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Purpose: Immigrant-origin English learners (ELs) are the fastest-growing population in US schools. Most EL research examines the college-going outcomes of this population by focusing on those who are EL-identified in high school; here, we capture both current and former EL-identified students, or "ever-ELs." A subset of bilingual, immigrant-origin students, ever-ELs may theoretically benefit from the high expectations of their foreign-born parents. In this study, we use an expanded analytic lens (ever-EL) to test whether an immigrant advantage exists with respect to high school graduation and college enrollment. Research Methods: We use multilevel models and longitudinal, statewide administrative K–12 and higher education data capturing kindergartners in 1999 and 2000 (N = 414,628) to examine how ever-EL status predicts five outcomes: high school graduation, application to a 4-year college, any college enrollment, and within that, two-year enrollment, and four-year enrollment. Findings: Results show that ever-EL status is associated with a greater likelihood of graduating from high school, and, among high school graduates, ever-ELs are significantly more likely to enroll in college; however, this is due to the fact that they are significantly more likely to attend a 2-year college and less likely to enroll in a 4-year institution. Implications: We find limited evidence of an immigrant advantage among ever-ELs; instead, we suggest that systemic and structural challenges associated with the EL label may stand in ever-ELs' postsecondary pathways and impede full realization of their immigrant potential. [ABSTRACT FROM AUTHOR]

Objective: The American College of Radiology Thyroid Imaging Reporting and Data System (TI‐RADS) is a widely used method for the management of adult thyroid nodules. However, its use in paediatric patients is controversial because adult fine needle aspiration biopsy (FNAB) recommendations may lead to delayed diagnoses of cancer in children. The objectives of this study were to evaluate the performance of TI‐RADS in paediatric thyroid nodules and to tailor FNAB recommendations for children. Methods: Consecutive surgically resected paediatric thyroid nodules from two tertiary care centres between 2003 and 2021 were reviewed. Ultrasounds were blindly scored by radiologists according to TI‐RADS. Management recommendations based on TI‐RADS were evaluated. Various modelling methodologies were used to determine the optimal cutoff for FNAB in children. Results: Of the 96 patients, 79 (82%) were female and the median age at surgery was 16.1 years. Fifty (52%) nodules were malignant on surgical pathology. The area under the receiver operating characteristic curve of TI‐RADS for predicting malignancy was 0.78. Adult TI‐RADS recommendations would have resulted in 4% of cancerous nodules being lost to follow‐up. Modifications to TI‐RADS (FNAB of all TR3 nodules ≥1.5 cm, FNAB of TR4 and TR5 nodules ≥0.5 cm, surveillance of nodules ≥1 cm, consider surgery for nodules >4 cm) reduced this missed malignancy rate to 0%. Conclusions: TI‐RADS can risk‐stratify paediatric thyroid nodules. However, the system requires modifications to reduce the missed malignancy rate in paediatric thyroid nodules. Our data suggest that lower size thresholds for FNAB are warranted in children. [ABSTRACT FROM AUTHOR]

We prove that TR is corepresentable by the reduced topological Hochschild homology of the flat affine line S[t] as a functor defined on the 1-category of cyclotomic spectra with values in the1-category of spectra with Frobenius lifts, refining a result of Blumberg-Mandell. We define the notion of an integral topological Cartier module using Barwick's formalism of spectral Mackey functors on orbital1-categories, extending the work of Antieau-Nikolaus in the p-typical setting. As an application, we show that TR evaluated on a connective E1-ring admits a description in terms of the spectrum of curves on algebraic K-theory, generalizing the work of Hesselholt and Betley-Schlichtkrull. [ABSTRACT FROM AUTHOR]

Background: Integrating Artificial Intelligence (AI) in educational applications is becoming increasingly prevalent, bringing opportunities and challenges to the learning environment. While AI applications have the potential to enhance structured learning, they may also significantly impact students' creativity and academic emotions. Objectives: This study aims to explore the effects of AI-integrated educational applications on college students' creativity and academic emotions from the perspectives of both students and teachers. It also assessed undergraduate students' and faculty's attitudes to AI-integrated applications. Methodology: A mixed-method research design was used. In the first phase, a qualitative research approach was employed, utilizing theoretical sampling to select informants. Data were collected through in-depth interviews with undergraduate students and university lecturers to gain comprehensive insights into their experiences and perceptions. A scale was developed, validated, and administered to 120 students and faculty in the quantitative phase. Descriptive statistics was used to analyze the data. Findings: The study revealed that AI applications often impose rigid frameworks that constrain creative thinking and innovation, leading to emotional disengagement due to AI interactions' repetitive and impersonal nature. Additionally, constant AI assessments heightened performance anxiety, and technical frustrations disrupted the learning process. Conversely, AI applications stimulated creativity by introducing new ideas and problem-solving techniques, enhanced engagement through interactive elements, provided personalized feedback, and supported emotional well-being with gamified elements and constant availability. Quantitative data also verified that teachers and students have positive attitudes toward the benefits and challenges of these applications. Conclusions: AI integration in educational applications has a dual-edged impact on college students' creativity and academic emotions. While there are notable benefits in stimulating creativity and enhancing engagement, significant challenges such as creativity constraints, emotional disengagement, and performance anxiety must be addressed. Balancing these factors requires thoughtful implementation and continuous evaluation to optimize the role of AI in education. [ABSTRACT FROM AUTHOR]

This paper uses the bibliometric method to conduct a statistical analysis of the related literature on post-reading writing from the past decade (2012--2023) available in CNKI. It systematically introduces the development of post-reading writing, comprehensively reviews its development process in China, and divides it into three stages: proposal and development, application in college entrance examinations, and prospects and reflections. The research content covers various aspects such as the theoretical basis, teaching practice, and effectiveness evaluation of post-reading writing. By analyzing the quantity, distribution, and content of the literature, it reveals the research hotspots and development trends of post-reading writing at different stages, providing valuable references for theoretical research and practical application in English education. [ABSTRACT FROM AUTHOR]

This paper demonstrates how Latinx/a/o parents drew on various forms of capital to support their children’s college application, choice, and transition during the pandemic. Latinx/a/o parents encouraged and supported their children by maintaining high college aspirations despite COVID-19 concerns, entrusting their children with their college choice decisions despite sometimes conflicting with their own, and supporting their children in their college transition through consejos and encouragement. This study contributes to the literature by centering Latinx/a/o parents’ counternarratives that highlight their ongoing commitment to supporting students’ college aspirations despite deficit notions exacerbated by the pandemic. [ABSTRACT FROM AUTHOR]

We present GeneBe, an online platform streamlining the automated application of American College of Medical Genetics and Genomics (ACMG), Association for Molecular Pathology (AMP), and the College of American Pathologists (CAP) criteria for assessment of pathogenicity of genetic variants. GeneBe utilizes automated algorithms that evaluate 17 criteria from 28, closely aligning with current guidelines and leveraging data from diverse sources, including ClinVar. The user‐friendly web interface enables manual refinement of assignments for specific criteria based on site‐collected data. Our algorithm demonstrates a high correlation (r = 0.90) of assigned pathogenicity scores compared to expert assessments from the ClinGen Evidence Repository and substantial concordance with ClinVar verdict assignments (κ = 0.69). Comparative analysis with other published tools reveals that GeneBe performs similarly to VarSome while being superior over TAPES and InterVar. In contrast to some other tools, GeneBe's web implementation is tracker‐free and third‐party request‐free, safeguarding user privacy. Additionally, GeneBe offers an Application Programming Interface (API) for enhanced flexibility and integration into existing workflows and is provided free of charge for research purposes. GeneBe is available at https://genebe.net. [ABSTRACT FROM AUTHOR]

We study the welfare and human capital impacts of colleges' (non)participation in Chile's centralized higher-education platform, leveraging administrative data and two policy changes: the introduction of a large scholarship program and the inclusion of additional institutions, which raised the number of on-platform slots by approximately 40%. We first show that the expansion of the platform raised on-time graduation rates. We then develop and estimate a model of college applications, offers, wait lists, matriculation, and graduation. When the platform expands, welfare increases, and welfare, enrollment, and graduation rates are less sensitive to off-platform frictions. Gains are larger for students from lower-socioeconomic-status backgrounds. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Soochow University Law Edition is the property of Soochow University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Investing in athletics is one approach that universities have taken to better appeal to potential students. We analyze whether football success, as measured by win percentage, is correlated with a higher number of student applicants. We find that for schools in the major "Power‐Five" conferences, win percentage does not significantly change the number of students who apply. However, in the smaller "Group‐of‐Five" conferences, win percentage is associated with an increase in the number of applications. This is a particularly relevant finding because smaller universities may often be the ones struggling to maintain the size of their student body. [ABSTRACT FROM AUTHOR]

While a substantial body of work has shown that higher-SES students tend to apply to more selective colleges than their lower-SES counterparts, we know relatively less about why students differ in their application behavior. In this study, we draw upon a sociological approach to educational stratification to unpack the SES-based gap in college application selectivity. Using data from the High School Longitudinal Study of 2009, we examine the contribution of theoretical factors to the class-based gap in the selectivity of college applications. Namely, from the rational action model we estimate the contribution of performance differentials and choice differentials, while from the status attainment model we look at the level and type of educational expectations as well as the number of applications submitted. Through a series of Heckman selection models, as well as a Blinder-Oaxaca decomposition analysis, we can explain 85% of the gap in college application selectivity between students in the top and bottom SES quintiles. In turn, we estimate that 60% of this explained portion is due to rational action mechanisms such as grades and test scores while 35% is due to status attainment mechanisms. Finally, we reveal that SES moderates the relationship between type of expectations and application selectivity. We find that the payoff to higher expectations (in terms of selective applications) disproportionately accrues to higher-SES students. [ABSTRACT FROM AUTHOR]

College is now the second largest purchase a family will make. Yet the college industry lacks transparency around how they price their product, leaving families unable to understand what an end price might be before committing the time and energy for the application process. Coming changes to the Free Application for Federal Student Aid (FAFSA), the largest seen in more than a decade, give advisors an opportunity to provide additional value to their clients. It is one more touch point in the lifetime relationship between advisors and their clients. This article will cover the use of the FAFSA, the coming changes and their impact on families, and how advisors can leverage the changes to provide added value for their clients. [ABSTRACT FROM AUTHOR]

We conducted three studies to examine how two types of user-generated feedback, appreciation and attention, affect users' decisions to make voluntary knowledge contributions to electronic networks of practice (ENPs). Appreciation is reflected in positive ratings, votes, and helpfulness evaluations. Attention is reflected in the number of views of contributed content. The first study used clickstream data from a college application ENP in China, where information seekers can read posted information asynchronously and request synchronous consultations with volunteers. The second study was a controlled online experiment in the United States where we assessed users' willingness to answer questions in a college application ENP asynchronously. The third study examined knowledge contribution across a diverse set of topics using a well-established ENP that serves more than 100 countries. In all three studies, the results consistently show that greater appreciation increased continued knowledge contribution, but greater attention without sufficient appreciation negatively affected contributions. Our findings show the theoretically intertwined nature of attention and appreciation and offer insights for the design and management of ENP feedback systems to encourage user contributions. [ABSTRACT FROM AUTHOR]

This article examines the effectiveness of residential and online STEM summer programs in increasing representation in STEM fields. A randomized controlled trial was conducted to compare the outcomes of similar programs provided as residential experiences versus primarily online. The findings indicate that fully residential programs lead to significant increases in STEM degree production and persistence in STEM fields. Both residential and online programs also result in higher attendance and graduation rates from competitive institutions. The study suggests that combining in-person college guidance with online supplementation can be highly effective, even with just a few days of in-person interaction. The cost of the programs varies, with residential programs being more expensive, and the choice of program design depends on the specific goals of policymakers and hosting institutions. [Extracted from the article]

Stratification in selective college admissions persists even as colleges' criteria for evaluating merit have multiplied in efforts to increase socioeconomic and racial diversity. Middle-class and affluent families increasingly turn to privatized services, such as private college consulting, to navigate what they perceive to be a complicated and opaque application process. How independent educational consultants (IECs) advise students can thus serve as a lens for understanding how the rules of college admissions are interpreted and taught to students. Through 50 in-depth interviews with IECs, I find that IECs encourage students to be authentic by being true to themselves but that demonstrating authenticity requires attention to how one's authentic self will be perceived. Translating an authentic self into an authentic application also involves class-based and racialized considerations, particularly for Asian American students who are susceptible to being stereotyped as inauthentic. These findings suggest that efforts to improve diversity must be carefully implemented, or they risk reproducing inequality. [ABSTRACT FROM AUTHOR]

This paper analyzes the impact of college athletic reclassification for educational institutions in the United States. Most of America's colleges and universities offer athletic opportunities for their students under NCAA governance. The level of competition and associated resource requirements range from relatively low (Division 3) to high (Division 1). In recent years, there has been an increase in the number of institutions that have either reclassified to a higher division, or publicly considered such a move. The resource obligations of reclassification are significant, and administrators must carefully weigh expected benefits and costs with respect to the institution's mission and vision. While several studies (Bell, 2017; Schwarzber, 2014; Frieder & Fulks, 2007; Tomasini, 2005) have focused on reclassification from Division 1-FCS to FBS—the highest level of competition—less attention has been paid to colleges in Division 2 and 3—which comprise two-thirds of NCAA membership. Our study addresses a gap in the literature by analyzing athletic reclassification among schools moving up from Division 2 to Division 1 (FCS and no-football) during the period of 2001–2018. Drawing upon multiple data sources, we construct a panel of 33 schools (14 treatments and 19 controls) to evaluate the impact of reclassification on applications and athletic department budgets. Results from quasi-experimental methods (difference in differences, event study, and synthetic control models) suggest that reclassification significantly increased basketball program revenues and athletic department expenses among the treatment schools. However, we do not find evidence that reclassification raises student applications in the short term. [ABSTRACT FROM AUTHOR]

In modern society, the importance of healthy lifestyle has become increasingly prominent. As an important group, college students' exercise habits are directly related to their health status. In order to effectively monitor the motion of college students and provide scientific guidance, this study developed a motion recognition algorithm based on optical principle. In this study, college students are selected as the research objects, and the motion recognition is carried out by collecting optical signals in the process of motion and applying a specific optical algorithm. The optical sensor is used to capture the optical signal generated in the process of motion, and the characteristics of the signal are used for motion recognition. Then the characteristics of the optical signal are extracted to judge the type and intensity of motion. Through experimental verification, the motion recognition algorithm based on optical detection Internet of Things devices has high accuracy and reliability in the application of college students' motion monitoring platform. The algorithm can accurately identify different types of motion and judge the intensity level of motion according to the intensity of optical signals. Through the use of optical principles for motion recognition, more accurate monitoring of college students' movement and providing them with scientific exercise guidance will help to improve their health. [ABSTRACT FROM AUTHOR]

This paper measures college applicants' response to the expansion of the Common Application, an online platform that reduces the time costs of additional applications to its member colleges. When a local college becomes a member institution, applicants are more likely to use the Common Application, submit more applications, send more ACT score reports, and are more likely to enroll in member colleges. Low‐income applicants respond more strongly and are also more likely to enroll in private colleges instead of public colleges. The results are consistent with behavioral responses rather than sensitivity to time costs. [ABSTRACT FROM AUTHOR]

Using a two‐way fixed effects difference‐in‐differences model, we investigate the effects of local recreational marijuana (RMJ) policy changes on college applications and find that the three largest state public schools reaped, on average, an almost 54% increase in applications. This increase does not appear to come solely from low‐ability students as both first and third quartiles of admitted student composite SAT scores to the largest three public schools do not decrease. Rather, they both increase by almost 3.8% though these estimates are not statistically significant. Robust difference‐in‐difference and event study models support the signs and magnitudes of these gains and show they diminish over time. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Journal of Library, Archives & Information (SJLAI) is the property of Cairo University, Faculty of Arts - Documents & information Technology Department and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: College students are currently grappling with severe mental health challenges, and research on artificial intelligence (AI) related to college students mental health, as a crucial catalyst for promoting psychological well-being, is rapidly advancing. Employing bibliometric methods, this study aim to analyze and discuss the research on AI in college student mental health. Methods: Publications pertaining to AI and college student mental health were retrieved from the Web of Science core database. The distribution of publications were analyzed to gage the predominant productivity. Data on countries, authors, journal, and keywords were analyzed using VOSViewer, exploring collaboration patterns, disciplinary composition, research hotspots and trends. Results: Spanning 2003 to 2023, the study encompassed 1722 publications, revealing notable insights: (1) a gradual rise in annual publications, reaching its zenith in 2022; (2) Journal of Affective Disorders and Psychiatry Research emerged were the most productive and influential sources in this field, with significant contributions from China, the United States, and their affiliated higher education institutions; (3) the primary mental health issues were depression and anxiety, with machine learning and AI having the widest range of applications; (4) an imperative for enhanced international and interdisciplinary collaboration; (5) research hotspots exploring factors influencing college student mental health and AI applications. Conclusion: This study provides a succinct yet comprehensive overview of this field, facilitating a nuanced understanding of prospective applications of AI in college student mental health. Professionals can leverage this research to discern the advantages, risks, and potential impacts of AI in this critical field. [ABSTRACT FROM AUTHOR]

The Universal Design for Learning (UDL) framework has been shown to support instructors in the design of inclusive instructional learning environments. However, few studies have examined the effects of UDL professional development programmes for community college faculty and staff. The present study examined the effects of a four-day Universal Design for Learning (UDL) training on community college faculty and staff. Three paired samples t tests were run on the pretest and posttest scores of participants. The results indicated that, after the training, faculty and staff had a statistically significantly greater knowledge of UDL and were better able to provide examples of how to apply it to their work on campus. The results provide support for training community college faculty and staff to apply the UDL framework to their instruction. [ABSTRACT FROM AUTHOR]

With the in-depth implementation of the innovative development-driven strategy of "mass innovation and entrepreneurship" put forward by the state, colleges and universities, as the main positions for cultivating innovative and entrepreneurial talents, have set up a multi-level and all-round training system for college students' innovative and entrepreneurial ability according to the relevant policies and implementation opinions of the state for deepening innovation and entrepreneurship education in colleges and universities, and actively promoted the improvement of college students' innovative and entrepreneurial ability. The college students' innovation and entrepreneurship ability evaluation could be regarded as the classical multiple attribute group decision making (MAGDM) issue. The PULTSs could well depict uncertain information during the college students' innovation and entrepreneurship ability evaluation and the combined compromise solution (CoCoSo) method is appropriate to stable the decision-making results. In this paper, the probabilistic uncertain linguistic combined compromise solution (PUL-CoCoSo) method based on the probabilistic uncertain linguistic sets (PULTSs) and combined compromise solution method is proposed for multiple attribute group decision making (MAGDM). The weights of attribute based on the CRITIC method are obtained under PULTSs. Finally, an application related to the college students' innovation and entrepreneurship ability evaluation is utilized to demonstrate the usage of the developed algorithms. [ABSTRACT FROM AUTHOR]

In the United States, some states allow undocumented immigrants to benefit from in-state resident tuition policy at public colleges and universities, a benefit aimed at improving accessibility to higher education. Yet, undocumented immigrants face bureaucratic procedures and requirements that may discourage them from applying and delay or hamper their access to higher education. Building upon administrative burdens scholarship and using quantitative data from the examination of college application forms and surveys administered to undocumented immigrants, this article explores requirements representing learning, compliance, and psychological costs when this group applies for college. Findings suggest that variations in requirements may reflect states' political leanings, patterns of immigration, alternate social constructions, and organizational factors. Undocumented immigrants' perceptions show that factors associated with SSN, citizenship, residency, notarized affidavits, and lack of clear information and guidance from college websites and personnel substantially increase burdens when these individuals seek in-state tuition benefits. This study contributes to higher education scholarship by highlighting how bureaucratic procedures and administrative discretion can help achieve or prevent the attainment of policy goals. [ABSTRACT FROM AUTHOR]

This qualitative case study examined the effect of writing sessions, conducted at a university literacy festival, on the construction of college admission essays. Sessions were conducted by authors of multicultural young adult literature and university writing center staff and students. Each session focused on helping 132 high school students from Title 1 schools use their voice to share their social and cultural experiences. Essays and reflective responses from participants, authors, university writing center staff, and university freshman mentors were analyzed. Analysis of essays revealed four themes: overcoming hardship, involvement in academic and extracurricular programs, cultural and ethnic identity, and positive role models; analysis of reflections revealed three themes: an increase in confidence in writing, a new understanding that participants' stories could affect others, and barriers to attending college. Findings indicated that author and university writing sessions were effective in promoting writing strategies for under-supported high school students constructing college essays. [ABSTRACT FROM AUTHOR]

This work documents a contemporary organizational problem--a gap between selection policies and individual selection decisions--and suggests one intervention to address it. In college admissions and workplace hiring contexts, we find that decision-makers are more likely to favor disadvantaged applicants over applicants with objectively higher achievements when choosing between selection policies than choosing between individual applicants. We document this policy-people gap among admissions officers, working professionals, and lay people using both within-subject and between-subject designs and across a range of stimuli. We find that the gap is driven in part by shifting standards of fairness across the two types of decisions. When choosing between individuals, compared to choosing between policies, decision-makers aremore likely to prioritize what is fair to individuals (amicrojustice standard of fairness) over what is fair in the aggregate (amacrojustice standard of fairness). As a result, an intervention that has decision-makers prioritize the same standard of fairness across the decisions mitigates the policy-people gap. This research helps us understand why decision-makers' choices so frequently violate espoused organizational policies and suggests one way to increase the representation of disadvantaged groups in organizations. [ABSTRACT FROM AUTHOR]

Objective: To determine the distinct influences of rural background and rural residency training on rural practice choice among family physicians. Data Sources and Study Setting: We used a subset of The RTT Collaborative rural residency list and longitudinal data on family physicians from the American Board of Family Medicine National Graduate Survey (NGS; three cohorts, 2016–2018) and American Medical College Application Service (AMCAS). Study Design: We conducted a logistic regression, computing predictive marginals to assess associations of background and residency location with physician practice location 3 years post‐residency. Data Collection/Extraction Methods: We merged NGS data with residency type—rural or urban—and practice location with AMCAS data on rural background. Principal Findings: Family physicians from a rural background were more likely to choose rural practice (39.2%, 95% CI = 35.8, 42.5) than those from an urban background (13.8%, 95% CI = 12.5, 15.0); 50.9% (95% CI = 43.0, 58.8) of trainees in rural residencies chose rural practice, compared with 18.0% (95% CI = 16.8, 19.2) of urban trainees. Conclusions: Increasing rural programs for training residents from both rural and urban backgrounds, as well as recruiting more rural students to medical education, could increase the number of rural family physicians. [ABSTRACT FROM AUTHOR]

In recent years, there has been a specific call to not only increase the number of engineering-trained individuals but also to address the lack of diversity in science, technology, engineering and mathematics (STEM) fields, including individuals with disabilities. In particular, students with learning disabilities (SWLDs) make up a large portion of all students and are, therefore, a crucial population on which to focus educational and career progression efforts. One potential means of promoting persistence along the STEM pipeline—engineering specifically—is through engineering career and technical education (E-CTE) coursework in high school. Using a nationally representative dataset, we explore how E-CTE participation links to college preparation and transition activities for SWLDs, including math SAT performance, dual credit course participation, college application, and FAFSA completion. Under our more rigorous school fixed-effects models, we find that E-CTE participation is associated with beneficial results across each of our outcomes. The implications are discussed. [ABSTRACT FROM AUTHOR]

The scope of the Conceive, Design, Implement, and Operate (CDIO) framework is to help the learner attain higher-order thinking skills (HOTS) in their courses. But most of the theory and practical courses offered in academic institutions are of a low-order thinking level. In outcome-based teaching and learning (OBTL), in order to achieve the graduate attribute of critical thinking, the learner needs to design and do the experiment and also be able to analyze and provide inferences about the data. Most laboratory courses offered in engineering colleges have an application level. To improve the course outcome from apply to analyze level, integrating a component of experiment analysis is required in the laboratory courses, which helps the students achieve higher-order thinking skills. An electrical laboratory course is given to the second semester students with the conventional experiments of machines at the application level. In order to inculcate analyzing skills, a case study of introducing a simple statistical analyzing tool based on MS-Excel in an experiment called 'load test on a 3-phase induction motor using variable frequency drive (VFD)' is presented in this paper. It was found from the laboratory assessment that the students using this analysis and visualization tool for interpreting the results scored well compared to the previous year's students. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Engineering Research & Development (IJERAD) is the property of International Journal of Engineering Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)