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Books on the topic 'Retention models in RPLC'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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1

Turner, Jennifer. Teacher compensation: Issues and emerging models. Arlington, Va: Educational Research Service, 2005.

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2

Education, Ontario Ministry of. Student retention and transition: A selection of program models. Toronto, Ont: Queen's Printer for Ontario, 1990.

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3

Jacob, Brian. The effect of grade retention on high school completion. Cambridge, Mass: National Bureau of Economic Research, 2007.

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4

Bower, David E. Retention time simulation for Bushy Park Reservoir near Charleston, South Carolina. Columbia, S.C: U.S. Dept. of the Interior, U.S. Geological Survey, 1993.

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5

Kokisch, Sandra. Evolution and validation of bioadhesion models predictive of retention in the oral cavity. Portsmouth: University of Portsmouth, 2002.

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6

Miller, Donald C. An analysis of economic retention models for excess stock in a stochastic demand environment. Monterey, Calif: Naval Postgraduate School, 1994.

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7

Argüden, R. Yılmaz. Rational expectations criticism in a microeconomic setting: The case of military personnel retention models. Santa Monica, CA (1700 Main St., P.O. Box 2138, Santa Monica 90406-2138): Rand Corp., 1987.

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8

Bower, David E. Retention time simulation for Bushy Park Reservoir near Charleston, South Carolina. Columbia, S.C: U.S. Dept. of the Interior, U.S. Geological Survey, 1993.

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9

Bower, David E. Retention time simulation for Bushy Park Reservoir near Charleston, South Carolina. Columbia, S.C: U.S. Dept. of the Interior, U.S. Geological Survey, 1993.

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10

Bower, David E. Retention time simulation for Bushy Park Reservoir near Charleston, South Carolina. Columbia, S.C: U.S. Dept. of the Interior, U.S. Geological Survey, 1993.

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11

Argüden, R. Yılmaz. Personnel management in the military: Effects of retirement on the retention of personnel. Santa Monica, CA: Rand, 1986.

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12

Akan, A. Osman. Urban stormwater hydrology: A guide to engineering calculations. Lancaster, Pa: Technomic Pub. Co., 1993.

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13

Winges, K. D. Continued analysis and derivation of a method to model pit retention. Research Triangle Park, N.C: U.S. Environmental Protection Agency, Office of Air and Radiation, Office of Air Quality Planning and Standards, 1986.

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14

Mrowiec, Maciej. Efektywne wymiarowanie i dynamiczna regulacja kanalizacyjnych zbiorników retencyjnych. Częstochowa: Wydawn. Politechniki Częstochowskiej, 2009.

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15

Education, Ontario Ministry of. Student retention and transition, a selection of program models =: Maintien et transition des élèves, un recueil de programmes efficaces. Toronto: Ministry of Education, 1988.

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16

Cave, Jonathan A. K., 1951-. and Carrillo M. J. 1949-, eds. Background and theory behind the compensation, accessions, and personnel management (CAPM) model. Santa Monica, CA: RAND, 2003.

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17

1944-, Robbert Albert A., ed. A tutorial and exercises for the compensation, accessions, and personnel management (CAPM) model. Santa Monica, CA: RAND, 2003.

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18

L, Gilroy Curtis, Horne David K, and Smith D. Alton, eds. Military compensation and personnel retention: Models and evidence. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 1991.

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19

Fund, Inc Thurgood Marshall Scholarship. Models for Success: Supporting Achievement and Retention of Black Males. Thurgood Marshall Scholarship Fund, 2006.

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20

Student retention success models in higher education: Edited by Clinita Arnsby Ford. Tallahassee, FL: CNJ Associates, Inc., 1996.

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21

R, Aragon Steven, ed. Beyond access: Methods and models for increasing retention and learning among minority students. San Francisco: Jossey-Bass, 2000.

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22

Todd, Sorensen, and National Bureau of Economic Research., eds. Migration creation, diversion, and retention: New Deal grants and migration: 1935-1940. Cambridge, Mass: National Bureau of Economic Research, 2007.

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23

Hosek, James, Michael G. Mattock, and Beth J. Asch. A New Tool for Assessing Workforce Management Policies Over Time: Extending the Dyamic Retention Model. RAN, 2013.

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24

Louis, Carter, Giber David J, and Goldsmith Marshall, eds. Best practices in organization development and change: Culture, leadership, retention, performance, coaching : case studies, tools, models, research. San Francisco: Jossey-Bass Publishers, 2001.

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25

Enhancing the Minority Presence in Graduate Education IV: Models and Resources for Minority Student Recruitment and Retention. Council of Graduate Schools, 1992.

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26

Influence of two-phase thermocapillary flow on cryogenic liquid retention in microscopic pores. Washington, D.C: American Institute of Aeronautics and Astronautics, 1994.

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27

Hickey, Raymond. Retention and Innovation in Settler Englishes. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.020.

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The transportation of English overseas in the colonial period, between approximately 1600 and 1900, from different parts of England, Scotland, and Ireland led to the rise of diverse varieties of English depending on the source area from which most of the founder generation originated from as well as on the mixture of dialects at the overseas locations and the ecologies of these sites. This study is concerned with the extent to which features of English input to new overseas varieties were retained and what factors were instrumental in this process (e.g., whether the areas are relic or diaspora locations). Further issues in this complex are considered, for example, focusing, reanalysis of variation, internal dialect patterning, and the refunctionalization and reallocation of features. Innovation, as the reverse process of retention, is then considered, specifically the internal and external motivation for this. In addition, shared innovations across the Anglophone world are looked at. Finally, the various models for accounting for the genesis of new varieties of English are examined.
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28

McCall, John J., and Glenn A. Gotz. A Dynamic Retention Model for Air Force Officers: Theory and Estimates (Rand Corporation//Rand Report). Rand Corp, 1985.

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29

Ausink, John. Background and Theory Behind the Compensation, Asccessions, and Personnel Management. RAND Corporation, 2004.

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30

Arnold, W. David, and Arthur H. M. Burghes. In Vitro and In Vivo Models of Spinal Muscular Atrophy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0035.

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Spinal muscular Atrophy (SMA) is caused by reduced levels of the SMN protein. In humans this is caused by loss of SMN1 and retention of SMN2. The challenge in modelling SMA, in either tissue culture cells or animals, is first to obtain the desired SMN levels equivalent to what is observed in SMA. Various models of SMA in tissue culture cells, invertebrates, and mammals have been created have been developed. The targets of SMN reduction that are most relevant for the pathogenesis of SMA and how the phenotype of SMA can be modified independent of SMN levels are two important questions that remain unanswered. Here the current in vitro and in vivo models of SMA are summarized.
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31

Ausink, John. A Tutorial and Exercises for the Compensation, Accessions, and Personnel Management Model. RAND Corporation, 2004.

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32

Aragon, Steven R. Beyond Access: Methods and Models for Increasing Retention and Learning Success Among Minority Students: New Directions for Community Colleges (J-B CC Single Issue Community Colleges). Jossey-Bass, 2001.

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33

Selim, Hussein Magd Eldin, 1944- and Sparks, Donald L., Ph. D., eds. Physical and chemical processes of water and solute transport/retention in soils: Proceedings of a symposium sponsored by Divisions S-1 and S-2 of the Soil Science Society of America in Baltimore, MD, 18 to 22 October 1998. Madison, Wis: Soil Science Society of America, 2001.

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34

A, Ausink John, ed. User's guide for the compensation, accessions, and personnel management (CAPM) model. Santa Monica, CA: RAND, 2003.

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35

Paavilainen, Janne, Hannu Korhonen, Elina Koskinen, and Kati Alha. Heuristic evaluation of playability. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794844.003.0015.

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The fierce competition in the video games market and new revenue models such as free-to-play emphasize the importance of good playability for first-time user experience and retention. Cost-effective and flexible evaluation methods such as heuristic evaluation is suitable for identifying playability problems in different phases of the game development life cycle. In this chapter we introduce the heuristic evaluation method with updated playability heuristics, present example studies on identifying playability problems in social network games, and propose new heuristics for evaluating free-to-play games.
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36

Cohen, Mary Ann, James Bourgeois, Weston Fisher, and David Tran. How to Establish An Integrated Ambulatory Care Program Co-Located in An HIV Clinic. Edited by Mary Ann Cohen, Jack M. Gorman, Jeffrey M. Jacobson, Paul Volberding, and Scott Letendre. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199392742.003.0008.

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The pragmatic aspects of all steps involved in establishing an integrated psychiatry (and other mental health) care model in a HIV outpatient clinic are discussed in detail in this chapter. These include initial outreach inquiry, interdepartmental discussion, business case analysis, logistics in establishing clinical routines and operating relationships, utilization management, information technology, and research and educational opportunities specific to this model of collaborative care. The beneficial aspects of integrated care include increased engagement and retention in HIV care and decreased HIV morbidity and mortality. A biopsychosocial approach provides a model for compassionate and multidimensional care. Readers are encouraged to apply this framework within the parameters of their local institutions when establishing integrated psychiatric care models in HIV clinics.
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37

Frey, Bruno S., and Jana Gallus. Awards in Firms. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798507.003.0006.

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Money is not always successful in sustaining and raising employee motivation. When money is perceived to be controlling, financial incentives may backfire and undermine motivation. High-powered incentives can also lead to strategic behaviour and gaming. Many firms are aware of the limitations of monetary incentives. They use non-financial rewards in an effort to sustain and raise employee motivation. Awards are a special kind of non-financial yet extrinsic incentive, whose value resides primarily in the recognition conveyed among peers and in the public. Awards are used in firms to raise employees’ motivation, to foster retention, and to establish role models. They are a valuable component of organizations’ human resource strategy. Outside the boundaries of the firm awards are used to set standards, to establish norms, and to support innovation. Awards may have unintended motivational effects, particularly on non-recipients. Awards may create and foster competitive advantage.
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38

Dhaun, Neeraj, and David J. Webb. Endothelins and their antagonists in chronic kidney disease. Edited by David J. Goldsmith. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199592548.003.0114_update_001.

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The endothelins (ETs) are a family of related peptides of which ET-1 is the most powerful endogenous vasoconstrictor and the predominant isoform in the cardiovascular and renal systems. The ET system has been widely implicated in both cardiovascular disease and chronic kidney disease (CKD). ET-1 contributes to the pathogenesis and maintenance of hypertension and arterial stiffness, as well endothelial dysfunction and atherosclerosis. By reversal of these effects, ET antagonists, particularly those that block ETA receptors, may reduce cardiovascular risk. In CKD patients, antagonism of the ET system may be of benefit in improving renal haemodynamics and reducing proteinuria, effects seen both in animal models and in some human studies. Data suggest a synergistic role for ET receptor antagonists with angiotensin-converting enzyme inhibitors in lowering blood pressure, reducing proteinuria, and in animal models in slowing CKD progression. However, in clinical trials, fluid retention or cardiac failure has caused concern and these agents are not yet ready for general use for risk reduction in CKD.
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39

Peterson, Carol, Emily M. Pisetsky, and Caroline E. Haut. Self-Help and Stepped Care Treatments for Eating Disorders. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.19.

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This chapter provides an overview of self-help and guided self-help treatments for eating disorders as well as stepped care models for treatment delivery. Empirical evidence suggests that although guided self-help approaches may have relatively higher efficacy and retention rates than self-help treatment, data from comparison trials are inconsistent. Robust treatment predictors, moderators, and mediators have not been identified other than rapid response as a predictor of outcome for cognitive-behavioral guided self-help, which may be useful in informing stepped care treatment. Stepped care models have received some empirical support and, in addition to potentially reducing treatment costs, may enhance efficacy by providing individuals who are not responsive to initial treatments with alternative or adjunctive interventions. Research using adaptive and tailored designs for treatment is needed to improve treatment efficacy and dissemination. Further research is needed in cost-efficacy, implementation, clinician training models, and patient preferences and acceptability.
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40

Aschieri, Filippo, Francesca Fantini, and Justin Dean Smith. Collaborative/Therapeutic Assessment. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.23.

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The Collaborative/Therapeutic Assessment (C/TA) paradigm represents a significant shift from the traditional aims and techniques of psychological assessment. C/TA deliberately employs a variety of evidence-based techniques intended to maximize the potential that the process of assessment will result in meaningful therapeutic benefits for clients. The empirical support for the effectiveness of the C/TA approach is promising and demonstrates direct intervention effects on such indicators as self-esteem and symptomatology, as well as improvements in constructs and processes salient to continued psychological care, including the therapeutic alliance, treatment readiness, and distress. C/TA has also been shown to increase participation and retention in subsequent indicated mental health services for populations that traditionally are difficult to engage. This chapter describes the history and evidence-based theory behind C/TA approaches; describes the steps and procedures of the semi-stuctured Therapeutic Assessment model, and presents a thorough discussion of the application of a variety of therapeutic techniques (e.g., circular questioning, scaffolding, psychoeducation, shame modulation, mentalizing) in the context of the C/TA paradigm that increase the likelihood that assessment will result in clinically relevant outcomes. These techniques are applied in a variety of therapy models in psychology but have only recently been explicitly used in the context of psychological assessment for adults, couples, and families with children or adolescents.
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41

Beyer, Gerald J. Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.001.0001.

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Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices, which hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of CST such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely impacted efforts on Catholic campuses to promote worker justice on campus, equitable admissions, financial aid, and retention policies, diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members, just investment, and stewardship of resources and the environment. Just Universities represents a unique contribution to the discussion of mission and identity in Catholic higher education, which almost exclusively focuses on issues such as curriculum, philosophy of education, and religious rituals on campus, while overlooking the obligation to promote justice and human dignity both beyond and within the institution’s walls. By critiquing failures to embody Catholic social teaching on campuses, commending already existent promising practices, and proposing ways in which Catholic colleges can foster stronger commitment to CST, Just Universities illustrates how Catholic social teaching can undergird a just model of higher education in the age of the corporatized university.
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42

Biel Portero, Israel, Andrea Carolina Casanova Mejía, Amanda Janneth Riascos Mora, Alba Lucy Ortega Salas, Luis Andrés Salas Zambrano, Franco Andrés Montenegro Coral, Julie Andrea Benavides Melo, et al. Challenges and alternatives towards peacebuilding. Edited by Ángela Marcela Castillo Burbano and Claudia Andrea Guerrero Martínez. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/9789587602388.

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Rural development and peacebuilding in Colombia have been highly prioritized by higher education institutions since the signing of the Peace Agreement between the National Government and the FARC-EP. This has resulted in the need to further analyze rural strategies that contribute towards a better life for the population of territories where armed conflict is coming to an end, whilst understanding the pressing uncertainty that this process implies; on the one hand, for the urgency of generating rapid and concrete responses to social justice and equity, and on the other, because fulfilling the agreement guarantees scenarios of non-repetition of the war in the country. These were some of the reflections that motivated the research project “Rural development alternatives for peacebuilding: educational strategies to strengthen the ability of producers and young people that contribute to the coffee production chain in the municipalities of Leiva, Policarpa and Los Andes of the department of Narino, with international impact in the province of Carchi-Ecuador”. This work is presented as an investigative result that contains the analysis of theoretical and territorial Dynamic contributions regarding the construction of peace, education and the economy for rural development. The book is made up of three parts: Part 1 gathers sociological, legal and demographic works on the challenges of peacebuilding with the national and departmental context of Narino, and looks at human rights from the perspective of population health and quality of life. Part 2 presents texts on the dynamics of rural education in Colombia; national challenges and lessons learned based on case studies of specific forms of education. Part 3 presents economic analyses regarding the models that are behind the conception of rural development and the productive and institutional dynamics of the local sphere for the generation of employment and income. All three parts are relevant at both the national level and also the more specific area of the department of Narino and within this, the Cordillera region. This area, historically affected by the armed conflict, despite experiencing continuing uncertainty regarding the resurgence of violence and the increase in illegal crops, has also reignited hope with regards to finding solutions to the problems seen in the countryside; through educational, community and productive experiments. Although there are contradictory dynamics, the authors agree that the rural territory is a scene of permanent and collective construction, mediated by constant social struggles and power disputes with the State. It is therefore necessary to rethink the strategies for implementing the Peace Agreement in this region, with participatory scenarios being provided to include the rationale specific to rurality, such as: justice and reconciliation, social pedagogy, pertinence of study and student retention rates, social and solidarity economy, productive associativity, demographic conditions and health; including the physical, mental and social wellbeing of rural workers. With this work, we hope to reflect collectively with academics and human rights activists, spurring an increase in studies of rural areas and those analyses of community and innovative strategies that reinforce the road towards the construction of a lasting peace with social justice in Colombia.
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