos principais do PBU e as implicações desvendadas pelos dados colhidos pela
observação participante e pelas entrevistas. A investigação realizada permitiu estabelecer
que o terceiro setor , na forma como se apresenta, é funcional ao modelo neoliberal do
Estado Mínimo ao ser instrumento do crescente afastamento do Estado na execução das
políticas sociais. Constatou-se que, no Programa Bolsa Universitária, a título de bolsa de
estudo, são diretamente transferidos às Instituições de Ensino Superior privadas valores
expressivos oriundos do erário estadual. Os alunos beneficiados, por sua vez, prestam
contrapartida em órgãos públicos ou entidades do terceiro setor sem que exista por parte
dos envolvidos a intenção de que haja retorno acadêmico a partir da atividade
obrigatoriamente realizada. Conclui-se que, da forma como foi instituído e implementado,
o Programa Bolsa Universitária sustenta-se em uma lógica privatista que, longe se ser fruto
de uma política educacional emancipatória, resulta de uma prática preponderantemente
assistencialista.
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Деревянко, Богдан Володимирович, Богдан Владимирович Деревянко та Bohdan Volodymyrovych Derevianko. "Презентація та оприлюднення наукових здобутків юридичних ВНЗ як запорука отримання додаткового фінансування". Thesis, Маріуполь: ДЮІ, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67668.
Full textAbstract:
Для отримання доступу до грантових грошей українські ВНЗ та вчені крім виконання безпосередніх завдань гранту повинні мати додаткові показники у вигляді максимально високих місць у рейтингах Scopus, Web of Science, Google-Scholar, Webometrics, Топ-200 ВНЗ України, які грантодавець можна знайти й проаналізувати за допомогою мережі Інтернет. Як мінімум, ВНЗ повинні мати власні профілі і профілі своїх вчених у Google-Scholar (прив’язаний до сайту ВНЗ), ORCID (прив’язаний до Scopus), ResearcherID (прив’язаний до Web of Science). А «зв’язати» їх між собою має власний інституційний репозитарій ВНЗ.<br>Для получения доступа к грантовым деньгам украинские ВУЗы и ученые кроме выполнения непосредственно требований гранта должны иметь дополнительные показатели в виде максимально высоких мест в рейтингах Scopus, Web of Science, Google-Scholar, Webometrics, Топ-200 вузов Украины, которые грантодатель может найти и проанализировать с помощью сети Интернет. Как минимум, ВУЗы должны иметь собственные профили и профили своих ученых в Google-Scholar (привязан к сайту вузов), ORCID (привязан к Scopus), ResearcherID (привязан к Web of Science). А «связать» их между собой должен собственный институциональный репозитарий ВУЗа.<br>In order to access the grant money, Ukrainian universities and scientists, in addition to fulfilling the immediate objectives of the grant, should have additional indicators in the form of the highest possible places in Scopus, Web of Science, Google-Scholar, Webometrics, Top 200 universities of Ukraine, which can be found and analyzed by the grantor using the Internet. At a minimum, universities should have their own profiles and profiles of their scholars in Google-Scholar (affiliated with the university), ORCID (affiliated with the Scopus), ResearcherID (affiliated with the Web of Science). And "tie" them among themselves has its own institutional repository of universities.
32
Деревянко, Богдан Володимирович, та Bogdan Derevyanko. "Презентація та оприлюднення наукових здобутків юридичних ВНЗ як запорука отримання додаткового фінансування". Thesis, Донецький юридичний інститут МВС України, 2018. http://dspace.puet.edu.ua/handle/123456789/6633.
Full textAbstract:
Для отримання доступу до грантових грошей українські ВНЗ та вчені крім виконання безпосередніх завдань гранту повинні мати додаткові показники у вигляді максимально високих місць у рейтингах Scopus, Web of Science, Google-Scholar, Webometrics, Топ-200 ВНЗ України, які грантодавець можна знайти й проаналізувати за допомогою мережі Інтернет. Як мінімум, ВНЗ повинні мати власні профілі і профілі своїх вчених у Google-Scholar (прив’язаний до сайту ВНЗ), ORCID (прив’язаний до Scopus), ResearcherID (прив’язаний до Web of Science). А «зв’язати» їх між собою має власний інституційний репозитарій ВНЗ.
Для получения доступа к грантовым деньгам украинские ВУЗы и ученые кроме выполнения непосредственно требований гранта должны иметь дополнительные показатели в виде максимально высоких мест в рейтингах Scopus, Web of Science, Google-Scholar, Webometrics, Топ-200 вузов Украины, которые грантодатель может найти и проанализировать с помощью сети Интернет. Как минимум, ВУЗы должны иметь собственные профили и профили своих ученых в Google-Scholar (привязан к сайту вузов), ORCID (привязан к Scopus), ResearcherID (привязан к Web of Science). А «связать» их между собой должен собственный институциональный репозитарий ВУЗа.
In order to access the grant money, Ukrainian universities and scientists, in addition to fulfilling the immediate objectives of the grant, should have additional indicators in the form of the highest possible places in Scopus, Web of Science, Google-Scholar, Webometrics, Top 200 universities of Ukraine, which can be found and analyzed by the grantor using the Internet. At a minimum, universities should have their own profiles and profiles of their scholars in Google-Scholar (affiliated with the university), ORCID (affiliated with the Scopus), ResearcherID (affiliated with the Web of Science). And "tie" them among themselves has its own institutional repository of universities.
33
Cora, Alisha J. "University of Wisconsin-Stout Research Services process and procedure evaluation." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003coraa.pdf.
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Sinclair, Sarina Sarah Kay. "The development of a mesenchymal stem cell based bone graft system." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396633/.
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Pereira, Marli Amélia Lucas. "A articulação entre universidade e escola: os saberes necessários para participação no Projeto Bolsa Alfabetização." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16177.
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Previous issue date: 2015-03-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>It is known that the Literacy Grant Project aims at the articulation between university and school, and that specific knowledge is required in order to attend its demands. Within this scenario, the present research had as objectives: to analyze the reasons for entering the program and the evaluation made from the different participants; to identify the necessary knowledge so as to attend the demands of the Project. This is a qualitative research and with discussion group and semi-structured interview as data collection procedures. The discussion groups involved researcher undergraduates from three Higher Education Institutions (IES) from São Paulo State. The interviews were made with the teachers from the public schools who had the researcher undergraduates in their classes, and with the Professors from the IES who guided these undergraduates. The analyses of the interviews and the group discussion data were made having in consideration the discussions by André (1983,2013) and Lüdke and André (2013). The material was divided into parts, and then those parts were related trying to identify tendencies and relevant patterns. In the first phase of organization, the topics of the interviews with the teachers, guiding professors, and the discussion groups with the researcher undergraduates were gathered. After the grouping of topics and themes was made, the next phase was to systematize the categories. From all that was heard from the participants of this research, it is understood that the Literacy Grant Project corroborates with the idea of teaching formation present in Nóvoa (2008, 2009), Marcelo (2010), Zeichner (2010), and with the defense of a professional formation aimed at the school context, in a collaborative work perspective, found in Vaillant and Marcelo (2012). It also corroborates with Charlot´s (2000, 2013) perspective who highlights the important relation with knowledge and Tardif´s (2009, 2010), who places the teacher´s knowledge in the interface between the individual and the social levels, and who defends that the teachers are subjects of knowledge and they build specific knowledge to their occupation. It can be said that the Literacy Grant Project has positive value for the participants of this research, once the majority of the statements given by them are positive<br>Ao partir do pressuposto de que o Projeto Bolsa Alfabetização busca a articulação entre universidade e escola e de que há saberes específicos para atender as demandas requeridas pelo Projeto Bolsa Alfabetização, a presente pesquisa objetivou analisar os motivos para ingresso e a avaliação que os diferentes participantes fazem do Projeto e identificar os saberes considerados necessários para atender as demandas do Projeto Bolsa Alfabetização. A abordagem da pesquisa foi qualitativa e teve o grupo de discussão e a entrevista semiestruturada como procedimentos de coleta de dados. Os grupos de discussão foram realizados com alunas pesquisadoras de três Instituições de Ensino Superior (IES) do Estado de São Paulo. A entrevista foi utilizada com as professoras regentes de escolas públicas que receberam essas alunas pesquisadoras e com professoras da IES que orientavam essas alunas. A análise dos dados das entrevistas e dos grupos de discussão foi feita levando em consideração as discussões de André (1983, 2013) e de Lüdke e André (2013). Organizou-se o material, dividindo-o em partes, relacionando essas partes procurando identificar tendências e padrões relevantes. Na primeira etapa de organização, foi feito um levantamento dos tópicos das entrevistas realizadas com as professoras regentes e com as professoras orientadoras, e do grupo de discussão com as alunas pesquisadoras. Concluído o agrupamento dos tópicos e temas, passou-se para a próxima etapa, que consistiu na sistematização de categorias. Compreende-se, por tudo o que foi ouvido dos participantes desta pesquisa, que o Projeto Bolsa Alfabetização corrobora com a ideia de formação docente de Nóvoa (2008, 2009), Marcelo (2010), Zeichner (2010) e Vaillant e Marcelo (2012), no que se refere à defesa de uma formação profissional voltada para o contexto escolar, numa perspectiva de trabalho colaborativo. Corrobora também com a perspectiva de Charlot (2000, 2013), que explicita a importante relação com o saber e de Tardif (2009, 2010), que situa o saber do professor na interface entre o individual e o social e defende que os professores são sujeitos do conhecimento e constroem saberes específicos ao seu ofício. Pode-se dizer que o Projeto Bolsa Alfabetização é valorizado pelos participantes desta pesquisa, visto que os depoimentos são positivos em sua maioria
36
Frey, Haley Hibbert. "Factors affecting graft success and early growth of Fraser fir." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-01072009-090000/.
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Two studies were conducted to investigate factors influencing graft success and subsequent growth of Fraser fir [Abies fraseri (Pursh) Poir]. The traditional time of grafting (late winter/early spring) was compared with eight summer/early fall grafting dates from mid-July through mid-October. Optimal grafting success (95%) was in the late winter/early spring (April) while the scions were dormant and the rootstocks were becoming active. Success of subsequent grafting dates decreased from 52% (14 July) to 0% (20 Oct.). Shade improved summer graft success (52% with, 38% without). Irrigation did not affect graft success or growth. Grafting of stored dormant scion material in summer/early fall was not successful (< 1%). In a second study, success and subsequent growth of Fraser fir cleft grafts were studied in relation to season of grafting (late summer vs. spring), grafter, and origin of scion material (height in the tree and lateral branch order (first vs. second). Grafting in early September yielded only 3% success compared to 70% for mid-April. Grafters had significantly different graft success (86% for Grafter 1 with 5 years experience vs. 54% for Grafter 2 with 1 year experience). First-order laterals from the upper crown yielded the best graft success and growth (except plagiotropism). First-order laterals were better than second-order laterals for all growth measurements.
37
Kembhavi, Ajit, and Tukaram S. Kumbar. "Professional Literature for Indian Universities - A new Initiative by the University Grants Commission." Information and Library Network Centre, An IUC of University Grants Commission, 2003. http://hdl.handle.net/10150/106132.
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For some years now, Indian Universities and Colleges have been deprived of access to journals and other professional literature. About two decades ago, University libraries were able to subscribe to a decent number of journals in various subjects. The subscriptions have steadily eroded since funds available to universities have not been able to cover the rising cost of the literature, and today access to journals is all but impossible, except from a handful of major university libraries. It is clear that this trend cannot be reversed in the conventional fashion by providing increased funding.
The University Grants Commission (UGC) has recently undertaken a major new initiative called the UGC-INFONET, which seeks to provide high speed internet connections, electronic access to professional literature, and the development of multimedia content to supplement conventional learning and teaching. In the present paper we describe the part of this project which deals with the provision of electronic access to journals and other literature for the University sector.
Major organizations like the CSIR, DAE, AICTE etc have set up consortia involving institutes under the aegis of the respective department to have electronic access. The arrangement here involves incremental payments to be made to publishers to supplement an already large print subscription base. This arrangement is not possible for the Universities, since the present subscription base is very poor, and therefore arrangements which involve electronic subscriptions only are being made with publishers.
In our paper we will discuss details about the initiative, the novel aspects of the programme, the great benefits that it will bring to the University sector, its present and future relationship with other consortia, and the role of INFLIBNET in the planning and long term implementation of the scheme.
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Bassa, Laurent. "French Speaking Students' Challenges in Academic Literacy at International University of Grand-Bassam, Cote d'Ivoire." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3657.
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International University of Grand-Bassam (IUGB) first opened its doors in Cote d'Ivoire, in a sociocultural context where a significant number of freshmen students were French speakers. Because the instructional language was English, students were faced with a language barrier that triggered more issues including difficulties in listening, speaking, reading, and writing. The purpose of this study was to uncover French speaking students' challenges in academic literacy at IUGB and to suggest some solutions that would benefit students and instructors. The research questions focused on faculty members' perceptions of French speaking students' challenges in academic literacy, and their suggestions for improving student proficiency in English at IUGB. Vygotsky's sociocultural theory of learning, as well as Cummins's theory of language acquisition framed the conceptual foundation of this study. A qualitative case study research design was used with data gathered from 8 classroom observations, 8 individual interviews, and 1 focus group discussion. Participants were instructors selected from all 3 schools of the university. Data analysis included open coding and data triangulation. Major findings included students' lack of proficiency in English that negatively affected the beginning of their tertiary education. As a response, faculty members used a variety of instructional strategies to support their students. They also called for administrative authorities to help create an environment more conducive to student proficiency. A project was developed suggesting ways to overcome French speaking students' challenges in academic literacy at IUGB. Implementation of these suggested changes could result in significant improvements in student learning at IUGB and benefit both students and faculty.
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Wright, Richard James. "4D seismic analysis of the Hibernia oil field, Grand Banks, Canada /." Internet access available to MUN users only:, 2004. http://collections.mun.ca/u?/theses,16342.
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Morrissey, B. Janet. "Mapping Moho undulations beneath the Grand Banks of Newfoundland using gravity field data." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0030/MQ62407.pdf.
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Gilkinson, Kent Dennis. "Impacts of otter trawling on infaunal bivalves living in sandy bottom habitats on the Grand Banks." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ54847.pdf.
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Watkins, Lindsay. "Pastoral premarital counseling in a campus ministry setting Wittenberg Lutheran Chapel, University of North Dakota, Grand Forks, North Dakota /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Lin, Yu-Luen. "Solicitation Management System." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2976.
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This project updated the California State University, San Bernardino's Office of Technology Transfer and Commercialization's Solicitation Management System (SMS) software, used to facilitate the processing of grant proposal solicitations. The SMS software update improved the interface so that it is more user-friendly, increased the processing speed, and added additional functions necessary to comply with new requirements. The software was rewritten using the Spring and Hibernate frameworks.
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Gacal-İs̨ler, Burcu. "Mesozoic tectonic and stratigraphic evolution of the Orphan basin, with special emphasis on regional correlations with Flemish Pass and Northern Jeanne d'Arc Basins, Grand Banks of Newfoundland/." Internet access available to MUN users only. Search for this title in:, 2009.
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Bunzel, Dirk. "Real numbers, imaginary guests, and fantastic experiences : the Grand Seaside Hotel and the discursive construction of customer service /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031121.101443/index.html.
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Thesis (PhD) -- University of Western Sydney, 2000.<br>Includes index. "November 2000" "Submitted in fulfillment of the requirements for the degree, Doctor of Philosophy, University of Western Sydney" Bibliography: leaves 321- 345.
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Hall, Mark Edwin. "A comparative history of seven Southern Baptist colleges and universities /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123420.
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Kizzort, Megan. "Federal Funding and the Rise of University Tuition Costs." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1554.
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Access to education is a central part of federal higher education policy, and federal grant and loan programs are in place to make college degrees more attainable for students. However, there is still controversy about whether there are unintended consequences of implementing and maintaining these programs, and whether they are effectively achieving the goal of increased accessibility. In order to answer questions about whether three specific types of federal aid cause higher tuition rates and whether these programs increase graduation rates, four ordinary least squares regression models were estimated. They include changes in both in-state and out-of-state tuition sticker prices, graduation rates, as well as changes in three types of federal aid, and other variables indicative of the value of a degree for four-year public universities in Arizona, California, Georgia, and Florida for years 2001-2011. The regressions indicate a positive effect of Pell Grants on in-state and out-of-state tuition and fees, a positive effect of disbursed subsidized federal loans on the change in number of degrees awarded, and a positive effect of Pell Grants on graduation rates.<br>B.A.<br>Bachelors<br>Business Administration<br>Economics
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Růžičková, Lucie. "Design of Banking Products focused on Financing the University Education in the Czech Republic." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-71937.
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This thesis deals with the situation in financing of tertiary education from both governmental and student perspective. Its objective is to find an efficient system of student support with focus on student loans that would be applicable in the Czech Republic, would promote an equal access to higher education also to students from lower socio-economic classes and at the same time would enable to increase cost-sharing in Czech tertiary education. The designed concept of student loans is based on best practices from selected European countries (Netherlands, United Kingdom and Hungary) in the background of proposed reform of Czech tertiary education. Finally, the concept is validated in a case study dealing with financing of the International Management master's programme at the University of Economics, Prague.
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Jungebluth, Philipp [Verfasser], and Paolo [Akademischer Betreuer] Macchiarini. "A potential approach for tracheal reconstruction : biotissue engineering of a tracheal tubular graft / Philipp Jungebluth. Paolo Macchiarini. Department of General Thoracic Surgery, Hospital Clinic, University of Barcelona, Spain." Hannover : Bibliothek der Medizinischen Hochschule Hannover, 2010. http://d-nb.info/100764432X/34.
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Potgieter, Helena Davina. "Inflammatory marker comparison between patients with acute coronary syndrome undergoing on-pump versus off-pump coronary artery bypass graft surgery." Thesis, Bloemfontein : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/126.
Full textAbstract:
Thesis (M. Tech. (Biomed. Tech.)) -- Central University of Technology, Free State, 2010<br>The World Health Organization (WHO) has warned in 2005 that: “Coronary heart disease is now one of the leading causes of death worldwide. It is on the rise and has become a true pandemic that respects no borders” (WHO, 2005). The Heart and Stroke Foundation of South Africa more specifically estimates that approximately 33 (thirty‐three) people per day will die of a heart attack in South Africa. Despite the already high death toll resulting from AIDS in South Africa, death from a chronic disease, also including heart disease, will increase from 565 deaths per day in the year 2000, to 666 deaths per day by 2010 (Steyn, 2007).
Acute coronary syndrome (ACS) is an ‘umbrella term’ describing a heterogeneous spectrum of clinical symptoms compatible with acute myocardial ischaemia (Monaco, Mathur, Martin, 2005; ACC/AHA, 2007) and an ongoing inflammatory process resulting from atherosclerosis. ACS can either be treated medically (pharmacological treatment), by percutaneous coronary intervention (PCI), or by performing coronary artery bypass graft (CABG) surgery either through on‐pump or offpump CABG surgery. By treating the ACS patient by means of CABG surgery, an inflammatory response is further triggered on top of the already existing inflammation resulting from atherosclerosis. This leads to a systemic inflammatory response (SIR), which may eventually lead to systemic inflammatory response syndrome (SIRS). This study focuses on the inflammatory response initiated by the CABG technique applied during the revascularisation of the ACS patient. Many past studies compared on‐pump and off‐pump CABG surgery, arguing not only the advantages and disadvantages of these surgeries, but also the outcomes regarding SIRS. Both types of surgery are associated with an inflammatory response resulting from tissue trauma and the use of the extracorporeal circulation (EC) in CABG surgery (Quaniers, Leruth, Albert, Limet, Defraigne, 2006).
This non‐randomised, observational study primarily aimed to assess and compare the pre‐ and the post‐operative inflammatory markers between (n=60) patients with ACS undergoing either on‐pump CABG (n=30) or off‐pump CABG surgery (n=30). A secondary objective was to ascertain whether a correlation exists between the pre‐operative risk factors, the surgical procedure and the pre‐ and post‐operative inflammatory markers. Three inflammatory markers ‐ full blood count (FBC), procalcitonin (PCT) and C‐reactive protein (CRP) ‐ were analysed employing normal routine laboratory analysis. Interleukin‐6 (IL‐6) and tumour necrosis factor alpha (TNF‐α) were analysed using an enzyme amplified sensitivity immunoassay (EASI) method. The inflammatory markers were analysed pre‐operatively (baseline) and post‐operatively and at different time intervals (24, 48, 72, 96 and 120 hours post‐operatively).
Pre‐operatively, all the leucocytes were already elevated in both CABG groups, as could be expected in patients with ACS resulting from the already existing atherosclerotic process and the consequent pre‐operative existing inflammatory response. A significant pre‐operative difference was moreover detected in respect of the lymphocytes between the two CABG groups (p=0.03024). A significant post‐operative difference was also detected between the two CABG groups. The following significantly elevated levels were detected in the on‐pump CABG surgical group: for WCC at 24 hours (p=0.00761), 48 hours (p=0.01520) and 72 hours (p=0.00004); for neutrophils at 24 hours (p=0.17422), 96 hours (p=0.18611) and 120 hours (p=0.12872); for lymphocytes at 48 hours (p=0.04829) and at 96 hours (p=0.01982); and, for PCT at 24 hours (p=0.00811), 48 hours (p=0.00966) and 72 hours (p=0.01823) . However, measurable values of IL‐6 levels were found to be higher in the off‐pump CABG surgical group, with significant differences manifesting between the two CABG groups at 96 hours (p=0.05352) and 120 hours (p=0.09729). No differences between the two groups could be demonstrated for eosinophils, basophils, monocytes, CRP and TNF‐α.
In conclusion: despite the demonstrable inflammatory responses in both CABG groups, no difference in clinical outcomes was observed. The inflammatory responses evoked by on‐pump and off‐pump CABG procedures will, for some time to come, remain an area of interest for future research, but they are certainly not the only factors to have a bearing on surgical outcomes. The impact of intraoperative events needs to be elucidated further ‐ and in more detail ‐ in order to attempt to determine the relationship of these events on the extent of inflammatory responses and clinical outcomes, irrespective of whether the procedure is performed with or without cardiopulmonary bypass.