Relevant bibliographies by topics / Non-academic / Dissertations / Theses
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Dissertations / Theses on the topic 'Non-academic'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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1

Yesbeck, Diana. "Grading Practices: Teachers' Considerations of Academic and Non-Academic Factors." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2586.

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In the current era of student accountability, coupled with high-stakes testing, schools have focused on the alignment of standardized curriculums and assessments. However, developing standardized grading practices are still under examination. Grading serves as an important responsibility, yet many teachers still find the process a challenge of determining which academic and non-academic factors correctly represent student achievement. This qualitative study was designed to examine the grading factors teachers consider when determining student final grades. Middle school language arts tea
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2

Östman, Hans. "Gustavian non-academic criticism 1772-1809." Stockholms universitet, Humanistiska fakulteten, 1999. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91377.

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3

Faulk, Deborwah. "Highly Credentialed:Exploring the Differential Returns to Academic and Non-Academic Credentials." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497277290467119.

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4

Saunders, John Nicholas Rossato. "School Drama: A Case Study of Student Academic and Non‐Academic Outcomes." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13948.

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School DramaTM is a teacher professional learning program for primary school teachers developed by Sydney Theatre Company (STC) and the University of Sydney’s Faculty of Education and Social Work. The program aims to develop teacher confidence and capacity in using Process Drama as critical quality pedagogy with quality literature to improve student literacy. STC pairs each participating Classroom Teacher with a Teaching Artist and together the pair co‐plan, co‐mentor and co‐teach the seven week program. The research to date on the School DramaTM program has aimed to investigate the impact o
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5

Pather, Subethra. "Pre-entry academic and non-academic factors influencing teacher education students’ first-year experience and academic performance." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1992.

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Thesis submitted in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education at the Cape Peninsula University of Technology<br>The research question that guided this doctoral study is: How do pre-entry academic and non-academic factors influence teacher education students’ first-year experience and academic performance? The study was designed within the qualitative research paradigm and employed a case study strategy to collect both quantitative and qualitative data. The quantitative approach included a questionnaire that was completed by 195 respondents.
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6

Belluzzi, Chiara. "Academic and non-academic conference presentations - are they the same genre? Five case studies." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/9884/.

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Il presente elaborato si pone l’obiettivo di determinare se il genere del discorso di conferenza non accademica coincida con il genere del discorso di conferenza accademica, nello specifico per quanto riguarda le loro introduzioni. La prima parte della tesi si concentra sulle basi teoriche. In primo luogo è stata sviluppata una panoramica della letteratura esistente riguardo ai discorsi di conferenza accademica, dalla quale si è poi ristretto il campo sugli studi che hanno preso in esame solo la loro introduzione. Alla luce dell’assenza di pubblicazioni sulle conferenze non accademiche, e di
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7

Farquharson, Maris Hunter. "Resource accumulation for opportunity identification and exploitation by lead academic and non-academic entrepreneurs." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/13577/.

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Understanding the opportunity identification process represents a core entrepreneurship domain research focus. Many studies focusing on traditional firm performance outcomes neglect the entrepreneurial human and social capital drivers that are linked to opportunity identification. Research on Higher Education Institutes (HEIs) has explored different dynamics associated with the formation of firms emanating from HEIs (e.g. from the perspective of the individual firm; by exploring support and influence offered by the parent organisation; and through analysis of the spinout process). The contribu
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8

Summerville, Bernadette M. "THE RELATIONSHIP BETWEEN FIRST-GENERATION STUDENTS' EDUCATIONAL BACKGROUND AND SELECTED ACADEMIC AND NON-ACADEMIC VARIABLES." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967978741&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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9

Bayless, Laura A. "What are the Non-Academic Needs of Distance Learners?" Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26987.

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Distance learning is a fast-growing method of delivery in higher education. The literature about distance learning is rich with information about learning and course design. However, there is little information about the non-academic support services that universities can and should provide for distance students. This study addresses that gap in the literature by exploring the non-academic needs of distance learners. Students and faculty members involved with distance learning at four-year institutions in the Fall of 2000 were asked to identify what, if any, needs distance learners have outsid
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10

Walts, Rebecca Ann. "Non-Academic Institutional Variables Related to Degree Completion of Non-Traditional Age Undergraduate Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279269/.

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A study was conducted at The University of Texas at Arlington to obtain measurements of non-traditional age undergraduate students using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult students on how much they matter to the institution they are attending. The study also sought to determine if "mattering" and other selected nonacademic variables associated with the university environment are perceived by nontraditional age students to effect their likelihood of completing their baccalaureate degree. Of the five subsca
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11

Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.
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12

Mansour, Marianne. "The role of school, home, and community Arts participation in students’ academic and non-academic outcomes." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11680.

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Guided by theories of positive youth development, extracurricular activity, and recent academic engagement frameworks, it is proposed that the Arts represent a form of activity and learning with the potential to enhance students’ academic and non-academic well-being. The Arts are embedded within the school curriculum and feature as a common domain of out-of-school extracurricular activity. The Arts are therefore a dominant presence in children’s and adolescents’ lives yet this area of curriculum has traditionally faced numerous research and educational challenges. Accordingly, this investigat
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13

Papworth, Brad Alan. "Attending boarding school: a longitudinal study of its role in students’ academic and non-academic outcomes." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12474.

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Attending boarding school has long been a part of the educational culture in Australia. For a significant number of students, boarding is a necessity due to distance from suitable schools or potential lack of resources in remote or regional areas. For other students, attending boarding school represents a choice and access to greater educational resources. Research conducted to date has been limited to relatively few boarding schools or to relatively narrow outcome measures. As a result, this research has not comprehensively assessed the role of boarding school in the outcomes of students. Gui
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14

Stein, Marcela. "The academic writing experience of non-native speakers of English /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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15

Spanos, Bill. "Performance evaluation of non-academic personnel in a Quebec University." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22397.

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The purpose of this study was to find out if the performance appraisal system (the PMP) of non-academic nonunionized personal of a Quebec university was developed, implemented, administered and maintained adequately.<br>The literature emphasizes certain elements essential to the successful or adequate development, implementation and administration of a performance appraisal system, and it is in reference to this body of literature that the PMP was examined. To find out how the PMP was developed, implemented and administered in practical terms, the researcher interviewed four Human Resources st
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16

Klund, Debra S. "Self-esteem and student involvement in non-academic school activities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998klundd.pdf.

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17

Jenks-Greene, Patricia Anne. "Clergy Academic Management Training in Non-Denominational Faith-Based Organizations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4453.

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There is little research about how clerics manage and lead small to midsized non-denominational nonprofit organizations. The rate of clergy failures in non-denominational organizations has left many questions about what is needed to create organizational success. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of clergy manager-leaders' management training in non-denominational organizations. Fourteen full-time clerics from Bloomingdale, Georgia, Rincon, Georgia, and Savannah, Georgia participated in face-to-face semi-structured inter
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18

Östman, Hans. "Swedish non-academic criticism in the Era of Freedom 1718-1772." Stockholms universitet, Humanistiska fakulteten, 1993. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91374.

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19

Cross, Theodore Martin. "Staying the course| Grit, academic success, and non-traditional doctoral students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587687.

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<p> As higher education changes to reach larger numbers of students via online modalities, both at the undergraduate and graduate levels, the issue of student attrition and other measures of student success become increasingly important. While research has focused largely on undergraduate online students, less has been done in the area of online non-traditional doctoral student success, particularly from the student trait perspective. On the trait level, the concept of grit has been identified as an important element of the successful attainment of long-term goals. Earning a doctorate can be c
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20

Beier, Margaret E. "Knowledge structures and current events : the assessment of non-academic knowledge." Thesis, Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/28575.

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21

Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic componen
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22

Watson, Jo. "Educational experiences of occupational therapy students from non-traditional academic backgrounds." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/174985/.

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Occupational therapy (OT) pre-registration education in the United Kingdom (UK) stands at the intersection of the fields of higher education (HE) and professional practice. It is subject to various government agendas including an ongoing commitment to widening participation in HE and to diversifying the health and social care workforce to reflect modern cultural diversity. Both have contributed to a changing profile in the OT student population and in 2005, 67 percent of the intake was mature (College of Occupational Therapists, 2007b), and increasing numbers are entering with ‘non-traditional
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23

Franklin, Megan Armbruster. "The Impact of Non-Academic Involvement on Higher Order Thinking Skills." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51792.

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External and internal stakeholders in higher education are asking for accountability about what takes place in the classroom (Alexander, Clinton, and Kean, 1986; Hart Research Associates, 2010; Spellings, 2006). They want to be assured that the learning institutions claim is occurring on campus is in fact happening (Alexander, 2000). In response, academic leaders have produced information about active learning strategies in classrooms (Seifert, Pascarella, Wolniak, and Cruce, 2006; Tsui, 2002; Umbach and Wawrzynski, 2005), student approaches to learning (Biggs, Kember, and Leung, 2001), and fa
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24

Mahomed, Shariefah. "A formative evaluation of the SAEP non-academic bridging year programme." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/20266.

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This dissertation reports on a formative theory-based evaluation of the non-academic component of the Bridging Year Programme (BYP) implemented by the South African Education and Environment Project (SAEP), a Non-Governmental Organisation (NGO) working mainly in the impoverished community of Phillipi near Cape Town, South Africa. The focus of the evaluation was: (1) to extract the underlying assumptions of the non-academic component of the BYP, (2) to assess the plausibility of the underlying programme assumptions and (3) to develop an outcome monitoring framework for the non-academic componen
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25

Meuschke, Norman [Verfasser]. "Analyzing Non-Textual Content Elements to Detect Academic Plagiarism / Norman Meuschke." Konstanz : KOPS Universität Konstanz, 2021. http://d-nb.info/123532706X/34.

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26

Kristofco, John Paul. "The non-academic differences between remedial and non-remedial students at a mid-size, urban community college /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683049376761.

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27

Regeczi, David. "Stop telling stories, the splintering of history into academic and non-academic discourses in the United States from 1870." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ42681.pdf.

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28

Huang, Sui. "Predicting Students’ Academic Performance in College Using a New Non-cognitive Measure: an Instrument Design and a Structural Equation Exploration of Some Non-cognitive Attributes and Academic Performance." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316097255.

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29

Hall, Ernest W. "Test/non-test variations in the composing behaviours of academic ESL writers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28231.

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Fluctuations in the quality of text produced by an individual writer from day to day have long been recognized, but variations in composing processes which may account for this have largely been overlooked as an area of study in the composition research both in English as a first language and in English as a second language. While process tracing research has revealed great variation among individual writers and among types of writers, and in the quality of writing an individual may produce from time to time, fluctuation in writing behaviours has been ignored. By closely observing, through vi
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30

Gardner, Kent Lee. "Academic Achievement of National Social Fraternity Pledges Compared to Non-Fraternity Students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331789/.

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This study examined the academic achievement of national social fraternity pledges compared to non-fraternity students at the University of Texas at Arlington. It was done to determine whether significant differences existed between the grade point averages of pledges of social fraternities and those of students who did not pledge a social fraternity, and to determine whether significant differences existed among fraternities when compared with each other with respect to academic achievement. This study was meant to provide a research design that could be used by other colleges and universiti
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31

Carlson, Bryant. "Concerted Cultivation, Academic Achievement, and the Mediating Role of Non-Cognitive Factors." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4807.

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Previous research has focused on the role concerted cultivation has played as a pathway to academic achievement and cognitive skill acquisition, but there has been little to no attention given to the potential role concerted cultivation plays as a pathway to non-cognitive factors that shape academic achievement in school. There is substantial evidence that non-cognitive factors significantly determine educational and economic mobility, but we know relatively little about the specific role that parenting style, and concerted cultivation in particular, plays in shaping non-cognitive factors. The
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32

Ghoston, Michelle Renee. "Non-Academic Factors that Predict Persistence of Non-Traditional Students Attending Community College in the Commonwealth of Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/19195.

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Community colleges across the country have continued to expand since the inception of Joliet<br />Junior College in 1901. The American Association of Community Colleges (AACC, 2010) reported that there are 1,173 community colleges in America, of which 987 are public institutions of higher learning. Additional statistics indicate that there are almost twelve million students enrolled in the community college system (AACC, 2010). Over the years many changes have occurred that affect who attends community college, no change more<br />significant than the focus on meeting the needs of a diverse po
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33

Heric, Matthew. "The professional geographer experience : issues for advancing collegiate geography education /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-155714/.

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34

Gaxiola, Romero José, Lugo Sandybell González, Hernández Zita Contreras, and Villa Eunice Gaxiola. "Predictors of academic achievement in adolescents with dispositions to resilience and non-resilience." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102652.

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There are risk factors influencing academic achievement in high school adolescents that can be contextual and individual. Resilience is the ability of individuals to cope with challenging life experiences. The study aimed to prove an hypothetic model of structural equations in two groups of high school students, a dispositional resilience group and a non-dispositional resilience group, to assess the effects of contextual variables, goals and self-regulation on academic achievement. Results show differences in the variables that explain academic achievement in both groups.<br>Existen factores d
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35

Yokley, Delight Bena. "Organizational Fit of Non-Academic Administrators of Color at Small Liberal Arts Institutions." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77028.

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Diversity has become a central organizational goal especially as the U.S. population is experiencing racial demographic shifts (U.S. Census Bureau, 2014). Employees of color makeup one-third of the workforce, yet higher education institutions have been slow to adjust to the shifting demographics (Birnbaum, 1988; Brown, 2004; Yancey, 2010). Higher education leaders are seeking ways to recruit and retain growing numbers of administrators of color working at their institutions. Available research focuses on organizational fit and faculty of color (Bozeman and Gaughan, 2011; Jackson, 2003b; Jay
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36

Greenwell, Randall G. "Student characteristics used to predict academic success in an non-traditional delivery system /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1407689691&sid=10&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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37

Sokolosky, Melanie. "A comparison of academic advising provided in a centralized, non-degree granting college and academic advising provided in decentralized, degree-granting colleges." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392914525.

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38

Elliott, Candace M. "Student Dropout Indicators in Kentucky kid-FRIENDLy Race-To-The-Top Schools." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1641.

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This study examined the trend of ten dropout indicators between various grade levels and focused on those indicators that can be changed, such as attendance or grades, versus those factors that cannot be changed by the student (i.e., their socioeconomic status). The study consisted of 111 Race-to-the-Top Schools from 22 districts in the Green River Regional Educational Cooperative (GRREC) and the Ohio Valley Educational Cooperative (OVEC) in Kentucky. A total of 18,072 students in fourth, sixth, eighth, ninth, and eleventh grades completed the 10-item dropout indicator survey. Results of the C
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39

Cheng, Rui. "The role of computer-mediated communication in non-native speakers' acquisition of academic literacy." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001986.

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40

Ji, Jingshu. "A reference model for cultivating non-academic competence in the context of Chinese universities." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603502.

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In the last two decades Information Technology (IT) has changed everyday life and had a profound impact on culture, the economy and industry in many ways. The digital economy, led by IT, is growing quickly and has become an important part of the world economy. At the same time, IT brings opportunities to the world and also challenges. As a technology, IT requires a lot of new knowledge, expertise and new types of personnel. Thus innovation and training of personnel has become more and more important. Higher Education (HE) systems in different countries play an important role in the information
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41

Buening, Jonathan Gregory. "Non-Academic Differences Between Public and Private High Schools: The Importance of School Climate." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407431953.

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42

Sharifian-Sani, Maryam. "Involving non-academic users in social science research : collaboration between management academics and practitioners." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/22626.

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The motif of a '<I>closer relationship' </I>between academics and practitioners in doing research and the impetus for <I>'user engagement' </I>in different stages of social science research has become a subject of considerable interest to policy-makers over recent years and has featured in policy statements of government. Following the UK Government's 1993 White Paper, <I>Realising our Potential: A Strategy for Science, Engineering and Technology</I>, the Economic and Social Research Council (ESRC) emphasised meeting the needs of the non-academic users of social science research and introduced
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43

Mbeba, Roland Darlington. "Job engagement and locus of control in relation to organizational citizenship behaviour among academic and non-academic staff of a South African university." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1633.

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This study investigated the relationship between job engagement and locus of control on the one hand, and organisational citizenship behaviour on the other among non-academic and academic employees of the University of Fort Hare. Job engagement and locus of control were the independent variables and organisational citizenship behaviour was the dependent variable. Data was drawn from a sample of 300 participants. A questionnaire was used to collect the data. It consisted of four sections including biographical and occupation data questionnaire. To measure job engagement, the 18-item Rich et al.
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Beckmeyer, Jonathon James Holsinger Alexander M. "Non-therapeutic correctional interventions a meta-analysis of correctional academic, vocational, and life skills programs /." Diss., UMK access, 2006.

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Thesis (M.S.)--Dept. of Sociology/Criminal Justice & Criminology. University of Missouri--Kansas City, 2006.<br>"A thesis in criminal justice and criminology." Typescript. Advisor: Alex M. Holsinger. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 26, 2007. Includes bibliographical references (leaves 77-81). Online version of the print edition.
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45

Luyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.

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For many students, listening to academic lectures is one of the hardest listening skills (Lebauer, 1988). There are various possible reasons for this: the jargon and specialised words of the field that are used; also the language that is used is often at a more formal level; the lecture situation which is unidirectional with the listener having little role to play, and no control of the oral message; the expectations that the listener is assumed to have in listening to lectures which depends on many factors such as attitude, motivation, linguistic knowledge and world experience. Trying to find
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46

Hancock, Lynn Marissa. "Knowledge and know-how: a new model of academic freedom and dissent in non-democratic countries." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42440.

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For scholars of political change, the Arab Spring movements constitute a major world event with both obvious short-term consequences and more elusive long-term and diffusion effects. This thesis contributes to the literature on regime change and political dissent by modelling the conditions under which one key group of elites (academics) are most likely to take-up an anti-state platform in the wake of a key world event such as the Arab Spring. Ultimately, the herein proposed model hypothesizes the relationship between the likelihood of an academic dissent movement and three country-level indic
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47

Blazek, Rick. "Author-Statement Citation Analysis Applied as a Recommender System to Support Non-Domain-Expert Academic Research." NSUWorks, 2007. http://nsuworks.nova.edu/gscis_etd/416.

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This study will investigate the use of citation indexing to provide expert recommendations to domain-novice researchers. Prioritizing the result-set returned from an electronic academic library query is both an essential task and a significant start-up burden for a domain-novice researcher. Current literature reveals many attempts to provide recommender systems in support of research. However, these systems rely on some form of relevance feedback from the user. The domain-novice researcher is unable to satisfy this expectation. Additional research demonstrates that a network of expert recommen
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48

Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.

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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school
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49

Wickey, Jessica. "Guest Satisfaction Analysis of a Casual Dining Restaurant: A comparison of tourist VS non-tourist satisfaction scores." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6035.

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Purpose - The purpose of this study is to analyze guest/customer satisfaction surveys of a casual dining restaurant in the Orlando, Florida area; specifically, to analyze if there is a difference between satisfaction levels of tourist and non-tourist guests. The guest satisfaction surveys were analyzed on eight dimensions of satisfaction; Pace of Service, Service Overall, Server Communication & Accuracy, Food (Taste & Quality), Food Preparation, Bar (Beer, Wine, & Cocktail), Gratefulness, and Atmosphere in whole (including atmosphere and cleanliness).The eight dimensions were evaluated in th
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Appalaneni, Krishnaveni. "Non-Destructive Analysis of Trace Textile Fiber Evidence via Room-Temperature Fluorescence Spectrocopy." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5758.

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Forensic fiber evidence plays an important role in many criminal investigations. Non-destructive techniques that preserve the physical integrity of the fibers for further court examination are highly valuable in forensic science. Non-destructive techniques that can either discriminate between similar fibers or match a known to a questioned fiber - and still preserve the physical integrity of the fibers for further court examination - are highly valuable in forensic science. When fibers cannot be discriminated by non-destructive tests, the next reasonable step is to extract the questioned and k
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