Relevant bibliographies by topics / Qualifying examination

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

Academic literature on the topic 'Qualifying examination'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Qualifying examination"

1

Burton, R. M. "Midwifery qualifying examination." BMJ 292, no. 6522 (March 15, 1986): 765. http://dx.doi.org/10.1136/bmj.292.6522.765-b.

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&NA;. "THE QUALIFYING (WRITTEN) EXAMINATION." Plastic and Reconstructive Surgery 91, no. 1 (January 1993): 210. http://dx.doi.org/10.1097/00006534-199301000-00110.

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&NA;. "Qualifying (Written) Examination, 1994." Annals of Plastic Surgery 31, no. 2 (August 1993): A—14. http://dx.doi.org/10.1097/00000637-199308000-00024.

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&NA;. "THE QUALIFYING (WRITTEN) EXAMINATION MARCH 1." Plastic and Reconstructive Surgery 90, no. 6 (December 1992): 1140. http://dx.doi.org/10.1097/00006534-199212000-00119.

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Garg, Panckaj. "Strengthen and Respect Last Qualifying Examination Rather Than Introducing EntryExit Examinations." International Journal of Computer Sciences and Engineering 7, no. 2 (February 28, 2019): 893–95. http://dx.doi.org/10.26438/ijcse/v7i2.893895.

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Fischer, Josef E. "Resident performance on the ABS Examination: ABSITE, Qualifying, and Certification Examinations." Current Surgery 56, no. 7-8 (September 1999): 352–53. http://dx.doi.org/10.1016/s0149-7944(99)00107-5.

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BUCKLEY-SHARP, M. D., and F. T. C. HARRIS. "An assessment of a final qualifying examination." Medical Education 6, no. 3 (January 29, 2009): 201–11. http://dx.doi.org/10.1111/j.1365-2923.1972.tb01659.x.

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Borman, Karen R. "Does Academic Intervention Impact ABS Qualifying Examination Results?" Current Surgery 63, no. 6 (November 2006): 367–72. http://dx.doi.org/10.1016/j.cursur.2006.06.007.

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Рытов, А., A. Rytov, Н. Мотуренко, and N. Moturenko. "Certification of the Leaders of the Capital’s Schools — an Open and Independent System." Profession-Oriented School 5, no. 6 (December 18, 2017): 3–12. http://dx.doi.org/10.12737/article_5a2106bd64d7e4.36803265.

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The procedure of qualifying examination of conformity of the post of head of the state educational organization as an open and independent system is considered. The structural systems are defi ned. The main content of each element of the qualifying examination system of the head of school is marked.
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Hay, David, and Harry Maltby. "A new approach to accounting examinations: The Final Qualifying Examination in New Zealand." Journal of Accounting Education 15, no. 2 (March 1997): 169–79. http://dx.doi.org/10.1016/s0748-5751(97)00003-1.

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Dissertations / Theses on the topic "Qualifying examination"

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Dehrmann, Luiza. "Predictors of examination success in the SAICA qualifying examinations." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80094.

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Thesis (MComm)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The objective of the study was to identify predictors of success in the SAICA Board Examination. The study considered various personality states and traits, cognitive ability, learning and study strategies and academic progress as predictors of academic success of auditing trainees writing the SAICA board examinations in order to qualify as Chartered Accountants. A detailed literature review was undertaken which identified that academic success has successfully been predicted by the Big Five personality traits, cognitive ability, by elements of psychological capital more specifically hope, efficacy, resiliency and optimism. The literature also confirmed the successful prediction of academic success through prior learning achievements and the implementation of study and learning strategies. The research study was an ex post facto, quantitative and exploratory study. The study sample consisted of a group of 126 auditing trainees from three of the Big Four auditing firms who were preparing to write the Public Practice Examination (“PPE”). These students were assessed by means of a test battery consisting of the Basic Traits Inventory, which assessed personality traits, the Ravens Advanced Progressive Matrix, which tested cognitive ability, the Psychological Capital Questionnaire in order to test positive psychology states, and the Learning and Study Strategies Inventory to test a number of study and learning techniques. The study also gathered biographical information pertaining to past academic results in terms of third year accounting marks and results from their Certificate in the Theory of Accounting. The study identified hope and auditing as strong predictors of success in the PPE SAICA Board examination. It went further to investigate the predictors of success in the qualifications leading up to the PPE. The study confirmed that third year accounting results is a strong predictor of success at the Certificate in the Theory of Accounting (CTA) level. A number of personality states and traits, study and learning strategies and indices of prior academic success, proved to be good predictors of success in the QE1 and PPE SAICA Board Examinations. It further identified prior academic progression as a successful predictor of success in the PPE. The overall conclusion of the study was that the success of the PPE cannot be considered in isolation, but rather based on the identified predictors of personality states and traits, study and learning strategies and academic progress throughout the academic career of an aspiring Chartered Accountant.
AFRIKAANSE OPSOMMING: Die doelwit van die studie was die identifisering van voorspellers ten opsigte van sukses in die SAICA Raadseksamen. Verskillende persoonlikheidstipes en -eienskappe, kognitiewe vermoë, leer- en studiemetodes, sowel as akademiese vordering is as voorspellers van akademiese sukses van ouditkundekwekelinge, wat die SAICA Raadseksamens aflê, ten einde as Geoktrooieerde Rekenmeesters te kwalifiseer, tydens die studie in ag geneem. 'n Volledige literatuurstudie is onderneem waartydens daar gevind is dat akademiese sukses suksesvol deur die "Groot Vyf" persoonliksheidseienskappe, kognitiewe vermoë, elemente van sielkundige kapitaal, en meer spesifiek hoop, selfbekwaamheid, veerkragtigheid en optimisme, voorspel kon word. Die literatuurstudie het ook die suksesvolle voorspelling van akademiese sukses deur middel van voorafgaande akademiese prestasies, sowel as die implementering van studiemetodes bevestig. Die navorsingstudie was 'n ex post facto, kwantitatiewe en eksploratiewe studie. Die steekproef het uit 'n groep van 126 ouditkunde kwekelinge, vanuit drie van die "Groot Vier" ouditeursmaatskappye bestaan. Die studente was in die proses van voorbereiding vir die aflê van die Public Practice Examination (PPE). Hierdie studente is geëvalueer deur middel van 'n toetsbattery wat bestaan het uit 'n Basic Traits-persoonlikheidsvraelys, die Ravens Advanced Progressive Matrix, wat kognitiewe vermoëns assesseer, die Psychological Capital-vraelys, wat aangewend word om die positiewe sielkundige toestand te evalueer, asook die Learning and Study Strategies Inventory om 'n aantal studie- en leermetodes te evalueer. Die studie het ook biografiese inligting ingesamel, wat verband hou met akademiese prestasie met betrekking tot die derdejaarsprestasie in rekeningkunde, asook akademiese sukses behaal tydens die Sertifikaat in die Teorie van Rekeningkunde. Die studie het hoop en ouditkunde as sterk voorspellers van akademiese sukses in die PPE geïdentifiseer. Verder het die studie ook ondersoek ingestel na akademiese sukses tydens die voorafgaande kwalifikasies in die aanloop tot die PPE, as voorspeller. Die studie het 'n aantal persoonlikheidstipes en -eienskappe, sowel as studie- en leermetodes as sterk voorspellers van akademiese sukses in die SAICA raadseksamens bevestig. Verder het die studie voorafgaande akademiese vordering as 'n suksesvolle voorspeller van akademiese sukses in die PPE geïdentifiseer. Die algemene gevolgtrekking van die studie is dat sukses in die PPE-Raadseksamen nie in isolasie oorweeg kan word nie, maar eerder gebaseer moet word op die geïdentifiseerde voorspellers van persoonlikheidstipes en -eienskappe, leer- en studiemetodes en akademiese sukses gedurende die totale akademiese loopbaan van 'n aspirant Geoktrooieerde Rekenmeester.
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Clayton-Prince, Lynn. "Administrators' Pespectives of the Impact of Mandatory Qualifying Examinations for Students with Learning Disabilities." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/28072.

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In Virginia students with learning disabilities, as well as students in general education, are required to pass the Virginia Standards of Learning test in order to receive a diploma from high school. Currently there are 20 states that use exit exams with five more states anticipated to start by 2009 (Center on Education Policy, 2005). The purpose of this study was to identify the perceptions of Virginia Special Education Directors, Principals and Lead Teachers regarding the impact of the state graduation requirements on the educational experiences of and outcomes for students with learning disabilities. This study was adapted from a similar investigation conducted from Indiana and applied to survey Virginia administrators. Additionally, the study was used to identify the changes Virginia administrators perceive are needed in order to best support students in meeting those requirements. The target population of participants of this study consisted of three groups of educators: (a) Directors of Special Education; (b) Principals; and (c) Lead Teachers of Special Education in Virginia public high schools. A survey research design was employed for this study. The instrument included 70 Likert type items, with one demographic item. A total of 510 surveys were sent through email to administrators in the state of Virginia; 148 were returned with incorrect addresses. A response total of 104 emails were received: Directors of Special Education, 26.9%; Principals, 56.7%; and Lead Teachers, 16.3%. Data were analyzed using descriptive statistics. A descriptive summary of responses for respondents was developed using mean and frequency percentages. Inferential statistics was used to answer the research questions presented in this study. Analysis of Variance (ANOVA) was used to determine if there was a significant difference between the three groups regarding high stakes testing of students with learning disabilities. Significance (p less than or equal to .05) was not noted in any areas when comparing administrators perspectives of graduation requirements that impact educational experiences and outcomes of students, however the area of changes that administrators perceive are needed in order to best support students in meeting these requirements, significance (p less than or equal to .05) was noted. Findings indicate that administrators felt that as a result of the graduation requirement, it is important for special education students to be included in general education classes and exposed to the general education curriculum. They also agreed that special education and general education teachers need to be exposed to professional development to help students be successful in high stakes testing. Another finding from this study was administrators felt that including greater use of practice materials and instruction in test taking would also be needed to help students be successful.
Ph. D.
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Marra, Robert A. "The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Graduation Qualifying Examination (GQE)." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344201.

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This study examined the relationship between Indiana's Graduate Qualifying Examination (GQE), a criterion referenced assessment which is a part of the general educational assessment and Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment. The study utilized ISTAR ratings and GQE scores for three years (2003-2005). These data were derived from a secondary data source, the student test number (STN) database at the Indiana Department of Education. Use of the STN protects the confidentiality of personally identifiable information are, protects the confidentiality of students. All students in the study participated in both the GQE and ISTAR assessments. The Pearson correlation coefficient was used to determine the relationship between GQE scores and ISTAR ratings. The results of the Pearson correlation coefficient were mixed. Overall when all students were included in the sample, the relationships were stronger than when only students with disabilities were included in the sample. When only 10th grade students with disabilities were included in the sample for two years, 2003 and 2004, no significant correlation was found in the domain of English/language arts. With a larger sample size in 2005, a significant correlation between GQE scores and ISTAR ratings for 10th grade students with disabilities was determined (r = .31). In the domain of mathematics, all correlations were shown to be significant for both all students and students with disabilities. Even though some evidence of validity was demonstrated, the present study does not provide enough data to make definitive determinations regarding the validity of ISTAR ratings. Additional years of data are needed before any judgments regarding the ratings yielded from the ISTAR instrument can be made. The current study provides a base for future ongoing validation studies.
Department of Educational Leadership
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Dautarienė, Živilė. "Būsimųju mokytojų požiūris į numatomo kvalifikacinio egazamino organizavimo ir jo turinio pakeitimus." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180233-62784.

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Temos aktualumas. Pastaruoju metu vykdant Lietuvoje švietimo reformą, sprendžiant gana sudėtingas mokytojų profesinės kompetencijos tobulinimo problemas ir siekiant optimaliai padidinti šalies gyventojų švietimo kokybę bei ugdymo efektyvumą, itin svarbus vaidmuo tenka deramam profesiniam mokytojų pasiruošimui ir sistemingam jų profesinių žinių gilinimui. Pedagogų rengimo koncepcija akcentuoja esmines pedagogų rengimo tobulinimo gaires, atsižvelgiant į Bolonijos deklaraciją, Lisabonos strategijos nuostatas. Visa tai rodo ir pasirinktos temos aktualumą ir naujumą. Tyrimo problemą sudaro tai, kad būsimieji pedagogai dar nepakankamai susipažinę su numatomais kvalifikacinio egzamino organizavimo ir paties egzamino turinio atnaujinimo. Tyrimo tikslas – ištirti ir įvertinti būsimųjų pedagogų požiūrį į numatomą kvalifikacinio egzamino organizavimą ir jo turinį. Tyrimo bazė – keturios aukštosios mokyklos: dvi universitetinės – Vilniaus pedagoginis universitetas ir Klaipėdos universitetas ir trys neuniversitetinės aukštosios mokyklos: Vilniaus, Panevėžio ir Utenos kolegijos. Tyrimu nustatyta, kad kvalifikacinio egzamino organizavimo ir turinio problemos yra neatsiejamos viena nuo kitos. Būsimieji mokytojai, susidurdami su kvalifikacinio egzamino turinio problemomis, kartu susiduria ir su organizavimo klausimais. Dauguma būsimųjų pedagogų kvalifikacinio egzamino organizavimą (65,1 proc.) ir turinio tobulinimą (69 proc.) vertina kaip lygiavertes ir svarbias šiuolaikinės Lietuvos... [toliau žr. visą tekstą]
Topicality of the subject. Recently performing educational reform in Lithuania, solving complicated problems of perfection of teachers‘ professional competencies and seeking to increase optimally the education quality and effectiveness of education of country‘s residents especially important role fell on a befitting professional preparation of teachers and systematical deepening of their professional knowledge. Conception of pedagogues‘preparation emphasizes essential guidelines of perfection of teachers‘preparation considering Bolonija declaration and provisions of Lisbon strategies. New documents regulating education of Lithuania highlight the necessity to resume the development of possibilities for the preparation of pedagogues and perfection of their qualification. The problem of the research. – The problem of the research is that future pedagogues are insufficiently introduced with a predictable organization of qualifying examination and the resumption of examination content. The aim of the research – to explore and evaluate the attitude of future pedagogues to the organization of qualifying examination and it‘s content. The basis of the research – five higher schools: two academic – Vilnius pedagogical and Klaipeda university and three non-academic higher schools of Vilnius, Panevezys and the college of Utena. It was found by the research that the problems of organization of qualifying examination and content are concurrent one from another. When meeting the problems... [to full text]
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Stickney, Wayne Joshua. "An examination of the issues impacting athletic directors at NCAA Division I football bowl series non-automatic qualifying institutions." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3684803.

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This study attempted to identify the issues confronting athletic directors at the NCAA Division I FBS membership institutions from the following athletic conferences: American Athletic Conference, Conference USA, Mid American Conference, Mountain West Conference, and Sun Belt Conference. These conferences are considered to be non-BCS automatic qualifying conferences. Since the literature showed a lack of research on most of the issues that impact the university athletic director, this research attempted to present an enhanced perspective of the issues that the athletic director must confront in his or her career and daily life. The researcher utilized an explanatory sequential mixed methods research design to identify and explore the issues. Twenty-two of sixty-one athletic directors responded to a thirteen item electronic survey. Follow-up interviews were administered to six of the athletic directors who indicated a willingness to participate. Athletic directors identified fundraising, managing the budget and finance issues, and student-athlete welfare as the top three issues affecting his or her career. Athletic directors identified the following as those issues that consumed most of their time: fundraising, managing his or her department's budget, and staying current on NCAA regulations. Athletic directors identified the following as their most stressful issues: fundraising, budget, decision making, personnel, the pending autonomy of the high resource conferences, and general uncertainty. Warning signs identified by the athletic directors included: national lawsuits, declining attendance (both alumni/fans and students) at sporting events, and decreasing state support. In addition, individual athletic directors identified the following issues that may impact the future: negative impact on the United States Olympic movement due to significantly increased emphasis on football and men's basketball, impact of non-practioner perspective in governance of collegiate athletics, and possible significant change in the definition of amateurism.

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Zimmerly, Randall James. "Perceptions of Indiana superintendents and high school principals toward the Indiana Graduation Qualifying Exam (GQE)." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259305.

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In 1995, the Indiana General Assembly passed legislation that required a graduation exam be given to all Indiana high school students. This researcher examined the perceptions Indiana superintendents and high school principals hold toward the Indiana Graduation Qualifying Exam (GQE).The population of the study consisted of all public school superintendents and public school high school principals listed in the 2001 Indiana Division of School Finance and Education Information database. The entire population was sent the Indiana's Graduation Qualifying Exam Survey, which was developed by the researcher. The survey instrument consisted of demographic questions asking for personal and professional characteristics, 20 statements designed to generate respondent perceptions, and four open-ended questions.Findings indicated superintendents and high school principals perceived that the GQE was a valid indicator of minimum competency in English/language arts and mathematics and that the GQE encouraged students to reach minimum competency levels. The overall effect of the GQE was not perceived to be negative but superintendents and high school principals were unsure as to the GQE promoting the improvement of instruction or having a positive influence on student achievement. Superintendents and high school principals did not perceive the GQE was a valid measure of school effectiveness, school district effectiveness, or that it was a valid predictor of a student's future success. The study showed that changes were made by schools districts to align remediation programs, staff development and curriculum to state standards since the implementation of the GQE.Significant differences in perception were obtained between superintendents and principals, as well as among superintendents, and among principals when grouped by personal and professional characteristics.
Department of Educational Leadership
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Grissom, Mary Anne. "Attrition After Successful Completion of Doctoral Qualifying Examinations: An Analysis of Characteristics and Attitudes of Doctoral Graduates and Non-Graduates." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331847/.

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The purpose of this study was to determine whether differences exist between characteristics and attitudes of graduates and those of non-graduates of doctoral programs in education. The subjects were the 256 students who had successfully completed the qualifying examinations in the College of Education at North Texas State University during the years of 1978 through 1980. Although the data findings from this study are too numerous to list within the restrictions of this abstract, the most notable findings include that (1) 74.2 per cent had graduated; (2) graduates were more likely to have selected the dissertation topic before the qualifying examinations; (3) graduates rated personal motivation higher than did non-graduates; and (4) there were no significant differences in Graduate Record Examination scores (verbal, quantitative, or total) between graduates and non-graduates. Among the conclusions drawn from this study are that (1) the process of going through a doctoral program discourages the less serious students before they reach the qualifying examinations and (2) graduates have high personal motivation and receive high support for dissertation efforts from many segments of life (spouse, family, friends, major professor, and doctoral committee). The recommendations drawn from this study are for (1) further research into the personal motivation of the candidate, (2) further research as to the effect of the candidate's attitudes toward and grades for courses in research and statistics, (3) universities to maintain records that allow for determination of completion rates of doctoral students and to consider these rates in the evaluation of doctoral programs, and (4) graduate faculty to encourage doctoral students to give serious consideration to possible dissertation topics early in their graduate programs.
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Wessels, Sally. "Factors predicting success in the final qualifying examination for chartered accountants." Diss., 1997. http://hdl.handle.net/10500/18498.

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Anyone desiring to qualify as an accountant or auditor is required to pass an examination as approved by the Public Accountants' and Auditors' Board to establish whether candidates have attained the required standard of academic knowledge in terms of the syllabi laid down by the Board, as well as whether they are able to apply that knowledge in practice (P AAB, 1995). However each year many students fail this very important examination. The reasons for this are not clear and the purpose of this research is to determine whether: personality; vocational interests; intelligence; matriculation Mathematics and home language (English/ Afrikaans) results, predict success in the QE, by comparing a group of successful and unsuccessful QE candidates. The logistic regression, discriminant analysis and t-test statistical procedures, indicated that: warmth (A), liveliness (F), rule-consciousness (G), social boldness (H), apprehension (0), self-reliance (Q2), perfectionism (Q3), tension (Q4), computational interest, social services interest, mechanical interest, Mental Alertness and matriculation home language, are significant factors to consider when identifying candidates likely to be successful in the QE.
Industrial & Organisational Psychology
MCOM (Industrial Psychology)
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Du, Preez Hanneke. "Open-book assessment in the qualifying examination of South African chartered accountants." Diss., 2011. http://hdl.handle.net/2263/28098.

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The global financial environment is constantly and rapidly shifting. This has resulted in changes to the International Financial Reporting Standards (IFRS). In support of the developments in the global business environment and the swift changes in IFRS, the local financial regulators have had to follow with supporting changes in national regulations. Taking the above factors into consideration, the auditing and accounting professions all over the world face various challenges, and South Africa (SA) is no exception. Thus, it was imperative for these professions in SA to make the same radical alterations. One of the areas demanding attention was the process of becoming a Chartered Accountant (CA). Inter alia, one focus area was the final examination in the qualifying process. The Chartered Accountant Qualifying Examination Part One (QE Part 1) has been changed from a closed-book assessment to an open-book assessment. This change is relevant because of the importance of the examination itself and the apparent lack of intensive research on students’ perceptions of this type of assessment. In my research I explored the perceptions of taxation students on open-book assessment in the QE Part 1. My study commenced with a focus group (consisting of students that had no previous open-book assessment exposure). I used Interactive qualitative analysis (IQA) as qualitative research method. During this focus group, the students identified ten perceptions (also referred to as affinities) on open-book assessment. For each affinity the focus group provided a descriptive name and an explanatory definition. These affinities were: good preparation, back-up, encourage, general advantages, improve quality of answers, negative symptoms, negative environment, personal experience and hindrance, different approach and time management. This group of students also identified relationships between these different affinities. These relationships were summarized and reflected in a system interrelationship diagram (SID). Findings from this SID indicated that students perceive good preparation as the strongest driver for successful completion of an open-book assessment. The SID indicates three primary outcomes namely negative symptoms, a different approach and time management. The affinities as identified by the focus group were then used during the interviews (conducted with students who had previous open-book assessment exposure). During the IQA interviews, the students were asked to comment on the posed affinities and the possible relationships between them. These findings were summarized and reflected in an interview SID. This SID indicated that these students perceived the primary driver in the system to be a different approach with two primary outcomes - negative environment and improvement in quality of answers. The IQA method is in essence a theory–generating tool that assisted me in my understanding of a group and individual students’ perceptions, before and after exposure to an open-book assessment.
Dissertation (MCom)--University of Pretoria, 2011.
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KAO, CHIA-LIEN, and 高佳蓮. "Research on the Qualifying Examination Criteria of Senior High School – Hair Salon Instructor." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35860106445520603005.

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碩士
稻江科技暨管理學院
境外EMBA企業管理碩士在職專班
102
The successful vocational school education in Taiwan is mainly due to instructor’s teaching quality. To evaluate an instructor’s ability is not only including his/her mindset, spirit, or character, but also his/her proficiency, skill sets, professional work and attitude. Therefore, the vocational school’s instructor must be possesed of great humanism quality and enthusiasmin in education, in addition, he/she must have the professional skill sets, and understand how to adopt professional methods to teach students, inspire them and attract student’s interests. As far as the recruiting process of vocational school’s instructors in Taiwan is concerned, having exams by the school itself is still the most popular process, and it’s usually completed mainly by written examination, professional subject test, practical training and oral onsite interview. But the requirements of recruiting process of vocational school has been changed rapidly in August, 2014 which is updated by Ministry of Education. The main change of requirement is for the instructors who must have more than two years working experience before he applied to be the instructors. Even though the recruiting process is the most crucial requirement, and that’s the advantage for an experienced instructor. The specialized field of the vocational school instructor and the reqular subject teachers are quite difference. We are here to discuss that should the recruiting process still following with the traditional way? It is worth to investigate the details. According to the correction Delphi tetechnique, this academic research selects the criterion that is affecting the recruiting process of vocational school’s teacher first, and using leveled analysis method online to build a evaluation mode with regard to the application of hairdressing teacher, which may know the sequence of the key point about the application of vocational school’s teacher. At last, the result of this academic research can supply the people who have apply for hairdressing teacher with important reference.
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Books on the topic "Qualifying examination"

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Transport, Chartered Institute of. Qualifying examination syllabuses. London: Chartered Institute of Transport in the UK, 1995.

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Canada, Medical Council of. Objectives for the qualifying examination. [Ottawa: The Council], 1992.

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Canada, Medical Council of. Objectives for the qualifying examination. 2nd ed. [Ottawa]: The Council, 1999.

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Inc, CSI Global Education. Chief Financial Officers qualifying examination. Toronto, Ont: CSI Global Education Inc., 2004.

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Transport, Chartered Institute of. Professional Qualifying Examination and Membership Regulations. London: Chartered Institute of Transport, 1988.

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Farach, Horacio A. Physics qualifying examination: Problems and solutions. Weinheim: Wiley-VCH, 2010.

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Pieta, Barbara. Official study guide for the CGFNS qualifying examination. Philadelphia, Pa. (P.O. Box 8696, Philadelphia 19101): Commission on Graduates of Foreign Nursing Schools, 1986.

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C, Cutamora Marcelino. Forensic document examination and the rules on evidence on expert testimony: Principles, practice, techniques in qualifying, cross-examining and impeaching the forensic document expert. Quezon City, Philippines: Central Book Supply, Inc., 2010.

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Klostranec, Jesse M., and David L. Kolin. The Toronto notes 2012: Comprehensive medical reference and review for the Medical Council of Canada Qualifying Exam Part 1 and the United States Medical Licensing Exam Step 2. Edited by Hong Jonathan and Raghuram Kamini. 2nd ed. Toronto, ON: Toronto Notes for Medical Students, Inc., 2012.

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Canada, Medical Council of. The optimal time to offer the Medical Council of Canada Qualifying Examination Part II: White paper ; an informative report following an official investigation by The Medical Council of Canada. [Ottawa: The Council], 1994.

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Book chapters on the topic "Qualifying examination"

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Dauphinee, W. D., D. E. Blackmore, S. M. Smee, A. I. Rothman, and R. K. Reznick. "Optimizing the Input of Physician Examiners in Setting Standards for a Large Scale OSCE: Experience with Part II of the Qualifying Examination of the Medical Council of Canada." In Advances in Medical Education, 656–58. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_197.

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OAPOSDONNELL, J. "Routine examination." In The Professional Qualifying Examinations, 107–17. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50018-0.

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"Venues, accommodation, examination techniques, and communication." In The Professional Qualifying Examinations, 37–44. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50010-6.

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"Copyright." In The Professional Qualifying Examinations, iv. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50001-5.

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"Contributors." In The Professional Qualifying Examinations, vi. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50002-7.

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"Acknowledgements." In The Professional Qualifying Examinations, vii. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50003-9.

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"Introduction." In The Professional Qualifying Examinations, viii—ix. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50004-0.

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"How to use this book." In The Professional Qualifying Examinations, x—xi. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50005-2.

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"Applying for a pre-registration position." In The Professional Qualifying Examinations, 3–20. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50006-4.

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"Pre-registration year calendar." In The Professional Qualifying Examinations, 21–25. Elsevier, 2004. http://dx.doi.org/10.1016/b978-0-7506-8845-1.50007-6.

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Conference papers on the topic "Qualifying examination"

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Kataev, Alexander, and Dmitriy Kadochnikov. "Hidden causal factors of a medical nature affecting qualifying signs for determining the severity of harm caused to human health when committing crimes against sexual inviolability and sexual freedom of an individual." In Issues of determining the severity of harm caused to human health as a result of the impact of a biological factor. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/conferencearticle_5fdcb03a8e0864.60330005.

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The article considers hidden causal factors of a medical nature (in the form of pathogens of bacterial, viral, protozoal and fungal infections, as well as parasitic diseases) that cannot be detected by visual examination of the subject and require additional laboratory research methods. The necessity of taking into account such factors and the possibility of identifying them is shown for a more objective forensic examination of sexual offenses.
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Groghan, Dan A., and John J. Hartranft. "U. S. Navy Marine Gas Turbine Qualification Testing for the 21st Century." In ASME 1999 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/99-gt-316.

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Two primary topics are addressed in this paper: 1. A brief record of the evolution of U. S. Navy (USN) gas turbine qualification and testing requirements that helped produce the successful engines now in service and 2. Examination of these requirements in light of current and projected defense budgets resulting from changes in the world over the past twenty-five years. The paper proposes changes in the current methods the USN employs in qualifying its gas turbines for surface ship applications. The proposed alternate methods consider commercial testing and service experience as well as testing based on MIL-E-17341 requirements. Finally, the marine gas turbine community is invited to begin a dialogue on the feasibility of these alternate methods.
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Barnard, Jason M. "Propagating ASME PCC-1 Appendix A Compliance." In ASME 2016 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/pvp2016-63228.

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In November 2013 the revised ASME PCC-1 “Guidelines for Pressure Boundary Bolted Joint Assembly” were published including Appendix A, “Training and Qualification of Bolted Joint Assembly Personnel.” This Appendix outlines a training, examination and qualification system for ensuring a consistent level of knowledge and experience for bolting assemblers and specialists working on bolted flange joint assemblies. The ultimate objective is a mobile workforce capable of bolting ASME plant with a minimum performance standard safely and with no subsequent leaks. Major operators and contractors involved in oil and gas, petrochemical and power generation, or any industry that uses bolted flange joint assemblies, can benefit from PCC-1. Benefit recognition has begun with operators now specifying PCC-1 compliance in their procedures and bid packages. However, nearly three years after the introduction of Appendix A the number of Qualifying Organizations approved to deliver the program and individuals qualified via these programs remains stubbornly small in comparison with other programs and insufficient to meet the future safety demands of the industry or the objective of PCC-1 and Appendix A. This technical paper reviews key elements of Appendix A, compares Appendix A with other international qualifications and suggests recommendations intended to increase recognition and compliance with these guidelines. The recommendations and expected benefits follow from an extensive review of work by other organizations and published data concerned to reduce recorded leaks from bolted joints, including: a) Implementation lessons learned from a Qualifying Organization and Review Organization. b) Current international qualifications and the differing routes to achieve each qualification including: 1) ASME PCC-1 Appendix A Training and Qualification of Bolted Joint Assembly Personnel. 2) European standard EN1591-4 Qualification of personnel competency in the assembly of the bolted connections of critical service pressurized systems. 3) Engineering Construction Industry Training Board (ECITB) Mechanical Joint Integrity (MJI) technical training standards and Step Change in Safety Mechanical Joint Integrity Route to Competence Guidance 4) Additional country specific qualifications c) Program effectiveness study of the Engineering Construction Industry Training Board (ECITB) Mechanical Joint Integrity (MJI) program and the Step Change in Safety Hydrocarbon Release (HCR) model set up to achieve leak reduction in the UK North Sea sector. Finally, the paper will conclude with outlining the benefits to be gained globally through standardization of international qualification programs to enable true portability including: a) The need to increase the number of auditable Qualifying Organizations able to deliver the program, qualify individuals and engage operator/contractors in the process. b) Importance of effective communication and summary of the guidelines.
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Sohn, Myoung-Sung, Hyun-Jae Joo, Hoon-Seok Byun, and Jong-Hae Kim. "Introduction to KEPIC (Korea Electric Power Industry Code)." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16827.

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Korea Electric Power Industry Code (KEPIC) has been developed on the basis of referring to the prevailing U.S. codes and standards which had been applied to the electric power facilities in Korea. KEPIC has been applied to the construction of Ulchin Nuclear Units 5&6 since 1997 as per the endorsement of Ministry of Science and Technology, and is being completely applied to the construction of Shin-Kori and Shin-Wolsung Nuclear Power Plants (NPPs) in Korea and of Barakah NPPs in UAE. Although the technical requirements of KEPIC related to design and inspections for pressure vessels have been developed on the basis of the American Society of Mechanical Engineers (ASME) Boiler and Pressure Vessel Code (BPVC), Korea Electric Association (KEA) that is KEPIC maintenance organization is trying to find and improve unreasonable requirements based on the acquired experiences for the continuous construction and operation of NPPs. In the administrative requirements, KEPIC, unlike ASME, adopted not only mechanical field but also electrical field related to NPPs. Furthermore, the qualifying system for services such as Nondestructive Examination, Heat Treatment, Design and Equipment Qualification Organization was adopted to improve safety and reliability for NPPs. In the technical and administrative requirements, KEA has been performing betterment studies such as ‘integration of welding coordinator in welding quality system of KEPIC’, ‘induction of Korean national standards (KS) materials equivalent to ASME/ASTM materials into KEPIC-MH codes’. The result of study for development of Steel-plate Concrete (SC) structure and modularization technique for NPPs has been adopted to 2010 edition of KEPIC-SNG.
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Byun, Hoonseok, Jonghae Kim, Youngho Son, and Banuk Park. "Recent Activity of KEPIC Application for Construction and Operation of Nuclear Power Plants in Korea." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25530.

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Korea Electric Power Industry Code (KEPIC), a set of integrated standards applicable to the design, construction and operation of electric power facilities including nuclear power plants, has been developed on the basis of referring to the prevailing U.S. codes and standards which had been applied to the electric power facilities in Korea. KEPIC has been applied to the construction of Ulchin Nuclear Units 5&6 since 1997 as per the endorsement of Ministry of Education, Science and Technology (MEST), and is being completely applied to the construction of Shin-Kori and Shin-Wolsung Nuclear Power Plants (NPPs) in Korea. Although the technical requirements of KEPIC related to design and inspections for pressure vessels have been developed on the basis of the American Society of Mechanical Engineers (ASME) Boiler and Pressure Vessel Code (BPVC), Korea Electric Association (KEA) that is KEPIC maintenance organization is trying to find and improve unreasonable requirements based on the acquired experiences for the continuous construction and operation of NPPs. In the administrative requirements, KEPIC, unlike ASME, adopted not only mechanical field but also electrical field related to NPPs. Furthermore, the qualifying system for services such as Nondestructive Examination, Heat Treatment, Design and Equipment Qualification Organization was adopted to improve safety and reliability for NPPs. In the technical requirements, KEA has been performing betterment study such as pressures for system hydrostatic test, temperatures for Post-Weld Heat Treatment (PWHT) of P-No. 4 materials, counterbore for Pre-Service Inspection (PSI) of elbows in piping systems. The construction method of Steel Plate Concrete (SC) structure studied by Korea Hydro & Nuclear Power Co., Ltd. (KHNP), has been adopted to KEPIC, recently. In the case of inservice NPPs, KEA is trying to establish the equivalent material tables for ASME unassigned materials to solve problems of material during the Repair & Replacement step. KEA is performing development study for Standard Welding Procedure Specification (SWPS) which can be used for production weld without any specific procedure qualification test performed by manufacturers in order to improve reliability and reduce costs. The SWPS will be adopted in KEPIC-MQW Appendix. KEA hopes to collaborate and grow with other Standard Development Organizations (SDOs) through the above efforts.
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Higuchi, Katsuichi. "Quality Assurance for Education Content and Evaluation of Mastery of Skills by Using Qualifying Examinations in University Classes." In 2012 IIAI International Conference on Advanced Applied Informatics (IIAIAAI). IEEE, 2012. http://dx.doi.org/10.1109/iiai-aai.2012.67.

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