UNITEC New Zealand. Respondent Characteristics Report December 2012

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "UNITEC New Zealand. Respondent Characteristics Report December 2012"

Transcription

1 Respondent Characteristics Report December 2012

2 This report provides summary information on selected response, student and course characteristics. Results are provided for your institution and for three benchmark groups. Information on response characteristics includes the population, actual sample size, target response sample, and the secured response sample. Unweighted results are given for by their qualification level (Levels 3 to 4 - ; Levels 5 to 6 - ; and Levels 7 or higher - Degree) and for all combined. Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Response characteristics Actual sample Number , , ,000 14,000 14,500 28,500 Per cent Student characteristics Age Under or over Gender Male Female For response characteristics, both number and percentage are given. Only the percentage is reported for student and course characteristics. 1

3 For the 2012 AUSSE survey conducted with Institutes of Technology, Polytechnics, Private Training Establishments and Universities, each institution was asked to select two benchmark groups for comparison and a third benchmark group that included either all Australian institutions, all New Zealand institutions or all Australasian institutions. ACER assigned default benchmark groups where no groups were specified by the institution. The institutions included in each benchmark group for this report are listed below. Benchmark Group 1 Benchmark Group 2 Benchmark Group 3 Christchurch Polytechnic Institute of Technology Charles Darwin University Auckland University of Technology Otago Polytechnic Holmesglen Institute of TAFE Christchurch Polytechnic Institute of Technology Wellington Institute of Technology Northern Melbourne Institute of TAFE Lincoln University TAFESA Massey University Otago Polytechnic The Open Polytechnic of New Zealand University of Canterbury University of Otago University of Waikato Wellington Institute of Technology 2

4 Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Response characteristics Population Number Actual sample Number Per cent Target response sample Number Per cent Secured response sample Number Per cent

5 Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Student characteristics Age Under or over Gender Male Female International Yes No Maori or Pacific Islander Yes No Main home language English Language other than English in family Yes No Disability Yes No

6 Course characteristics Australasian Survey of Student Engagement (AUSSE) Respondent Characteristics Report Benchmark group 1 Benchmark group 2 Field of education Sciences IT Engineering Architecture Agriculture Health Education Business Humanities Creative arts Attendance type Part time Full time Mode of study External/distance Campus-based Institution financial support Yes No Average overall grade Less than 60% Equal to or greater than 60% Proportion of study online No study online Some or all of study online Live on campus Yes No

7 Selected grouping variables Discipline Architecture 8 3 Computing Communication Studies Design and Visual Arts Landscape Architecture Performing and Screen Arts Business Building Technology 3 1 Construction Electrotechnology 3 1 Civil Engineering Plumbing and Gasfitting 1 0 Transport Technology 6 2 Community and Health Services Education 5 2 Foundation Studies 11 3 Language Studies 10 3 Medical Imaging 6 3 Natural Sciences Nursing Osteopathy 2 1 Social Practice 3 1 Sport Technology Australasian Survey of Student Engagement (AUSSE) Respondent Characteristics Report Benchmark group 1 Benchmark group 2 4

8 Response Categories Report December 2012

9 This report shows the distribution of responses to each item s response categories. Items are presented in the order in which they appear on the SEQ. Results are given for by their level of study and for all combined. Results are provided for your institution, the three benchmark groups, and US institutions. USA figures are not available for all items. Benchmark group 1 Benchmark group 2 USA Degree Asked questions or contributed to discussions in class or online Sought advice from teachers Made a class or online presentation Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often The statistics report weighted percentage of responses. Note that USA percentages are not weighted. 1

10 Response Category Report Benchmark group 1 Benchmark group 2 USA Asked questions or contributed to discussions in class or online Sought advice from teachers Made a class or online presentation Worked hard to master difficult content Prepared two or more drafts of an assignment before handing it in Used library resources on campus or online Worked on an assignment that required integrating ideas or information from various sources Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

11 Response Category Report Benchmark group 1 Benchmark group 2 USA Used student learning support services Blended course/programme study with workplace Included diverse perspectives in class discussions or written assignments Came to class having completed readings or assignments Kept up to date with your studies Worked with other on projects during class Worked with other outside class to prepare assignments Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

12 Response Category Report Put together ideas or concepts from different subjects when completing assignments or during class discussions Benchmark group 1 Benchmark group 2 Never Sometimes Often Very Often USA Tutored or taught other (paid or voluntary) Participated in a communitybased project (e.g. volunteering) as part of your study Used an online learning system to discuss or complete an assignment Used or a forum to communicate with teachers Discussed your grades or assignments with teachers Talked about your career plans with teachers or advisors Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

13 Response Category Report Benchmark group 1 Benchmark group 2 USA Discussed ideas from your readings or classes with teachers outside class Received prompt written or oral feedback from teachers on your performance Never Sometimes Often Very Often Never Sometimes Often Very Often Worked harder than you thought you could to meet a teacher s standards or expectations Worked with teachers on activities other than coursework Discussed ideas from your readings or classes with others outside class Had conversations with of a different ethnic group than your own Had conversations with who are very different to you in terms of their religious beliefs, political opinions or personal values Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often Never Sometimes Often Very Often

14 Response Category Report Benchmark group 1 Benchmark group 2 USA Memorising facts, ideas or methods from your subjects and readings Analysing the basic elements of an idea, experience or theory, such as examining a particular case or situation in depth Synthesising and organising ideas, information or experiences into new, more complex interpretations and relationships Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Making judgements about the value of information, arguments or methods Applying theories or concepts to practical problems or in new situations Very little Some Quite a bit Very much Very little Some Quite a bit Very much

15 Response Category Report Benchmark group 1 Benchmark group 2 USA Number of pieces of work that take one hour or less to complete Number of pieces of work that take more than one hour to complete None to to to More than None to to to More than

16 Response Category Report Benchmark group 1 Benchmark group 2 USA Number of assigned textbooks, books or book-length packs of subject readings Number of books read on your own (not assigned) for personal enjoyment or academic enrichment Number of written assignments of fewer than 1,000 words Number of written assignments of between 1,000 and 5,000 words Number of written assignments of more than 5,000 words Number of practical assignments (e.g. design briefs, finished art work medi-based assignments and other practical projects) Which box best represents the extent to which your examinations and assignments during the current of study have challenged you to do your best work? None to to to More than None to to to More than None to to to More than None to to to More than None to to to More than None to to to More than Very little Very much

17 Response Category Report Benchmark group 1 Benchmark group 2 USA Gone to see a band, exhibition, play, dance, theatre or other performance Exercised or participated in physical fitness activities Examined the strengths and weaknesses of your own views on a topic or issue Improved knowledge and skills that will contribute to your employability Learned how to communicate in ways relevant to your future career Explored how to apply your learning in the workplace Tried to better understand someone else s views by imagining how an issue looks from his or her perspective Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often

18 Response Category Report Benchmark group 1 Benchmark group 2 USA Learned something that changed the way you understand an issue or concept Spent time keeping your resume up-to-date Thought about how to present yourself to potential employers Explored where to look for jobs relevant to your interests Used networking to source information on job opportunities Set career development goals and plans Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often Never Sometimes Often Very often

19 Response Category Report Benchmark group 1 Benchmark group 2 USA Practicum, internship, fieldwork or clinical placement Industry placement or work experience Community service or volunteer work Participate in a study group or learning community Work on a research project with a staff member outside of coursework requirements Study a foreign language Study abroad or student exchange Culminating final- experience (e.g. honours thesis, capstone project, comprehensive exam) Independent study or selfdesigned major Consult your institution's careers service for advice Hold a leadership position in a group at your institution or in the community Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done Not yet done Done

20 Response Category Report Benchmark group 1 Benchmark group 2 USA Relationships with other Unfriendly, unsupportive, sense of alienation Friendly, supportive, sense of belonging Relationships with teaching staff Unavailable, unhelpful, unsympathetic Available, helpful, sympathetic Relationships with administrative personnel and services Relationships with student services staff Unhelpful, inconsiderate, rigid Helpful, considerate, flexible Unfriendly, unavailable, unsympathetic Friendly, available, sympathetic

21 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Preparing for class (e.g. studying, reading, writing, doing homework or lab work, analysing data, rehearsing and other academic activities) Working for pay on campus Working for pay off campus None to to to to to to Over None to to to to to to Over None to to to to to to Over

22 Response Category Report Benchmark group 1 Benchmark group 2 USA Participating in extracurricular activities (e.g. organisations, campus publications, student associations, clubs and societies, sports, etc.) Relaxing and socialising (e.g. watching TV, partying, etc.) Providing care for dependents living with you (e.g. parents, children, spouse, etc.) Managing personal business (e.g. housework, shopping, exercise, health needs, etc.) None to to to to to to Over None to to to to to to Over None to to to to to to Over None to to to to to to Over

23 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Travelling to campus (e.g. driving, walking, etc.) Being on campus, including time spent in class Being on campus, excluding time spent in class If you are working for pay, how much is this work related to your field of study None to to to to to to Over None to to to to to to Over None to to to to to to Over Not at all Very little Some Quite a bit Very much Not in paid work

24 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Spending significant amounts of time studying and on class work Providing the support you need to help you succeed in your course or programme Encouraging contact among from different economic, social and ethnic backgrounds Helping you cope with your nonstudy related responsibilities (e.g. work, family, etc.) Providing the support you need to socialise Attending campus events and activities (e.g. special speakers, cultural performances, sporting events, etc.) Using computers in your course or programme work Acquiring a broad general education Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

25 Response Category Report Benchmark group 1 Benchmark group 2 USA Acquiring job-related or workrelated knowledge and skills Writing clearly and effectively Speaking clearly and effectively Thinking critically and analytically Analysing quantitative problems Using computing and information technology Working effectively with others Voting informedly in local, state or national elections Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

26 Response Category Report Benchmark group 1 Benchmark group 2 USA Learning effectively on your own Understanding yourself Developing a greater understanding of the Treaty of Waitangi Understanding people of other racial and ethnic backgrounds Solving complex, real-world problems Developing a personal code of values and ethics Contributing to living in a sustainable way Contributing to the welfare of your community Securing relevant work after graduation Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much Very little Some Quite a bit Very much

27 Response Category Report Benchmark group 1 Benchmark group 2 USA No, I have not considered a change* Selected Not selected Reasons for considering a change Academic exchange Academic support Administrative support Boredom/lack of interest Career prospects Change of direction Commuting difficulties Difficulty paying fees Difficulty with workload Family responsibilities Financial difficulties Gap /deferral Government assistance Graduating Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected

28 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Health or stress Institution reputation Moving residence Need a break Need to do paid work Other opportunities Paid work responsibilities Personal reasons Quality concerns Received other offer Social reasons Standards too high Study/life balance Travel or tourism Other reasons Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected

29 Australasian Survey of Student Engagement (AUSSE) Response Category Report Benchmark group 1 Benchmark group 2 USA Continue with current study Shift to another institution Move to university study Change to another course or programme Leave to do paid work Leave to take time off Leave before finishing course or programme Leave having completed course or programme Overall rating: Quality of academic advising Overall rating: Educational experience Attend same institution if starting over Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Selected Not selected Poor Fair Good Excellent Poor Fair Good Excellent Definitely no Probably no Probably yes Definitely yes

30 Item Statistics Report December 2012

31 This report shows summary descriptive statistics for each item. Items are presented in the order in which they appear on the SEQ. The reporting metric for each item corresponds to the response scale, which is shown in the report. Weighted means are given for by qualification level, and for all combined. Staff Results are provided for your institution, three benchmark groups and US institutions. USA figures are not available for all items. Benchmark group 1 Benchmark group 2 USA Asked questions Sought advice from teachers Made presentation Worked hard to master difficult content Prepared two or more drafts Used library resources on campus or online Integrating from various sources Used student learning support services Blended course/programme study with workplace experience Included diverse perspectives Completed readings Able to keep up to date with study Institutional results greater than those for all in the first benchmark group are shaded in green. Results less than or equal to benchmark figures results are shaded red. 1

32 Australasian Survey of Student Engagement (AUSSE) Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Asked questions Sought advice from teachers Made presentation Worked hard to master difficult content Prepared two or more drafts Used library resources on campus or online Integrating from various sources Used student learning support services Blended learning with workplace experience Included diverse perspectives Completed readings Able to keep up to date with study Worked with during class Worked with outside class Put together ideas or concepts Tutored other Participated in a community-based project Used an electronic medium for assignment Used or a forum to communicate with teachers Discussed grades with teachers Talked about career plans Discussed ideas from your classes with teachers Received feedback on performance Worked harder than you thought you could

33 Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Worked with teachers on other activities Discussed ideas from your classes with others Conversations with of different ethnic group Conversations with who are very different =Very little; 2=Some; 3=Quite a bit; 4=Very much Memorising facts Analysing basic elements Synthesising and organising ideas Making judgements about value of information Applying theories or concepts =None; 2=1 to 2; 3=3 to 4; 4=5 to 6; 5=More than 6 One hour or less to complete More than one hour to complete =None; 2=1 to 4; 3=5 to 10; 4=11 to 20; 5=More than 20 Number of assigned textbooks Books for personal enjoyment or enrichment Assignments of fewer than 1,000 words Assignments of between 1,000 and 5,000 words Written assignments of more than 5,000 words Practical assignments Examinations have challenged to do best work

34 Item Statistics Report Benchmark group 1 Benchmark group 2 USA 1=Never; 2=Sometimes; 3=Often; 4=Very often Art/culture attendance Exercise participation Examined own views on a topic or issue Improved knowledge to contribute to employability Developed communication skills relevant to discipline Explored how to apply learning in the workplace Tried to better understand someone else s views Learned something that changed understanding Kept your resume up-to-date Thought about how to present yourself to employers Explored where to look for jobs relevant to your interests Used networking to source information on job opportunities Set career development goals and plans =Do not know about; 2=Have not decided; 3=Do not plan to do; 4=Plan to do; 5=Done Practicum/internship Industry placement or work experience Community service or volunteer work Study group/learning community Work on a research project Foreign language Study abroad or student exchange Culminating final- experience Independent study or self-designed major Consult a university careers service for advice Hold a leadership position in institution or community

2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions

2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions 2009 Community College of Student Engagement (CCSSE) College Results: Frequency Distributions Institutional Research & Effectiveness Frequency Distributions This report summarizes the observed frequencies

More information

City University of New York Faculty Survey of Student Experience (FSSE), Spring 2010

City University of New York Faculty Survey of Student Experience (FSSE), Spring 2010 City University of New York Faculty Survey of Student Experience (FSSE), Spring 2010 CUNY administered the Faculty Survey of Student Experience (FSSE) in the Spring of 2010 at the 11 senior colleges, one

More information

NSSE 2017 U.S. Summary Frequencies

NSSE 2017 U.S. Summary Frequencies 1. During the current school year, about how often have you done the following? a. Asked questions or askquest Never 187 2 495 4 310 4 348 3 529 3 98 3 191 2 413 4 572 3 188 3 3,702 3 contributed to course

More information

Institutional Research and Planning 440 Day Hall Ithaca, New York PULSE Survey

Institutional Research and Planning 440 Day Hall Ithaca, New York PULSE Survey Institutional Research and Planning 440 Day Hall Ithaca, New York 14853 2009 PULSE Survey The Cornell PULSE (Perceptions of Undergraduate Life and Student Experiences) Survey asks currently enrolled undergraduate

More information

Certificate in a vocational program

Certificate in a vocational program N 3,328 5,148 2,928 3,219 3,546 2,004 3,730 3,982 2,327 30,212 GOALS AND PLANS 2. What is your educational goal at this college? High school diploma or GED 1.9 1.3 2.2 1.4 2.2 2.2 1.9 2.0 1.7 1.8 Certificate

More information

NSSE 2013 Frequencies and Statistical Comparisons Auburn University at Montgomery IPEDS:

NSSE 2013 Frequencies and Statistical Comparisons Auburn University at Montgomery IPEDS: Frequencies and Statistical Comparisons IPEDS: 100830 Frequencies and Statistical Comparisons Interpreting Your Report The display below highlights details in the Frequencies and Statistical Comparisons

More information

NSSE 2013 Frequencies and Statistical Comparisons

NSSE 2013 Frequencies and Statistical Comparisons Frequencies and Statistical Comparisons IPEDS: 199999 Frequencies and Statistical Comparisons Interpreting Your Report The display below highlights details in the Frequencies and Statistical Comparisons

More information

NSSE 2013 Frequencies and Statistical Comparisons

NSSE 2013 Frequencies and Statistical Comparisons Frequencies and Statistical Comparisons IPEDS: 217819 Frequencies and Statistical Comparisons Interpreting Your Report The display below highlights details in the Frequencies and Statistical Comparisons

More information

NSSE 2013 Frequencies and Statistical Comparisons Mansfield University of Pennsylvania IPEDS:

NSSE 2013 Frequencies and Statistical Comparisons Mansfield University of Pennsylvania IPEDS: NSSE 2013 Frequencies and Statistical Comparisons of Pennsylvania IPEDS: 213783 Interpreting Your Report The display below highlights details in the Frequencies and Statistical Comparisons report that

More information

INTERNET ACCESS GOALS AND PLANS

INTERNET ACCESS GOALS AND PLANS i. Which do you consider to be your primary college* 2-year college Other 4-year Valley West Total 484 518 122 154 169 94 398 415 405 31 118 2,908 16.6 17.8 4.2 5.3 5.8 3.2 13.7 14.3 13.9 1.1 4.1 100.0

More information

NSSE 2015 Frequencies and Statistical Comparisons Missouri State University

NSSE 2015 Frequencies and Statistical Comparisons Missouri State University NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2015 Frequencies and Statistical Comparisons

NSSE 2015 Frequencies and Statistical Comparisons NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons Stetson University

NSSE 2017 Frequencies and Statistical Comparisons Stetson University NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons Texas A&M University - Corpus Christi

NSSE 2017 Frequencies and Statistical Comparisons Texas A&M University - Corpus Christi NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2014 Frequencies and Statistical Comparisons

NSSE 2014 Frequencies and Statistical Comparisons NSSE 2014 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons

NSSE 2017 Frequencies and Statistical Comparisons NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons

NSSE 2017 Frequencies and Statistical Comparisons NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2015 Frequencies and Statistical Comparisons Western Carolina University

NSSE 2015 Frequencies and Statistical Comparisons Western Carolina University NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons University of New Hampshire

NSSE 2017 Frequencies and Statistical Comparisons University of New Hampshire NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons Mansfield University of Pennsylvania

NSSE 2017 Frequencies and Statistical Comparisons Mansfield University of Pennsylvania NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2015 Frequencies and Statistical Comparisons University of Central Oklahoma

NSSE 2015 Frequencies and Statistical Comparisons University of Central Oklahoma NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2018 Frequencies and Statistical Comparisons University of New Hampshire

NSSE 2018 Frequencies and Statistical Comparisons University of New Hampshire NSSE 2018 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2017 Frequencies and Statistical Comparisons

NSSE 2017 Frequencies and Statistical Comparisons NSSE 2017 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2014 Frequencies and Statistical Comparisons The University of Texas at El Paso

NSSE 2014 Frequencies and Statistical Comparisons The University of Texas at El Paso Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some cells appear

More information

NSSE 2014 Frequencies and Statistical Comparisons NSSEville State University

NSSE 2014 Frequencies and Statistical Comparisons NSSEville State University NSSE 2014 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2014 Frequencies and Statistical Comparisons University of Puerto Rico-Mayaguez

NSSE 2014 Frequencies and Statistical Comparisons University of Puerto Rico-Mayaguez NSSE Frequencies and Statistical s Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some cells appear

More information

NSSE 2014 Frequencies and Statistical Comparisons University of San Francisco

NSSE 2014 Frequencies and Statistical Comparisons University of San Francisco NSSE 2014 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

BCSSE Institutional Report Frequency Distributions. Baccalaureate

BCSSE Institutional Report Frequency Distributions. Baccalaureate BCSSE Institutional Report Frequency Distributions BCSSE Frequency Distributions Interpreting Frequency Results 1 3 5 6 2 4 7 8 1. Variables : The items from the BCSSE survey appear in the left column

More information

NSSE 2015 Frequencies and Statistical Comparisons

NSSE 2015 Frequencies and Statistical Comparisons NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSE 2018 Frequencies and Statistical Comparisons The University of Texas at Tyler

NSSE 2018 Frequencies and Statistical Comparisons The University of Texas at Tyler NSSE 2018 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

BCSSE Institutional Report Frequency Distributions. St. Olaf College

BCSSE Institutional Report Frequency Distributions. St. Olaf College BCSSE Institutional Report Frequency Distributions BCSSE Frequency Distributions Interpreting Frequency Results 5 6 1 3 2 4 7 8 1. Variables : The items from the BCSSE survey appear in the left column

More information

NSSE 2015 Frequencies and Statistical Comparisons

NSSE 2015 Frequencies and Statistical Comparisons NSSE 2015 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Crim J & Soc Wk

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Crim J & Soc Wk ersity NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions

More information

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comm

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comm ersity NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions

More information

USC Aiken 2004 Freshman Orientation Survey Results Selected questions have been made parallel to those on the CIRP Freshman Survey

USC Aiken 2004 Freshman Orientation Survey Results Selected questions have been made parallel to those on the CIRP Freshman Survey Note: In 2004, USC Aiken administered a custom survey at Freshman Orientation. Many questions are parallel to questions asked on the CIRP Freshman Survey. It is important to note that issues such as question

More information

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Bus

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Bus NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions The

More information

NSSE 2018 Frequencies and Statistical Comparisons St. Olaf College

NSSE 2018 Frequencies and Statistical Comparisons St. Olaf College NSSE 2018 Frequencies and Statistical Comparisons Please note: The layout of this file is optimized for printing and PDF creation, not on-screen viewing. When the Excel version is viewed on screen, some

More information

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Engineering

NSSEville State University NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Engineering ersity NSSE 2013 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions

More information

NSSEville State University NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Humanities

NSSEville State University NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Humanities NSSE 2014 Major Field Report, Part II Comparisons to Other Institutions Comparing your students majoring in the fields shown below to those in the same fields at your comparison group institutions The

More information

Cumulative Percent Frequency Percent Valid Percent

Cumulative Percent Frequency Percent Valid Percent Frequency Table Fully Online Hybrid Online Partially Online H_10 Course Type Frequency 868 24.7 24.7 24.7 1735 49.3 49.3 74.0 832 23.6 23.6 97.6 84 2.4 2.4 100.0 H_13 Period Frequency 1162R 100.0 H_14

More information

FALL 2007 MBA EXIT SURVEY (Sample size of 29: 15 responses from the San Marcos location and 14 responses from the RRHEC location)

FALL 2007 MBA EXIT SURVEY (Sample size of 29: 15 responses from the San Marcos location and 14 responses from the RRHEC location) FALL 2007 MBA EXIT SURVEY (Sample size of 29: 15 responses from the San Marcos location and 14 responses from the RRHEC location) EVALUATION OF MBA CURRICULUM Scale items: 1 = Very Satisfied 6 = Very Dissatisfied

More information

Cluster Knowledge and Skills for Business, Management and Administration Finance Marketing, Sales and Service Aligned with American Careers Business

Cluster Knowledge and Skills for Business, Management and Administration Finance Marketing, Sales and Service Aligned with American Careers Business for Business, Management and Administration Finance Marketing, Sales and Service Aligned with American Careers Business About American Careers Correlations The following correlations are provided to demonstrate

More information

2010 National Edition correlated to the. Creative Curriculum Teaching Strategies Gold

2010 National Edition correlated to the. Creative Curriculum Teaching Strategies Gold 2010 National Edition correlated to the Creative Curriculum Teaching Strategies Gold 2015 Big Day for PreK is a proven-effective comprehensive early learning program that embraces children's natural curiosity

More information

FAMU Completers Satisfaction Survey Results 2010

FAMU Completers Satisfaction Survey Results 2010 FAMU Completers Satisfaction Survey Results 2010 Non-Member record_type Frequency Percent Percent Cumulative Percent 35 100.0 100.0 100.0 Race: Frequency Percent Percent Cumulative Percent Black 30 85.7

More information

Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student

Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student Bachelor of Arts in Economics - Business Specialization (Fall 2016) Student Student ID# Anticipated Graduation Term Advisor Minimum GPA 2.00 Today's Date 2016-2017 Undergraduate Catalog Requirements System

More information

Scholastic Big Day for PreK. Arkansas Early Childhood Education Framework for Three & Four Year Old Children 2011

Scholastic Big Day for PreK. Arkansas Early Childhood Education Framework for Three & Four Year Old Children 2011 Scholastic Big Day for PreK Correlated to the Arkansas Early Childhood Education Framework for Three & Four Year Old Children 2011 TM & Scholastic Inc. All rights reserved. SCHOLASTIC, Big Day for PreK,

More information

Frequency Table. UDSAT Satisfaction with UD. Cumulative. 1 Very Dissatisfied. Valid. 2 Dissatisfied. 3 Satisfied. 4 Very Satisfied. Total.

Frequency Table. UDSAT Satisfaction with UD. Cumulative. 1 Very Dissatisfied. Valid. 2 Dissatisfied. 3 Satisfied. 4 Very Satisfied. Total. Table UDSAT Satisfaction with UD 1 Very Dissatisfied 12 1.2 1.2 1.2 2 Dissatisfied 33 3.2 3.3 4.5 3 Satisfied 565 55.1 56.2 60.7 4 Very Satisfied 395 38.5 39.3 1005 98.0 21 2.0 UDREC Likely to recommend

More information

Scholastic s Early Childhood Program Correlated to the Minnesota Pre-K Standards

Scholastic s Early Childhood Program Correlated to the Minnesota Pre-K Standards Scholastic s Early Childhood Program 5/2/07 Page 1 DOMAIN I: EMOTIONAL AND SOCIAL DEVELOPMENT EMOTIONAL DEVELOPMENT 2. 3. 4. 5. Demonstrate increasing competency in recognizing and describing own emotions

More information

Dunlap Community Unit School District #323 Balanced Scorecard. Updated 12/13/16

Dunlap Community Unit School District #323 Balanced Scorecard. Updated 12/13/16 Dunlap Community Unit School District #323 Balanced Scorecard d 12/13/16 Goal # 1: Promote Growth and Achievement in the Dunlap School Community # 1.A Nov Measure Increase student growth and achievement

More information

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL JUNIORS NEW JERSEY

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL JUNIORS NEW JERSEY PSAT / NMSQT SUMMARY REPORT 2003-2004 COLLEGE-BOUND HIGH SCHOOL JUNIORS Copyright 2004 by College Entrance Examination Board. All rights reserved. Student Search Service, College Board, and the acorn logo

More information

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES MISSISSIPPI

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES MISSISSIPPI PSAT / NMSQT SUMMARY REPORT 2003-2004 COLLEGE-BOUND HIGH SCHOOL SOPHOMORES Copyright 2004 by College Entrance Examination Board. All rights reserved. Student Search Service, College Board, and the acorn

More information

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES NEVADA

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES NEVADA PSAT / NMSQT SUMMARY REPORT 2003-2004 COLLEGE-BOUND HIGH SCHOOL SOPHOMORES Copyright 2004 by College Entrance Examination Board. All rights reserved. Student Search Service, College Board, and the acorn

More information

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES MONTANA

PSAT / NMSQT SUMMARY REPORT COLLEGE-BOUND HIGH SCHOOL SOPHOMORES MONTANA PSAT / NMSQT SUMMARY REPORT 2003-2004 COLLEGE-BOUND HIGH SCHOOL SOPHOMORES Copyright 2004 by College Entrance Examination Board. All rights reserved. Student Search Service, College Board, and the acorn

More information

2016 Annual Statistical Report on the HiSET Exam

2016 Annual Statistical Report on the HiSET Exam 2016 Annual Statistical Report on the HiSET Exam hiset.ets.org Table of Contents About HiSET About ETS...1 About ITP...1 Test Content...1 Overview The HiSET Tests...2 Scoring the HiSET Tests...2 Explanation

More information

Charging Battery with Clean Energy

Charging Battery with Clean Energy Charging Battery with Clean Energy By Mr. Raksapol Thananuwong Senior Academic Staff The Institute for the Promotion of Teaching Science and Technology (IPST), Thailand Raksapol Thananuwong BA in Physics

More information

I would like to work for Eddie Stobart but am not sure if I will enjoy driving for a living should I apply?

I would like to work for Eddie Stobart but am not sure if I will enjoy driving for a living should I apply? Frequently Asked Questions Factsheet: Eddie Stobart Driver Apprentices This factsheet has been designed in a FAQ format. Please feel free to also ask any additional questions you may want to using the

More information

A2 units showing 90% conversion points (cp) January 2013 series

A2 units showing 90% conversion points (cp) January 2013 series A2 units showing 90% conversion points (cp) January 2013 series GCE Accounting F013/01 Company Accounts and Interpretation (A2) Raw 80 75 71 64 57 50 44 0 F014/01 Management Accounting (A2) Raw 120 112

More information

NSSEville State University NSSE 2017 Major Field Report, Part I Within-Institution Comparisons

NSSEville State University NSSE 2017 Major Field Report, Part I Within-Institution Comparisons NSSE 2017 Major Field Report, Part I Within-Institution Comparisons Comparing your students' responses across groups of related majors within your institution Note: The Major Field Report was formatted

More information

2017 Annual Statistical Report on the HiSET Exam

2017 Annual Statistical Report on the HiSET Exam 2017 Annual Statistical Report on the HiSET Exam hiset.ets.org Table of Contents About HiSET About ETS...1 About ITP...1 Test Content...1 Overview The HiSET Tests...2 Table 1. of Test Items and Time Limits...2

More information

Politics Philosophy Economics Undergraduate Degree Plan Curriculum Map New Plan Proposal: Appendix C

Politics Philosophy Economics Undergraduate Degree Plan Curriculum Map New Plan Proposal: Appendix C Politics Philosophy Economics Undergraduate Degree Plan Curriculum Map 2016 New Plan Proposal: Appendix C Politics Sub-Plan Learning Outcomes Philosophy Sub-Plan Economics Sub-Plan Politics Sub-Plan (POPE)

More information

GRADUATED LICENSING. KITCHEN TABLE DISCUSSION GUIDE Have your say on Your PLates reforms

GRADUATED LICENSING. KITCHEN TABLE DISCUSSION GUIDE Have your say on Your PLates reforms YOUR GRADUATED LICENSING KITCHEN TABLE DISCUSSION GUIDE Have your say on Your PLates reforms Justice and Community Safety Directorate April - May 2018 INTRODUCTION Thank you for your interest in how we

More information

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program HARLEY-DAVIDSON Motorcycle Technician Training & Professional Development Program 274 North Industrial Drive, Frontenac, KS 66763 (620) 231-3819 fortscott.edu Harley-Davidson Motorcycle Technician Training

More information

2013 PLS Alumni/ae Survey: Overall Evaluation of the Program

2013 PLS Alumni/ae Survey: Overall Evaluation of the Program 2013 PLS Alumni/ae Survey: Overall Evaluation of the Program Summary In the spring 2013, the Program of Liberal Studies conducted its first comprehensive survey of alumni/ae in several decades. The department

More information

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program

HARLEY-DAVIDSON. Motorcycle Technician Training & Professional Development Program HARLEY-DAVIDSON Motorcycle Technician Training & Professional Development Program 274 N. Industrial Drive Frontenac, KS 66763 (FSCC LOGO) (620) 231-3819 www.fortscott.edu HARLEY-DAVIDSON & Fort Scott Community

More information

ABE 5-Week Spring Schedule

ABE 5-Week Spring Schedule ABE 5-Week Spring 2018-19 Schedule Spring 2019 A4 Schedule (Master dates: 1/14/19 2/16/19) BUS 101 AA Financial Accounting 1/14-2/16 M 108 BUS 205 AA Principles of Management 1/14-2/16 T 116 BUS/HSA 314

More information

Auto Service Technician

Auto Service Technician Auto Service Technician Organization Washburn Institute of Technology Program Number 47.0604 Instructional Level Certificate Target Population Grades 11 & 12 Post-secondary Description The Auto Service

More information

correlation to HEAD START OUTCOMES

correlation to HEAD START OUTCOMES correlation to HEAD START OUTCOMES DOMAIN: 1. LANGUAGE DEVELOPMENT DOMAIN ELEMENTS: Listening and Understanding Demonstrates increasing ability to attend to and understand conversations, stories, songs,

More information

AUTO 140A: VEHICLE MAINTENANCE

AUTO 140A: VEHICLE MAINTENANCE AUTO 140A: Vehicle Maintenance 1 AUTO 140A: VEHICLE MAINTENANCE Discipline AUTO - Automotive Technology Course Number 140A Course Title Vehicle Maintenance Catalog Course Description Intended for the incumbent

More information

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR DEGREES GRANTED DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE ACADEMIC YEAR 2015-2016 Arts & Sci, 25.55% UNDERGRADUATE Ag Sci & Nat Res, 12.18% Spears School of Bus, 27.42% Human

More information

Computerized Manufacturing & Machining

Computerized Manufacturing & Machining Computerized Manufacturing & Machining Degrees: AAS Computerized Manufacturing & Machining 65-68 Diploma(s) CNC Machinist 56-59 Machinist 41-47 Certificate(s) Exploratory Machining I 12 Machine Tool Operator

More information

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR

DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE OKLAHOMA STATE UNIVERSITY ACADEMIC YEAR DEGREES GRANTED DISTRIBUTION OF UNDERGRADUATE AND GRADUATE DEGREES GRANTED BY COLLEGE ACADEMIC YEAR 2016-2017 Arts & Sci, 23.98% UNDERGRADUATE Ag Sci & Nat Res, 12.88% Spears School of Bus, 28.44% Human

More information

Academic Course Description

Academic Course Description BEE305- ELECTRICAL MACHINES Academic Course Description BHARATH UNIVERSITY Faculty of Engineering and Technology Department of Electrical and Electronics Engineering BEE305- ELECTRICAL MACHINES Third Semester,

More information

KEY STAGE. Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science KEY STAGE KEY STAGE KEY STAGE

KEY STAGE. Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science KEY STAGE KEY STAGE KEY STAGE KEY STAGE 2 2003 2003 Level threshold tables and age standardised scores for key stage 2 tests in English, mathematics and science This booklet provides: tables for converting test marks into national

More information

Metropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center

Metropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center B13 Academic Affairs 10000 - INSTRUCTION REPORTING AND RECON 51 - PERSONNEL $474,425 $249,517-47.41% 52 - OPERATING $55,000 $50,000-9.09% 53 - SUPPLIES -$110,000 -$246,000 123.64% 54 - TRAVEL $127,500

More information

A2 units showing 90% conversion points (cp) June 2010 series

A2 units showing 90% conversion points (cp) June 2010 series A2 units showing 90% conversion points (cp) June 2010 series GCE Accounting F013/01 Company Accounts and Interpretation (A2) Raw 80 71 62 53 45 37 29 0 F014/01 Management Accounting (A2) Raw 120 102 89

More information

OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES

OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES OSNABRÜCK UNIVERSITY OF APPLIED SCIENCES Osnabrück Germany V07/07/17 13:00 Exchanges Portfolio KEY FACTS Subject Area Business & Languages; Marketing & Languages Language Classes are taught in English

More information

Graduate Two Year-At-A-Glance

Graduate Two Year-At-A-Glance Graduate 20-20 Two Year-At-A-Glance Name ES SU SP-1 ES SU ACC 7000 Accounting Theory Online - - - - OL - ACC 7100 Advanced Financial Accounting Reporting Online - - - - - OL ACC 7200 Advanced Income Taxation

More information

A Correlation of. Scott Foresman. Reading Street. Common Core. to the. Arkansas English Language Arts Standards Grade 3

A Correlation of. Scott Foresman. Reading Street. Common Core. to the. Arkansas English Language Arts Standards Grade 3 A Correlation of Scott Foresman Reading Street Common Core 2013 to the To the INTRODUCTION This document demonstrates how Scott Foresman Reading Street Common Core, 2013 meets the. Correlation page references

More information

LTFT training: the state of play Emma #LTFTmatters

LTFT training: the state of play Emma #LTFTmatters LTFT training: the state of play 2016 Emma Plunkett @emmaplunkett #LTFTmatters Why is LTFT important? Organisational benefits Retention of workforce Ensure continuation of training Individual benefits

More information

Metropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center

Metropolitan Community College Proposed Plan to Administer the General Fund Budget By Area and Cost Center B13 Academic Affairs 10000 - INSTRUCTION REPORTING AND RECON 51 - PERSONNEL $535,845 $474,425-11.46% 52 - OPERATING $160,000 $55,000-65.63% 53 - SUPPLIES -$110,000 N/A 54 - TRAVEL $127,500 $127,500 0.00%

More information

Higher National Unit Specification. General information for centres. Electrical Motors and Motor Starting. Unit code: DV9M 34

Higher National Unit Specification. General information for centres. Electrical Motors and Motor Starting. Unit code: DV9M 34 Higher National Unit Specification General information for centres Unit title: Electrical Motors and Motor Starting Unit code: DV9M 34 Unit purpose: This Unit has been developed to provide candidates with

More information

B.A. in Arts and Sciences Major: Economics Sample 4-Year Plan

B.A. in Arts and Sciences Major: Economics Sample 4-Year Plan Student Student ID # Student Phone # Advisor(s) Minimum GPA 2.00 Minor/Career Interest B.A. in Arts and Sciences Major: Economics 2017-2018 Sample 4-Year Plan System Gen Ed Requirements (SGR's) Prerequisites/Comments

More information

ABE 5-Week Spring Schedule

ABE 5-Week Spring Schedule ABE 5-Week Spring 2017-18 Schedule Spring 2017-18 A4 Schedule (Master dates: 1/08/18 2/10/18) Course # Course Name Dates Weeknight Classroom BUS 203 AA Principles of Marketing 1/08 2/10/18 R 111 BUS 310

More information

E-Mobility Trainings. Handling electric drives safely. TÜV SÜD Akademie GmbH

E-Mobility Trainings. Handling electric drives safely. TÜV SÜD Akademie GmbH E-Mobility Trainings Handling electric drives safely TÜV SÜD Akademie GmbH 01 02 E-Mobility Trainings Handling electric drives safely Electric vehicle drives are gaining ground in both hybrid and pure

More information

Sample Reports. Overview. Appendix C

Sample Reports. Overview. Appendix C Sample Reports Appendix C Overview Appendix C contains examples of ParTEST reports. The information in the reports is provided for illustration purposes only. The following reports are examples only: Test

More information

Who has trouble reporting prior day events?

Who has trouble reporting prior day events? Vol. 10, Issue 1, 2017 Who has trouble reporting prior day events? Tim Triplett 1, Rob Santos 2, Brian Tefft 3 Survey Practice 10.29115/SP-2017-0003 Jan 01, 2017 Tags: missing data, recall data, measurement

More information

SolarMiles SUSTAINABLE MOBILITY: ELECTRIC VEHICLES SOLAR PV - SMART CHARGING CAR SHARING

SolarMiles SUSTAINABLE MOBILITY: ELECTRIC VEHICLES SOLAR PV - SMART CHARGING CAR SHARING Assignment IWP Energy Transition September 2018 SolarMiles SUSTAINABLE MOBILITY: ELECTRIC VEHICLES SOLAR PV - SMART CHARGING CAR SHARING Brief description of the problem SolarMiles is about charging electric

More information

A2 units showing 90% conversion points (cp) June 2012 series

A2 units showing 90% conversion points (cp) June 2012 series A2 units showing 90% conversion points (cp) June 2012 series GCE Accounting F013/01 Company Accounts and Interpretation (A2) Raw 80 65 57 49 41 33 25 0 F014/01 Management Accounting (A2) Raw 120 111 102

More information

Header. Mrs Barlow 7EX. Mr Lines 7MX. Miss Gaston 7CX. Miss Stanwix 7PX. Miss Croft 7EY. Mr Cannessa 7MY. Mr Boreham 7PY.

Header. Mrs Barlow 7EX. Mr Lines 7MX. Miss Gaston 7CX. Miss Stanwix 7PX. Miss Croft 7EY. Mr Cannessa 7MY. Mr Boreham 7PY. Mrs Barlow 7EX Mr Lines 7MX Miss Stanwix 7PX Miss Gaston 7CX Miss Croft 7EY Mr Cannessa 7MY Mr Boreham 7PY Mr Burch 7CY Our communication channels: Student planners Parent Information Evenings Insight

More information

Youth Guarantee Courses 2019 National Certificates at levels 2 and 3

Youth Guarantee Courses 2019 National Certificates at levels 2 and 3 EDUCATIONAL SERVICES LTD Driving your career forward Youth Guarantee Courses 019 National Certificates at levels and 3 Zero fees apply for all Youth Guarantee learners Open to learners 16-19 years Travel

More information

Bayt.com Middle East Job Index. August 2013

Bayt.com Middle East Job Index. August 2013 Bayt.com Middle East Job Index August 2013 Objectives of the Bayt.com Job Index Survey The objectives of the Bayt.com Job Index survey are: Gauge perceptions of job availability and hiring in the Middle

More information

ECONOMICS-ECON (ECON)

ECONOMICS-ECON (ECON) Economics-ECON (ECON) 1 ECONOMICS-ECON (ECON) Courses ECON 101 Economics of Social Issues (GT-SS1) Credits: Economic analysis of poverty, crime, education, and other social issues. Basics of micro, macro,

More information

CONTENTS ABOUT TPP TAI POUTINI POLYTECHNIC

CONTENTS ABOUT TPP TAI POUTINI POLYTECHNIC DRIVER EDUCATION 2 CONTENTS About Tai Poutini Polytechnic Programmes Street Talk Defensive Driving Forklift OSH F Endorsement Dangerous Goods Endorsement Heavy Vehicles Fatigue & Logbook Management Class

More information

University Of California, Berkeley Department of Mechanical Engineering. ME 131 Vehicle Dynamics & Control (4 units)

University Of California, Berkeley Department of Mechanical Engineering. ME 131 Vehicle Dynamics & Control (4 units) CATALOG DESCRIPTION University Of California, Berkeley Department of Mechanical Engineering ME 131 Vehicle Dynamics & Control (4 units) Undergraduate Elective Syllabus Physical understanding of automotive

More information

FLEET MECHANIC I HEAVY EQUIPMENT

FLEET MECHANIC I HEAVY EQUIPMENT FLEET MECHANIC I HEAVY EQUIPMENT Do you enjoy working on heavy equipment? Are you looking for a challenging new environment in which to utilize your skills? If so, working for the City of Fremont may be

More information

Survey of users of wheelchair seat elevators

Survey of users of wheelchair seat elevators Survey of users of wheelchair seat elevators The Rehabilitation Engineering and Applied Research Center in collaboration with Quantum Rehab surveyed wheelchair users whose powered wheelchairs are equipped

More information

Articulation Course Guide and High School Teacher Requirements

Articulation Course Guide and High School Teacher Requirements Articulation Course Guide and High School Teacher Requirements This document outlines courses approved by FV for high school articulation consideration along with teacher qualification and certification

More information

Higher National Unit Specification. General information for centres. Electrical Motor Drive Systems. Unit code: DN4K 35

Higher National Unit Specification. General information for centres. Electrical Motor Drive Systems. Unit code: DN4K 35 Higher National Unit Specification General information for centres Unit code: DN4K 35 Unit purpose: This Unit has been designed to allow candidates to develop a knowledge and understanding of electrical

More information

Associate of Applied Science in Electro-Mechanical Engineering Technology To Bachelor of Science in Mechatronics Engineering Technology

Associate of Applied Science in Electro-Mechanical Engineering Technology To Bachelor of Science in Mechatronics Engineering Technology Associate of Applied Science in Electro-Mechanical Engineering Technology To Bachelor of Science in Mechatronics Engineering Technology Completion of the following curriculum will satisfy the requirements

More information