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Academic literature on the topic 'Academics’ responses'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Academics’ responses"

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Crisp, G. T., and E. J. Palmer. "Engaging academics with a simplified analysis of their multiple-choice question (MCQ) assessment results." Journal of University Teaching and Learning Practice 4, no. 2 (2007): 31–50. http://dx.doi.org/10.53761/1.4.2.4.

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The appropriate analysis of students’ responses to an assessment is an essential step in improving the quality of the assessment itself as well as staff teaching and student learning. Many academics are unfamiliar with the formal processes used to analyze assessment results; the standard statistical methods associated with analyzing the validity and reliability of an assessment are perceived as being too difficult for academics with a limited understanding of statistics. This inability of academics to apply conventional statistical tools with authority often makes it difficult for them to make informed judgements about improving the quality of the questions used in assessments. We analyzed students’ answers to a number of selected response assessments and examined different formats for presenting the resulting data to academics from a range of disciplines. We propose the need for a set of simple but effective visual formats that will allow academics to identify questions that should be reviewed before being used again and present the results of a staff survey which evaluated the response of academics to these presentation formats. The survey examined ways in which academics might use the data to assist their teaching and students’ learning. We propose that by engaging academics with a formal reflection of students’ responses, academic developers are in a position to influence academics’ use of specific items for diagnostic and formative assessments.

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Chauhan, Vikee, and Peter Willett. "Academics’ experience of copyright." Global Knowledge, Memory and Communication 68, no. 6/7 (2019): 601–16. http://dx.doi.org/10.1108/gkmc-01-2019-0010.

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Purpose The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright. Design/methodology/approach Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter. Findings The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright. Originality/value Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.

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Zhao, Zhiyan, and Zhi Chen. "The Effect of University Context on Academics' Engagement with Industry." SHS Web of Conferences 96 (2021): 02006. http://dx.doi.org/10.1051/shsconf/20219602006.

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Drawing on the theory of planned behavior, this study investigates the impact of academics' perception of university context on their engagement with industry via the mediation of academics' intention to industrial collaborations. The third mission and supportive policy were put forward as two university influence factors. From analysis results of 564 questionnaire responses, we found that academics' perception of university context had significant effect on academic engagement. In addition, the relationship between university mission, supportive policy and academics' industrial engagement were partially mediated by academics' intention to industrial collaboration.

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Pontis, Sheila, Genovefa Kefalidou, Ann Blandford, et al. "Academics' responses to encountered information: Context matters." Journal of the Association for Information Science and Technology 67, no. 8 (2015): 1883–903. http://dx.doi.org/10.1002/asi.23502.

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Roknuzzaman and Katsuhiro Umemoto. "Exploring LIS academics' responses to knowledge management." Library Review 62, no. 4/5 (2013): 293–311. http://dx.doi.org/10.1108/lr-07-2012-0072.

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Sjølie, Ela, Susanne Francisco, Kathleen Mahon, Mervi Kaukko, and Stephen Kemmis. "Learning of academics in the time of the Coronavirus pandemic." Journal of Praxis in Higher Education 2, no. 1 (2020): 85–107. http://dx.doi.org/10.47989/kpdc61.

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This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.

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Shimizu Wilson, Concepción, John D’Ambra, and Robyn Drummond. "Exploring the fit of e-books to the needs of medical academics in Australia." Electronic Library 32, no. 3 (2014): 403–22. http://dx.doi.org/10.1108/el-09-2012-0118.

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Purpose – The purpose of this study is to explore the extent to which e-books fit the needs of medical academics of the University of New South Wales (UNSW) in the performance of their academic tasks. Design/methodology/approach – A web-based survey was distributed to all UNSW academics in medicine, and 224 completed responses were analyzed according to the attributes of a task-technology fit (TTF) model developed for e-books in academic settings. Findings – Although the UNSW Library had access to > 225,000 e-books, usage by medical academics was relatively low (38 per cent); however, most (92 per cent) predicted that they would be using e-books within the next five years. Nearly two-thirds (65 per cent) had portable devices including smartphones, and 90 per cent rated the ability to search across full text in an e-book of moderate-to-high importance. Research tasks dominated the use of e-books, and 71 per cent agreed that e-books helped improve their overall productivity. Research limitation/implications – Only 224 (8 per cent) of 2,790 medical academics at UNSW participated in the study. The low response rate and over-representation of research only academics limit the extent of generalization of the findings. Originality/value – This is the first study on the use of e-books among academics in the Faculty of Medicine – comprising nearly 64 per cent of all UNSW academic staff. The findings highlight the extent of e-books used by medical academics and their enthusiasm for access to digital resources. There is also the suggestion that the library must continue to develop services to ensure delivery of task-compatible e-books to medical academics in increasingly mobile environments.

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Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody." Acta FF 12, no. 2 (2020): 19–43. http://dx.doi.org/10.24132/actaff.2020.12.2.2.

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There has been a significant growth of interest in the topic of academic freedom in recent years, predominantly with regard to the emergence of several new and unprecedented phenomena within the academic environment that allegedly threaten or directly undermine academic freedom both on the individual and institutional levels. One of the responses to these observations is the attempt to redefine academic freedom in political terms, since the traditional concept of academic freedom, grounded in the purely epistemological notions of rationality, objectivity, and truth, is becoming regarded as incapable of facing the challenges and overcoming the obstacles encountered by academia in the present circumstances. It has been argued that instead of being limited only to epistemic responsibilities of academics, academic freedom should be “extended” to include the political responsibility of academics as well and should therefore provide the academics first and foremost with an appropriate set of political rights to fulfil their political role. This paper critically examines both the theoretical background behind this political shift in thinking about academic freedom as well as its prospective consequences for the academic profession and academia as a whole. While there are sound theoretical reasons that favour the “extended” version against the traditional concept of academic freedom, I argue that the associated political extension of academic responsibilities blurs the line between academic and political affairs and puts academia in danger of becoming an openly political – rather than authentically academic – institution. The paper is concluded by a tentative suggestion of an alternative account of academic freedom: one that takes seriously the theoretical weaknesses of the traditional version but maintains at the same time a clear and sharp distinction between academic and political matters.

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Hickling, Siobhan, Alexandra Bhatti, Gina Arena, et al. "Adapting to Teaching During a Pandemic: Pedagogical Adjustments for the Next Semester of Teaching During COVID-19 and Future Online Learning." Pedagogy in Health Promotion 7, no. 2 (2021): 95–102. http://dx.doi.org/10.1177/2373379920987264.

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COVID-19 has altered public health higher education and its impact on pedagogy will be felt long into the future. In response to social distancing measures, teaching academics implemented a number of changes to curricula. It is important to better understand and begin to evaluate these changes, as well as set a course for future changes to public health curricula both during and after the pandemic to best enable transformative learning. Teaching academics have an understanding of academic hierarchies and student perceptions and are well placed to provide insights into current and future changes to pedagogy in response to the pandemic. A survey was developed to examine changes that academics had made to their teaching in response to COVID-19. Responses were received from 63 public health teaching academics from five universities in Australia, the United States, and Canada. Public health teaching academics rapidly implemented a number of changes to their teaching, including alterations that enabled online teaching. The great majority of changes to teaching were related to tools or techniques, such as synchronous tutorials delivered in a video meeting room. There remains further work for the public health pedagogy community in reevaluating teaching aims and teaching philosophies in light of the COVID-19 pandemic. This could include examination of the weighting of different topics, including communicable diseases, in curricula. A series of questions to assist academics reformulating their curricula is provided. Public health teaching evolved rapidly to meet the challenges of COVID-19; however, ongoing adaptation is necessary to further enhance pedagogy.

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Radin Firdaus, R. B., Osman Mohamad, Taufik Mohammad, and Mahinda Senevi Gunaratne. "Community Partnership Through Knowledge Transfer Program: Assessment From the Perspectives of Academics’ Experience." SAGE Open 10, no. 4 (2020): 215824402098074. http://dx.doi.org/10.1177/2158244020980742.

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The knowledge transfer program (KTP) in Malaysia was instituted to facilitate knowledge transfer, collaboration, and interaction between academics in public higher institutions and other stakeholders. These programs are divided into community or industry programs. Under the community program, academics collaborate with a community partner to utilize their research findings in the community environment. This quantitative study attempts to assess KTP based on academics’ postproject responses to online questionnaires. The participants in this study consist of 132 academics of Malaysian public universities of Rolling 1 to Rolling 4 projects between 2011 and 2016. Of 132 individuals invited to participate, 84 of them (64%) took part in the online survey. These data were analyzed using analysis of variance (ANOVA) and Duncan’s range test. The findings indicate that the KTP has enabled academics, irrespective of position, to deploy their ideas and knowledge in a real-world community setting. The relationship between academic position and learning experience in transferring knowledge, however, is inverse: the higher the level of an academic position, the lower the learning experience. The findings also exhibit the experience and challenges that one would expect from the involvement of academics in a community KTP.

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Dissertations / Theses on the topic "Academics’ responses"

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Brown, Vanessa Jane Kathleen. "How university academics respond to the introduction of new quality policies in South African higher education." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24941.

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This study explores the consequences for a historically black university (HBU) of the South African state’s focus on routine and strategic quality evaluation within a policy framework that views higher education as a lever for social change and economic development. It analyses the changing nature of academic work and probes the motivations and understandings of institutional managers and academics in an attempt to explain their responses to policy requirements. The theory of the Evaluative State is employed to examine the nature and consequences of overzealous responsiveness by a historically black university in transition in South Africa. It suggests that the changing relationship between state and university is characterised by contradictions and ambivalence, a result of the interplay between a strong sense of loyalty to the state on the one hand and a recognition of the failure of the state to recognise and reward achievements valued by the HBU. This study suggests that state steering, through the use of output evaluation and efficiency-directed performance indicators, has resulted in failure to achieve central policy goals of development, equity and social justice. The study is guided by one main research question: How do academics in a historically black South African university in transition engage with and implement internal and external quality assurance processes and policies? The literature review reveals significant gaps in understanding the consequences of the rise of the Evaluative State in higher education. A major limitation has been a lack of focus on higher education systems in developing countries and on the consequences of imposing neo-liberal frameworks upon local realities which require redress to remedy historically constructed economic and social disadvantage. The descriptions of academics and institutional managers that emerge in this study highlight stark differences between the two groups in perceptions of and approaches to quality improvement and university work. Significantly, institutional history, context and mission emerge as strong factors shaping academics’ and managers’ responses to change, factors that have largely been disregarded by state policy which focuses more on output achievement than on input variables.<br>Thesis (PhD)--University of Pretoria, 2012.<br>Education Management and Policy Studies<br>unrestricted

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Moore, Robin Stanley. "Adaptive responses to curriculum restructuring policy in two South African universities : an enquiry into the identity projections of academics disposed towards change." Thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/23801.

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Duchaine, Ellen L. "Effect of Response Cards on Academic Outcomes." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/75.

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ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS by Ellen L. Duchaine Response cards (RC) support effective teaching strategies such as maintaining a brisk pace of instruction, increased opportunities to respond, immediate and frequent corrective feedback, and high rates of behavior specific praise statements; all of which have been effective in increasing student engagement for students with and without emotional and behavioral disorders (E/BD) (Emmer & Stough, 2001; Simonsen et al., 2008; Sutherland, Wehby, & Copeland, 2000). RC during academic instruction are successful in decreasing disruptive behavior, increasing student participation, and increasing academic achievement from the elementary school level to the university level. This study examined teacher implementation of RC at the high school level for students without disabilities and students with disabilities with a history of challenging behaviors (i.e., students with a disability and a behavior intervention plan) in general education classes required for high school graduation. The purpose of this study was to evaluate the effect of RC compared to hand raising (HR) in inclusive general education classrooms. An alternating treatment design was implemented to examine the potential functional relation between the use of RC, student engagement, and academic achievement. RC (i.e., 8” x 11” laminated write -on cards) were randomly alternated with the more traditional method of HR which allows one student to respond to each question asked by the teacher. Intervals of time on-task, attempted responses, next day quiz scores, and bi-weekly probe scores were measured and analyzed for target students without disabilities and target students with disabilities. In addition, individual scores of all students in the class were calculated to provide a class mean, allowing further analysis. All sessions were conducted by classroom teachers during daily reviews of academic content. The findings from this study support prior research indicating RC increases student engagement by increasing intervals of time on-task and attempted responses for the majority of students. In one class, three of four target students increased daily quiz scores by 10% or more using RC; and in the second class the mean for daily quiz scores was higher using RC. Although results on next-day quizzes were inconsistent, bi-weekly probes indicate RC increased retention of material learned over time.

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Wiater, Ezra M. "Modulation of cellular responses to activins and BMPs /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112876.

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Klose, Kenneth. "Governmental Responses to Terrorism: Creating Costs and Benefits." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5799.

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This thesis assesses four governmental responses to terrorism: conciliation, denial, legal restriction, and violence, each of which may be focused on an organization or its leaders. The theory makes predictions on the resulting frequency and severity of terrorism. Unless responses reduce an organization's capacity or desire to attack, the frequency of attacks may be reduced, while the severity continues to increase. The theory is tested using a time series regression analysis of the effects of government action on terrorism in Algeria and the Philippines. In general, the results show that conciliation may led to increases in terrorism in the short term while suggesting potential reductions in the long term. Denial and legal restriction often led to increases in terrorism, while the effects of violence often depended upon whether the response was applied to organizations or their leaders.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies

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Ritz, Stacey Jordana Manel. "Cytokine regulation of immune responses in the respiratory mucosa /." Hamilton, Ont. : McMaster University, 2004.

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Gajewska, Beata Urszula Jordana Manel. "Generation of immune responses in experimental allergic airway inflammation /." [Hamilton, Ont.] : McMaster University, 2004.

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Borevitz, Justin Oak Chidester. "Natural variation in arabidopsis light response /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3044779.

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Davis, Laura M. "Academic Coaching as a Part of Response to Intervention." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595515185002168.

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Majumdar-Piu, Mousumi. "G protein-coupled signalling mechanisms in thrombin-induced cytoskeletal responses /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9944210.

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Books on the topic "Academics’ responses"

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Meyer, Denise. Emotional labour in an institution: How university academics construct responses to students' emotional difficulties. University of Surrey Roehampton, 2001.

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Parfitt, Matthew. Writing in response. Bedford/St. Martins, 2012.

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Georgia. Department of Education. Response to intervention: Georgia's student achievement pyramid of interventions : responses to meet the needs of all Georgia students. Georgia Dept. of Education, 2008.

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B, Rossman Gretchen, ed. Mandating academic excellence: High school responses to state curriculum reform. Teachers College Press, 1993.

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Dawson, John G. Washout: The academic response to the debate over Aboriginal history. Macleay Press, 2004.

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Shakespeare: The Indian icon : a collection of Indian responses : social, cultural, academic. Readers Paradise, 2011.

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The best of Corwin: Response to intervention. Corwin Press, 2012.

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Great Britain. Further Education Unit. FEU response to academic validation of degree courses for higher education (The Lindop report). Further Education Unit, 1985.

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Bultez, Alain. Robustness of models of sales response to advertising: A purely academic issue. European Institute For Advanced Studies in Management, 1988.

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Hume, S. J. Raising academic standards: one school's response to the 1988 Education Reform Act. [University of Surrey], 1995.

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Book chapters on the topic "Academics’ responses"

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Ćulum, Bojana. "Croatian Academics and University Civic Mission Integration." In Global Challenges, Local Responses in Higher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-581-6_4.

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Koo, Yew Lie, and Vincent Pang. "Academics as Agents of Internationalization and Literacy: Malaysian Responses and Future Challenges." In Higher Education Dynamics. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1500-4_12.

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Durner, Edward F. "Variation and the analysis of variance (ANOVA)." In Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics. CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0005.

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Abstract This chapter focuses on analysis of variance (ANOVA). The goal of applied statistics is to account for the variability observed in an experiment and determine whether it is random or due to a treatment effect. Responses to treatment(s) are evaluated by a systematic accounting of variation called the analysis of variance, or ANOVA, where variability is attributed to various sources. The sources of variability and complexity of an ANOVA depend on an experiment's design and treatment structure. When an experimental design effectively and efficiently holds the treatments of an experiment, the ANOVA is simple and quite elegant. When the experimental design and/or the treatment structure is or are not appropriate for the experiment or each other, the analysis can be cumbersome and difficult.

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Fang, Zhihui. "Writing a Reading Response." In Demystifying Academic Writing. Routledge, 2021. http://dx.doi.org/10.4324/9781003131618-7.

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East, Julianne. "Educational Responses to Academic Integrity." In Handbook of Academic Integrity. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-098-8_33.

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East, Julianne. "Educational Responses to Academic Integrity." In Handbook of Academic Integrity. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_33-1.

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East, Julianne. "Educational Responses to Academic Integrity." In Handbook of Academic Integrity. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-079-7_33-2.

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Rosser, Sue V. "Consistency in Responses over Time." In Academic Women in STEM Faculty. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48793-9_3.

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Kemp, Simon, William S. Helton, Jessica J. Richardson, Neville M. Blampied, and Michael Grimshaw. "How Does a Series of Earthquakes Affect Academic Performance?" In Forces of Nature and Cultural Responses. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5000-5_4.

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Klingbeil, David A., Tera L. Bradley, and Jennifer J. McComas. "Progress Monitoring for Students Receiving Intensive Academic Intervention." In Handbook of Response to Intervention. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_20.

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Conference papers on the topic "Academics’ responses"

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Schier, Mark A. "How do we value academic time?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0120.

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The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.

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Clarke, Bronwyn, Rachel Wilson, and Gabrielle Murray. "A Grassroots, Practical Response to Student Belonging through Learning and Teaching Experiences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8091.

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RMIT University is Australia’s second largest higher education provider and has a very diverse student body. Taking a holistic approach and capturing the entire student life cycle, the RMIT Belonging Strategy outlines a rationale and plan for delivering belonging interventions across the whole institution. An institution wide strategy requires economic, political and global considerations; however, as grass-roots academics, our work is informed by the philosophy that education can affect positive communitarian and individual change, and that meaningful and authentic relations with staff and students enable genuine collaboration and growth (Chickering, Dalton, &amp; Stamm, 2006; Kreber, 2013). Guided by these principles, we identified five drivers that impact student belonging at the university, and proposed a measurement framework to form an ‘index’ of belonging that can be tracked and reported. This paper focuses on the innovative and collaborative work of developing an enterprise wide strategy for inclusive belonging and presents a roadmap of the process. We argue that grassroots, practical responses through learning experience interventions have the greatest potential to influence student engagement.

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Rajanen, Dorina, Mikko Salminen, and Niklas Ravaja. "Psychophysiological responses to digital media." In AcademicMindTrek'15: Academic Mindtrek Conference 2015. ACM, 2015. http://dx.doi.org/10.1145/2818187.2818297.

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N Abou Jaoude, Joe, and Raafat G Saade. "Can Finance Education Benefit from Online Collaborative Methods? An Experiment." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3760.

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Aim/Purpose: We introduce interactive and collaborative learning tools into a “traditional” finance course and collect feedback from the students concerning satisfaction, engagement, and overall learning. The aim is to show that collaborative learning methods have a place in finance academia. Background: Finance education still relies on the traditional education model. We implement a collaborative learning method in a Finance course to measure its use on the topic. Methodology : We conducted two peer-to-peer sessions in a class environment, Following the two tests, we released a survey to collect information about the tool’s effectiveness. We received 42 responses out of a population of 57. Contribution: Our case study aims to bridge the gap between the use of collaborative learning methods and the academic learning environment of finance. Findings The learning tool implemented was well received and provided a significant benefit to the students in the class, per the survey. Recommendations for Practitioners : We recommend further implementations of collaborative learning methods in finance, and their injection into other traditional courses to better study their effectiveness. Recommendation for Researchers: Experiments in different courses of the same field as well as different fields and different academic schools is needed to fully understand the capabilities and limitations of the collaborative learning tools. Impact on Society: Moving away from the traditional academic model into an interactive and collaborative framework can help expand and extend the reach and effectiveness of education. Future Research: Research on the tools is needed to fit this learning approach to the multiple fields of academia (if any are needed).

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Bose, Mausumi. "PROTECTION OF PRIVACY FOR RESPONDENTS IN A RANDOMIZED RESPONSE SURVEY WITH A CONTINUOUS RESPONSE VARIABLE." In 25th International Academic Conference, OECD Headquarters, Paris. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.025.008.

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Maglakelidze, Ekaterine, and Maia Veshaguri. "SOME CONSIDERATIONS IN RESPECT TO CUSTOMER-CENTRIC DEMAND RESPONSE MARKET DESIGN." In 33rd International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.33.045.

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Crummett, Courtney. "One Academic Library's Response to the Data Dilemma." In 11th International Congress on Medical Librarianship (ICML). The University of Queensland, 2013. http://dx.doi.org/10.14264/uql.2014.61.

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Hafrison, Mohamad. "Student Writers’ Academic Essay Writing Problems: Students’ and Teachers’ Responses." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.043.

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Ergin, Hakan. "PUBLIC RESPONSE TO THE SYRIAN STUDENTS' RIGHT TO HIGHER EDUCATION AT TURKISH UNIVERSITIES." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.035.

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Cech, P., E. Pietrikova, and A. Balaz. "Audience Response Systems: The Power of Academic Personal Presentation." In 2018 16th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2018. http://dx.doi.org/10.1109/iceta.2018.8572061.

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Reports on the topic "Academics’ responses"

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Yunus, Raudah Mohd, Pauline Oosterhoff, Charity Jensen, Nicola Pocock, and Francis Somerwell. Modern Slavery Prevention and Responses in Myanmar: An Evidence Map. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/clarissa.2020.002.

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This Emerging Evidence Report describes the availability of evidence on modern slavery interventions in Myanmar presented in the programme's interactive Evidence Map. This report on Myanmar uses the same methodology and complements the evidence map on interventions to tackle trafficking, child and forced labour in South Asia for Nepal, India, Pakistan, and Bangladesh. The Evidence Map provides an outline of where evidence is concentrated and where it is missing by mapping out existing and ongoing impact evaluations and observational studies exploring different types of modern slavery interventions and outcomes for specific target populations (survivors, employers, landlords, service providers, criminal justice officials) and at different levels (individual, community, state). It also identifies key ‘gaps’ in evidence. Both the Evidence Map and this report foremost target the UK Foreign, Commonwealth & Development Office (FCDO) and its partners in the CLARISSA research programme to support evidence-informed policymaking on innovations to reduce the worst forms of child labour. We hope that it is also useful to academics and practitioners working to address modern slavery, or in the intervention areas and locations described.

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S. Abdellatif, Omar, Ali Behbehani, and Mauricio Landin. Luxembourg COVID-19 Governmental Response. UN Compliance Research Group, 2021. http://dx.doi.org/10.52008/lux0501.

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The UN Compliance Research Group is a global organization which specializes in monitoring the work of the United Nations (UN). Through our professional team of academics, scholars, researchers and students we aim to serve as the world's leading independent source of information on members' compliance to UN resolutions and guidelines. Our scope of activity is broad, including assessing the compliance of member states to UN resolutions and plan of actions, adherence to judgments of the International Court of Justice (ICJ), World Health Organization (WHO) guidelines and commitments made at UN pledging conferences. We’re proud to present the international community and global governments with our native research findings on states’ annual compliance with the commitments of the UN and its affiliated agencies. Our goal as world citizens is to foster a global change towards a sustainable future; one which starts with ensuring that the words of delegates are transformed into action and that UN initiatives don’t remain ink on paper. Hence, we offer policy analysis and provide advice on fostering accountability and transparency in UN governance as well as tracing the connection between the UN policy-makers and Non-governmental organizations (NGOs). Yet, we aim to adopt a neutral path and do not engage in advocacy for issues or actions taken by the UN or member states. Acting as such, for the sake of transparency. The UN Compliance Research Group dedicates all its effort to inform the public and scholars about the issues and agenda of the UN and its affiliated agencies.

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Herbert, Siân. Covid-19, Conflict, and Governance Evidence Summary No.28. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/k4d.2021.008.

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The fortnightly Covid-19, Conflict, and Governance Evidence Summary aim to signpost the UK Foreign, Commonwealth, and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. This summary features resources on C19’s unequal impacts and policy responses; responses to build long-term resilience to both conflict and pandemics; responses to support forcibly displaced people in Africa and the Middle East; and the implications of C19 for international development cooperation in 2021. Many of the core C19 themes continue to be covered this week, including C19 increasing gender-based violence; whether regime type shapes effective C19 responses; and whether and how C19 is shaping conflict contexts. The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.

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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.30. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.028.

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This fortnightly Covid-19 (C19), Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on C19, to inform and support their responses. Based on the feedback given in a recent survey, and analysis by the Xcept project, this summary is now focussing more on C19 policy responses. This summary features resources on: how youth empowerment programmes have reduced violence against girls during C19 (in Bolivia); why we need to embrace incertitude in disease preparedness responses; and how Latin American countries have been addressing widening gender inequality during C19. It also includes papers on other important themes: the role of female leadership during C19; and understanding policy responses in Africa to C19 The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work, and is thus indicative but not comprehensive of all issues or publications.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Herbert, Sian. Covid-19, Conflict, and Governance Evidence Summary No.29. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.020.

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This fortnightly Covid-19, Conflict, and Governance Evidence Summary aims to signpost the UK Foreign, Commonwealth and Development Office (FCDO) and other UK government departments to the latest evidence and opinions on Covid-19 (C19), to inform and support their responses. Based on feedback from the recent survey, and analysis by the Xcept project, this edition, as a trial, focusses less on the challenges that C19 poses, and more on more on the policy responses to these challenges. The below summary features resources on legislative leadership during the C19 crisis; and the heightening of risks emanating from C19’s indirect impacts – including non-C19 healthcare, economy and food security, and women and girls and unrest and instability. Many of the core C19 themes continue to be covered this week, including anti-corruption approaches; and whether and how C19 is shaping conflict dynamics (this time with articles focussing on Northwestern Nigeria, Myanmar’s Rakhine State, and the Middle East). The summary uses two main sections – (1) literature: – this includes policy papers, academic articles, and long-form articles that go deeper than the typical blog; and (2) blogs & news articles. It is the result of one day of work and is thus indicative but not comprehensive of all issues or publications.

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.

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Bennett, Alexander, Contessa Gay, Ashley Graves, et al. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.

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This report presents results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The report is actually the second edition of the study following amendments made to the first edition in response to extensive feedback and reviews solicited from practitioners, academics, and other professionals working in the field of water law from across the country. The purpose of the project is to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. In the near future, additional volumes with surveys of other U.S. states will be issued.

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Durik, Amanda, Steven McGee, Linda Huber, and Jennifer Duck. The Cat is Alive and Well: Curiosity Motivates Exploration for High Interest Learners. The Learning Partnership, 2015. http://dx.doi.org/10.51420/conf.2015.1.

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Two studies were conducted to examine how individual interest predicts interactions with domain content and subsequent free-choice exploration. Particular focus was on learners’ acquisition of knowledge and identification of content that triggered curiosity. College student participants reported their individual interest, learned about a topic in ecology (Study 1, N = 85) and astronomy (Study 2, N = 184), responded to prompts for memory of the learning content and curiosity questions, and then had the opportunity to explore additional content related to the topic. In both studies individual interest interacted with whether students’ curiosity was triggered by particular content. In academic domains, individual interest in conjunction with curiosity may be the best predictor of continued behavioral exploration. The results are discussed in the context of the four-phase model of interest development.

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