Candidates For Degrees Research Articles

Predicting Graduate University Admission in Azerbaijan Using Multiple Regression

Each year, Azerbaijani universities strive to attract the best candidates for graduate degrees within the academic hierarchy. Since 2005, one-third of undergraduates have been applying for master’s programs. The admission decisions primarily depend on the State Examination Center exam scores. This quantitative research mainly discusses the predictors of graduate university admission based on numerous factors using multiple linear regression. This study statistically measured four independent variables to predict university graduate admission scores in 2021 (GAS21). Significant differences were found between the average graduate admission scores of 2021 and those of 2020 (GAS20) and the percentage of students who scored >86%. There was no evidence of a connection between graduate and undergraduate admission scores and undergraduate enrollment. There is a need for more theoretical and descriptive studies to verify whether universities/institutions lose their prestige after the undergraduate degree.

Postgraduate students' understanding of mixed methods research design at the proposal stage

Mixed methods research (MMR) design by postgraduate students planning their research projects is on the rise. However, little is known about their conception of this relatively new methodology as their research begins. We report on an exploratory inquiry into the understanding of MMR by postgraduate students in a South African comprehensive university as revealed in their research proposals. We employed document analysis to examine a total of 67 proposals, and found conflicting and divergent interpretations of MMR. Most proposals gave no philosophical foundation for choosing particular methodological combinations; many were unclear about the selected design, lacked pertinent methodological information, provided insufficient justification for choice of study design, and lacked rigour in addressing data collection and analysis. This situation may have detrimental consequences for the university’s growth of research capacity in this area and future research culture. We conclude with MMR recommendations for research committees, supervisors and candidates for research degrees.

Qualified, But Not Choosing STEM at University: Unconscious Influences on Choice of Study

This paper offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year undergraduates and from survey data. It is argued that psychoanalytic interpretations have a role in educational research. Also, it is shown that unconscious forces influenced young peoples’ decision making. Implications for policy are discussed, in particular, the issues of (1) the role of commitment and (2) of being good enough to study a STEM discipline.

Cambridge Act and Tripos Verses, 1565-1894. By J. J. HALL.

The scholastic disputation remained in use as an exercise to be performed by candidates for degrees, or as a display for eminent visitors, long after it had ceased to be taken seriously as a means of advancing knowledge. At Cambridge the exercise came to be enlivened by verses, which at least from 1565 were distributed in print or manuscript; this custom outlived the actual exercises, lasting nearly to the end of the nineteenth century, till it ceased not by abolition but from indifference. The verses, as we learn from this diligent book, were generally in the academic language, Latin; down to 1602 there was sometimes a coda in Greek, which from 1866 onwards was used for whole poems. One poem was written in Hebrew, but not recorded. The author, sometime Under-Librarian of Cambridge University Library, expresses the hope (p. 1) that his work will ‘be of interest to students of neo-Latin (and neo-ancient Greek) verse, and to those interested in the history of university ceremonies’; accordingly he presents an extensive historical introduction on the ceremonies, the degrees awarded, the lists of honours men, the theses (‘positions’) for disputation, and the verses themselves, although no literary comment is offered except on the metres used. We learn that ‘Tripos’ originally denoted the more junior (and often more frivolous) of the two performers, who sat on a three-legged stool. There follows a brief comparison with proceedings at Oxford and Dublin.

Introduction to the Special Section

In a span of merely 10 years, the school counseling profession has reinvented itself. Since the late 1990s, school counseling has progressed from the tradition of a responsive services focus to a proactive and programmatic system that is inextricably integrated with the mission of schools. The national standards of the American Counselor Association (ASCA, 1997; Campbell & Dahir, 1997), the Transforming Counseling Initiative (Education Trust, 1997), and the ASCA (2003, 2005) National Model have directed school counselors to respect the past and embrace the present but forge a new vision to the future. The challenges facing students and 21st-century schools have influenced the paradigms and practices that forward the profession and place a renewed emphasis on supporting student achievement, social justice advocacy, and school counselor accountability. * We Are in Charge of Our Destiny The imperative of any professional organization is to choose with intentionality how to lead the organization and propel its members forward by anticipating what the future may hold and establish a foundation to shape its destiny. Theobald suggested that we need to envision the society we really want and to develop a plan to move from the present into the future that we choose to shape (Maples, 1984). More than 20 years ago, Inbody (1984) identified six basic premises that were critical to the future of school counseling: 1. What the school counseling profession does today wild have an impact on the quality of the field of school counseling and educational environments in which school counselors and students must live. 2. Scientific methods of researching school counseling can be used for anticipating the various futures school counselors could create unknowingly. 3. There is no longer just one future that awaits the school counseling profession but many different possible futures, depending on what school counselors and the profession choose today. 4. counselors assume a moral urgency in their responsibility to future generations of students and school counselors. 5. Technology continues to serve as a powerful tool for school counselors; however, school counselors are responsible for technology integration and use in the future in a way that may have been inconceivable 20 years ago. 6. Prior to unleashing the power of an idea on the school counseling profession and students, an extensive study of the future impact of that idea must be mounted. (adapted from pp. 216-217) Despite the passage of more than 2 decades, these premises still ring true. The purpose of this special section, School Counseling in the 21st Century: Where Lies the Future? is not to dwell on the past but to ponder the next wave of innovation that will forward the profession. The contributors have worked with the assumption that the ASCA (2003, 2005) National Model and the Transforming Counseling model (Education Trust, 1997) will become firmly embedded themselves in the hearts and minds of the 100,000 school counselors in public schools. In our crystal ball, 21st-century school counselors are in a powerful and pivotal position to effectively demonstrate how the complement of academic rigor and affective development is the formula to student success (Stone & Dahir, 2006). They recognize and embrace the critical part they play as key members of the educational leadership team and rise to the challenge to share in the responsibility of preparing students to meet the expectations of higher academic standards while assisting them to become productive and contributing members of society. Counselor educators, practitioners, and future school counselor candidates for degrees have established a new way of work as leaders, collaborators, advocates, and systemic change agents in concert with the dynamics of the educational landscape, the globalization of society and economics, and the plethora of diverse student needs. …

D-Theory: A Quest for Nature's Regularization

D-theory provides a nonperturbative regularization for quantum field theory in which classical fields emerge dynamically from the dimensional reduction of discrete variables. The D-theory variables — quantum spins and quantum links — are possible candidates for the physical degrees of freedom that Nature may have chosen to regularize the standard model of particle physics at ultrashort distances. D-theory provides a natural solution for the nonperturbative hierarchy problem of 4-dimensional fermions with a chiral symmetry. If D-theory resembles Nature's physical regularization, the parameters of the standard model are analogous to material specific low-energy constants of a piece of condensed matter.

Visual Art Doctorates: Practice-Led Research or Research Per Se?

As part of a benchmarking project commissioned in 2002 by ACUADS, the Australian Council of University Art and Design Schools, I conducted a series of focus groups with candidates for higher degrees in Visual Art in Australia in order to gain some insight into how the terminology of research was understood and used by visual art higher degree students. The present paper makes use of that data and examines to what extent practice-led research can engage in a general research debate.

Cultural Issues in Evaluation Studies of Middle Eastern Higher Education

Abstract Middle Eastern candidates for higher degrees often set out with proposals which include a significant element of evaluation of aspects of higher education. These may raise cultural issues. Fourth generation evaluation procedures take the cultural context seriously. This is likely to throw up potentially important issues for candidates and their supervisors. This paper illustrates these matters in the current context of Middle Eastern higher education. It discusses the role of evaluation studies in this field, together with issues which candidates and their supervisors may confront when carrying out such research studies there. National cultures may be approached as sites of cultural contestation. Some forms of evaluation research have a role to play in this

Food science instruction in undergraduate dietetic education

To assess the current status of food science instruction in undergraduate dietetic education, a survey was conducted of those persons responsible for teaching this subject in 267 Plan IV and 65 Coordinated Undergraduate Programs. Responses were received from 155 institutions offering a total of 177 programs. Factors examined included the number and academic background of faculty members teaching food science, the structure of the first course in food science, the structure of advanced food science courses required or offered to undergraduate dietetic students, and perceived adequacy of course content. Fifty-eight percent of the respondents had or were candidates for doctoral degrees, and 37% had master's degrees. The results indicated that although all programs offered a beginning course in food science, the required prerequisites and level of difficulty of subject matter varied. Fifty-three percent of the programs required at least one advanced food science course. More than 95% of both beginning and advanced courses are structured to include both lecture and laboratory. Although a majority of respondents indicated satisfaction with the adequacy of course content currently being offered, many made recommendations for improvements. Other concerns included difficulty in locating textbooks and other suitable instructional materials, isolation from others teaching food science, and a lack of standards for content to be included in basic and advanced courses.

The management of pelvic abscess.

Pelvic abscess is a relatively uncommon condition in current surgical practice. However, candidates for higher surgical degrees have shown an inadequate knowledge of the management of the various types of pelvic abscess. This observation includes candidates confining their activities to the surgical aspects of gynaecology. It is considered, therefore, that a contribution on the subject of the management of pelvic abscess is justifiable.

NEH announces second Antarctic fellowship

The National Endowment for the Humanities is cooperating with the National Science Foundation's U.S. Antarctic Research Program in selecting a scholar in the humanities to spend 1 to 12 months in Antarctica from October 1980 to March 1981.The Antarctic Fellowship is intended for scholars whose work seems likely to lead to significant contributions to humanistic thought and knowledge. The scope of Endowment support includes all the fields of the humanities and those areas of the social sciences that employ historical or philosophical approaches, such as jurisprudence, international relations, political theory, sociology, and other subjects concerned primarily with questions Of value rather than with quantitative matters. Candidates for degrees and persons seeking support for work leading toward degrees are not eligible, although applicants need not have advanced degrees to qualify. Applicants must be doing or planning to do research relating in whole or in part to Antarctica.

The assessment of candidates for degrees in physics

Summary The paper discusses the procedures adopted in preparing a class-list for degrees in physics: it is based on two surveys recently carried out by the author. Topics discussed are: the use of a ‘total mark˚s as the basis of the class list; the composition of this mark in terms of written examinations, laboratory work, and other course work; the use of marks relating to work done before the final year; and the character of the questions set in a sample of final examination papers. Considerable variations in practice between one department and another are shown to exist, and doubts are raised about the validity of the average degree examination as the basis for the award of a qualification to give professional standing.

English Literary History at Stanford

JN THE ACADEMIC YEAR 1895-96, ten years after Stanford was founded, there were these five offerings in what was called the Seminary or, as we would say, these graduate seminars: Alfred and His Circle, English Entymology [sic] and WordHistory, Tennyson and Browning, Shakspere, and The catalogue does not tell which or how many were required. All we learn is that they and other graduate courses lead to the Doctor's degree, but the specific requirements for the degree must vary with every individual. And then: no case will the degree be conferred except upon the completion of a thesis embodying the results of original work of a high order. It is a little surprising. Weren't we nourished on the belief that a Ph.D. in in the nineteenth century meant, above all, massive infusions of philological learning? Granted, there were graduate courses in 1895-96 on Beowulf and History of Metres and English Palaeography-all of these, like Alfred and His Circle and English Etymology, the domain of Professor Ewald Fliigel-but then again, the catalogue says: A very large proportion of the undergraduate courses.., are recommended to candidates for advanced degrees. Have we been nourished on a fiction? In any case, the range of concern was almost as wide then as now: all the way, that is, from King Alfred to James Russell Lowell. The description of the seminar on Lowell is especially nice--overstuffed, comfortable, and with a good deal of musty charm:

Wildlife Management: An Application of a Finite Markov Chain

and health statistics to run through two or three quarters of the year. The present ad hoc courses might be superimposed on these core courses or held during the quarters when the core courses are not given. 4. Summer training programs for undergraduate and graduate students be established in a number of federal, state and local health agencies as a means of attracting qualified people into careers in public health statistics by providing meaningful experience in an operational setting. These training programs should be stimulated by federal agencies and adequately funded by them. 5. Departments of biostatistics in schools of public health should take the initiative to investigate with state and city health officers problem areas in which their departmental resources can be best utilized. Candidates for degrees in biostatistics should be given course credit (tutorial) to take on the solution of selected problems from these operating agencies. The results of these projects should be built into the basic biostatistics course for 1I.P.H. candidates to illustrate the efficacy of statistical methods in the solution of the problems of operating agencies. Part-time faculty appointments to departments of biostatistics should be arranged for a variety of disciplines within operating agencies, e.g., medical program directors, administrators (non-medical) and statisticians. 6. The representatives of the American Association for Vital Records and Public Health Statistics (AAVRPHS) meet with the representatives of NCHS to see what steps can be taken to obtain direct federal funding for some part of the state and local vital records and health statistics programs. 7. The AAVRPHS face up to the problem of upgrading statistical services and personnel in state and local health agencies, and recommend steps to be taken to aggressively build up programs, services and personnel in these agencies.

Theses on Pan American Topics; Prepared by Candidates for Doctoral Degrees in Universities and Colleges in the United States and Canada

Theses on Pan American Topics; Prepared by Candidates for Doctoral Degrees in Universities and Colleges in the United States and Canada

The Icefield Ranges Research Project, 1963

The Icefield Ranges Research Project (IRRP), co-sponsored by the American Geographical Society and the Arctic Institute of North America, completed its third successful field season in early September 1963. The base camp at the south end of Kluane Lake, Yukon Territory, Canada was opened on June 4 and closed on August 27. The field party consisted of Dr. W. A. Wood, as project leader and R. H. Ragle, who as field leader was assisted by four other staff members of the Institute. One of the objectives of the project is to provide graduate students working on a dissertation for a Master's or Ph.D. degree with opportunities for research and field work. Thus there were five candidates for graduate degrees among the ten scientists from various institutions and universities in the United States and Canada who carried out field work in glaciology, meteorology, climatology, geophysics, and glacial geology. One other graduate, who had received an M.S. on work in glaciology while with the IRRP in 1962, returned for further research in 1963. Support was provided by eight assistants, mostly students from U.S. and Canadian universities. The four camps that served as bases for operations were: (a) Base Camp at Kluane Lake, altitude 870 m.; (b) Kaskawulsh Camp at the glacier terminus, 920 m.; (c) Glacier Divide Camp, 2641 m.; (d) Glacier Camp, at the centre of the glacier, 2588 m. Despite the changeable weather experienced during the season the work that had been planned in the various disciplines was accomplished. ...

American Literature in British Universities

At present there is very little American literature taught in the universities of Great Britain. In the London colleges and at Manchester and Nottingham, it is allowed as an elective in the honours course in English Language and Literature and these universities and Leeds accept candidates for higher degrees with some specialization in American literature; but there is no regular offering in the subject or qualified members of the faculty to teach it elsewhere, and even in London it must be taught almost wholly by visiting Americans.

The Training of Statisticians

Since the fall term in 1946 members of the teaching faculties of the Department of Statistics in Chapel Hill and the Department of Experimental Statistics in Raleigh have been involved in a cooperative teaching program which has provided a unique opportunity to study the problem of teaching statistics to students who were candidates for a degree in statistics as distinguished from students who have an interest in the subject principally for its utility in certain special fields of knowledge. Due to the administrative organization of the Consolidated University of North Carolina, the Department of Statistics in Chapel Hill is mainly concerned with the theoretical aspects of statistics and has no direct connection with other departments in the University nor responsibility for teaching courses for any but its own students. In Raleigh the work of the Department of Experimental Statistics is less specific and includes teaching and consulting responsibilities to the rest of the College. Students who plan to specialize in theoretical statistics and minor in mathematics therefore register in the Department at Chapel Hill, while those who are principally interested in statistical methodology register in Raleigh and minor in a department in which statistics is applied. Students on each campus take courses on the other campus, i.e., students in Raleigh travel to Chapel Hill to take courses in Statistical Inference, Multivariate Analysis, etc., and students in Chapel Hill go to Raleigh for courses in Advanced Experimental Statistics, Design of Experiments and Sampling. However, evidence began to accumulate that students interested mainly in applications were beginning to exhibit lacunae in their knowledge of statistical theory while'a complementary condition was manifesting itself in the theoretically inclined students. This led some of us to reexamine our definitions of what a degree in statistics should mean, and in 1951 a Curriculum Committee was organized on an Institute of Statistics basis, and made a preliminary report to an Institute staff meeting in December 1951. The Committee agreed that the training of all candidates for degrees in statistics should be uniform up to a certain point. It was therefore their task to determine a minimum level of statistical theory and a minimum level of statistical analysis to be required of all degree candidates. It is perhaps worth noting that the name

Books Received

"Books Received." The Germanic Review: Literature, Culture, Theory, 27(2), pp. 151–152 ANNOUNCEMENTThe Chicago Folklore Prize is awarded annually by the University of Chicago for an important contribution to the study of folklore. Students, candidates for higher degrees, and established scholars may compete. The contribution may be a monograph, thesis, essay, article, or a collection of materials. No restriction is placed on the contestant’s choice of topic or selection of material: the term “folklore” is here used in its broadest sense (e.g., American, European, etc. folklore; anthropological, literary, religious, etc. folklore).It is permissible to submit material which has appeared in print, provided that such material be submitted within one year from the time of publication. The successful contestant who submits material in typed form and has this material published subsequently is expected to send a copy of the printed monograph, etc. to the University of Chicago, for the library. If the contestant wishes to have his material returned, sufficient postage should be included . Monographs and collections, etc., must be submitted before May 16, 1952, to the Chairman of the Department of Germanic Languages and Literatures, The University of Chicago, Chicago 37, 111. The Chicago Folklore Prize is a cash reward of about $50.00. The recipient’s name is published in the Convocation Statement in June.

Pulpit, Physics, and Politics: The Curriculum of the College of New Jersey, 1746-1794

O _ N November 9, 1748, College of New Jersey, then two years old, conducted its first commencement in President's house at Newark. Jonathan Belcher, governor of province and patron of college, was present to accept degree of master of arts, honoris causa. Sixteen trustees of college subscribed to oath of their office and elected Reverend Aaron Burr president, an office which he had filled informally for several months. This done, assembled company-trustees, candidates for degrees, governor, and newly elected president-walked in formal procession to public hall, where Burr delivered his inaugural address. In high-sounding Latin, president praised manifold Advantages of liberal Arts and Sciences, in exalting and dignifying humane Nature, enlarging Soul, improving its Faculties, civilizing Mankind, qualifying them for important offices of Life, and rendering them useful Members of Church and State. Burr then awarded degrees to six baccalaureate candidates and to Governor Belcher. Thus, William Smith, a trustee reporting proceedings for New York Gazette, remarked, the first appearance of a College in New-Jersey, having given universal satisfaction, even Unlearned being pleased with external Solemnity and Decorum which they saw, 'tis hoped that this infant College will meet with due Encouragement from all public spirited generous Minds; and that Lovers of Mankind will wish its Prosperity and contribute to its Support.' If solemnity marking occasion appears now to be out of all proportion to cause-the graduation of six men as bachelors of art-it did not then seem so. To founders, these ceremonies served as a climax to their successful efforts to establish in Middle Colonies a seminary for training of Presbyterian ministers. The need for such an institution had long been evident and was becoming more acute each year as influx of German, Dutch, Scottish, and Scots-Irish immigrants crowded