This book explores student education transition and employability negotiation experiences in various contexts. It explores determinants of student transitions at three levels including macro, meso and micro but focuses on exploring affordances, constraints and strategies at the micro level. The framework underpinning the explorations at the micro level covers a range of different forms of capital including human, culture, social, identity, psychological and agentic. The book is unique in three ways. First, it consists of chapters about critical discussion, empirical research and practical guidance about student transition experiences. The critical discussion and empirical research chapters explore and obtain insights about the complexity of student transitions and develop conceptual frameworks that guide the development of applicable practices. The book is, therefore, a useful resource for policy makers, institutions, academics, professionals and students. Second, it provides insights about how student transitions are determined by a range of factors at different levels. These insights extend discussions about student transitions in the current literature which have mainly explored impacts of policies, institutional programmes and human capital. Finally, it is international in focus because it draws on research with different cohorts of students and graduates in different contexts. Insights provided in the book are, therefore, rich, diverse and comparative.
Fractals and Multifractals in the Geosciences details the application of a wide range of multifractal methods, including many novel ones developed by the author, along with the assessment of uncertainty in sample classification and stability of spatial patterns. This book also provides criteria for selection of the most effective combination of data pre-processing and multifractal modeling to extract desired features or signals in the data. The book specifically aims to introduce, apply, and test novel multifractal models that account directly for changes in relationships between variables, as well as the effects of distance between samples and the source of anomalous metal contents in geoscience samples. Linked to this will be assessment of the effects of different pre-processing of data prior to application of the models and quantification/model uncertainty in geochemical anomaly maps, associated with sample classification and spatial interpolation. Gaussian simulations such as Sequential Gaussian Simulation and Monte Carlo Simulation will be applied to the new multifractal models developed and a suite of existing models, including (simulated) concentration-area, spectrum-area, singularity and other models. Fractals and Multifractals in the Geosciences will be invaluable for mathematical geoscientists, geostatisticians, exploration, applied, urban and environmental geochemists, computational geoscientists, data scientists, and GIS professionals who need to better understand fractal geometry, along with its theory and applications in geochemical anomaly classification to generate maps that are helpful for decision-making for follow-up sampling and explorations. - Provides a comprehensive overview of the use of fractal and multifractal modeling methods, with a detailed assessment of uncertainty quantification in samples and classified models - Specifically includes novel multifractal models, as well as uncertainty quantification and decision-making methods for use in geosciences and especially geochemistry - Includes case studies showing the application of the fractal and multifractal methods detailed in the book
This book explores student education transition and employability negotiation experiences in various contexts. It explores determinants of student transitions at three levels including macro, meso and micro but focuses on exploring affordances, constraints and strategies at the micro level. The framework underpinning the explorations at the micro level covers a range of different forms of capital including human, culture, social, identity, psychological and agentic. The book is unique in three ways. First, it consists of chapters about critical discussion, empirical research and practical guidance about student transition experiences. The critical discussion and empirical research chapters explore and obtain insights about the complexity of student transitions and develop conceptual frameworks that guide the development of applicable practices. The book is, therefore, a useful resource for policy makers, institutions, academics, professionals and students. Second, it provides insights about how student transitions are determined by a range of factors at different levels. These insights extend discussions about student transitions in the current literature which have mainly explored impacts of policies, institutional programmes and human capital. Finally, it is international in focus because it draws on research with different cohorts of students and graduates in different contexts. Insights provided in the book are, therefore, rich, diverse and comparative.
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