Academic literature on the topic 'Academica priora 2'
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Journal articles on the topic "Academica priora 2"
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Stahel, Rolf A., Denis Lacombe, Fatima Cardoso, Paolo G. Casali, Anastassia Negrouk, Richard Marais, Anita Hiltbrunner, and Malvika Vyas. "Current models, challenges and best practices for work conducted between European academic cooperative groups and industry." ESMO Open 5, no. 2 (March 2020): e000628. http://dx.doi.org/10.1136/esmoopen-2019-000628.
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BackgroundThe academia-industry interface is important, and, despite challenges that inevitably occur, bears the potential for positive synergies to emerge. Perceived barriers to wider collaboration in academia-industry oncology research in Europe need to be addressed, current academic cooperative group and industry models for collaboration need to be discussed, and a common terminology to facilitate understanding of both sectors’ concerns needs to be established with an eye towards improving academia-industry partnerships on clinical trials for the benefit of patients with cancer.MethodologyCAREFOR (Clinical Academic Cancer Research Forum), a multi-stakeholder platform formed to improve the direction for academic clinical trials in the field of oncology in Europe, formed the CAREFOR-Industry Working Group comprised of experienced professionals from European academic cooperative groups joined by industry representatives selected based on their activities in the area of medical oncology. They jointly discussed academic cooperative groups, clinical trials conducted between academic cooperative groups and industry, examples of successful collaborative models, common legal negotiation points in clinical trial contracts, data access, and principles of interaction.ResultsFour principles of interaction between the academia and industry are proposed: (1) clarify the roles and responsibilities of all partners involved in the study, (2) involve legal teams from an early stage; (3) acknowledge that data is an important output of the study, (4) agree on the intent of the trial prior to its start.ConclusionsThe CAREFOR-Industry Working Group describes current models, challenges, and effective strategies for academia-industry research in Europe with an eye towards improving academia-industry partnerships on clinical trials for patients with cancer. Current perceived challenges are explained, and future opportunities/recommendations for improvement are described for the areas of most significant impact. Challenges are addressed from both the academic and industry perspectives, and principles of interaction for the optimal alignment between academia and industry in selected areas are proposed.
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Ulriksen, Lars, Lene Møller Madsen, and Henriette Tolstrup Holmegaard. "The first-year experience of non-traditional students in Danish science and engineering university programmes." European Educational Research Journal 16, no. 1 (January 2017): 45–61. http://dx.doi.org/10.1177/1474904116678628.
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To understand student drop-out from university, research must explore students’ first-year experiences and the challenges they encounter. This article analyses the first-year experiences of non-traditional students in Danish science and engineering university programmes. Focusing on identity theory and the framework of integration processes provided by Tinto, the article presents the challenges experienced by students from non-academic backgrounds and by students with ethnic minority backgrounds. The analysis presents four themes that are experienced as particularly challenging for the students: (1) a strong career focus which is hard for the students to maintain in their transition into university; (2) how the students from some non-academic backgrounds encounter the challenges they meet with limited resources; (3) how they spend time and resources on their family and how this affects their integration in the programme; and (4) the process of academic and social integration are particularly challenging as they require students to submit themselves to the cultural expectations of their studies, which can be hard to understand for students from families with no prior experiences of academia. The article discusses how these experiences can be understood within an identity framework.
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Hossein-Mohand, Hassan, Melchor Gómez-García, Juan-Manuel Trujillo-Torres, Hossein Hossein-Mohand, and Moussa Boumadan-Hamed. "Uses and Resources of Technologies by Mathematics Students Prior to COVID-19." Sustainability 13, no. 4 (February 4, 2021): 1630. http://dx.doi.org/10.3390/su13041630.
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Digital competence in education includes, amongst other things, the ability to create and manage content and information, mastery of communication tools, and solving technological problems. The access to information and communication technologies (ICT) for educational purposes could have affected the academic performance of mathematics students prior to COVID-19. The objectives were to (1) analyze family and economic factors that could influence the use of ICT for educational purposes, and (2) determine what attributes of Melilla’s mathematics students could explain an additional variation in the use of ICT for academic purposes before COVID-19. A total of 2018 students at secondary schools in Melilla were included in this cross-sectional study. A validated questionnaire with 14 questions regarding ICT and its uses and resources in mathematics learning was administered to students. Statistical analysis revealed that 63.81% of students used ICT to study mathematics and 36.19% did not. Of this percentage, 30.22% failed mathematics and 68.43% reported that ICT does not help them improve their grades. The use of ICT to study mathematics was influenced by students’ perceptions of its usefulness for their academic performance and learning. We also found an association with educational level and time spent on the Internet.
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Rayner, Gerry, and Theo Papakonstantinou. "Interactions among students’ prior learning, aspiration, confidence and university entrance score as determinants of academic success." Student Success 9, no. 2 (March 24, 2018): 1–12. http://dx.doi.org/10.5204/ssj.v9i2.438.
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We studied the effect grade aspiration, confidence in achieving that grade, prior learning and university entrance ranking had on first year biology students’ final grade. We hypothesised that (1) students with higher aspiration will achieve higher grades than those with lower aspiration; (2) students with prior biology learning will have a higher grade aspiration and a higher confidence of achieving that aspiration than those without such learning; (3) university entrance rank will impact students’ final grade; and (4) students with prior biology learning will achieve a higher final grade than those without such study. We found that Hypotheses 3 and 4 were supported, Hypothesis 2 was partially supported, and that Hypothesis 1 was unsupported. If these results reflect broader patterns - that undergraduate student grade aspiration is not a predictor of their subsequent final grade - then targeted information and curricula scaffolding must be provided to better align student aspirations with their actual academic achievement.
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Mathieu, Erin, Anagha Killedar, and Tim Driscoll. "Differences in Student Performance in Epidemiology Depending on Study Mode." Pedagogy in Health Promotion 5, no. 3 (August 27, 2019): 208–13. http://dx.doi.org/10.1177/2373379919861401.
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Studies regarding the effectiveness of online learning compared with that of face to face (F2F) learning are conflicting. Some studies show students studying online have better outcomes, some show they have worse outcomes, and others show there is no difference. This retrospective cohort study compares competence in epidemiological concepts at the end of a graduate unit between Masters of Public Health students who studied F2F and those who studied online. In this unit, F2F students attended a 1-hour lecture (which was recorded) and a 2-hour tutorial each week. Online students listened to the recorded lecture and covered the same tutorial material through a facilitated asynchronous discussion board or a weekly synchronous 2-hour webinar. Students completed the same optional in-semester assignment and end of semester open-book exam. The results from 442 students (55% F2F) who completed the unit between 2015 and 2018 inclusive were included. The analysis compared final unit marks, controlling for prior academic performance. Results indicate that competence was reasonable in both formats of the unit but higher in F2F students, who after adjustment for prior degree academic performance achieved an average of 4.6 (95% confidence interval [2.2, 7.1]) more marks than online students. The better performance for F2F students was particularly true for students with poorer prior academic performance. These results suggest that F2F mode was more effective than online mode, particularly for students with a lower prior academic performance. Course instructors could usefully focus on enhancing student–instructor interaction and targeting students with lower academic ability when delivering online units of study.
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Yu, Hongwei. "Factors Associated With Student Academic Achievement at Community Colleges." Journal of College Student Retention: Research, Theory & Practice 19, no. 2 (October 26, 2015): 224–39. http://dx.doi.org/10.1177/1521025115612484.
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Student retention has garnered increased attentions in higher education. Drawing from various theoretical perspectives, researchers have developed multiple theoretical models to explain or predict student retention. Most models, however, were intended for traditional aged, full-time students at 4-year colleges or universities. The rapid growth of student enrollment at 2-year community colleges calls for further studies concerning student retention at these institutions. Built upon prior studies, I developed a conceptual framework to understand student credential completion at 2-year community colleges. Drawing data from Integrated Postsecondary Education Data System (IPEDS) and Beginning Postsecondary Students (BPS: 04/09) Longitudinal Study, I utilized multilevel modeling to identify variables that explain students’ likelihood of credential completion.
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Curtis, Elana, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Phillippa Poole, Mark Barrow, Warwick Bagg, and Papaarangi Reid. "Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand." BMJ Open 7, no. 8 (August 2017): e017276. http://dx.doi.org/10.1136/bmjopen-2017-017276.
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ObjectiveTo determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway.DesignRetrospective observational study using secondary data.Setting 6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate).Participants1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme—MAPAS (317) or Rural Origin Medical Preferential Entry—ROMPE (192). Of these, 1082 students completed the programme in the study period.Main outcome measuresGraduated from medical programme (yes/no), academic scores in Years 2–3 (Grade Point Average (GPA), scored 0–9).Results735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2–3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission).ConclusionsThere were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended.
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Olson, Anthony W., Brian Isetts, Anne Marie Kondic, and Jon Schommer. "Comparing the Research Contributions of Community Pharmacy Foundation Funding on Practice Innovation Between Non-Academics and Academics." INNOVATIONS in pharmacy 8, no. 3 (July 12, 2017): 3. http://dx.doi.org/10.24926/iip.v8i3.528.
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Objective: Evaluate and compare the research contributions of Community Pharmacy Foundation (CPF) funding on community pharmacy practice innovation between non-academic and academic principal investigators (PIs) with respect to the following measurements: 1) “Pharmacy Practice Activity Classifications” (PPAC); 2) CPF “Coordinated Use of Medications”; and 3) CPF Investigator Impact.
Methods: Quantitative data for all 124 CPF-funded grants awarded from 2002-2016 were obtained from the CPF website and personnel, while ethnographic qualitative data was generated from queries of PIs. Grant categorization was conducted by researchers serving as judges trained on the rules and procedures for coding. A threshold level of 90% agreement in scores of independent judging was established a priori. Findings were summarized and groups were compared using descriptive statistics for quantitative data and a thematic analysis of PI ethnographic reflections for qualitative data.
Results: There were no differences between non-academic and academic PI groups for Coordinated Use of Medications and PPAC domains, but non-academics contributed more to two dispensing-related PPAC subclasses: ‘Preparing the Product’ (10% vs. 2%) and ‘Delivering the Medication or Device’ (13% vs. 2%). Analysis of investigator reflections revealed similarities between groups regarding impact on practice innovations, expanded collaborations, new practice tools, and patient-care financing models.
Conclusions: CPF funding contributed new knowledge and resources for expanding and enhancing practice innovations as shown by quantitative (PPAC & Coordinated Use of Medications) and qualitative (PI impact) measures. Similarities between PI groups suggest that the CPF has established a funding niche with unique diversity of practice innovation opportunities. This investigation’s findings may be useful to the CPF’s continuous quality improvement efforts, as well as future grant applicants to assess research gaps in the medication use process and develop sustainable, transferable, and replicable patient-care innovations in community pharmacy practice.
Conflict of Interest
This program evaluation analysis was funded by the Community Pharmacy Foundation (CPF). Co-author Anne Marie Kondic is Executive Director and Grants Administrator for the Community Pharmacy Foundation. The ideas articulated in the manuscript are those of the authors to characterize historical CPF grant funding and do not necessarily indicate or impact future funding priorities.
Type: Original Research
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Hassouna, HabiBA, Kyle Brizendine, and Vasilios Athans. "Real-World Use – Isavuconazole at a Large Academic Medical Center." Open Forum Infectious Diseases 4, suppl_1 (2017): S82. http://dx.doi.org/10.1093/ofid/ofx163.028.
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Abstract Background Invasive fungal infections cause significant mortality and morbidity. Isavuconazole (ISV) is a new triazole approved for treatment of mucormycosis and aspergillosis. Data on its effectiveness outside clinical trials and in patients receiving prior triazole prophylaxis are lacking. Methods We conducted a retrospective cohort study on all patients at the Cleveland Clinic 6/1/2015–1/31/2017 who received ISV to determine 6-week response in a population with varying underlying diseases, and previous triazole prophylaxis or treatment. Descriptive statistics and univariate associations were calculated. Results Thirty-three patients were identified including organ transplant recipients (5), hematopoietic cell transplant recipients (7), and acute leukemia (18). Twenty-five had lung involvement while 13 had rhino-orbital-cerebral disease. In 13 cases, a fungal pathogen was identified: Mucorales (7) and Aspergillus (6). Fifteen received triazole prophylaxis prior to initiating ISV. Twenty-four received antifungal therapy immediately prior to switching to ISV: amphotericin B (1), fluconazole (1), voriconazole (16), posaconazole (4), and micafungin (2). Switching was often to broaden empiric coverage (18). Six-week response according to subgroups is presented in Figure 1 patients had therapeutic drug monitoring (TDM). Median level (IQR) was 6.75 (5.6–7.0) g/ml. Patients given ISV following triazole prophylaxis, those undergoing TDM, and those with an identified fungal pathogen had increased odds of complete or partial response, but this did not reach statistical significance (Figure 2). At 6 weeks mortality was 36%; complete or partial response observed in 45%. No ISV-related adverse effects reported. Conclusion To our knowledge, this is the first study to assess a real-world setting and a heterogeneous population with previous triazole prophylaxis or treatment. Our 6-week response (45%) compares favorably to published trials (35% Aspergillus; 11% Mucorales). Mortality in our study (36%) is similarly comparable to trial results (19% Aspergillus; 35% Mucorales). No major safety signal was observed. Larger cohorts are needed to describe additional real-world ISV use and determine associations with patient outcomes. Disclosures All authors No reported disclosures.
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Blaskovich, Jennifer, and Natalia Mintchik. "Information Technology Outsourcing: A Taxonomy of Prior Studies and Directions for Future Research." Journal of Information Systems 25, no. 1 (March 1, 2011): 1–36. http://dx.doi.org/10.2308/jis.2011.25.1.1.
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ABSTRACT: This paper reviews the nearly 20 years of scholarly research on information technology outsourcing (ITO), with an explicit focus on developing a taxonomy for AIS academics and extracting valuable suggestions for AIS practitioners. Our taxonomy subdivides the ITO research into separate streams: (1) initial outsourcing decision and its determinants, (2) execution of the outsourcing contract and dynamics of outsourcing relationships, and (3) measurement of outsourcing results and the long-term organizational consequences of outsourcing. We consider the primary research questions addressed, summarize the major findings, and identify the theories and methods used. Finally, we highlight the limited accounting studies on ITO and discuss directions for potential synergies between accounting and IS scholars.
Dissertations / Theses on the topic "Academica priora 2"
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Clausen, Marion. "Maxima in sensibus veritas? : Die platonischen und stoischen Grundlagen der Erkenntniskritik in Ciceros "Lucullus" /." Frankfurt am Main [u.a.] : Lang, 2008. http://d-nb.info/990155625/04.
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Daniel, Shiney. "Comparison of Medicare Advantage plans & original Medicare for home health service in Dallas County in terms of prior authorization requirements, network requirements, and copay/coinsurance." online resource, 2008. http://digitalcommons.hsc.unt.edu/theses/2/.
Full textBooks on the topic "Academica priora 2"
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Crosina, Eliana, and Jean M. Bartunek. The Paradoxical Mystery of the Missing Differences between Academics and Practitioners. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.28.
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Most discussions of academic–practitioner relationships highlight differences, especially with regard to their relative emphases on rigor or relevance. While not disagreeing with such differences, the authors show: 1) several ways academics and practitioners may be similar in their theorizing and practices; and 2) how these similarities have been almost entirely missed in prior scholarship. They suggest the importance of viewing academic–practitioner relationships from a duality perspective—one that includes their interdependence on and need for each other. Assisted by the contributions of Saul Alinsky and Donald Schön, the authors consider academic–practitioner relationships from a more encompassing standpoint that includes how they may jointly contribute to larger social issues, and acknowledges that the degrees of their reflexivity be a more important distinction than their roles. Finally they suggest paradoxical dimensions of academic–practitioner relationships that are surfaced by their analysis.
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Balboni, Michael, and John Peteet, eds. Spirituality and Religion Within the Culture of Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190272432.001.0001.
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This book provides a comprehensive evaluation of the relationship between spirituality, religion, and medicine evaluating current empirical research and academic scholarship. In Part 1, the book examines the relationship of religion, spirituality, and the practice of medicine by assessing the strengths and weaknesses of the most recent empirical research of religion/spirituality within twelve distinct fields of medicine including pediatrics, psychiatry, internal medicine, surgery, palliative care, and medical ethics. Written by leading clinician researchers in their fields, contributors provide case examples and highlight best practices when engaging religion/spirituality within clinical practice. This is the first collection that assesses how the medical context interacts with patient spirituality recognizing crucial differences between contexts from obstetrics and family medicine, to nursing, to gerontology and the ICU. Recognizing the interdisciplinary aspects of spirituality, religion, and health, Part 2 of the book turns to academic scholarship outside the field of medicine to consider cultural dimensions that form clinical practice. Social-scientific, practical, and humanity fields include psychology, sociology, anthropology, law, history, philosophy, and theology. This is the first time in a single volume that readers can reflect on these multi-dimensional, complex issues with contributions from leading scholars. In Part III, the book concludes with a synthesis, identifying the best studies in the field of religion and health, ongoing weaknesses in research, and highlighting what can be confidently believed based on prior studies. The synthesis also considers relations between the empirical literature on religion and health and the theological and religious traditions, discussing places of convergence and tension, as well as remaining open questions for further reflection and research.
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Sepúlveda, Jovanny. Fortalecimiento empresarial: investigación y aplicaciones. CUA Medellín, 2018. http://dx.doi.org/10.52441/ciadcon201804.
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La casuística tiene entre sus objetivos educar para el ser y para el hacer, para incentivar que la generación de conocimiento en las Instituciones de Educación Superior se lleve al trabajo real o a su campo de aplicación más idóneo que son las empresas. Es por ello, que la formación para llevar adelante estudios de caso con una clara metodología genera competencias y habilidades directivas y de orientación al logro, todo ello en contextos reales que requieren creatividad, proactividad y conocimientos técnicos para la toma de decisiones, que conlleven a la solución de retos empresariales. Los estudios de caso como metodología y forma de aplicación de conocimiento, han generado una revolución en la forma de enseñar tanto en el ámbito local como en el internacional, ya que las diferentes formas de enfrentar las problemáticas empresariales en grandes empresas y multinacionales forman al estudiante para enfrentar sus propios retos en la industria. El ejercicio que aquí se propone es interesante, en la medida que proporciona información valiosa acerca de casos reales de intervención en las empresas, haciendo una unión importante entre dos actores del desarrollo y el crecimiento económico como lo es la academia y la empresa, para que a través de la aplicación de conocimiento teórico y de la práctica se logren resolver problemáticas puntuales en distintas áreas en las organizaciones. En este sentido, los docentes y estudiantes de la Institución se han interesado en la metodología de estudios de caso, bajo la cual se intervienen las realidades productivas de las empresas, y se busca – por intermedio de los convenios con las mismas- el darle solución práctica y temprana a diferentes aspectos problemáticos con los que cuentan las diferentes unidades en las organizaciones, así: El primer capítulo corresponde al caso de intervención de organizaciones empresariales en el municipio de Yarumal – Antioquia, donde se ayudó a diferentes empresas a conocer la normativa vigente para consolidase como empresa y a establecer estrategias para formalizar algunas de ellas. El capítulo 2 corresponde al estudio técnico realizado a la Pyme Don Bolejo Patacones de Banano donde se presenta un caso de estudio interesante de fortalecimiento de la empresa mediante los estudios de prefactibilidad, factibilidad y viabilidad financiera. El capítulo 3 corresponde al caso de estudio de la Agrícola Naranjas San José SAS, para conocer su historia y los factores que le han llevado a ser un caso de éxito en la producción y comercialización de cítricos. En el capítulo 4 se muestra cuál fue el diseño propuesto para un sistema Industrial de seguimiento y evaluación a la producción de biogás y bioabono para biodigestores de campana en el Municipio de Ituango, Antioquia, esto con el fin establecer procesos de medición de las cantidades de gas generadas por los biodigestores, equipos industriales especializados en la producción de dicho material, buscando prestar este servicio de suministro de gas en la región y aprovechar una segunda materia prima conocida como el bioabono/biol, y finalmente en el capítulo 5 se muestren los resultados de la sistematización de un estudio de tiempos y métodos en el proceso de verificación de cuentas médicas y aplicaciones en el sector de salud, lo que permitió a la empresa tomar una serie de decisiones estratégicas y establecer protocolos de mejoramiento productivo. El resultado de los procesos de fortalecimiento empresarial se presenta en los diferentes casos que componen la presente publicación, que, sin duda, además de su propósito divulgativo, puede ayudar a desarrollar estrategias prácticas de formación en los diferentes programas de la Corporación Universitaria Americana.
Book chapters on the topic "Academica priora 2"
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Shanmugam, Mohana, Yusmadi Yah Jusoh, Rozi Nor Haizan Nor, and Marzanah A. Jabar. "Social Network Analysis Visualization." In Advances in Marketing, Customer Relationship Management, and E-Services, 257–70. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8353-2.ch015.
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The social network surge has become a mainstream subject of academic study in a myriad of disciplines. This chapter posits the social network literature by highlighting the terminologies of social networks and details the types of tools and methodologies used in prior studies. The list is supplemented by identifying the research gaps for future research of interest to both academics and practitioners. Additionally, the case of Facebook is used to study the elements of a social network analysis. This chapter also highlights past validated models with regards to social networks which are deemed significant for online social network studies. Furthermore, this chapter seeks to enlighten our knowledge on social network analysis and tap into the social network capabilities.
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Torff, Bruce. "Teaching Critical Thinking." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 22–36. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch002.
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This chapter outlines how to teach critical-thinking skills is a central issue at home, in school, on the job, and in life. Outcomes of critical-thinking pedagogies are optimized under three conditions: 1) when thinking skills are integrated with disciplinary content, not sequentially following a content presentation; 2) when thinking skills are taught as utilized in specific domains/disciplines, not decontextualized or treated as domain-general; and 3) when thinking skills are emphasized for all learners, not just advantaged ones with greater prior knowledge or academic ability. Accordingly, teaching critical thinking might well be structured to be integrative, domain-specific, and equitable.
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Torff, Bruce. "Teaching Critical Thinking." In Research Anthology on Developing Critical Thinking Skills in Students, 1256–71. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch065.
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This chapter outlines how to teach critical-thinking skills is a central issue at home, in school, on the job, and in life. Outcomes of critical-thinking pedagogies are optimized under three conditions: 1) when thinking skills are integrated with disciplinary content, not sequentially following a content presentation; 2) when thinking skills are taught as utilized in specific domains/disciplines, not decontextualized or treated as domain-general; and 3) when thinking skills are emphasized for all learners, not just advantaged ones with greater prior knowledge or academic ability. Accordingly, teaching critical thinking might well be structured to be integrative, domain-specific, and equitable.
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Alagu, A., and S. Thanuskodi. "Information Literacy Skills Among Students of Higher Education Institutions With Special Reference to Tamil Nadu." In Advances in Library and Information Science, 40–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3559-2.ch003.
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All academic institutions find rapid growth in computer networks and the use of computerized databases to access information in their libraries. Most academic libraries include hybrid libraries, which have e-library features and traditional library services. It is difficult to use electronic information resources effectively without training. Students need to obtain the skills to get information quickly and efficiently from electronic sources and become what is often referred to as information literate. The human being is blessed with a unique ability to create something from nothing. He creates, originates, innovates, generates, accumulates knowledge, produces works of art, and discovers the truth about the world he lives in. What sets the information age apart from prior periods in history is the label we put on these intellectual creations. These days the economy of nations depends upon buying and selling facts, ideas, knowledge. This chapter explores information literacy skills amongst higher education students.
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Yang, Ping. "Intercultural Communication Between East and West." In Multicultural Instructional Design, 840–62. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch039.
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This chapter examines verbal and non-verbal intercultural communication challenges faced by Australian students studying abroad in China. Using intercultural communication theories, the author analyses potential cultural shock and intercultural differences to help Australian students be aware of academic and social survival skills in their destination country. While there are many publications about international students' intercultural communication issues and intercultural adaptation difficulties within English-speaking countries, there are comparatively few works on Australian students' intercultural communication competence needed for living in China. This chapter looks at pedagogical implications of intercultural communication training for Australian students prior to their overseas studies and outbound mobility experience.
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Reich, Simon, and Peter Dombrowski. "Conclusion." In The End of Grand Strategy. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9781501714627.003.0010.
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This chapter is divided into three components: 1. A review of the (lack of) utility of the concept of grand strategy in view of the prior chapters 2. A discussion of the theoretical and policy implications of our alternative formulation which we characterize as “calibrated strategies” in an evolving strategic environment (see chapter 2) where there are proliferating demands made on the military. 3. The implications of our findings for the future of the military, particularly the Navy (as the central branch of the military services in most grand strategic theorizing). Our overall assessment is that academics have to reappraise and focus on explanation, not prescription, and that an adaptive approach is required by policymakers in recognizing contingencies rather than strategizing in terms of generalities. Naval officials, however, will seek to avoid certain kinds of MOOTW whenever possible, preferring to pursue traditional naval functions, playing “away games” in the places like the South China Sea rather than “home games” guarding America’s shores from illicit flows.
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Kirezli, Ozge, and Asli Elif Aydin. "Understanding Social Media Addiction Through Personal, Social, and Situational Factors." In Advances in Social Networking and Online Communities, 155–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4718-2.ch009.
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The main objective of this chapter is to gain an in-depth understanding of the social media addiction construct. For this purpose, prior studies on social media addiction are reviewed. Based on this review the influence of several personal, social, and situational factors on social media addiction are examined. Firstly, personal factors such as demographic characteristics, personality traits, self-esteem, well-being, loneliness, anxiety, and depression are studied for their impact on social media addiction. Next, the social correlates and consequents of social media addiction are identified, namely need for affiliation, subjective norms, personal, professional, and academic life. Lastly, situational factors like amount of social media use and motives of use are inspected. Following the review of literature an empirical study is made to analyze factors that discriminate addicted social media users from non-addicted social media users on the basis of these different factors.
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van Oostveen, Roland, William J. Hunter, Elizabeth A. Childs, Wendy Barber, and Julianne Gerbrandt. "Collaborative Learning in Co-Created Digital Space." In Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization, 197–214. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6967-2.ch011.
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The growing global attention to online learning, particularly in light of COVID-19, has spurred interest in systematic, robust, and pedagogically sound approaches to online learning like the fully online learning community (FOLC) model. FOLC consists of three overlapping dimensions—social presence, cognitive presence, and collaborative learning—which can function within fully online or hybrid digital spaces. FOLC thus supports the establishment of vibrant online learning communities. This chapter extends prior theoretical and empirical work on FOLC and highlights supportive and challenging academic interactions. Readiness to work within FOLC environments requires developing a range of 21st century competencies, such as complex problem solving and social negotiation, to effectively use the selected digital affordances and collaborate with others. These abilities and potential readiness interventions are addressed here as an intrinsic part of the model. The chapter concludes with reports of several empirical studies that explore the efficacy of the FOLC model.
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Bobkina, Jelena, and Elena Dominguez Romero. "Multimodal Listening Through Movie Trailers." In Cases on Audio-Visual Media in Language Education, 69–92. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2724-4.ch004.
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This paper reports on work resulting from a UCM (Complutense University of Madrid, Spain) Research Project on Innovative Teaching in Higher Education carried out during the academic year 2015-2016. The aim of the project was two-fold: (1) to develop a multimodal framework for the development of multimodal listening activities with a focus on movie trailers and (2) to assess the resulting multimodal listening activities designed within this framework by means of a quality assessment tool, the COdA rubric. The results obtained from the evaluation process reveal the qualities and limitations of the multimodal listening material evaluated as much as the qualities and limitations of the multimodal framework that we designed prior to the development of this material. This evaluation process is aimed at as a first step in the development of other multimodal listening materials—within our multimodal framework—that may fill some existing gaps.
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Sipho Netanda, Rendani. "Supporting Learning through Learning Management Systems in an ODL Environment amid Covid-19: Technology Accessibility and Student Success." In The Impact Of COVID19 On The International Education System, 97–114. Proud Pen, 2020. http://dx.doi.org/10.51432/978-1-8381524-0-6_7.
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Although prior research looked into the effects of LMSs upon student success, little is known on the effects of LMSs on student success, particularly during the current Covid-19 pandemic. Informed by technology acceptance model (TAM), this study explores the linkage between the geographic setting and the accessibility of NTs, and examines effects of LMSs upon student academic success in ODL in the context of Covid-19. The purpose of this chapter is to indicate how teaching and learning pedagogies is impacted by the novel coronavirus within the global open and distance learning education system and to suggest possible mechanisms to support students through learning management systems in order to reduce student attritions and to accelerate student success rate. I used a mixed-methods methodological lens, blending the self-administered questionnaires for 177 students with unstructured in-depth interviews with 2 regional directors, and 4 learning and facilitation managers during data collection. I analysed data descriptively and thematically, unveiling, from all cohorts of participants that the greater proportion of students are from remote rural areas with a considerable limited access to technologies, which ultimately adversely influences upon their usage and academic achievements. However, its continued use was valued salient with a potential to improve students’ academic performance and success. I conclude that inaccessibility to new technologies for teaching and learning has a bearing on students’ success. I propose that ODL institutions should support students by increasing accessibility of technologies through the provision of gadgets and data as well as establishing learning support centres and encourage students to use them in learning.
Conference papers on the topic "Academica priora 2"
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Reed, Shad A., Bret P. Van Poppel, and A. O¨zer Arnas. "An Undergraduate Fluid Mechanics Course for Future Army Officers." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45422.
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The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] The academic program at the USMA is designed to meet the intellectual demands of this mission statement. One very unique aspect of this academic program is the requirement that each cadet take a minimum of five engineering courses regardless of his or her major or field of study. Because of this requirement, nearly one-third of every graduating class take Fluid Mechanics. The Fluid Mechanics course taught in the USMA’s Department of Civil and Mechanical Engineering differs from others throughout the country for two primary reasons: 1) Within every class there is a mixture of cadets majoring in engineering and those who are in other majors, such as languages, history, and political science, 2) Each cadet will be commissioned as a Second Lieutenant in the United States Army immediately upon graduation, [2] and [3]. In this course cadets learn about fluid mechanics and apply the principles to solve problems, with emphasis placed upon those topics of interest to the Army and Army systems that they will encounter as future officers. The course objectives are accomplished through four principal methods. The first is through engaging, interactive classroom instruction. Cadets learn about the principles of fluid statics, conservation laws, dimensional analysis, and external flow; specialized topics, such as compressible flow and open channel flow have also been integrated. The second method is through hands-on laboratory exercises. Pipe friction, wind tunnels, and smoke tunnels are examples of laboratories in which cadets take experimental measurements, analyze data, and reinforce concepts from the classroom. The third method occurs in the “Design of an Experiment” exercise. In groups, cadets design their own experiment—based upon an Army parachutist—that will predict the coefficient of drag of a parachute system. The fourth method is a hands-on design project that culminates in a competition. In teams, cadets build a water turbine to lift a weight on a pulley from ground level to a designated height. Competition categories include the torque competition, in which maximum lifted weight determines the winner and the power competition judged by minimum time to lift a designated weight. This project, implemented within the curriculum prior to formal instruction on the design process, requires cadets to develop their own design process through analysis, experimentation, and trial and error.
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"How to Design Accounting Video Lectures to Recover Lost Time." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3985.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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Duarte, Joana, Jacqueline Castelo Branco, Fernanda Rodrigues, and J. Santos Baptista. "Short review on occupational noise exposure in the extractive industry and similar works." In 4th Symposium on Occupational Safety and Health. FEUP, 2021. http://dx.doi.org/10.24840/978-972-752-279-8_0015-0020.
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Introduction: Occupational noise is still a matter within the industrial practice with nefarious consequences on the worker’s health. Pulmonary diseases, cardiovascular problems, disturbances in sleep, fatigue, and, in the worst-case scenarios, hearing loss (this one with a permanent character) are some of the most common adverse effects reported in the literature. This issue covers itself in even more significant concern when analysing the mining industry context. Almost every operation works as a potential noise source, not only for the workers but also for the surrounding populations. Objective: To identify the exposure setting to occupational noise in the extractive industry and similar works (i.e. earthworks), particularly related to tasks and equipment. Methodology: The Preferred reporting items for systematic reviews and meta-analyses (PRISMA) was used as a guideline to help conduct the research and report of this work. The most relevant keywords were selected and later combined in the selected databases and multidisciplinary academic journals in the first phase. After, the articles were filtered with a set of exclusion criteria, to know: 1) Publication year, 2) Document type, 3) Source type, and 4) Language. The subsequent stage was to determine, within the remaining articles, the pertinence of each study and its later inclusion in the study. Each set of data was then classified according to the measurement context, and the results were analysed. Results and discussion: In the records’ identification phase, a total of 1148 papers were recovered. By applying the previously mentioned exclusion criteria, 547 were removed related to publication year, 146 due to document type, 12 related to source type and 25 because of language. Additionally, 360 records were excluded because were not in accordance with the proposed objective, 25 were duplicate articles, and 7 had no full-text available. From the last analysis, 11 more papers were excluded, which lead to a final result of 15 included studies. According to theoccupational noise measurements set, the records were divided into four categories: activity, equipment, job category, and working area. Different equipment was associated with high noise levels: crusher –between 85.6 and 104 dB, trucks and bulldozes –above 100 dB, and shovel –103 dB, whereas the only analysed activity was blasting, where studies concluded that increasing distance leads to lower noise measurement values. Conclusions: Considering this research, although it was possible to identify the tasks and equipment usually associated with occupational noise in the extractive industry, a lot of work still needs to be done, especially data analysis. However, this research serves as a starting point for future study.
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Merchante, Catharina, David Posé, Fernando Gallardo, Mar Quiñones, Juan Antonio Gálvez, and Beatriz Martínez-Poveda. "NEW ACTIVE METHODOLOGIES FOR CRITICAL LEARNING IN THE FIELD OF BIOCHEMISTRY OF HUMAN NUTRITION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end142.
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Background: The teaching of the subject “Biochemical Basis of Human Nutrition” of the Degree in Biochemistry is based on the premise that students apply the knowledge acquired in previous courses concerning biochemistry and metabolism. However, for many topics covered in this subject, not rigorously application of this knowledge has been detected, existing influences derived from non-expert information available in the media. To a large extent, this problem lies in the fact that nutrition is a topic widely covered in the media, although often in a generalized, incomplete and not very rigorous way. Methodologies: In this project we proposed students to apply a critical view on nutrition-related information available in the media, with special emphasis on the hottest topics, such as transgenic foods and Mediterranean diet. For this purpose, we designed two strategies: (1) a mini-workshop activity in connection with the subject “Food Biotechnology” focused on the use of transgenic foods; (2) involving students in the creation and management of a web page aimed at dealing with topics related to nutrition, worked from two approaches (informative and scientific). For the development of these activities, students were assigned to different working groups and information about the knowledge of the students in the topics was collected in pre- and post-activity tests. In this way, we involved students in real activities of expert search and screening of information, in order to communicate it in different environments. Results: The project was developed during two academic years, involving students from two successive promotions (30 students in the first year and 39 in the second year). The activities proposed within the project were voluntary, and the percentage of adherence to them was 100% in both cases, indicating the high degree of acceptance among the students. We created a website (www.lawebnatural.com) in the context of this project. In the activities aimed at researching and writing articles on specific topics within the web page environment, questionnaires were carried out prior to the development of the activities to evaluate the degree of knowledge that the students had about the topics to be worked on in the activities. The implementation of post-activities questionnaires showed an improvement percentage of 85% in the knowledge of the topics. The elaboration of graphic material on transgenic foods for the mini-workshop activity, was another profitable activity contributing to a better understanding of the topics. Conclusions and implications: The use of these dynamics concerning the active participation of students in creative tasks based on information search improves the quality of learning. The choice of current topics in nutrition awakens the students' critical spirit, as they confront their pre-established ideas about these topics with the new knowledge acquired. Findings: This communication is derived from the Educative Innovation Project PIE19-068, funded by University of Malaga. Websites were supported by funds from My Scientific.
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Deuel, L. E., and G. H. Holliday. "Evolution of Oil and Gas Waste/Soil Remediation Regulations." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80460.
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The meaningful United States regulation of onshore oil and gas field waste/soil commenced in the mid 1980’s in response to a series of state, federal, industry and international initiatives. Most initiatives centered on the design, construction and operation of earthen pits used in the exploration and production of oil and gas (E&P). Prior to this time, earthen pits were constructed as needed by the operator and used in all phases of E&P activity. Chief concerns of the regulators were focused on what had gone into pits historically, what was going into them currently and was the E&P exemption excluding high volume E&P wastes from the Resource Conservation and Recovery Act (RCRA) regulations justified. Several investigations, including the comprehensive field study by the Environmental Protection Agency in 1987, determined E&P wastes are ostensibly non-hazardous. EPA concluded regulation of E&P wastes under RCRA Subtitle C was not necessary. To this day there is no U. S. federal regulatory program with exclusive jurisdiction over exempt E&P wastes. Other studies, primarily industry and academic, focusing on land limiting constituents, management practices and pit closure strategies revealed sodium salts and petroleum hydrocarbon in the form of diesel range organics were the primary limiting constituents. One state, Louisiana, adopted the technical aspects of these studies and developed a comprehensive regulation known as Statewide Order 29-B, which was based on the concept of limiting constituents and defined post closure performance standards. These standards limited salinity, sodicity, total metals and total petroleum hydrocarbon (oil & grease) with values varying with respect to landform, land use and closure technique. Other states have adopted some of the concepts and criteria advanced under 29-B but none are as comprehensive. Obviously there is a need to control what goes into pits and how pits should be closed. The industry would best be served by adopting the concepts and standards set forth in the Louisiana 29-B regulation. A few of the provisions could be changed to make it more palatable to industry without sacrificing the protection afforded human and animal health, safety and the environment. Internationally, particularly countries in South America embraced USEPA protocol for testing characteristically hazardous wastes, but 1) without the framework to handle the relatively large volume of non-hazardous E&P waste generated and 2) no regulations or protocols for on-site waste management. Several operators, although partners with state owned oil companies, on their own volition, applied the concepts and standards under Louisiana’s 29-B to rainforests in South America and rice paddies in Indonesia. Canada and European oil and gas producing countries have developed stringent standards not based on science, which favor costly treatment technologies. Generally, these countries prohibit cost effective on-site waste management and closure techniques. This paper traces the evolution of waste/soil remediation within the United States and internationally. We trace the progress as a function of time; the impetus for regulation; and probable future controls.