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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Neogene and Quaternary tectonics and sedimentation in Western Greece

Underhill, J. R. January 1985 (has links)
No description available.
2

Palaeomagnetic and magnetic fabric investigations of tertiary rocks from Alexandroupolis area, N.E. Greece

Spais, C. January 1987 (has links)
No description available.
3

Students' perspectives of assessment at the tertiary level of education.

Diaz, Ilonka Constanza Babarovich 11 June 2009 (has links)
University students worldwide regularly encounter assessments in their courses and the results obtained are used to make important decisions about their movement from one year of study to the next. This makes students vital stakeholders in the assessment practices of institutions and illustrates how issues related to the topic of assessment and assessment practices are critical to students. Many authors and researchers advocate the idea that the perspectives of students’ themselves are important wherever questions of assessment arise. Furthermore, assessments take on various forms and are understood and therefore utilised in a particular manner depending on their context. This study thus aimed to describe assessments used at a specific South African university from the students’ perspective. Seventeen third year level Psychology students participated by completing a demographic questionnaire and taking part in one of four focus groups which were transcribed. The data were analysed using thematic content analysis. The research yielded results pertaining to many different aspects of assessment. Participants perceived the purposes of assessment in the same manner as described in the literature, namely to measure knowledge, ability to cope and institutional standards. They viewed each form of assessment (multiple choice tests, open-ended test and examinations, essay assignments and group work) as having a specific purpose and different advantages and disadvantages and indicated that they prepared for each type of assessment using different strategies, depending on the form. Participants understood assessments in terms of the types of task that each required them to complete but were more concerned about the conditions under which they were expected to complete them. The time constraint element in particular was viewed as detracting from performance rather than as part of the assessment task. Other individual and contextual factors were perceived as important but were often not accounted for or able to be accounted for in assessments. Participants appeared motivated to succeed by achieving high marks rather than by achieving the intended course outcomes and assessment purposes and time management was identified as an important aspect of coping. In general, the participants seemed to perceive assessment and the various forms thereof in a similar manner and in line with literature.
4

A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia

Editech@iinet.net.au, Pamela-Anne Shanks January 2006 (has links)
This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
5

Stratigraphic and structural development of the St. Vincent tertiary basin, South Australia

Stuart, William Joseph January 1969 (has links)
iii, 260 leaves : ill., charts & maps in back pocket / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.1970) from the Dept. of Geology, University of Adelaide
6

The Maslin Bay fossil flora : an analysis of cuticular features

Harvey, Wayne John. January 1974 (has links) (PDF)
No description available.
7

A New Fitness Function for Evaluating the Quality of Predicted Protein Structures

Chen, Chun-jen 02 September 2010 (has links)
For understanding the function of a protein, the protein structure plays an important role. The prediction of protein structure from its primary sequence has significant assistance in bioinformatics. Generally, the real protein structures can be reconstructed by some costly techniques, but predicting the protein structures helps us guess the functional expression of a protein in advance. In this thesis, we develop three terms as the materials of the fitness function that can be successfully used in protein backbone structure prediction. In the result of this thesis, it shows that over 80% of good values calculated from our fitness function, which are generated by the genetic programming, are better than the average in the CASP8.
8

Blended learning in tertiary education : a science perspective.

Mackinven, Kathryn January 2015 (has links)
Blended learning has been suggested as having the potential to transform tertiary education through its ability to provide flexible learning options, cost reductions and high quality educational experiences. Combining the benefits of both the face-to-face and online learning environments, blended learning provides opportunities for tertiary education organisations to improve the engagement, satisfaction and achievement of students. Tertiary science is experiencing issues with student recruitment and retention due to it being complex and challenging to learn and often poorly taught. Blended learning, therefore, with its ability to support visualisation of abstract scientific processes, critical thinking and attitudes to science could provide a means to encourage students to study science. However, to date, most studies on blended learning in undergraduate science have focused on evaluating the implementation of a particular blended approach within a small number of science classes or have considered only the teacher or student perspective. This study sought to explore both lecturer and student experiences of blended learning within undergraduate science whilst also considering the institutional context within which science teaching and learning operates. A case study methodology was used to investigate blended learning in undergraduate science in a New Zealand university. Data collection methods included interviews with university management, lecturers and students. Management interviews were used to determine the university’s stage of blended learning adoption and to provide the institutional context for the study. Lecturer and student interviews provided a rich description of each group’s experiences and perspectives of blended learning in science. These were supplemented with lecturer and student surveys which provided breadth to the findings. The findings revealed both the institutional and disciplinary context influence lecturer and student perspectives of blended learning. They also highlighted the similarities between lecturer and student experiences. Lecturer perspectives and issues have long been taken into consideration by tertiary organisations when planning their blended learning implementation. However, this study suggested that student needs and support are equally as important and recommended that they receive the same attention.
9

The use of chiral amine oxides in organic synthesis

Miller, Neil Derek January 1994 (has links)
No description available.
10

A palaeosalinity analysis of the Solent Group (Eocene-Oligocene), the Hampshire Basin, UK

Pendred, Virginia A. January 1999 (has links)
No description available.

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