Browsing by Subject "Success"
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Item A framework for selecting strategies to impact the success of high volume roadway projects(Texas A&M University, 2006-08-16) Chabannes, Clayton C.State Highway Agencies (SHAs) are being forced to focus more on rehabilitation, resurfacing, and reconstruction of existing roadways rather than the construction of new facilities. These activities can create several challenges when they must be conducted on roadways with high traffic volumes. This research identified numerous strategies that can be implemented by SHAs that have the potential to influence the overall success of roadway projects with high traffic volumes. This research also created a framework for when to implement these different strategies. These strategies were identified through an in-depth literature review and through case studies conducted on highway projects that were under construction. Through the case studies the different strategies were documented within the context that warranted their use. Information from the case studies was collected and documented through interviews and site visits. The strategies identified through this research were used to create four matrices that summarize the research findings. A general matrix was created to show the motivating project conditions that warrant the use of each strategy. A public relations matrix was created to display the influence the impacted road user groups have on public relations and information strategies. A traffic management matrix was created to show different types of traffic management strategies and the potential impact they will have on the project. Finally, an interdependency matrix was created to show groups of strategies that are related to each other or require the use of other strategies to be able to influence the success of the project. These matrices could be further developed to create a set of guidelines that could be used by a SHA during the planning phases of a roadway project.Item Adelante : preparing Latino students for success(2015-05) Martinez, Rebeca; Sanchez, Delida; Drum, DavidAs one of the largest minority populations in the United States, Latinos need support to overcome many of the systemic barriers that are limiting their potential for success. Education is a tool Latinos can use for their advancement. Therefore it is important that educational institutions work at all levels to provide culturally competent education to as many Latino students as possible and provide opportunities for success. In this report I analyze Latino cultural values and present various methods to create an open and accepting learning environment.Item An analysis of the results of two self-improvement programs(Texas Tech University, 1971-08) Pritchett, Early PriceNot availableItem An evaluation of counseling record data in terms of academic success(Texas Tech University, 1957-08) Herod, Thomas MNot availableItem Browning's theory of success and failure as revealed in The ring and the book.(Texas Tech University, 1965-05) Thompson, Leslie M.Not availableItem Cohesion, gender, and success or failure as factors in causal attribution(Texas Tech University, 1977-08) Megas, James ChristopherNot availableItem How varying levels of community participation affect brownfield redevelopments : case study comparisons in Pittsburgh, PA, Portland, OR, Dallas, TX, and Fort Worth, TX(2012-05) Dunlop, William Scott; Dooling, Sarah; Paterson, RobertBrownfield developments offer cities and developers an opportunity to engage with the public in ways unavailable to greenfield developments as brownfield redevelopments are generally found in established neighborhoods where the site’s history has been deeply intertwined with the history of the neighborhood. However, the levels of public participation vary widely from state to state, city to city, and even project to project; resulting in an array of positive and negative outcomes for all the stakeholders. It is under these varying participatory requirements and engagement strategies this research is grounded. First, the research addresses how varying levels of public participation affect stakeholders’ definitions of success or failure and how it was measured. Secondly, stakeholder’s perceptions of each other are analyzed to determine whether projects that had higher levels of participation also had higher instances of cooperation and collaboration. Thirdly, the research examines how stakeholders perceive the outputs and outcomes of a project and whether varying levels of participation affect stakeholders’ satisfaction with the project. Specific sites for this research were the Summerset at Frick Park, Pittsburgh, Pennsylvania, the Watershed at Hillsdale, Portland, Oregon, the Alta Design District, Dallas, Texas, and Montgomery Plaza, Fort Worth, Texas.Item The impact of community college initiatives on black males at St. Philip's college : an evaluation of retention, completion, and student engagement efforts(2011-08) Hancock, Anthony, 1956-; Bumphus, Walter G.; Roueche, John E.; Northcutt, Norvell; Brown, Anthony L.; Contreras, AdrianaBlack males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College.Item Personality traits in predicting interior design students' academic success and persistence(Texas Tech University, 2007-12) Peggram, Rosemary E.; Murrray, John; Curry, Zane D.; Oliver, DianeWith the steady growth of interest in the field of interior design, programs are looking for ways of admitting students into their curriculum that have a higher likelihood of succeeding and persisting in the program. A method beyond the existing high school GPA, class rank, and SAT/ACT scores is needed to help predict entering interior design students’ academic success. Research has shown that the NF / NT dimension, of the Myers-Briggs Type Indicator (MBTI), will predict an interest in an artistic profession. The assessment of personality traits as predictors of academic performance coupled with demographic variables and standard admission criteria are proving to be valuable in recognizing non-cognitive factors that influence success or failure in academic endeavors. Present studies do suggest that personality traits can be reliably assessed and that certain traits do affect students’ academic performance. The purpose of this research is to (a) assess the personality types, using the MBTI, of senior interior design students; (b) compare personality types of freshmen and seniors to determine if differences exist; (c) determine if personality types, used with SAT/ACT scores and high school rank, can be a significant predictor of academic success and program persistence; and (d) develop a profile of the successful senior interior design student. The 121 participants were freshmen and senior interior design students enrolled in CIDA (Council for Interior Design Accreditation) accredited professional level programs at public, 4-year universities selected from the Southwest Region, as defined by the Interior Design Educators Council (IDEC). The MBTI personality assessment, demographic questionnaires, descriptive statistics, standard multiple linear regression and Pearson chi-square were utilized to answer the research questions. The findings indicate that all 16 types of the MBTI are represented in the seniors with 71% falling into 7 types. The top 4 MBTI types for freshmen were ENFP, ISTJ, ISFJ and ESFP. The top 4 MBTI types for seniors were ISFJ, ESTJ, ENFP and ENTJ. To predict success in interior design, significance was found between the Judging dimension of the MBTI, senior classification, older age, higher ACT score, and higher high school rank with higher cumulative GPA.Item Predictors of college success among African-American, Caucasian, and Hispanic students(Texas Tech University, 2006-05) Johnston, Candice Globuschutz; Butner, Bonita K.; Burley, Hansel E.; Burkhalter, James P.College students are more diverse today than any other time in the history of higher education. The challenge for students has gradually shifted from that of gaining access to higher education to that of persistence and achieving the goal of graduation. This study examined college success by exploring (1) achievement motivation, (2) student rapport rating with peers, (3) student rapport rating with instructors, (4) grade point average. Each of these items was evaluated across ethnic groups, which include: African-American, Caucasian, and Hispanic student. This study explored the relationship between achievement motivation, rapport rating with peers, rapport rating with instructors, and grade point average within the context of a mid-sized, public university campus in the southwestern portion of the United States. The Student Attitudes and Perceptions Survey as developed by Dr. Amy Strage was used as the assessment instrument. The key research questions were these: 1) Is there a relationship between self-reported grade point average and achievement motivation across ethnic groups? 2) Is there a relationship between self-reported grade point average and rating of rapport with peers across ethnic groups? 3) Is there a relationship between self-reported grade point average and rating of rapport with instructors across ethnic groups? Current predictors of student success are not comprehensive, therefore other predictors of student success needed to be studied. Having a better understanding of why some students succeed while others do not, aids in serving students and potentially increases retention and graduation rates. Analyses were conducted using regression, correlations, and MANOVAs to determine the relationship between grade point average and predictors of student success across ethnic groups. The findings demonstrate a statistically significant relationship between achievement motivation and grade point average, between rating of rapport with peers and grade point average, as well as rating of rapport with instructors and grade point average. No difference was found across ethnic groups when measuring achievement motivation, rating of rapport with peers, rating of rapport with instructors and grade point average.Item Predictors of college success among African-American, Caucasian, and Hispanic students(2006-05) Johnston, Candice Globuschutz; Butner, Bonita K.; Burley, Hansel E.; Burkhalter, James P.College students are more diverse today than any other time in the history of higher education. The challenge for students has gradually shifted from that of gaining access to higher education to that of persistence and achieving the goal of graduation. This study examined college success by exploring (1) achievement motivation, (2) student rapport rating with peers, (3) student rapport rating with instructors, (4) grade point average. Each of these items was evaluated across ethnic groups, which include: African-American, Caucasian, and Hispanic student. This study explored the relationship between achievement motivation, rapport rating with peers, rapport rating with instructors, and grade point average within the context of a mid-sized, public university campus in the southwestern portion of the United States. The Student Attitudes and Perceptions Survey as developed by Dr. Amy Strage was used as the assessment instrument. The key research questions were these: 1) Is there a relationship between self-reported grade point average and achievement motivation across ethnic groups? 2) Is there a relationship between self-reported grade point average and rating of rapport with peers across ethnic groups? 3) Is there a relationship between self-reported grade point average and rating of rapport with instructors across ethnic groups? Current predictors of student success are not comprehensive, therefore other predictors of student success needed to be studied. Having a better understanding of why some students succeed while others do not, aids in serving students and potentially increases retention and graduation rates. Analyses were conducted using regression, correlations, and MANOVAs to determine the relationship between grade point average and predictors of student success across ethnic groups. The findings demonstrate a statistically significant relationship between achievement motivation and grade point average, between rating of rapport with peers and grade point average, as well as rating of rapport with instructors and grade point average. No difference was found across ethnic groups when measuring achievement motivation, rating of rapport with peers, rating of rapport with instructors and grade point average.Item SUCCESS within the financial planning profession(Texas Tech University, 2009-05) DeArmond, DeArno D.; Durband, Dorothy B.; Gustafson, William; Hampton, Vickie L.; Katz, Deena; Terry, Neil; Williams, AmandaStudies discussing success within financial planning have been open to definitional interpretation and without regard to both the objective and subjective elements of success. Empirical studies considering client management, client demographic, personal, job, and business practices have been limited at best. This research is the first to test whether preference for numerical information and need for emotion are contributors to perceived level of success within financial planners. The purpose of this research was to 1) analyze the manner upon which objective and subjective factors (such as pay, promotion, status, work/life balance) have contributed to the perceived level of success of individuals working as financial planners, 2) analyze client management, client demographic, personal, job, or business practice factor differences contributing to the self-reported success of an individual working as a financial planner, and 3) to test for differences between a financial planner with a preference for numerical information and a financial planner with a preference for emotion with regard to self-perceived success within the financial planning industry. The data utilized within this study were gathered via a survey instrument developed and administered in an online format during the month of June 2008. A total of 403 geographically diverse respondents (4% response rate) who are members of the FPA answered the survey. The final sample used after data reduction and incomplete responses was 349 respondents (3.5%). The survey remained open from June 4th to July 3rd, 2008. Results of this study indicate that client relationships, wealth of client served, use of ethical practices, ability to empathize, number of clients served, client referrals, and job autonomy are among the most important contributors to financial planner perceived success. Findings of this study also indicate that client relationships, wealth of client served, use of ethical practices, ability to empathize, number of clients served, client referrals, and job autonomy are among the most important contributors to financial planner perceived success. Results of this study also conclude there is no relationship between preference for numerical information or need for emotion and financial planner perceived success.Item The effect of a learning skills course on college student involvement(Texas Tech University, 1985-08) Weinsheimer, Joyce DianeAmong the National Institute of Education's contentions in its 1984 study on the conditions of higher education is that the quality of undergraduate education could be significantly improved by increasing student involvement. Involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience. In response to the NIE Study Group's challenge, this study assesses the effect of a learning skills course on college student involvement. Sixty-six students in Texas Tech University's College of Home Economics, divided into experimental and control groups, were pre- and posttested with C. Robert Pace's College Student Experiences questionnaire. The questionnaire, which measures student use of the major resources and opportunities for learning available on campus, provided a numerical measure of student involvement and student satisfaction as affected by the independent variable of this study, a learning skills course. Specifically, the study addresses the following questions: (1) Can a learning skills course enhance college student involvement? If so, on what types of involvement does it have the greatest impact? (2) What is the relationship between GPA and involvement? (3) What effect do demographic variables have on involvement? (4) Does the learning skills course have an effect on student satisfaction with the college experience? (5) What effect does the learning skills course have on intention to continue attending Texas Tech University? Using analysis of covariance, the study determined that participation in the learning skills course positively affected the areas of course learning, personal experiences, writing activities, dormitory or fraternity/ sorority activities, student acquaintances, and use of information in conversations. Furthermore, the study revealed a positive correlation between GPA and involvement with course learning and faculty, although findings were mixed for the relation between GPA and other activity areas. The demographic variable of age had no significant effect on involvement. Finally, though participants in the learning skills course expressed greater satisfaction with the college experience than did non-participants, significant differences did not exist between the experimental and control groups' expression of intent to continue attending Texas Tech.Item The effects of sex role and fear of success on competitive behavior(Texas Tech University, 1979-08) Daniels, Howard B.In spite of the fact that we live in a culture which overtly promotes equality and in spite of the fact that we encourage our children to attend educational systems which purportedly prepare men and women for identical careers, there exist vast differences between men and women when examining ultimate achievement levels. This is especially true if standards of achievement are those such as income, power, or status. Anastasi (1953), in a survey of women throughout history, reported that less than 10% of the people who have achieved eminence have been women and that more than half of these achieved such eminence by being sovereigns by birthright. Although these statistics have undoubtedly changed, recent reports continue to emphasize differences. As late as 1970, only 5% of all lawyers and judges and 9% of all physicians in the United States were wom.en (Council of Economic Advisors, 1973).Item The relationship of Jungian psychological traits of associate degree nurses to retention and prediction of success(Texas Tech University, 1982-12) Batten, Carol D.Not available