At the University of Adelaide, the total number of students enrolled in any course is controlled by quotas on the number of new entrants to the course each year. A linear relationship is used to forecast total enrolment given the number of new students in each previous year ; for future years, the number of new students is taken to be the size of the quota. Chapter 1 relates the methods in use at the University of Adelaide to the work of other authors and demonstrates how a Markov model may be used to obtain the lifetimes of students in a particular course, namely the Ph.D. degree course. Chapter 2 then develops a linear programming model which mimicks the forecasting method already in use and which determines the intake quotas over a period of years that use as much as possible of the course capacity while satisfying certain constraints. These constraints en - sure that the total enrolment each year is no greater than the capacity in that year and that the intakes are non - decreasing and no greater than some maximum value. In particular, the programme is designed to be used to determine strategies which move the course into a constant enrolment, or non - growth, period while accounting for restrictions on the permissible rate of growth. It is shown that the special structure of the problem may be exploited to find a particular solution which is optimal for several, commonly encountered objective functions. The requirement that the intakes should be integral is discussed and is shown to pose very little additional difficulty. An example from the University of Adelaide is used to illustrate the methods. Chapter 3 considers extensions of the basic model ( the single - grade, single - course case ) to situations where there are several grades within a course with capacities on some of these grades or where several inter - related courses are to be planned at the same time. Finally, chapter 4 contains a discussion of the applicability of the work of the thesis and suggests possibilities for further extensions. / Thesis (Ph.D.)--Department of Applied Mathematics, 1975.

This paper extends respectively Gale-Shapley¡¦s model and Balinski-Sonmez¡¦s model to analyze the college admission problem and the student placement problem in the case of Taiwan. Given the assumption that time is not considered as a critical dimension of this issue, it is argued that Taiwan¡¦s admission mechanism is in accordance with the criterion of the student optimal stable mechanism with number restriction. As well, the outcome of Taiwan¡¦s admission mechanism exhibits features which are similar to that of the student optimal stable matching with number restriction. However, with regard to Taiwan¡¦s student placement mechanism, it is demonstrated that inefficiency may prevail.

Although master's institutions enroll a substantial student population in the United States, a large percentage of which are minorities, relatively little has been written with regard to how master's institutions approach enrollment management. This mixed methods study examines the enrollment priorities and recruitment strategies of master's institutions to reveal how master's institutions are prioritizing their commitments to institutional quality, access, and financial stability, the types of recruitment strategies these institutions are utilizing to uphold their commitments, and the impact of these recruitment strategies, particularly upon issues of access. The study also makes use of a theoretical framework informed by academic capitalism theory, game theory, and institutional theory to explain why master's institutions may be prioritizing certain enrollment goals and adopting particular recruitment strategies. Findings from this study suggest master's institutions may be embracing market-oriented enrollment behaviors that prioritize revenue maximization, consequently reinforcing the advantages of the privileged and serving as vehicles for social reproduction.

At the University of Adelaide, the total number of students enrolled in any course is controlled by quotas on the number of new entrants to the course each year. A linear relationship is used to forecast total enrolment given the number of new students in each previous year ; for future years, the number of new students is taken to be the size of the quota. Chapter 1 relates the methods in use at the University of Adelaide to the work of other authors and demonstrates how a Markov model may be used to obtain the lifetimes of students in a particular course, namely the Ph.D. degree course. Chapter 2 then develops a linear programming model which mimicks the forecasting method already in use and which determines the intake quotas over a period of years that use as much as possible of the course capacity while satisfying certain constraints. These constraints en - sure that the total enrolment each year is no greater than the capacity in that year and that the intakes are non - decreasing and no greater than some maximum value. In particular, the programme is designed to be used to determine strategies which move the course into a constant enrolment, or non - growth, period while accounting for restrictions on the permissible rate of growth. It is shown that the special structure of the problem may be exploited to find a particular solution which is optimal for several, commonly encountered objective functions. The requirement that the intakes should be integral is discussed and is shown to pose very little additional difficulty. An example from the University of Adelaide is used to illustrate the methods. Chapter 3 considers extensions of the basic model ( the single - grade, single - course case ) to situations where there are several grades within a course with capacities on some of these grades or where several inter - related courses are to be planned at the same time. Finally, chapter 4 contains a discussion of the applicability of the work of the thesis and suggests possibilities for further extensions. / Thesis (Ph.D.)--Department of Applied Mathematics, 1975.

Thesis (doctoral)--Universität Göttingen.

Class of 2006 Abstract / Objectives: To assess the accuracy of medication histories taken upon hospital admission. Methods: This study was a prospective chart review comparing the accuracy of hospital admission medication histories with outpatient pharmacy and physician records. Eleven hundred patients admitted to El Dorado Hospital were eligible for participation. Patients were excluded if they were: under 18 years old, non-English speaking, in a room with precautions, transferred from a hospital or skilled nursing facility, unable to give oral consent, or admitted to a geri-psychiatric unit. After verification of medication, dose, and schedule with outpatient pharmacy and physician records, the findings were documented as perfect agreement, error of omission, or error of commission. Results: One hundred and nineteen patient histories were analyzed. Forty three patients (36%) had at least one error in their medication history. Of the 582 medications verified for accuracy, 491 medications were accurate and 91 errors were identified. Of the errors identified, 64 were errors of commission and 27 were errors of omission. The average age of patients who had at least one error type was 74.9 years, and the average age of patients who did not have any errors was 68.3 years (p = 0.004). Medication histories with six or more medications were more commonly associated with errors (p = 0.001). There was no relationship between medication history errors and specific classes of medications such as cardiovascular, lipid-lowering, and antidiabetic agents. Conclusions: Medication histories for patients older than 75 years or those that contain six or more medications are more likely to contain an error. There appears to be no link between medication class and occurrence of error. While this study does not address methods to reduce error rates, verification of medication histories with outpatient pharmacies and physicians may help reduce hospital medication errors and promote positive health outcomes.

The dilemma of accounting for race, class and equity in admission to university education is not a new one. And yet it remains a heated debate and an unsolved problem to this day. The grey areas surrounding this dilemma far outweigh the proverbial black and white. This study argues that the equity dilemma may have much to do with the way access is granted into university and aimed to offer actionable alternatives to the debate surrounding the equity dilemma: should access be granted – in attempt to redress past inequalities - on the basis of race or class? By focusing on race and/or class, we may misread the underlying signals of agency and resilience in students who work against disadvantage, even at times thrive in the face thereof, and transcend (or has the potential to transcend) all of these imposed restrictions and obstacles. In the field of education, the figure of the French sociologist Pierre Bourdieu looms large, and for this reason, amongst others, I mainly draw on his ideas to expand on how I came to understand this interplay between educational disadvantage as structure and the ability of some students to succeed, as agency. Yet, I did not find sociological notions of agency completely satisfactory in my attempts to understand why some students excel despite challenges and hence attempted to enrich the sociological notion of agency with a complimentary focus on the psychological concept of resilience. Consequently, my argument was that if resilience and agency is demonstrated by a student and can be perceived, it must be possible to assess it and to determine, before allowing a student access to university whether he/she is in possession of such traits. This was to be done by examining a biographical questionnaire (BQ) for its usefulness in identifying resilient-agency (R-A) and then, if it is found to be useful, implement such a BQ to augment placement at the University of Pretoria. The BQ was administered to two cohorts of students in 2012 (n=118) and 2013 (n=229) respectively. The data from the BQ was used to identify interview participants and interviews were consequently conducted with seven participants. A narrative analysis was done on the qualitative and quantitative data whereby the data was restoried into narratives. With the permission of the Registrar, the first-year marks of the students were added and organised into the narratives. A thematic analysis of the narrative was done and elucidated through the inclusion of the theoretical framework underpinning this study. Various questions arose in grappling with the positioning of the concepts resilience and agency in this study and specifically into the narratives. In wresting with them, a shift in my own theoretical understanding of these two concepts led to the investigation of a possible amalgamation of the two terms. As a result, a new conceptual language is introduced that builds on resilience and agency. The contribution of this study is found in the identification and discussion of the potential indicators for resilient-agency (R-A) as identified from the narratives presented and positioning them in such a way that they inform the future development of the BQ into an instrument that has the potential to identify R-A and therefore augment the process of university admissions and effectively address the equity dilemma. / Thesis (PhD)--University of Pretoria, 2019. / Sociology / PhD / Unrestricted

The growing number of candidates for allied health programs and the continued quest for identification of ideal candidates increases the pressure for allied health programs to continually improve their selection process. Despite past and recent research and the significant amount of literature on admission criteria for selective allied health programs, there is limited research on faculty perceptions of the interview as part of the admission criteria. For this study, interviews were conducted with fifteen allied health faculty members who teach in a program with selective admissions. The interviews consisted of seven open-ended questions and were audio-recorded, then transcribed through Temi.com. The transcriptions were analyzed for common themes. The participants agreed that an interview is an important component of the selective admissions criteria particularly for assessing the candidate’s ability to communicate and interact with others.

In recent years, the American Association of Colleges of Pharmacy (AACP) has encouraged the application of big data analytic techniques to pharmaceutical education. Indeed, the 2013-2014 Academic Affairs Committee Report included a "Learning Analytics in Pharmacy Education" section that reviewed the potential benefits of adopting big data techniques.1 Likewise, the 2014-2015 Argus Commission Report discussed uses for big data analytics in the classroom, practice, and admissions.2 While both of these reports were thorough, neither discussed specific analytic techniques. Consequently, this commentary will introduce classification trees, with a particular emphasis on their use in admission. With electronic applications, pharmacy schools and colleges now have access to detailed applicant records containing thousands of observations. With declining applications nationwide, admissions analytics may be more important than ever.3.

No description available.