Relevant bibliographies by topics / PhD program

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

Academic literature on the topic 'PhD program'

Author: Grafiati
Published: 24 April 2022
Last updated: 22 June 2025

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Journal articles on the topic "PhD program"

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Bellissima, Valentina, Alessandro Borghesi, Valentina Bozzetti, et al. "Italia-Netherland PhD Program: The I.O. PhD Research Program." Journal of Maternal-Fetal & Neonatal Medicine 24, sup1 (2011): 111–13. http://dx.doi.org/10.3109/14767058.2011.607662.

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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Canadian Journal of Higher Education 48, no. 3 (2018): 82–97. http://dx.doi.org/10.47678/cjhe.v48i3.188161.

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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Articles 48, no. 3 (2019): 82–97. http://dx.doi.org/10.7202/1057130ar.

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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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Chakraverty, Devasmita, Donna B Jeffe, Katherine P Dabney, and Robert H Tai. "Exploring Reasons That U.S. MD-PhD Students Enter and Leave Their Dual-Degree Programs." International Journal of Doctoral Studies 15 (2020): 461–83. http://dx.doi.org/10.28945/4622.

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Aim/Purpose: In response to widespread efforts to increase the size and diversity of the biomedical-research workforce in the U.S., a large-scale qualitative study was conducted to examine current and former students’ training experiences in MD (Doctor of Medicine), PhD (Doctor of Philosophy), and MD-PhD dual-degree programs. In this paper, we aimed to describe the experiences of a subset of study participants who had dropped out their MD-PhD dual-degree training program, the reasons they entered the MD-PhD program, as well as their reasons for discontinuing their training for the MD-PhD. Background: To our knowledge, the U.S. has the longest history of MD-PhD dual-degree training programs dating back to the 1950s and produces the largest number of MD-PhD graduates in the world. Integrated dual-degree MD-PhD programs are offered at more than 90 medical schools in the U.S., and historically have included three phases – preclinical, PhD-research, and clinical training, all during medical-school training. On average, it takes eight years of training to complete requirements for the MD-PhD dual-degree. MD-PhD students have unique training experiences, different from MD-only or PhD-only students. Not all MD-PhD students complete their training, at a cost to funding agencies, schools, and students themselves. Methodology: We purposefully sampled from 97 U.S. schools with doctoral programs, posting advertisements for recruitment of participants who were engaged in or had completed PhD, MD, and MD-PhD training. Between 2011 and 2013, semi-structured, one-on-one phone interviews were conducted with 217 participants. Using a phenomenological approach and inductive, thematic analysis, we examined students’ reasons for entering the MD-PhD dual-degree program, when they decided to leave, and their reasons for leaving MD-PhD training. Contribution: Study findings offer new insights into MD-PhD students’ reasons for leaving the program, beyond what is known about program attrition based on retrospective analysis of existing national data, as little is known about students’ actual reasons for attrition. By more deeply exploring students’ reasons for attrition, programs can find ways to improve MD-PhD students’ training experiences and boost their retention in these dual-degree programs to completion, which will, in turn, foster expansion of the biomedical-research-workforce capacity. Findings: Seven participants in the larger study reported during their interview that they left their MD-PhD programs before finishing, and these were the only participants who reported leaving their doctoral training. At the time of interview, two participants had completed the MD and were academic-medicine faculty, four were completing medical school, and one dropped out of medicine to complete a PhD in Education. Participants reported enrolling in MD-PhD programs to work in both clinical practice and research. Very positive college research experiences, mentorship, and personal reasons also played important roles in participants’ decisions to pursue the dual MD-PhD degree. However, once in the program, positive mentorship and other opportunities that they experienced during or after college, which initially drew candidates to the program was found lacking. Four themes emerged as reasons for leaving the MD-PhD program: (1) declining interest in research, (2) isolation and lack of social integration during the different training phases, (3) suboptimal PhD-advising experiences, and (4) unforeseen obstacles to completing PhD research requirements, such as loss of funding. Recommendations for Practitioners: Though limited by a small sample size, findings highlight the need for better integrated institutional and programmatic supports for MD-PhD students, especially during PhD training. Recommendation for Researchers: Researchers should continue to explore if other programmatic aspects of MD-PhD training (other than challenges experienced during PhD training, as discussed in this paper) are particularly problematic and pose challenges to the successful completion of the program. Impact on Society: The MD-PhD workforce comprises a small, but highly trained cadre of physician-scientists with the expertise to conduct clinical and/or basic science research aimed at improving patient care and developing new diagnostic tools and therapies. Although MD-PhD graduates comprise a small proportion of all MD graduates in the U.S. and globally, about half of all MD-trained physician-scientists in the U.S. federally funded biomedical-research workforce are MD-PhD-trained physicians. Training is extensive and rigorous. Improving experiences during the PhD-training phase could help reduce MD-PhD program attrition, as attrition results in substantial financial cost to federal and private funding agencies and to medical schools that fund MD-PhD programs in the U.S. and other countries. Future Research: Future research could examine, in greater depth, how communications among students, faculty and administrators in various settings, such as classrooms, research labs, and clinics, might help MD-PhD students become more fully integrated into each new program phase and continue in the program to completion. Future research could also examine experiences of MD-PhD students from groups underrepresented in medicine and the biomedical-research workforce (e.g., first-generation college graduates, women, and racial/ethnic minorities), which might serve to inform interventions to increase the numbers of applicants to MD-PhD programs and help reverse the steady decline in the physician-scientist workforce over the past several decades.
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Milkman, Martin, and Riza Marjadi. "Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States." American Economist 62, no. 1 (2016): 118–25. http://dx.doi.org/10.1177/0569434516672777.

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This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.
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Golding, Jonathan M., Mary Beth McGavran, David Susman, and Raymond Wright. "Demystifying One’s Chances of Acceptance into Clinical PhD Psychology Programs." Teaching of Psychology 47, no. 1 (2019): 97–101. http://dx.doi.org/10.1177/0098628319889537.

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The present study investigated the commonly accepted view from various sources (e.g., American Psychological Association [APA]), which indicates the significant difficulty in being accepted into a PhD in clinical psychology program. Data were collected (total number of applicants, applicants accepted, and number of accepted students who matriculated) from 100 APA-accredited PhD in clinical psychology programs that are also members of the Council of University Directors of Clinical Psychology. These data were used to examine why the probability of acceptance into at least one clinical PhD program may be higher than previously thought. The results showed an acceptance–matriculation discrepancy—the overall number of individuals accepted into clinical psychology PhD programs is higher than that of matriculated students. In addition, being accepted into a clinical PhD program is a function of the number of applications per applicant. The article concludes with a discussion of how applicants to clinical PhD programs should approach the application process.
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Shott, Michael J. "Merit and placement in the American faculty hierarchy: Cumulative advantage in archaeology." PLOS ONE 17, no. 1 (2022): e0259038. http://dx.doi.org/10.1371/journal.pone.0259038.

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If faculty placement in the American academic hierarchy is by merit, then it correlates with scholarly productivity at all career stages. Recently developed data-collection methods and bibliometric measures test this proposition in a cross-sectional sample of US academic archaeologists. Precocity—productivity near the point of initial hire—fails to distinguish faculty in MA- and PhD-granting programs or among ranked subsets of PhD programs. Over longer careers, on average archaeologists in PhD-granting programs outperform colleagues in lower programs, as do those in higher-ranked compared to lower-ranked PhD programs, all in the practical absence of mobility via recruitment to higher placement. Yet differences by program level lie mostly in the tails of productivity distributions; overlap between program levels is high, and many in lower-degree programs outperform many PhD-program faculty even when controlling for career length. Results implicate cumulative advantage to explain the pattern and suggest particularism as its cause.
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Crais, Elizabeth, and Melody Harrison Savage. "Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program." Perspectives of the ASHA Special Interest Groups 5, no. 2 (2020): 463–78. http://dx.doi.org/10.1044/2020_persp-19-00107.

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Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480
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Cui, Hongran, Valerie Irvine, Mariel Miller, and Colin Madland. "Creating Capacity for Digital Transformation of Education:." Open/Technology in Education, Society, and Scholarship Association Conference 4, no. 1 (2024): 1–7. http://dx.doi.org/10.18357/otessac.2024.4.1.421.

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Educational institutions and training programs have faced an accelerated transformation toward the integration of technology. However, it is unclear whether the capacity to train qualified personnel to support this digital transformation in education. In this session, we review university websites across Canada looking at the availability of online PhD programs in Education Technology. Findings indicate only one is offered online only (5% or 1 out of 20) and two provide students with the possibility to study in a blended format for their PhD program, which is 10% (2 out of 20) of all Canadian universities that have PhD programs. Only 5% (1 out of 20) of Canadian institutions provide a PhD program in educational technology; however, this is offered on campus only. While this review excludes the EdD pathway, we did find two EdD programs in educational technology that could be accessed entirely online and one blended program. As technological and conceptual shifts of entire sectors that prioritize digital learning and digital literacy (e.g., B.C. Digital Learning Strategy), there is significant demand for PhD qualified individuals to lead or execute these initiatives. As such, there needs to be more discussion about how to make PhD study more accessible, specifically in educational technology.
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Dove, Alan. "NIH to create PhD program." Nature Medicine 5, no. 7 (1999): 719. http://dx.doi.org/10.1038/10426.

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Dissertations / Theses on the topic "PhD program"

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Crais, Elizabeth, Ruth Bentler, Lynne Hewitt, et al. "Enhancing PhD Preparation through Shared Ideas across CSD Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2035.

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Shortages of PhD graduates to fill CSD faculty positions have been a concern for over 15 years. The ASHA AAB (collaborating with CAPCSD) completed interviews of Coordinators of almost all 76 CSD PhD Programs. Results and successful aspects of the programs will be highlighted to stimulate discussion among participants.
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Janus, Lydia Maria. "Transmission of minute virus of mice in mouse populations international PhD program "infection biology"." Giessen DVG-Service, 2009. http://d-nb.info/995700702/04.

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Zhang, Ting. "I Doctorate Program in Materials Science PhD Thesis Zn-Based Metal-Organic Frameworks Derived Materials for High-Efficient Carbon Dioxide Electrochemical Reduction." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673731.

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La combustió excessiva de combustibles fòssils té com a resultat l’emissió de diòxid de carboni (CO2), que està desencadenant problemes ambientals creixents, com ara l’escalfament global, l’augment del nivell del mar, el clima extrem i l’extinció d’espècies. Per tant, les tecnologies per a la conversió de CO2 en altres productes de valor estan jugant un paper vital per eliminar la concentració de CO2 a l’atmosfera. En aquest sentit, la conversió electroquímica de CO2, alimentat per energia renovable, en productes químics útils es considera una solució elegant per aconseguir el cicle del carboni. Tanmateix, a causa de la interioritat de les molècules de CO2 i de la reacció competitiva d’evolució d’hidrogen (HER), els principals reptes de CO2 RR són l’elevat requeriment de sobrepotencial associat a una termodinàmica desfavorable i una baixa eficiència faradaica (FE) per a un producte concret. Per tant, buscar un electrocatalitzador d’alta eficiència i econòmic és raonable i necessari per a aplicacions pràctiques. En les darreres dècades, els marcs metal·lorgànics (MOF) van absorbir les enormes consideracions en el camp de l’electrocatàlisi a causa de la seva gran superfície específica, una rica estructura de porus i llocs actius uniformement dispersos. Tot i que tenen un gran potencial en electrocàlisi, la majoria dels materials MOF encara pateixen una activitat insuficient, baixa conductivitat i poca estabilitat, cosa que dificultaria les seves aplicacions pràctiques. Especialment, en el camp del CO2 RR, s’han de tenir en compte molts paràmetres importants, inclosa una alta eficiència faradaica (FE), l’excessiu baix sobrepotencial, una gran densitat de corrent i una estabilitat robusta, entre d’altres. Per tant, el disseny racional dels MOF per complir els requisits anteriors tant com sigui possible és crucial per explotar el seu futur en aplicacions de CO2 RR. Per tant, en aquesta dissertació, vam fer molts esforços per desenvolupar catalitzadors basats en MOFs/derivats amb una eficiència, activitat i estabilitat superiors per augmentar el rendiment del CO2 RR. Aquesta dissertació es divideix en 5 capítols: El capítol 1 presenta les idees sobre els conceptes fonamentals sobre CO2 RR electroquímic, que inclou la cèl·lula fonamental de CO2 RR electroquímica, que revisa els productes de reducció comuns i les seves vies senzilles. En aquest capítol també es presenta la visió general de paràmetres importants que afecten el CO2 RR, inclosos diferents catalitzadors dels darrers anys i electròlits, i les mètriques rellevants que avaluen els electrocatalitzadors, així com les limitacions de la reducció electroquímica de CO2. El capítol 2 tracta de la fabricació de ZIF-8 modificat a la superfície com a elèctrode basat en MOFs per a un CO2 RR electroquímic per generar CO. En aquest treball, hem modificat la superfície del MOF ZIF-8 a partir d’introduir un petita proporció d’àcid 2,5-dihidroxyterephthalic (DOBDC), aconseguint una densitat de corrent de CO 2,5 vegades superior i una eficiència faradaica augmentada. Al capítol 3, s’utilitza una ruta fàcil per introduir grups que contenen O enllaçats axialment en un catalitzador Fe-N-C mitjançant piròlisi de marcs orgànics metàl·lics basats en Zn dopats amb Fe (IRMOF-3), formant àtoms individuals de Fe molt dispersos amb llocs actius de HO-FeN4. A causa de la modulació de l’entorn local induïda per aquests grups -OH, el catalitzador D-Fe-N-C presenta una activitat CO2 RR millorada, que inclou una alta selectivitat amb una eficiència faradaica de CO, i una estabilitat robusta , que és superior a la dels llocs FeN4 normals reportats sense grups -OH. Al capítol 4, vam proposar la introducció d’àtoms de Fe en catalitzadors de Ni-N-C per produir catalitzadors amb àtoms individualitzats (Ni/Fe-N-C) de doble metall (bimetàl·lics) de cara al CO2 RR per aconseguir una alta selectivitat i activitat simultàniament. Finally, Chapter 5 summarizes the general conclusions.<br>La combustión excesiva de combustibles fósiles da como resultado la emisión de dióxido de carbono (CO2), que desencadenó crecientes problemas ambientales, como el calentamiento global, el aumento del nivel del mar, el clima extremo y la extinción de especies. Por lo tanto, las tecnologías para la conversión de CO2 en otros productos de valor jugaron un papel vital para eliminar la concentración de CO2 en la atmósfera. En ese sentido, la conversión electroquímica de CO2 alimentado por energía renovable en productos químicos útiles se considera una solución elegante para lograr el ciclo del carbono. Sin embargo, debido a la interioridad de las moléculas de CO2 y la reacción competitiva de evolución de hidrógeno (HER), los principales desafíos en el campo CO2 RR son el alto requerimiento de sobrepotencial que representa la termodinámica desfavorable y la baja eficiencia faradaica (FE) para los productos objetivo. Por lo tanto, la búsqueda de un electrocatalizador económico y de alta eficiencia es sensato y necesario para aplicaciones prácticas. En las últimas décadas, las estructuras organometálicas (MOF) absorbieron las enormes consideraciones en el campo de la electrocatálisis debido a su gran área de superficie específica, rica estructura de poros y sitios activos uniformemente dispersos. Aunque con grandes potenciales en electrocatálisis, la mayoría de los materiales MOF todavía sufren de actividad insuficiente, baja conductividad y poca estabilidad, lo que dificultaría sus aplicaciones prácticas. Especialmente, en el campo de CO2 RR, se deben considerar muchos parámetros importantes, incluida la alta eficiencia faradaica (FE), bajo sobrepotencial, gran densidad de corriente y estabilidad robusta, etc. Por lo tanto, el diseño racional de MOF para cumplir con los requisitos anteriores tanto como sea posible es crucial para explotar sus futuras aplicaciones de CO2 RR. Por lo tanto, en esta disertación, hicimos muchos esfuerzos para desarrollar catalizadores basados en MOFs / derivados de MOF con eficiencia, actividad y estabilidad superiores para aumentar el rendimiento de CO2 RR. Esta disertación se divide en 5 capítulos: El capítulo 1 es la información sobre los conceptos fundamentales sobre la CO2 RR electroquímico, que incluye la celda fundamental de la CO2 RR electroquímico, revisa los productos de reducción comunes y sus vías simples. Mientras tanto, la descripción general de los parámetros importantes que afectan la CO2 RR, incluidos los diferentes catalizadores en los últimos años y el electrolito, y las métricas relevantes que evalúan los electrocatalizadores. El Capítulo 2 trata de la fabricación de ZIF-8 modificado en superficie como electrodo basado en MOF para CO2 RR electroquímico para generar CO. En este trabajo, se preparó un ZIF-8 modificado en superficie mediante la introducción de una proporción muy pequeña de ácido 2,5-dihidroxitereftálico (DOBDC) en ZIF-8, logrando una densidad de corriente de CO mayor. En el Capítulo 3, se utiliza una ruta fácil para introducir grupos que contienen O con enlaces axiales en un catalizador de Fe-N-C a través de la pirólisis de estructuras orgánicas metálicas a base de Zn dopado con Fe (IRMOF-3), formando átomos únicos de Fe altamente dispersos con sitios activos HO-FeN4. Debido a la modulación del ambiente local inducida por tales grupos -OH, el catalizador D-Fe-N-C exhibe una actividad CO2 RR mejorada, incluida una alta selectividad con alta eficiencia Faradaica de CO y una estabilidad sólida. En el capítulo 4, proponemos que la introducción de átomos de Fe en catalizadores de Ni-N-C fabrica catalizadores de un solo átomo de metal doble (Ni/Fe-N-C) hacia CO2 RR para lograr una alta selectividad y actividad simultáneamente. El catalizador de doble metal optimizado mostró excelentes rendimientos, obteniendo una alta selectividad con eficiencia faradaica CO a un bajo sobrepotencial, superior a las contrapartes de un solo metal. Finalmente, el Capítulo 5 resume las conclusiones generales.<br>The excessive combustion of fossil fuels results in the emission of carbon dioxide (CO2), which triggers increasing environmental problems, such as, global warming, rising sea levels, extreme weather, and species extinction. Therefore, the technologies for conversion of CO2 into other value products plays a vital role in order to eliminate the CO2 concentration in atmosphere. Thereinto, electrochemical conversion of CO2 powered by renewable energy to useful chemicals is considered as an elegant solution to achieve the carbon cycle. However, due to the innerness of CO2 molecules and competitive hydrogen evolution reaction (HER), the main challenges in the field CO2 RR are the high overpotential requirement that represents the unfavourable thermodynamics and low Faradaic e&#64259;ciency (FE) for the target products. Therefore, searching for a high-efficient and cost-friendly electrocatalyst is sensible and necessary for practical applications. In the past decades, metal-organic frameworks (MOFs) engrossed the enormous considerations in the field of electrocatalysis because of their large specific surface area, rich pore structure, and uniformly dispersed active sites. Although they have a great potential in electrocatalysis, most MOFs materials still suffer from insufficient activity, low conductivity, and poor stability, which would hinder their practical applications. Especially, in the field of CO2 RR, many important parameters, including high FE, low overpotential, large current density and robust stability among others, should be considered. Thus, the rational design of MOFs to fulfil the above requirements as much as possible is crucial for exploiting their future in CO2 RR applications. Therefore, in this dissertation, we made many efforts to develop MOFs-based/derived catalysts with superior efficiency, activity, and stability for boosting the CO2 RR performance. This dissertation is divided into 5 chapters: Chapter 1 is the insights on the fundamental concepts about electrochemical CO2 RR, which includes the fundamental cell of electrochemical CO2 RR, reviews the common reduction products and their simple pathways. Meanwhile, the overview of important parameters affecting CO2 RR, including different catalysts over the past years, electrolyte, and the relevant metrics evaluating the electrocatalysts as well as limitations of electrochemical CO2 reduction are also presented in this chapter. In addition, this chapter summarizes the fundamental concepts about MOFs materials and their high-temperature pyrolysis derived materials as the electrocatalysts. Chapter 2 deals with the fabrication of surface modified ZIF-8 as MOFs-based electrode for electrochemical CO2 RR to generate CO. In this work, a surface modified ZIF-8 has been prepared through introducing a very small proportion 2,5-dihidroxyterephthalic acid (DOBDC) into ZIF-8, achieving a higher current density of CO and a boosted Faradaic efficiency. In Chapter 3, a facile route is used to introduce axial bonded O-containing groups into a Fe-N-C catalyst through pyrolysis of Fe-doped Zn-based metal organic frameworks (IRMOF-3), forming highly dispersed Fe single atoms with HO-FeN4 active sites. Due to the local environment modulation induced by such -OH groups, the D-Fe-N-C catalyst exhibits an enhanced CO2 RR activity, including a high selectivity with CO Faradaic efficiency, and a robust stability, which is higher than that of the reported normal FeN4 sites without -OH groups. In Chapter 4, we proposed that introducing Fe atoms into Ni-N-C catalysts fabricates double metal (bimetallic) single-atom catalysts (Ni/Fe-N-C) towards CO2 RR to achieve a high selectivity and activity simultaneously. The optimized double-metal Ni/Fe-N-C catalyst showed an excellent performance, obtaining a high selectivity with a high CO Faradaic efficiency at a low overpotential. The performance obtained is superior to both single metal counterparts and other state-of-the-art M-N-C catalysts, proving that regulating single active sites with a second metal site potentially breaks the single metal-based activity benchmark to obtain the high selectivity and activity in CO2 RR, simultaneously. Finally, Chapter 5 summarizes the general conclusions.<br>Universitat Autònoma de Barcelona. Programa de Doctorat en Ciència de Materials
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Brackenbury, T., Kerry Proctor-Williams, C. W. Jackson, S. Betz, L. Finestack, and T. Hogan. "What to Consider When Considering a PhD: A Peer Perspective. Presentation at the American Speech-Language-Hearing Association Convention." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1854.

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Klingler, Scott Lavell. "What makes a quality Ph.D. program in library and information sciences?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5499/.

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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.
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Williams, Carla L. "A Funny Thing Happened on the Way to My Ph.D.: Exploring Issues Affecting Attrition and Completion in the Doctoral Program in Instructional Technology at a Major Research University." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/102.

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This study sought to understand why some students at Eagle University (pseudo.) complete the doctoral program in instructional technology while others do not. The study explores factors and issues affecting doctoral attrition and completion of the Ph.D. in instructional technology (IT) in the College of Education at Eagle University, a major research university with very high research activity. Participants in the study were eleven former doctoral students from Eagle University (pseudo.), six of whom met the requirements for graduation (completers) and five of whom ended the pursuit of the doctoral degree in instructional technology at EU (non-completers). A qualitative study informed by phenomenology, the purpose of the study was to explore these phenomena from the perspective of the students. Postmodernism served as the theoretical framework. Participants were interviewed using the structured interview guide developed by the researcher. Two important findings were that only one of the eleven students knew what to expect from the program; and that completers were more likely to report that their primary motivation for pursuing the Ph.D. was for personal satisfaction. Recommendations were made based on student feedback, and included implications for students as well as implications for the university/program. Examples of advice for students were: 1) contemplate their goal(s) in pursuing the Ph.D. and consider the impact if something happened to alter that goal, and 2) seek out doctoral support groups and begin to establish relationships with current members. Two selected recommendations for the university/program were 1) develop a pre-application seminar or eLearning module to provide potential doctoral students with a realistic understanding of the program, and 2) consider developing a mentoring program that matched more experienced students or non-advisory professors to new students. Results of the study indicated that multiple factors affected both completers and non-completers; and these factors were often similar. However, among the key factors separating completers from non-completers were the determination of the student and the quality of the advisor relationship.
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Ellis, Louise A. "Peers helping peers : the effectiveness of a peer suport program in enhancing self-concept and other desirable outcomes." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/574.

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Research suggests that the transition to adolescence and secondary school can be challenging and potentially disruptive to adolescent functioning. Large-scale studies on the effectiveness of peer support programs are currently lacking and those that have been conducted are compromised by methodological problems. The primary purpose of this research was to 1/ identify psychometrically sound measurement instruments for use with secondary school students; 2/ test the impact of the peer support program on espoused program outcomes and other aspects of students' psychological well-being and adjustment to the secondary schooling context; 3/ extend previous research by examining the effects of serving as a peer support leader on leadership ability and other psychological constructs; and 4/ identify students' perceptions of the impact, strengths and weaknesses of the program in order to further strengthen peer support intervention design. The findings have important implications for the provision of programs and techniques employed to address students' problems following the transition to adolescence and secondary school. In particular, they suggest that peer support programs have the potential to make a significant contribution to schools' efforts to orchestrate positive outcomes, not only for early adolescents, but also for older students who implement the program
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Australian, National University Division of Information Library, danny kingsley edu au, and Digital thesis coordinator. "ANU Library - Publicly Available Digital Theses (ADT)." University Librarian, 2001. http://thesis.anu.edu.au/templates/digtheses.dwt.

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Sullivan, Christine E. "A comparative study of the effectiveness of an individual and group education program for persons with type 2 diabetes." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20542.

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Globally the diabetes epidemic is a major health challenge. Associated with the diagnosis of diabetes is the morbidity and premature mortality stemming from the complications of the disease. It was identified that approximately 50% of clients who attended a diabetes centre in an outer western metropolitan region of Sydney were not completing diabetes education. A strategy employed to overcome this was the introduction of a 2 ½ hour group diabetes education program called the Ongoing Education System (OES), for persons with Type 2 diabetes, that enabled completion of education at this one session. However, debate occurred among health professionals at the Wentworth Diabetes Service (WDS) as to the effectiveness of the OES as compared to the traditional individual education sessions. (one-on-one education). The purpose of this study was to compare the outcomes of two modes of diabetes education for completing education for clients with Type 2 diabetes , namely individual education (Treatment A) and the OES group education (Treatment B). The findings overall revealed no difference in the outcomes of participants who received individual education and those who received the OES at completion of education as well as at 6 and 12 month post education. A secondary finding of this study was the significant influence gender and age exerted on the outcomes of the education programs. One significant implication from the findings for both the person diagnosed with Type 2 diabetes and the health care organisation is that the OES provides a cost effective alternative to individual education that encourages clients to complete diabetes education thereby enabling the person to achieve an optimal quality of life. In addition this study provides research evidence for the benefit of current practice in diabetes education.
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Novak, Iona. "Effectiveness of occupational therapy home program intervention for children with cerebral palsy : a double blind randomised controlled trial." Thesis, View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/38884.

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Home programs are widely used by occupational therapists as a strategy to address health and development needs of children with cerebral palsy. Experts believe they are essential. Despite wide-spread clinical use there is no high quality research evidence proving home program effectiveness. Further there is no information that provides a parent perspective on home programs. The aim of this research was to evaluate the effectiveness of occupational therapy home program intervention for school-aged children with cerebral palsy and identify factors perceived to be important in home program practice from a parent perspective. A double blind randomised controlled trial design was used to evaluate effectiveness, where parents and evaluators were blinded to intervention. Children were randomised to three groups, home program intervention for eight weeks (“8WEEKS”), home program intervention for four weeks (“4WEEKS”), and a control group, that did not receive home program intervention (“NoHP”). The primary end-point was change in performance of functional activities and satisfaction with function as measured by the Canadian Occupational Performance Measure (COPM), after eight weeks. Secondary endpoints were change in COPM scores after four weeks, goal achievement at four and eight weeks as measured by Goal Attainment Scale (GAS), quality of arm movement at four and eight weeks measured on the Quality of Upper Extremity Skills Test (QUEST) and participation levels at four and eight weeks measured on the Children’s Assessment of Participation and Enjoyment (CAPE). Parent experience was explored through semistructured interviews of parents who participated in the home program trial. Content analysis of interview data was conducted to the level of “open coding” to identify factors. Results for the primary outcome measure at the primary end point (eight weeks) - Effect of an 8WEEK or 4WEEK home program on COPM scores: comparison between the three groups was conducted using a linear regression model with baseline COPM performance/satisfaction scores, participant age and severity of cerebral palsy as measured by the GMFCS entered into the model as covariates. Overall, there were statistically significant and clinically important differences in performance of activities and satisfaction with function on COPM when comparing either home program group to the NoHP group at eight weeks. There was no difference between 4WEEKS versus 8WEEKS on COPM performance or satisfaction scores at eight weeks. Results on secondary outcome measures: compared to NoHP, receiving a home program for either 4WEEKs or 8WEEKs increased COPM performance scores and GAS measures at four weeks, and increased COPM performance and satisfaction scores, GAS measures, and QUEST scores at eight weeks. There were no differences within or between groups on the CAPE at either four week or eight weeks. There were no statistically significant between-group differences between the 4WEEK and 8WEEK home program groups on any secondary outcome measures. This was most likely the result of a protocol implementation flaw that occurred in the study where 4WEEK group participants continued program activity for the final four weeks when they should have suspended it. Parents perceived their experience of implementing home programs as characterised by five features: 'guidance for the journey', practice makes perfect, they were a necessary 'way of life', they maximised progress and something that made it easier to juggle competing demands. Positive home program experiences were characterised by: support, realistic expectations, flexibility, motivation from goals, activities that translated to real-life, reminders to practice, progress updates and role clarity. Parents advised other parents to: accept the disability, never refuse help, be honest, consider home programs essential, develop routines and view programs as a way of improving the child and parents’ life. No negative experiences were reported. Parents advised professionals that they wanted: support, interdisciplinary co-ordination of programs, advice without pressure and prognostic guidance for future planning. This dissertation presents new information about occupational therapy home programs. Until this study, there was little research evidence to inform therapist or parent decision-making regarding the therapeutic value of home programs or the parent perspective on home programs. Findings from this dissertation can inform clinical practice and parent decisions regarding the use of home program interventions for children with cerebral palsy.
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Books on the topic "PhD program"

1

Karp, Jason. How to survive your PhD: The insider's guide to avoiding mistakes, choosing the right program, working with professors, and just how a person actually writes a 200- page paper. Sourcebooks, 2009.

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Karp, Jason. How to survive your PhD: The insider's guide to avoiding mistakes, choosing the right program, working with professors, and just how a person actually writes a 200- page paper. Sourcebooks, 2009.

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Karp, Jason. How to survive your PhD: The insider's guide to avoiding mistakes, choosing the right program, working with professors, and just how a person actually writes a 150- page paper. Sourcebooks, 2009.

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Karp, Jason. How to survive your PhD: The insider's guide to avoiding mistakes, choosing the right program, working with professors, and just how a person actually writes a 200 - page paper. Sourcebooks, 2009.

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Romeikat, Raphael. A PHP compiler for the .NET platform: Basics, concepts and translation. VDM Verlag Dr. Müller, 2007.

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United States. Public Health Service. Office of Management, ed. PHS program officials handbook. U.S. Dept. of Health and Human Services, Public Health Service, Office of the Assistant Secretary for Health, Office of Management, 1991.

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Converse, Tim. PHP 4 bible. IDG Books Worldwide, 2000.

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R, Brooks David. An Introduction to PHP for Scientists and Engineers: Beyond JavaScript. Springer, 2008.

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Mcarthur, Kevin. Pro PHP. Springer, 2008.

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Reinheimer, Paul. Professional Web APIs with PHP. John Wiley & Sons, Ltd., 2006.

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Book chapters on the topic "PhD program"

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Vander Zanden, Brad. "Dexter as a PhD Advisor." In Logic and Program Semantics. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29485-3_32.

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Kertész, János, and Balázs Vedres. "Europe’s First PhD Program in Network Science." In Network Science In Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77237-0_6.

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Musch, Peter, W. Klement, Q. Shi, and M. Bargende. "PhD program HYBRID: Concepts for actuation on demand CVT’s." In 17. Internationales Stuttgarter Symposium. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16988-6_24.

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Bartlett, T. Robin, Camila Biazus-Dalcin, and Rachel P. Baskin. "Through a PhD Program and Beyond: The Ripple Effect Mentorship Model." In Mentoring in Nursing through Narrative Stories Across the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25204-4_4.

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Beyer, Dirk. "Progress on Software Verification: SV-COMP 2022." In Tools and Algorithms for the Construction and Analysis of Systems. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99527-0_20.

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AbstractThe 11th edition of the Competition on Software Verification (SV-COMP 2022) provides the largest ever overview of tools for software verification. The competition is an annual comparative evaluation of fully automatic software verifiers for C and Java programs. The objective is to provide an overview of the state of the art in terms of effectiveness and efficiency of software verification, establish standards, provide a platform for exchange to developers of such tools, educate PhD students on reproducibility approaches and benchmarking, and provide computing resources to developers that do not have access to compute clusters. The competition consisted of 15 648 verification tasks for C programs and 586 verification tasks for Java programs. Each verification task consisted of a program and a property (reachability, memory safety, overflows, termination). The new category on data-race detection was introduced as demonstration category. SV-COMP 2022 had 47 participating verification systems from 33 teams from 11 countries.
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Furman, Gary C. "Why I Left a PhD Program in Wildlife Biology and Became a Teacher." In Life Science Careers. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-50694-9_20.

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Werewka, Jan, and Michał Turek. "Computer Science PhD Program Evaluation Proposal Based on Domain and Non-domain Characteristics." In Information Systems Architecture and Technology: Proceedings of 36th International Conference on Information Systems Architecture and Technology – ISAT 2015 – Part III. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28564-1_15.

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Sauer, Michelle M. "Twice Marginal and Twice Invisible." In The Ballad of the Lone Medievalist. punctum books, 2018. https://doi.org/10.21983/p3.0205.1.23.

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In the classic Jacqueline Murray article, “Twice Marginal and Twice Invisible: Lesbians in the Middle Ages,”1 she argues that lesbians are challenging to reclaim in history by virtue of being doubly excluded. I’m not exactly comparing myself to a medi-eval lesbian, although a good deal of my scholarship has focused on female same-sex desire in the Middle Ages; however, there have been several instances of intertwined marginalization like this in my career. I was, for example, the only medieval PhD student at my institution. That brought both good and bad, since I got plum teaching assignments (no composition), but lost out on a student community. As a woman of color, I am also sometimes on the outskirts of medieval studies (although that is changing in today’s academic world), but have also been called a “race traitor” by other South Asians since I study “the whitest period in history” (a view also being challenged in today’s academic world). So I guess one could say that I pretty much began my career as a Lone Medievalist in my PhD program, and have continued as such to this very day.
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Negrini, Luca, Vincenzo Arceri, Luca Olivieri, Agostino Cortesi, and Pietro Ferrara. "Teaching Through Practice: Advanced Static Analysis with LiSA." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-71379-8_3.

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AbstractNowadays, ready-to-use libraries and code generation are often used to streamline and speed up the software development process. The resulting programs are thus a collection of different modules that cooperate: proving their safety and reliability is increasingly complex, requiring sound formal techniques, such as static program analysis. However, while teaching static analysis to master’s or PhD students, the predominant focus on theoretical concepts often leaves limited space for students to engage with the practical aspects of implementing static analyses and is limited to developing elementary ones. In this paper, we show how the infrastructure offered by LiSA can be exploited to learn how to implement advanced static analyses, such as string and relational numerical analyses, just focusing on their distinctive aspects. This would help to narrow the gap between theoretical and practical contents in static analysis courses, bringing the learning experience beyond the rudimentary implementation of static analyses to more sophisticated applications.
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Stassun, Keivan G. "The Fisk-Vanderbilt Masters-to-PhD Bridge Program: Broadening Participation of Underrepresented Minorities in the Physical Sciences." In ACS Symposium Series. American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1248.ch006.

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Conference papers on the topic "PhD program"

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Grdzelidze, Irma, Sopio Idadze, and Tatia Mamrikishvili. "VOICES OF THE KEY PLAYERS: EXPLORING OPPORTUNITIES AND CHALLENGES IN IMPLEMENTING AN INTERNATIONAL PHD PROGRAM FROM A STAKEHOLDER'S PERSPECTIVE." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0718.

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"PhD Forum Technical Program Committee." In 2014 IEEE 22nd International Conference on Network Protocols (ICNP). IEEE, 2014. http://dx.doi.org/10.1109/icnp.2014.12.

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Lopez-Parra, Marcelo, Gustavo Olivares, Alejandro Rami´rez-Reivich, Victor J. Gonzalez-Villela, and Vicente Borja. "UNAM’s University-Industry PhD Engineering Program." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40770.

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This article presents UNAM’s University-Industry PhD Engineering Program that has been implemented over the last six years to help in the training of young researchers. The program expands along 8 semesters and is strengthened by the Mexican Science and Techology’s (CONACYT’s) funding schemes. Specifically, CONACYT’s new “Funds for Innovation Scheme”, which is intended for corporations that wish to design and develop new products, processes or services. The paper reports on the activities typically carried out by a research student (RS) in each of the 8 semesters and presents the results obtained in the PhD research work titled “Design and Development of a PVC Ampoule Filler-Sealer Machine System”.
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"Technical Program Committee (TPC)." In 2023 International Interdisciplinary PhD Workshop (IIPhDW). IEEE, 2023. http://dx.doi.org/10.1109/iiphdw54739.2023.10124413.

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"PhD forum 2013: PhD forum on pervasive computing and communications, 2013 - Program." In 2013 IEEE International Conference on Pervasive Computing and Communications Workshops (PerCom Workshops). IEEE, 2013. http://dx.doi.org/10.1109/percomw.2013.6529434.

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"PerCom PhD Forum 2019: PhD Forum on Pervasive Computing and Communications 2019 - Program." In 2019 IEEE International Conference on Pervasive Computing and Communications Workshops (PerCom Workshops). IEEE, 2019. http://dx.doi.org/10.1109/percomw.2019.8730572.

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"IIPhDW 2019 Technical Program Committee (TPC)." In 2019 International Interdisciplinary PhD Workshop (IIPhDW). IEEE, 2019. http://dx.doi.org/10.1109/iiphdw.2019.8755408.

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Tarasova, I. I. "NEW CONCEPTUAL FORMAT OF PHD PROGRAM IN BIOTECHNOLOGY." In НАУЧНЫЕ ОСНОВЫ ПРОИЗВОДСТВА И ОБЕСПЕЧЕНИЯ КАЧЕСТВА БИОЛОГИЧЕСКИХ ПРЕПАРАТОВ. Б. и., 2022. http://dx.doi.org/10.47804/9785899040313_2022_317.

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Shirazi, Behrooz. "Message from the HCW Program Chair." In Distributed Processing, Workshops and Phd Forum (IPDPSW). IEEE, 2011. http://dx.doi.org/10.1109/ipdps.2011.436.

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"PerCom PhD forum 2016: Eightieth annual PhD forum on pervasive computing and communications, 2016 - Program." In 2016 IEEE International Conference on Pervasive Computing and Communication Workshops (PerCom Workshops). IEEE, 2016. http://dx.doi.org/10.1109/percomw.2016.7457022.

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Reports on the topic "PhD program"

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Johnson, Stephanie K. Proof or Pedigree: Prestige of Men’s but not Women’s PhD Program Predicts Top Placements in Business Schools. Purdue University, 2018. http://dx.doi.org/10.5703/1288284317217.

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Gruber, Peter. Using ChatGPT for Advanced Data Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/pmgm4wmm7ffer469.

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This workshop teaches researchers, from PhD students to professors, how to use ChatGPT and its Advanced Data Analytics tool for statistical analysis without writing a line of code or even knowing how to use a statistics program. The seminar covers a range of topics from data preparation and descriptive statistics to regression analysis, advanced statistical tests and visualisation. Special emphasis is placed on understanding the workings and limits of AI models such as ChatGPT and reflecting on its implications for data analysis.
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Gruber, Peter H. Using ChatGPT for Advanced Data Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/zqir2dzchct5b469.

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This 2-day workshop teaches researchers, from PhD students to professors, how to use ChatGPT and its Advanced Data Analytics tool for statistical analysis without writing a line of code or even knowing how to use a statistics program. The seminar covers a range of topics from data preparation and descriptive statistics to regression analysis, advanced statistical tests and visualisation. Special emphasis is placed on understanding the workings and limits of AI models such as ChatGPT and reflecting on its implications for data analysis.
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Raykov, Tenko. Latent Class Analysis and Mixture Modeling. Instats Inc., 2023. http://dx.doi.org/10.61700/tkd5fah8evykd469.

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Latent class analysis (LCA) and mixture models (MM) are an applied statistical method for examining heterogeneity in studied populations. The method can be used to evaluate whether a studied population consists of an initially unknown number of several subpopulations (latent classes, types, clusters) that differ in important ways. This workshop introduces participants to the general field of classification (clustering), using LCA as a model-based version of cluster analysis and moving on to more general mixture modeling with latent variables. Hands-on examples with best practices for analysis and inference are used throughout in the popular program Mplus. An official Instats certificate of completion is provided at the conclusion of the seminar. For European PhD students, the seminar offers 2 ECTS Equivalent points.
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Guidotti, Andrea. Report on "Mapping European Populism – Panel 8: Populism, Gender and Sexuality in Europe". European Center for Populism Studies (ECPS), 2024. http://dx.doi.org/10.55271/rp0050.

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This report provides a brief overview of the eighth event in ECPS’s monthly Mapping European Populism (MEP) panel series, titled "Populism, Gender and Sexuality in Europe" held online on January 26, 2023. Moderated by Dr.Agnieszka Graff, Professor at the American Studies Center, University of Warsaw, and a feminist activist, the panel featured speakers Dr. Elżbieta Korolczuk, Associate Professor in Sociology at Södertörn University, Sweden, Dr. Eric Louis Russell, Professor in the Department of French &amp; Italian and affiliated with the Program in Gender, Sexuality and Women’s Studies at the University of California, Davis, Nik Linders, PhD candidate at Radboud Social and Cultural Research for Gender &amp; Diversity Studies, Dr. Pauline Cullen, Associate Professor in sociology at Center for European and Eurasian Studies, Maynooth University, Ireland.
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Aiken, Catherine, James Dunham, and Remco Zwetsloot. Immigration Pathways and Plans of AI Talent. Center for Security and Emerging Technology, 2020. http://dx.doi.org/10.51593/20200013.

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To better understand immigration paths of the AI workforce, CSET surveyed recent PhD graduates from top-ranking AI programs at U.S. universities. This data brief offers takeaways — namely, that AI PhDs find the United States an appealing destination for study and work, and those working in the country plan to stay.
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Winter, Christian, Marius Becker, and Knut Krämer. CAU Kiel Institute of Geosciences: Measuring Techniques in Shallow Water - Cruise No. AL612, 8.05.2024 – 18.05.2024, Kiel (Germany) – Kiel (Germany), MScMarineMeasure. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2025. https://doi.org/10.3289/cr_al612.

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Cruise AL612 was a teaching course for students of the MSc Marine Geosciences and BSc Geowissenschaften at Kiel University. In this cruise also PhD students and PostDocs were trained. They had hands-on experience on standard marine geoscientific research procedures on the expeditions from Kiel to the Kiel and Mecklenburg Bay, Western Baltic Sea. The research program focussed on water column measurements and sedimentological observations of the seafloor and subseafloor structures. Work areas were located North and East of Fehmarn Island, in Mecklenburg Bay, and Kiel Bay. CTD profiles (plus density, oxygen) were taken. ADCP measurements (velocities) were carried out at different cross-sections. Different areas were mapped with multibeam echosounder (MBES) and sediment echosounder (SES). Grab samples and gravity cores were taken and described. (Alkor-Berichte AL612)
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Jones, Todd, and Ronald Ehrenberg. Are High-Quality PhD Programs at Universities Associated with More Undergraduate Students Pursuing PhD Study? National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22372.

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Boustan, Leah Platt, and Andrew Langan. Variation in Women’s Success Across PhD Programs in Economics. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25444.

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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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