This research is a research and development that aims to develop technical thesis learning by using thesis camp as one of the learning techniques in preparing a thesis proposal for Unimus nursing ...masters students. The technical development of this learning is based on the length of time it takes to complete a thesis proposal experienced by most of the Unimus master's nursing students who are preparing a thesis proposal. The results of the survey on students showed that 85% had difficulty in compiling a thesis proposal for various reasons, including difficulty finding the research title, difficulty finding problems, and difficulty managing time because most of the students were already working. This has an impact on the length of the student's study period which affects the discrepancy with the educational calendar. This study was designed to: 1) examine students' understanding in the preparation of a thesis proposal, 2) create a technical prototype for thesis camp learning, 3) test the effectiveness of the thesis camp, and 4) compile a thesis camp guidebook. This research generally uses a research and development approach. The research stages used descriptive qualitative methods in exploratory studies, and development through workshop activities in the context of preparing a camp thesis guide book. During the COVID-19 pandemic, it was not possible for students to consult directly with the thesis supervisor, so this thesis camp was carried out with blended learning (70% online learning and 30% learning offline) and while offline still using the Covid-19 prevention protocol, consist of here are wearing masks, washing hands, and keeping a distance. Thesis camp is proven to be effective in increasing the timeliness of completing thesis writing for nursing master students of Unimus.
This is one of three short booklets designed to be given to graduate students as they begin their studies. They explain the purposes of the dissertation and the criteria by which it will be assessed. ...They help students understand the context of their course work; the need to take an active role in shaping their studies; and the importance of thinking ahead about the components of the dissertation and the quality of scholarship they will need to demonstrate. These booklets are intended to support the dissertation research and writing process by providing faculty and advisors with guidelines for setting clear expectations for student performance, and with a model for helping students produce the desired quality of work. They encourage dialogue between faculty and students about the quality of the components of their dissertation project. They include rubrics that students can use to self-assess their work and that can aid faculty in providing focused feedback. Setting explicit targets and benchmarks of excellence of the sort advocated in these booklets will enable departments and universities to respond to demands for accountability with clear criteria for, and evidence of, success; and will raise the overall quality of student performance.
Abstract The article contributes to the discussion of writing at the master’s level by investigating metaphors underlying the process of writing a master’s thesis from the perspective of graduate ...students. The analysis focuses on the use of metaphors in semi-structured interviews conducted with graduate students who defended their thesis and reflected on the whole process. Their metaphor use is non-elicited and this rhetorical device is spontaneously used showing that thesis writers conceptualize their research and all it entails in metaphorical terms to a significant extent. Despite the fact that thesis writers themselves were not encouraged to pay attention to or use metaphorical language, their narratives reveal the interplay of metaphors when describing the writing process.
In this paper I address the objection to sufficientarianism posed by Paula Casal and Richard Arneson, that it is hard to conceive of a sufficiency threshold such that distribution is highly important ...just below it, and not required at all just above it. In order to address this objection, I elaborate on the idea that sufficientarianism structurally can be seen to require two separate thresholds, which may or may not overlap. I then argue that a version of such a view is plausible. Lastly, I distinguish this view from related proposals in the literature.
Abstract The growing use of digital tools in policy implementation has altered the work of street‐level bureaucrats who are granted substantial discretionary power in decision‐making. Digital tools ...can constrain discretionary power, like the curtailment thesis proposed, or serve as action resources, like the enablement thesis suggested. This article assesses empirical evidence of the impact of digital tools on street‐level work and decision‐making in service‐oriented and regulation‐oriented organisations based on a systematic literature review and thematic qualitative content analysis of 36 empirical studies published until 2021. The findings demonstrate different effects with regard to the role of digital tools and the core tasks of the public administration, depending on political and managerial goals and consequent system design. Leading or decisive digital tools mostly curtail discretion, especially in service‐oriented organisations. In contrast, an enhanced information base or recommendations for actions enable decision‐making, in particular in regulation‐oriented organisations. By showing how street‐level bureaucrats actively try to resist the curtailing effects caused by rigid design to address individual circumstances, for instance by establishing ways of coping like rule bending or rule breaking, using personal resources or prioritising among clients, this study demonstrates the importance of the continuation thesis and the persistently crucial role of human judgement in policy implementation.
The Probably Approximately Correct (PAC) learning is a machine learning model introduced by Leslie Valiant in 1984. The PACi reducibility refers to the PAC reducibility independent of size and ...computation time. This reducibility in PAC learning resembles the reducibility in Turing computability. The ordering of concept classes under PAC reducibility is nonlinear, even when restricted to particular concrete examples. Due to the resemblance to Turing Reducibility, we suspected that there could be incomparable PACi and PAC degrees for the PACi and PAC reducibilities as in Turing incomparable degrees. In 1957 Friedberg and in 1956 Muchnik independently solved the Post problem by constructing computably enumerable sets A and B of incomparable degrees using the priority construction method. We adapt this idea to PACi and PAC reducibilities and construct two effective concept classes C and D such that C is not reducible to D and vice versa. When considering PAC reducibility it was necessary to work on the size of an effective concept class, thus we use Kolmogorov complexity to obtain the size. The non-learnability of concept classes in the PAC learning model is explained by the existence of PAC incomparable degrees. Analogous to the Turing jump, we give a jump operation on effective concept classes for the zero jump. To define the zero jump operator for PACi degrees the join of all the effective concept classes is constructed and proved that it is a greatest element. There are many properties proven for existing degrees. Thus we can explore proving those properties to PACi and PAC degrees. But if we prove an embedding from those degrees to PACi and PAC degrees then those properties will be true for PACi and PAC degrees without explicitly proving them. Abstract prepared by Dodamgodage Gihnee M. Senadheera and taken directly from the thesis E-mail: senadheerad@winthrop.edu URL: https://www.proquest.com/docview/2717762461/abstract/ACD19F29A8774AF6PQ/1?accountid=13864
•Four distinct roles have been identified in the doctoral thesis supervision tasks.•Most researchers spend between 8 and 15 years before supervising theses alone.•In recent years, the independence of ...the supervisor is no longer relevant since the collaboration of supervisors has been encouraged.•In all the periods analyzed, the least popular supervision role has been the Co-supervisor with own thesis supervisor role.
In academia, thesis supervision is a fundamental task in the good progress of PhD candidates and of the thesis itself. This task can be performed by a unique researcher (acting as a unique supervisor) or shared with other researchers (acting both as co-supervisors). Whether this demanding task is performed alone or in collaboration depends (or may depend) on many factors, among them, on the degree of independence of the researcher, the research topic and current regulations. This implies that, at some point in time, the PhD candidate should leave the exclusive guidance of his/her own supervisor to assume the role of thesis supervisor, alone or with others.
The main aim of this paper is thus to analyze thesis supervision roles in Spain in order to identify patterns of behavior. To achieve this, we used the data on all Spanish theses stored in the TESEO database from 1 January 1980 to 20 July 2018, designing and applying a methodology to carry out a diachronic study. The data were divided into five consecutive time periods in order to determine the patterns in their evolution over the years, and analyze various aspects such as the interaction between different roles, the migration from one role to another, the factors that could influence these behaviors, and the independence of researchers from the perspective of thesis supervision. We identified four different roles that can be established in thesis supervision: Supervisor, Co-supervisor with own supervisor, Co-supervisor with PhD student, and Co-supervisor with other. Additionally, we have discovered how thesis researchers’ preference for one role or another has varied over the years, the most and least popular roles by period, and the main migrations between the roles studied, among others.
We study ordered groups in the context of both algebra and computability. Ordered groups are groups that admit a linear order that is compatible with the group operation. We explore some properties ...of ordered groups and discuss some related topics. We prove results about the semidirect product in relation to orderability and computability. In particular, we give a criteria for when a semidirect product of orderable groups is orderable and for when a semidirect product is computably categorical. We also give an example of a semidirect product that has the halting set coded into its multiplication structure but it is possible to construct a computable presentation of this semidirect product. We examine a family of orderable groups that admit exactly countably many orders and show that their space of orders has arbitrary finite Cantor–Bendixson rank. Furthermore, this family of groups is also shown to be computably categorical, which in particular will allow us to conclude that any computable presentation of the groups does not admit any noncomputable orders. Lastly, we construct an example of an orderable computable group with no computable Archimedean orders but at least one computable non-Archimedean order. Abstract prepared by Waseet Kazmi. E-mail: waseet.kazmi@uconn.edu URL: http://hdl.handle.net/11134/20002:860745910
Using a model of inputs-environment-process-outcomes, our focus is the students' point of view on writing the master's thesis in accounting. We analyze the factors that influence the complexity of a ...thesis and the satisfaction of students with it. We used the answers received on two matched questionnaires distributed during the second semester of the academic year 2021-2022. The results of the path analysis show that planning and involvement in research and university support can increase the effectiveness of students' time management and improve satisfaction with the research outcome. Resource use increases the thesis complexity, too. The paper comprises a couple of implications: first, the quality of the thesis depends to a great extent on the initial planning phase, indicating that university support is crucial during preliminary work; second, university management must ensure the existence of necessary resources, which are a complex mix of supervision, collaboration, guidelines, and scientific sources.
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