This study investigates the predictive value of the high-school-level battery of the Tests of General Educational Development (GED) for two-year college academic performance. Statistical analysis of the data was performed using a variety of statistical techniques including univariate and multivariate correlation methods, t-test, and analysis of variance. Of the thirteen hypotheses formulated and tested in the study, eleven were statistically significant at the .05 level. With the acceptance of the majority of the research hypotheses, it is concluded that the GED is a valid predictor of first semester, two-year college GPA. It is also concluded that the use of the standard scores of individual component subtests of the GED as predictors provides valid and slightly more efficient prediction of first semester, two-year college GPA than the use of only mean GED standard score as a predictor, and that GED Test 4, Interpretation of Literary Materials, is the single most effective GED subtest in predicting this criterion.

Dropping out of high school is a nationally recognized problem which has significant implications for both the individual and society as a whole. Increasing the high school graduation rate will reduce the risk for multiple problem behaviors and poor mental and physical health among at-risk adolescents. GED preparation programs are continually regarded as a second chance mechanism for high school dropouts. Social and Emotional Learning (SEL) has a foundational basis in the rigorous research that has been conducted, which clearly indicates that our emotions and relationships affect how and what we learn. SEL attempts to enhance the development of what are perceived to be fundamental social and emotional skills and competencies. This study explores the incorporation of SEL in a GED preparation program for adolescent high school dropouts between the ages of 16 and 18. Due to the exploratory nature of this study, the Delphi Method was used to gather consensus through a panel of experts. / Master of Science

abstract: This study examined the influence of perceived transfer of learning on student engagement, completion rates, and attendance hours of high school equivalency (HSE) students within a Wicked Problems Framework. Local research had shown that over 30% of HSE students stopped attending HSE classes prior to completing 40 instructional hours, and many students cited a lack of relevant, “real-world” application, and the need to pursue employment as the two most common reasons that they stopped attending. To address this issue, an innovation was developed and deployed for one semester at the Rio Salado College Avondale location. The innovation identified the individual career interests of each student in a treatment group, then worked with industry experts in those career fields to develop PowerPoint slides explaining how each HSE math lesson would directly transfer to the student’s career of interest. In addition, hiring managers from each career field that the students expressed interest in visited the class to discuss the need for HSE math skills and to answer any questions about their career and the transferability of what the students were learning. The treatment groups’ attendance hours, completion rates, and self-reported engagement were examined and compared all other HSE math classes at Rio Salado College that took place during the same semester, as well as compared to the instructor of the innovation’s previous math classes. The results showed that students who participated in the innovation had, on average, over 38 more attendance hours than students who did not receive the innovation during the same semester and over 44 more attendance hours than the instructor’s previous classes at the same location. In addition, students who participated in the innovation reported higher engagement and enjoyment in the class than in similar HSE classes that they had previously taken. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

Research on high school dropouts has largely focused on dropout prevention and the identification of risk factors that contribute to leaving school early. While the long-term prognosis of dropouts is often very poor, some individuals manage to change course and return for additional education later in life. In this exploratory qualitative study, five individuals who successfully returned for additional education and continued on to higher education were interviewed. Self-Determination Theory was used to analyze the data, which were examined for the decision-making processes that led to the changes in direction, and the factors that contributed most to facilitating their transitions. Overall, the participants followed similar stages of growth, and ultimately arrived at a turning point that resulted in their new directions. Several themes emerged from their stories, including the need for sufficient social capital, the significance of family and friends, the importance of taking responsibility, and overcoming previous negative experiences.

風險和報酬彼此之間的關係常常都是資產持有者所關心的，人們願意承受高風險以換取高報酬的情形，似乎相當地合乎直覺，然而學者使用不同模型來估計風險趨避係數，卻發現結果大不相同，而本文採2000年到2010年的台灣加權股價指數報酬率為樣本，延續前人研究利用了不對稱每日報酬平方(Asymmetric MIDAS) 、三個不對稱GARCH in Mean模型: Asymmetric GARCH(1,1)-M，Exponential GARCH(1,1)-M還有考慮金融資產報酬率通常非為常態分配的設定下採取的Exponential GARCH(1,1)-M(GED分配)所計算的條件變異數來替代風險，置入跨期資本資產定價模型(Intertemporal CAPM, ICAPM)來估計風險趨避係數。結果發現Asymmetric MIDAS估計者為正值且顯著，而不對稱GARCH模型下僅有EGARCH(1,1)-M(GED分配)所估計者於金融風暴兩年子樣本期間為正值但不顯著外，其餘皆為負值且不顯著。

Made available in DSpace on 2014-06-12T15:07:25Z (GMT). No. of bitstreams: 2 arquivo1479_1.pdf: 1788042 bytes, checksum: 386b76a7a196e88baa52d6d654446b04 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2005 / Esta pesquisa buscou identificar alterações no desempenho e satisfação dos executores de um processo de tratamento informacional de uma organização pública, a partir de uma intervenção de cunho quase-experimental sobre gerenciamento eletrônico de documentos (GED). A pesquisa se deu por meio de um quase-experimento, cujo delineamento escolhido foi identificado como pré-teste e pós-teste aplicado a um único grupo. Por se tratar de uma pesquisa dentro do contexto organizacional, considerando a sua naturalidade e particularidade a metodologia utilizada foi um mix de natureza qualitativa e quantitativa de caráter exploratório e de perfil intervencionista. O propósito do estudo foi realizar uma simulação da utilização de uma ferramenta de gerenciamento eletrônico de documentos em uma tarefa, medindo o desempenho dos funcionários na tarefa com e sem a utilização da ferramenta e resgatar a percepção desses quanto ao seu desempenho e sua satisfação com a tarefa realizada com a ferramenta. O que se encontrou neste quase-experimento é que embora não se possa afirmar que o desempenho dos funcionários melhore com o uso do software, o fato de possuírem uma nova ferramenta de trabalho que lhes desse um maior controle gerencial, maior apoio informacional e lhes permitisse inovar, fez com que a satisfação dos funcionários fosse melhorada sensivelmente

The aim of this study was to investigate whether there was a statistically significant difference in collegiate success rates of GED credential recipients and high school graduates in community colleges. Data obtained from the Kentucky Community and Technical College System (KCTCS) PeopleSoft system at Southeast Kentucky Community and Technical College (SKCTC) were used. The specific research questions investigated were as follows: 1. Is there a significant difference in academic success in the community college as measured by overall grade point average (GPA) of GED credential recipients as compared to high school graduates? 2. Is there a significant difference in academic success between GED credential recipients and high school graduates as it relates to gender? 3. Is there a significant difference in academic success between GED credential recipients and high school graduates as it relates to age? SPSS version 14.0 was used in this research study. Cross tabulations were performed for each question. Group statistics were computed for the data providing the means, standard deviation, and standard error of the mean for each research question. Independent sample tests were also performed, including Levene’s test for equality of variances and t-tests for equality of means. The findings of the study indicate that there was a statistically significant difference in student success rates comparing GED credential recipients and high school graduates. High school graduates had a mean GPA that was 0.368 points higher than that of GED credential students. In addition, there was little difference in GPAs between male and female students. Males had an average mean GPA that was 0.009 points lower than that of female students. Finally, the age of students had a significant influence on overall GPA. The researcher determined that for each year increase in age, there was an increase of 0.018 in GPA.

As a form of high school dropout intervention, many Tennessee school systems implement GED Plus Two Programs to provide opportunities for equivalency credentialing. With recent research related to the impact of equivalency credentialing in mind, exploration of the school and student characteristics and conditions that lead to nontraditional school enrollment appeared to be essential to future intervention and prevention program development. The purpose of this phenomenological study was to explore the perception of young people about the reasons they left the traditional secondary school program in a rural school system in East Tennessee to pursue successful completion of the GED Test while enrolled in a school sponsored GED Plus Two Program. Data were collected through a series of interviews with students, teachers, and administrators. Interviews were recorded and tapes of the interviews were transcribed. Using interpretive analysis, data were examined to determine themes and patterns. Descriptive information about participants was collected from the attendance and scholarship records of students and reported as part of the analysis. Findings were presented for each theme within the context of reviewed literature. Each student presented a unique set of problems and issues within the interview process. A strong placement experience, individualized instruction, supportive and nurturing relationships between students/teachers/administrators, and positive interaction between students were viewed by all categories of participants as important to a successful secondary school experience. Academic difficulties, relationship conflicts, teenage parenthood, chronic truancy, a history of discipline problems and juvenile delinquency, and a family background characterized by financial difficulties and divorce were linked to the decision to exit the traditional secondary school program. The value of program alternatives was emphasized. An examination of practices in elementary and secondary schools to ensure that students experiencing a lack of academic success or disciplinary problems be identified in a timely fashion was recommended. Specific recommendations for changes to current practice included the implementation of productive placement processes such as comprehensive student assessment, the provision of program alternatives, and responsiveness to the unique needs of young parents. The need for additional quantitative and qualitative research was also suggested.

The purpose of this study was to determine if freshman students based on their age, ethnicity, and gender who enter a community college with a GED credential will have a higher cumulative grade point average (GPA) after their first semester than traditional high school graduates. Findings from this study will aid individuals in developing a more accurate perception of the academic abilities of GED graduates. The academic performance of GED graduates was compared with traditional high school graduates after their first semester at a rural community college in the Fall 2007 semester. Intact data from the students f academic records were used for this study (n=680). Graduates were compared on gender, race, and age. Data were analyzed with the t-test and a multiple linear regression. There was not a statistically significant difference in the mean GPA between GED graduates and traditional high school graduates. It was also found that there was a statistically significant difference between the ethnic groups, as whites had higher mean GPAs than the nonwhite students. There was not a statistically significant difference between the mean GPAs among the male and female students. The age of the college students had no influence on GPAs.

Gas-phase electron diffraction (GED) is the only viable technique for the accurate structural study of gas-phase molecules that contain more than ~10 atoms. Recent advances in Edinburgh have made it possible to study larger, more complex, stable molecules using the SARACEN method. This thesis is concerned with obtaining the structures of unstable species, using both standard GED techniques and by developing a new method in which ash vacuum pyrolysis is used to generate short-lived species in situ. In the first part of this thesis nine primary phosphines (R-PH2) with different substituents (R = methyl, vinyl, ethynyl, allenyl, allyl, propargyl, phenyl, benzyl and chloromethyl) are studied by GED. Vinylarsine and vinyldichloroarsine are also studied. Primary phosphines and arsines appear infrequently in the literature owing to their toxicity and high reactivity, especially of the unsaturated systems. The conformational behaviour in these molecules and trends throughout the series are rationalised. As appropriate, comparisons are made to analogous amines and the differences found are discussed. Tertiary phosphines (R3P) are routinely protected by complexation with borane (BH3) and it has been proposed that this technique could be extended to primary phosphines. As an extension of the initial investigation, the GED study of methylphosphine-borane offers an insight into structural changes that occur upon complexation, although attempts to study larger phosphine-borane complexes by GED proved dificult. The structures and bonding trends in a series of phosphineborane adducts are discussed, mainly using the results of ab initio calculations. The second part of the thesis details the implementation of a new, very high temperature nozzle, which allows the generation of short-lived species by pyrolysis. The workings of this nozzle are discussed and the study of the structure of ketene, generated from three different precursors, is detailed. The benzyl radical has also been studied, and a preliminary GED structure is presented. As a result of this work the molecular structures of Meldrum's acid and dibenzylsulfone are also presented, having been determined in the gas phase for the first time.