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.

<p>SAMMANFATTNING</p><p>Bakgrund:På en Utvecklande och Lärande VårdEnhet (ULVE) ges studenterna möjlighet att sammanfoga vårdvetenskaplig teori med vårdpraxis genom att bashandledare, huvudhandledare och lärare intar en reflekterande hållning gentemot studenten som har ett livsvärldsperspektiv som grund. Detta ställer krav på handledarna att utifrån studenternas livsvärld försöka överbrygga klyftan mellan teori och praktik. Bashandledarna behöver då stöd för att känna motivation och lust till handledning.</p><p>Syfte:Syftet med föreliggande studie är att inom ULVE-avdelningarna synliggöra de motiverande faktorerna för bashandledarna i deras handledande arbete.</p><p>Metod:Studien är en intervjustudie. Med en induktiv ansats gjordes en kvalitativ innehållsanalys.</p><p>Resultat:Efter innehållsanalysen från intervjuerna framkom 3 kategorier och 8 underkategorier som beskriver det handledande arbetet och de faktorer som påverkar detta. De tre kategorierna var Möjligheter och hinder i ULVE utifrån bashandledarnas perspektiv, Organisatoriska faktorer med påverkan på bashandledarnas handledning och vårdvetenskap i den handledande rollen.</p><p>Slutsats:Av resultatet kan ses att verksamheten behöver en lyhördhet för att bibehålla de motiverade bashandledarna som finns på ULVE. Ytterligare forskning behövs för att belysa de motiverande faktorerna till handledning samt hur detta kan utveckla en konstruktiv och fördjupad läroprocess för bashandledare och studenter.</p>

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It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.

Universities in Zimbabwe have universally adopted a full-year integrated undergraduate student workplace-based learning pedagogy following the precedent set in 1991 by one pioneering university, the National University of Science and Technology. In this explorative study I analyse participants’ views, reflections and understanding of how the full-year model of workplace-based learning enhances quality academic practices and impacts on short, medium and long-term visions and opportunities for students and other stakeholders. I employed the embedded concurrent mixed methods research design (Creswell&Clark, 2007) using interviews with lecturers, university administrators and industry supervisors, as well as open-ended questions in three matched versions of a questionnaire to students, lecturers and industry supervisors respectively. The same questionnaire provided quantitative data that was statistically analysed. Interviews were conducted with 24 participants from the university under study, industry and other universities, while 363 university students, 40 NUST lecturers and 34 industry supervisors responded to the respective questionnaires. Students, lecturers and industry supervisors concurred on the coherence between industry experiences and university learning, the beneficial experiences at the workplace, and the relevance of those experiences to society, confirming the expressed view that industry-based learning promoted quality learning and teaching, and enabled students to become work-ready. However there were perceptions of inadequate student supervision and assessment, unsatisfactory student welfare safeguards, inadequate research enthusiasm among lecturers, and the lack of involvement of the whole spectrum of industry categories. There was an underlying regard for lifelong learning enabling societal transformation into the increasingly dominant industrialised culture. Lecturers indicated an appreciation for a holistic orientation to teaching and learning (Taylor, 2009), and were inclined towards adopting the hermeneutic approach to education (Danner, 2002). It is recommended, among other things, to revitalise effective practices through staff development efforts, increasing student knowledge and empowerment, and strengthening collaborative platforms between the university and its industry partners. Chief among the suggestions for future research is the understanding and promotion of student welfare during their placement in the workplaces. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

The problem is to analyze the opinions of the Navajo community leadership towards a religion sponsored program, as related to their exposure to information about the program and to othether social variables. Specifically, this study is concerned with two main questions: 1. Is the reaction among Navajo community leaders towards the LDS Indian Placement Program related to the amount of information they have available about that program? 2. Is the attitudes of Navajo community leaders concerning the Placement Program related to their social economic status of age, religious affiliation, and other such variables?

This study examines the long-term effects of the Indian Placement Program on the enrolled students' scholastic achievement as measured by standardized tests given in the schools. It also examines intelligence test scores and changes in them during years in the Program. The following effects on achievement were also examined: sex, age and grade at initial placement, and the child's adjustment as measured by number of foster homes in which he had been placed.

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