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51	An Examination of African-American Male Awareness of and Application to Honors Programs Unknown Date (has links) The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection Academic achievement -- United States College student development programs Minority students -- Education (Higher) Talented students -- Education (Higher)
52	CURRENT CHALLENGES AFFECTING THE EUROPEAN COURT OF JUSTICE Van Dyke, Kevin Joseph January 2004 (has links) No description available. Diplomacy and Foreign Affairs Political Science European Court of Justice European Union EU Europe Law Court Justice Luxembourg European Studies Legal Studies Comparative Political Studies Comparative Legal Studies University Honors Thesis
53	Faculty Senate Minutes November 7, 2016 University of Arizona Faculty Senate 06 December 2016 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Special Election Constitution & Bylaws Revisions Presidential Search Committee Elliott Cheu Interim Dean Honors College Edward Villella Banner Faculty Nontenure Track Nontenure Eligible BA in World Literature Masters in Persian & Iranian Studies PhD in Persian and Iranian Studies Student Persistence Student Success Student Retention
54	Faculty Senate Minutes May 2, 2016 University of Arizona Faculty Senate 14 September 2016 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Mary Hardin Dean Search CAPLA College of Education Honors Re-visioning Task Force Tim Bee Diversity Task Force Multi-year salary plan Revisions to UA Faculty Bylaws Revisions to UA Faculty Constitution Proposed changes to UHAP Grade Replacement Opportunity Readmission Program
55	Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students Boazman, Janette Kay 08 1900 (has links) As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers. Framed by Sayler's theoretical model of giftedness and thriving, this study examined psychological constructs (i.e. general self-efficacy, theories of intelligence, hope, gratitude, religiosity, disposition, and resiliency) to determine their mediating effect on personal well-being and academic success in gifted college students. The 213 subjects for this study included gifted college students from two distinct programs at the University of North Texas. One hundred twenty-two participants were students from the Texas Academy of Mathematics and Science (TAMS). TAMS is an early-college entrance program allowing gifted students to enter college after their sophomore year of high school. Ninety-one participants attended the UNT Honors College. Honors College students are gifted students who enter college after high school graduation. Latent transition, latent class, general linear model repeated measures, and regression analyses were used in the examination of the data. Results of the study revealed that positive disposition and hope-agency were significantly related to the development of personal well-being for gifted students during their first year of college. The ability to identify pathways to goals and the self-theory of intelligence as a fixed trait were significantly related to academic success during the first year at college. Knowledge of psychological constructs that are facilitative of the positive personal well-being and academic achievement helps parents, teachers, administrators, and counselors prepare gifted students for success in college. personal well-being early-college entrance Gifted
56	A Case Study of Veteran and Civilian Student Academic Performance at the University of Central Florida Diehl, Floyd C, Jr 01 January 2018 (has links) This study seeks to provide a brief overview of academic standards and performance of veterans of the United States military and civilians who attend the University of Central Florida. Whether a student is a veteran or a civilian, he or she must learn how to adapt to the requirements of an academic community in order to be successful in that environment. It may be difficult for some. In able for society to discern the importance of the academic performance of both veterans and civilians alike, research is vital. There are various assumptions about veterans. For example, it can be assumed vets do not know how to adapt after leaving the military. It is important to demonstrate that most military veterans are very good at adapting and overcoming stressful situations. Time is evident for adaptability for some. As veterans re-enter society, most make clear and decisive decisions as to the life they desire to have. The modus operandi of veterans is intrinsic as it pertains to an academic setting. This research compares the academic success of both veterans and civilians at the University of Central Florida to begin this conversation. While there has been some research conducted on this topic, there seem to be various ecological fallacies pertaining to conclusions of the research that has been conducted. Academic performance needs to be researched further as well as the effects of standards regarding the performance of veterans and civilians in an academic setting. Academic Performance Veterans Civilians Honors Academic Standards Grade Point Average Defense and Security Studies Education Policy Emergency and Disaster Management Military and Veterans Studies Peace and Conflict Studies Policy Design, Analysis, and Evaluation Public Administration Public Affairs Public Policy Social Statistics Terrorism Studies
57	Faculty Senate Minutes October 2, 2017 University of Arizona Faculty Senate 07 November 2017 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Committee of Eleven White Paper General Faculty Special Election Arizona Faculties Council (AFC) Intellectual Property (IP) APAC Appointed Professionals College of Education Dean Honors College Building 90 Senior Vice President for Health Affairs faculty voice Bachelor of Science in Food Safety Political Engagement
58	Faculty Senate Minutes August 28, 2017 University of Arizona Faculty Senate 03 October 2017 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Senior Vice President Espy shared governance College of Fine Arts Honors College College of Veterinary Medicine College of Education Office of Global Inititatives RCM student credit hours Diversity Task Force Constitution and Bylaws nontenure-eligible career track non-college common college Classified Staff Council Department of Moral Sciences
59	Faculty Senate Minutes January 22, 2018 University of Arizona Faculty Senate 06 February 2018 (has links) This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center. Governor's budget K-12 education Proposition 301 Committee on Faculty Review four athletics projects Honors College project bonding authority Senior Vice President for Health Affairs State Legislature Strategic Planning Committee Town Hall Nobel Prize recipient Carl Wieman A Festschrift Lynn Nadel Pyschology micro-campuses Quingdao, China Lima, Peru College of Law Eller College of Management College of Engineering Julia Clancy Smith Alison Hawthorne Deming Department of English Hoshin Vijai Gupta Melissa Fitch Department of Spanish and Portuguese Daniel McDonald Pima County Cooperative Extension accreditation site visitis School of Journalism Andrew Comrie Career Track track transfer College of Engineering Dean Jeffrey Goldberg Interim Provost UA Marketing and Brand Management UA brand marketing
60	All the World’s a Stage: Paula Vogel’s Indecent & How Theatre Serves a Community Cann, Audrey Jane January 2022 (has links) No description available. Art Criticism Art Education Art History Arts Management Behavioral Psychology Communication Curricula Curriculum Development Dance Demographics Design East European Studies Education Education Philosophy Educational Evaluation Educational Sociology Educational Psychology Educational Theory Ethics European Studies European History Fine Arts Folklore Foreign Language Gender Gender Studies Higher Education Higher Education Administration History Holocaust Studies Industrial Arts Education Intellectual Property Judaic Studies Marketing Minority and Ethnic Groups Modern History Modern Literature Music Music Education Performing Arts Personal Relationships Social Work Social Research Teacher Education Teaching Theater Theater History Theater Studies Theology Womens Studies

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