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Relevant bibliographies by topics / Advanced academics

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Academic literature on the topic 'Advanced academics'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Advanced academics"

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Gillespie, Brian, Christian Otto, and Charles Young. "Bridging the academic-practice gap through big data research." International Journal of Market Research 60, no. 1 (2018): 11–13. http://dx.doi.org/10.1177/1470785317744670.

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The proliferation of advances in technology and communication have led to the formation of “big data” research and the argument that big data will be effective in connecting consumer to practitioners. We argue big data is also an effective means through which practitioners and academics can connect. Practitioner-academic collaborative on big data collection and advanced analysis offers a unique opportunity to align common goals between practitioners and academics, and bridge the academic-practice gap in marketing and management domains, among others.

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Shrivastava, Sanjay. "Unplagiarized Writing- Understanding, Protecting and Staying Original for Students & Academia." International Journal of Social Sciences and Management 4, no. 1 (2017): 1–4. http://dx.doi.org/10.3126/ijssm.v4i1.16434.

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As we have advanced in technology, plagiarism has also emerged as an enormous problem. It is constantly threatening the purity and piousness of academics either for faculty researchers or for students. It is troubling academic world by its uncontrolled amplification in academics. The massive use of electronic gadgets has certainly triggered the cause. The easy accessibility has simplified copying for students than ever before making plagiarizing easy. This paper attempts to explore the issue of plagiarism from various dimensions especially students and academics. Int. J. Soc. Sc. Manage. Vol. 4, Issue-1: 1-4

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Shelenkova, Irina, and Laula Zherebayeva. "Academic mobility development in Turkey via English for specific purposes." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 75–81. http://dx.doi.org/10.18844/prosoc.v6i5.4376.

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Special skills, abilities and knowledge, necessary for professional growth and/or education in a foreign academic environment can be developed by means of foreign language learning. English language training in the context of academic mobility development should be based on high educational quality; advanced level of English demonstrated by students and academics; their informational, social and cultural preadaptation. The aim of the research is to apply this concept in practice and make Turkey more attractive for academics and students from other countries. The main result of the research will be the creation of the coursebook ‘Study, Teach and Research in Turkey. English for Academic Mobility’ for Intermediate/Upper-Intermediate learners, including Students’ Book, Teachers’ Book, DVD with audio and video material. The course development involves several stages. The course can be useful for university students and academics and language courses in Turkey and abroad. Keywords: Academic mobility; cultural preadaptation; higher education; teaching English.

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Kettler, Todd. "Conducting Registered Report Research: A Conversation With Matthew McBee and Scott Peters." Journal of Advanced Academics 30, no. 1 (2018): 3–26. http://dx.doi.org/10.1177/1932202x18809371.

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The movement toward open-science is multifaceted with the general goal to promote both better scientific practices and greater access to scientific information. One aspect of the open-science framework is the recommended use of registered reports replacing the legacy model that dictates research manuscripts are submitted for initial review only after the completion of the study and the development of a full manuscript. At the time of this conversation, 125 journals were participating in the initiative to accept registered reports. At the completion of the conversation, that number had increased to 130. The majority of those journals are in the fields of psychology and medicine. Gifted Child Quarterly and the Journal of Advanced Academics were among the first education journals to open their editorial policies to accept and encourage registered report research. Matthew McBee and Scott Peters have consistently advocated for this movement toward registered reports and open science in gifted education and advanced academic research. This interview shares their rationale for the movement toward registered reports and the potential benefits to research in the fields of gifted education and advanced academics.

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Lingden, Binod. "International Marketing Strategy as Determinants of Export Performance in Nepalese Handicraft Sector." Journal of Advanced Academic Research 1, no. 1 (2015): 85–87. http://dx.doi.org/10.3126/jaar.v1i1.13517.

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Increased globalization of trade has led to a growing number of firm's focus on high-growth export market. The spotlight on activity export has also attracted the attention of academics. This study aims at explaining the marketing strategy as determinants of export performance in Nepalese handicraft sector.Journal of Advanced Academic Research Vol.1(1) 2014: 85-87

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Woolf, Stuart. "The Centre for the Advanced Study of Italian Society at Reading." Modern Italy 16, no. 4 (2011): 473–78. http://dx.doi.org/10.1080/13532944.2011.611232.

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The Centre for the Advanced Study of Italian Society was created by Stuart Woolf at Reading University in 1966. It provided the institutional basis for close collaboration with Italian academics and politicians, many of whom participated in seminars. It attracted funding from Italy for research collaboration with Italian academics. The presence of the Centre led to donations from English antifascists of books and archives, and to the acquisition by the University Library of a major Italian private library on post-unity Italian history and culture.

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Welsh, John. "Dispossessing academics: The shift to ‘appropriation’ in the governing of academic life." European Journal of Social Theory 23, no. 3 (2019): 350–69. http://dx.doi.org/10.1177/1368431019854998.

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This article offers a critical theoretical exploration of the transformation of academic life that is currently taking place under the sign of ‘neoliberalization’. The main aim is to differentiate appropriation from exploitation as strategies of surplus labour dispossession, to identify the growth of appropriative techniques in academic life, and to situate the proliferation of such techniques in the broader transformations of global political economy. Alloyed with poststructuralist social theory, the historical materialist thrust of the article demonstrates how, in the technologically articulate ‘social factory’ of advanced capitalism, the spatial operations of these techniques of dispossession have a particularly ‘aesthetic’ character that is immanent to their appropriative operation, and which renders their workings both more discreet and effective. The article aims: (1) to problematize the neoliberal concepts of efficiency, transparency, and autonomy, in terms of practical outcomes; (2) to stimulate reflexive consideration of the ‘positioning’ of academics themselves in the reproduction of these techniques; and (3) to ask how these techniques might generate new ‘historical subjects’ of struggle and organization in academic life.

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Beghetto, Ronald A., and James C. Kaufman. "Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics." Journal of Advanced Academics 20, no. 2 (2009): 296–324. http://dx.doi.org/10.1177/1932202x0902000205.

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Renbarger, Rachel L., Tracey N. Sulak, and Corina R. Kaul. "Finding, Accessing, and Using Secondary Data for Research on Gifted Education and Advanced Academics." Journal of Advanced Academics 30, no. 4 (2019): 463–73. http://dx.doi.org/10.1177/1932202x19864117.

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Secondary data analysis can benefit researchers of advanced academics by providing large sample sizes and a variety of data on multiple topics. However, using secondary data comes with unique challenges. This article will outline how gifted education researchers can find, access, and use secondary data. Data are available on children from birth to adulthood and are typically accessed through the Inter-university Consortium for Political and Social Research (ICPSR) or the National Center for Education Statistics (NCES). The majority of data sources have public-use files available, but some sensitive data may require special permissions. This article includes examples of advanced academic research that used popular databases along with software options for utilizing available data. We conclude with considerations researchers should take into account when considering using secondary data analysis, such as computer memory and technical skills.

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Richardson, Christopher, and Hsin-Wei Wong. "Expatriate academics in Malaysia: motivation, adjustment, and retention." Journal of Management Development 37, no. 3 (2018): 299–308. http://dx.doi.org/10.1108/jmd-12-2017-0421.

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Purpose Existing studies on expatriate academics (EAs) are primarily set in advanced-country settings, thus overlooking the EA experience in developing and emerging markets. With this in mind, the purpose of this paper is to investigate the motivating factors behind EAs taking up jobs in Malaysia, and their adjustment and retention experiences in their host country. Design/methodology/approach The authors conducted semi-structured interviews with 17 EAs working in four public universities in Malaysia. Findings Among the chief motivating factors for expatriation were familiarity with the country, the perceived desirable cultural/religious environment, and favourable research environment. Adjustment-wise, there was something of a mixed experience, with most adjusting well socially, but many citing disappointment with work. Such sentiment has contributed to reducing retention plans among several of the respondents. Originality/value The study explores the EA experience in the context of an emerging market. At present much of the literature focuses on EAs working in advanced economies. This paper indicates that the motivation, adjustment, and retention cognition of EAs in emerging markets may not be entirely consistent with what previous studies have suggested.

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Dissertations / Theses on the topic "Advanced academics"

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Johnson, Nakendrick S. "Creating Equitable Educational Experiences for African American Males through Advanced Academics." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703329/.

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Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, the need to cultivate the advanced placement program, identify academic shortcomings, support the needs of students, and address invisible African American males. The research demonstrated that African American males can, and will, thrive in the most challenging of academic settings when provided with proper supports.

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Zeske, Karen Marie. "Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.

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Kutchner, Wendy. "Measuring the impact of advanced placement failure on students' academic achievement and retention in college." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/172272.

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Educational Administration<br>Ed.D.<br>This quantitative study examined the impact that Advanced Placement (AP) coursework had on students attending college with specific emphasis on those who failed the exam. The study comprised four years of entering freshmen students between the academic years 2006-2009. The study was comprehensive in that it revealed all AP attempts regardless of score and student's desire to submit results to Temple University and the universities' acceptance of the same for college credit. For consistency, college success was determined based on data in the first two academic years of study. Students' grade point average (GPA) and retention were analyzed as the two primary assessments defining college access. The sample consisted of 16,731 students over four years of entering first-time freshmen to Temple University. The results indicated that AP score had a significant effect on both GPA and retention, although the effects for GPA were much stronger than for retention. Essentially, the results showed that the GPA of students decreases linearly from those who obtained an average AP score of "5", through "4", "3" and "2". Students whose average AP score was "1", however, performed at a lower level than students who had taken no AP course at all. Moreover, when various pre-college factors (specifically, SAT scores, high school GPA, mothers' and fathers' educational level and family income) were used as covariates, the effect for AP performance was markedly reduced. As such, it became evident that the real issue in evaluating the impact of AP performance is not whether students who take and pass AP courses do better in college. The real issue is whether AP performance provides an advantage over and above the advantages that students already possess. This study also revealed a threshold at which AP exposure correlated to college success when studying the AP failures with a score of `1'. The study findings contribute to emerging literature examining the relationship that AP failures have on students and colleges.<br>Temple University--Theses

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Peters, Scott J., Michael Matthews, Matthew T. McBee, and D. Betsy McCoach. "Beyond Gifted Education: Designing and Implementing Advanced Academic Programs." Digital Commons @ East Tennessee State University, 2014. https://amzn.com/1618211218.

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Beyond Gifted Education: Designing and Implementing Advanced Academic Programs provides the first comprehensive look at designing and implementing K-12 advanced academic student programs. Written by four leading experts in the field, Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming. Detailed examples walk the reader through real-world scenarios and programs common to the K-12 gifted coordinator on topics such as cluster grouping, acceleration, and increasing diversity. Throughout the book connections are made to Common Core state Standards, Response to Intervention, and a wealth of outside research in order to support ideas.<br>https://dc.etsu.edu/etsu_books/1109/thumbnail.jpg

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Baran, Ireneusz. "Advanced satellite radar interferometry for small-scale surface derformation detection /." Full text available, 2004. http://adt.curtin.edu.au/theses/available/adt-WCU20050203.120213.

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Burge, James Howard. "Advanced techniques for measuring primary mirrors for astronomical telescopes." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186389.

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The optical measurement of primary mirrors for astronomical telescopes has become increasingly challenging for two reasons. The mirrors, in addition to being larger, are faster and more aspheric in order to shorten the length of the telescope, and the required accuracy of the optical surfaces is more stringent. This dissertation presents improved methods for measuring these mirrors in the laboratory to the required accuracy. The wire test and the scanning pentaprism test, which measure surface slope errors, were designed and run under computer control. The wire test was used to measure the conic constant of a 3.5-m f/1.75 primary mirror to an accuracy of ±0.003 and the scanning pentaprism test measured the conic constant of a 1.8-m f/1 primary to ±0.003. Improvements in these tests were identified that could increase the accuracy significantly. Interferometric optical testing with null correctors is widely used for measuring aspheric surfaces to high accuracy. A system-level analysis of the null test is given. The test is optimized for wavefront accuracy, imaging distortion, and measurement noise from ghost reflections and diffraction. The optical design and analysis of null correctors, including designs for testing 6.5-m f/1.25 and 8.4-m f/1.14 primary mirrors are given. Several new null corrector designs and a method for performing tolerance analysis using structure functions are given. An error in the null corrector, if not detected, would cause the primary mirror to be polished to the wrong shape. (The primary mirrors for the Hubble Space Telescope and the European New Technology Telescope were misshapen because of faulty null correctors.) A new test of null correctors is presented that uses a computer-generated hologram (CGH) to synthesize a perfect primary mirror. When the CGH is measured through the null corrector, it appears as a perfect primary mirror. Apparent surface errors in this measurement can be attributed to errors in the null corrector. A complete error analysis of this test is given. This method has been proven on null correctors for 3.5-m primary mirrors, where it measured errors as small as 5.1 nm rms and confirmed the conic constants to ±0.000078.

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Echanique, Christopher. "Characterization of an advanced neuron model." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/547.

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This thesis focuses on an adaptive quadratic spiking model of a motoneuron that is both versatile in its ability to represent a range of experimentally observed neuronal firing patterns as well as computationally efficient for large network simulation. The objective of research is to fit membrane voltage data to the model using a parameter estimation approach involving simulated annealing. By manipulating the system dynamics of the model, a realizable model with linear parameterization (LP) can be obtained to simplify the estimation process. With a persistently excited current input applied to the model, simulated annealing is used to efficiently determine the best model parameters that minimize the square error function between the membrane voltage reference data and data generated by the LP model. Results obtained through simulation of this approach show feasibility to predict a range of different neuron firing patterns.<br>B.S.P.E.<br>Bachelors<br>Engineering and Computer Science<br>Computer Engineering

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Kersten, Stephanie. "Cooling techniques for advanced gas turbines." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1097.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Engineering and Computer Science<br>Aerospace Engineering

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Wallick, Michael N. "Using advanced computing techniques to implement a distance education system." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/255.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Engineering<br>Engineering and Computer Science

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Preston, Sean Michael. "The completion of advanced placement courses as an indicator of academic success in first-year college students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Books on the topic "Advanced academics"

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Kadesch, Margot C. Insights into academic writing: Strategies for advanced students. Longman, 1991.

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Hyland, Ken. English for academic purposes: An advanced resource book. Routledge, 2006.

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Kettler, Todd. Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696.

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Römer, Ute, Viviana Cortes, and Eric Friginal, eds. Advances in Corpus-based Research on Academic Writing. John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.95.

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Bridge to college success: Intensive academic preparation for advanced students. Newbury House, 1991.

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Wrigglesworth, J. D. Senior division advanced-level chemistry: Educators' report. Ontario Ministry of Education, Program Implementation and Review Branch, 1990.

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Willingham, Warren W. Four years later: A longitudinal study of advanced placement students in college. College Entrance Examination Board, 1986.

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Steven, Fox, ed. Entering the conversation: Key skill elements for successful academic writing in AP language and literature. Peoples Education, 2011.

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Council, British. Short courses advanced English and academic English: September 1994-April 1995. British Council, 1994.

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Council, British. Short courses advanced English and academic English: May to September 1995. British Council, 1994.

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Book chapters on the topic "Advanced academics"

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Peters, Scott J., Heidi Erstad, and Michael S. Matthews. "Advanced Academics." In From Giftedness to Gifted Education Reflecting Theory in Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003235262-12.

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Salas, Spencer, Bernadette Musetti, and Michelle Plaisance. "Latino Transnationals (Not) in Advanced Academics." In Talent Development for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-4.

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Peters, Scott J., and Michael S. Matthews. "An Advanced Academics Approach to Curriculum Building." In Modern Curriculum for Gifted and Advanced Academic Students. Routledge, 2021. http://dx.doi.org/10.4324/9781003236696-5.

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Matthews, Michael S. "Advanced Academics, Inclusive Education, and English Language Learners." In Talent Development for English Language Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003238461-1.

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Behr, Suzanne M., and Margaret A. White. "The Theory and Reality of Strategy: How Practitioners and Academics can Form Meaningful Partnerships." In Advanced Strategic Management. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-24896-0_16.

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Greenberg, Jacob A. "Exploring Advanced Degrees." In Success in Academic Surgery. Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4691-9_11.

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Godfrey, Martha, and Jacob A. Greenberg. "Exploring Advanced Degrees." In Success in Academic Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19179-5_13.

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van der Linden, Wim J. "Advances in Computer Applications." In International Perspectives on Academic Assessment. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0639-9_6.

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Fei, Xiaotong. "Thoughts on the Advance of Industrial Civilization." In China Academic Library. Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-46648-3_14.

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Watson, Lindsey, and Andrew Youde. "Advanced academic skills and your major study." In Advanced Work-based Practice in the Early Years. Routledge, 2018. http://dx.doi.org/10.4324/9781351181648-9.

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Conference papers on the topic "Advanced academics"

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Mohanasundaram, K. M. "Message from dean - academics." In 2016 3rd International Conference on Advanced Computing and Communication Systems (ICACCS ). IEEE, 2016. http://dx.doi.org/10.1109/icaccs.2016.7586294.

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Celik, Ilknur, Goknur Kaplan Akilli, and Tayfun Can Onuk. "Social Media for Academics: Motivation Killer or Booster?" In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.142.

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Mishra, Deepanjali, Chen Hong, Lee Hui Kueh, Ahmed Al-Absi, and Mangal Sain. "Cyber security in Research and Academics due to Social Media." In 2020 22nd International Conference on Advanced Communication Technology (ICACT). IEEE, 2020. http://dx.doi.org/10.23919/icact48636.2020.9061236.

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Pullen, K. R., A. W. Court, and C. B. Besant. "The Advanced Turbogenerator Project — A Total Technology Education Experience for Engineering Undergraduate Students." In ASME 1998 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/98-gt-023.

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The preparation of engineering students for industrial careers after graduating is a vital part of the education process at university. It is the responsibility of the university to teach sound foundations of engineering science but this on its own is not sufficient preparation. The subject of design has been identified as a valuable means by which engineering science can be applied at advanced levels but at the same time teach students skills which are necessary for successful careers in industry. Three years ago, five senior engineers from UK industry were appointed as Visiting Professors in Engineering Design with the support of the Royal Academy of Engineering. In was decided after discussions with academics at the college to undertake a project entitled the Advanced Turbogenerator project (ATG). The project was to be conducted by a large team of undergraduates with the aim of producing a design and finally an actual small gas turbine of 50 kW output. Applications for the small gas turbine include the highly topical hybrid vehicle propulsion powertrain and compact low emissions generator sets. The paper describes the progress made in the project in two years which has involved over 30 final year engineering students in the Mechanical, Electrical, Aeronautical and Materials Science Departments. The students have found the project very challenging but have experienced an unusually high level of motivation and commitment to the work. They have been provided with state of the art software and have demonstrated that realistic designs can be produced with the guidance of experienced gas turbine engineers. The project has been reviewed by the Royal Academy of Engineering and the Institution of Mechanical Engineers and both have expressed the highest support for the programme. It is intended to continue the project next year with the intention of turning the design into prototype hardware.

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Oppenheimer, Nat, and Luis C. deBaca. "Ending the Market for Human Slavery Through Design." In IABSE Congress, New York, New York 2019: The Evolving Metropolis. International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.1797.

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<p>The design and construction of structures throughout history has too often been realized through the labor of enslaved people, both in the direct construction of these structures and in the procurement and fabrication of building materials. This is as true today as it was at the time of the pyramids.</p><p>Despite the challenges, the design and construction industries have a moral and ethical obligation to eradicate modern human trafficking practices. If done right, this shift will also lead to commercial advances.</p><p>Led by the Grace Farms Foundation, a Connecticut-based non-profit organization, a working group composed of design professionals, builders, owners, and academics has set out to eliminate the use of modern slaves within the built environment through awareness, agency, and tangible tools. Although inspired by the success of the green building movement, this initiative does not use the past as a template. Rather, we are committed to work with the most advanced tracking and aggregation technology to give owners, builders, and designers the tools they need to allow for clear and concise integration of real-time data into design and construction documents.</p><p>This paper summarizes the history of the issue, the moral, ethical, and commercial call to action, and the tangible solutions – both existing and emergent – in the fight against modern-day slavery in the design and construction industries.</p><p>Our intent is to present this material via a panel discussion. The panel will include an owner, an international owner’s representative, a builder, a big data specialist, an architect, an engineer, and a writer/academic who will act as moderator.</p>

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Gede, Gilbert, Dale L. Peterson, Angadh S. Nanjangud, Jason K. Moore, and Mont Hubbard. "Constrained Multibody Dynamics With Python: From Symbolic Equation Generation to Publication." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13470.

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Symbolic equations of motion (EOMs) for multibody systems are desirable for simulation, stability analyses, control system design, and parameter studies. Despite this, the majority of engineering software designed to analyze multibody systems are numeric in nature (or present a purely numeric user interface). To our knowledge, none of the existing software packages are 1) fully symbolic, 2) open source, and 3) implemented in a popular, general, purpose high level programming language. In response, we extended SymPy (an existing computer algebra system implemented in Python) with functionality for derivation of symbolic EOMs for constrained multibody systems with many degrees of freedom. We present the design and implementation of the software and cover the basic usage and workflow for solving and analyzing problems. The intended audience is the academic research community, graduate and advanced undergraduate students, and those in industry analyzing multibody systems. We demonstrate the software by deriving the EOMs of a N-link pendulum, show its capabilities for LATEX output, and how it integrates with other Python scientific libraries — allowing for numerical simulation, publication quality plotting, animation, and online notebooks designed for sharing results. This software fills a unique role in dynamics and is attractive to academics and industry because of its BSD open source license which permits open source or commercial use of the code.

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Cutolo, Donato, Maria Rita Tagliaventi, and Giacomo Carli. "Can we be all in one?" In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9235.

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The pursuit of a high research performance is nowadays shared by academics internationally since it is considered to sustain national development. Generating outstanding research is an effort that can jeopardize the enactment of other academic activities and the attainment of related satisfying goals, though. While the interplay between research and other knowledge transfer activities such as patenting, spin-off creation and consulting, has been widely debated, the influence of research on academic citizenship, i.e., on the service provided by faculty to their institution and to the wider collective, has remained surprisingly in the backward of the reflection on higher education systems. This study analyzes the effect of research performance on academic citizenship in a sample of 216 Italian academics in the field of management. With the exception of research awards and international scientific collaborations, research does not emerge to significantly impact upon academic citizenship, which may account for the scarce attention devoted to this latter. Since service is necessary for all organizations, universities included, to thrive, citizenship needs to be fostered and awarded through appropriate institutional and managerial policies that are here highlighted.

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Moura, Ana S., and M. Natália D. S. Cordeiro. "Grading versus Reliability: how Academia perspectives evaluation on MOOCs." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8121.

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Massive Open Online Courses (MOOCs) have experienced in recent years a significant growth in courses'offer and the number of enrolled students. Nevertheless, the controversy regarding if its quality is reliable, namely in student evaluation and assessment, has not found closure. In this study, we aim at establishing an initial prospection of the academic teaching professionals' perspective regarding the quality of the most common/usual evaluation methods and tools used in MOOCs. After the elaboration of a questionnaire and its implementation to an international sample of academic professors, the analysis of the answers allows perceiving which MOOC grading methods are acceptable in presential Higher Education courses and its eventual acceptable weight in the final grade. Further, within certain constraints, a large percentage of the inquired academics presented no problem with the inclusion of MOOC grading methods on their non-online courses. Overall, within those constraints, the academics felt the quality of the academic orthodox courses was maintained, a perspective that can contribute to change eventual suspicious attitudes regarding MOOCs evaluation methodologies and their student assessment.

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Sandland, Jessica, and Mary Ellen Wiltrout. "The Digital Learning Laboratory Model to Catalyze Change in University Teaching and Learning." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11038.

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This paper outlines a unique model catalyzing change in teaching and learning known as the Digital Learning Laboratory (DLL) model that a large research university in the northeastern United States currently employs. We focus here on the MOOC work that the individuals in the DLL lead that have spread to improvements in teaching practices and learning experiences across departments beyond MOOCs. We discuss the MOOC development process and the ways in which this process can differ greatly from the development of an in-person course creating the initial and continued need for the DLL. Then, we describe the Digital Learning Laboratory, a community of practice of academics with advanced degrees in their field of specialization and housed in the relevant departments across our university. Finally, we discuss potential advantages of this model, including having a person with subject-matter expertise leading MOOC and hybrid projects and thereby not requiring a different tenure-track faculty member to learn MOOC development skills for each new course.

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Winkelmann, Bernhard, Rainer Kurz, David Voss, and Karen A. Thole. "Collaboration Between Academia and Industry to Advance Industrial Gas Turbines." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-01335.

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Abstract Most collaborations between academia and industry involve industry funded and defined research projects. There are, however, many more opportunities for activities that lead to a stronger partnership that benefits both. Moving from individual projects to a wider collaboration aligned along industry needs and academic strengths, to form academic centers of excellence provides a more involved collaboration. This paper provides an example of how companies can become more than a research partner but, instead, can get involved in the curriculum and educational efforts of the academic partner.

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Reports on the topic "Advanced academics"

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Cary, Dakota. Academics, AI, and APTs. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/2020ca010.

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Six Chinese universities have relationships with Advanced Persistent Threat (APT) hacking teams. Their activities range from recruitment to running cyber operations. These partnerships, themselves a case study in military-civil fusion, allow state-sponsored hackers to quickly move research from the lab to the field. This report examines these universities’ relationships with known APTs and analyzes the schools’ AI/ML research that may translate to future operational capabilities.

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Marquis, Melinda, Stan Benjamin, Eric James, kathy Lantz, and Christine Molling. A Public-Private-Academic Partnership to Advance Solar Power Forecasting. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1422824.

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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2022.

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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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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3194.

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Jones, Nicole S., Jeri D. Ropero-Miller, Heather Waltke, Danielle McLeod-Henning, Danielle Weiss, and Hannah Barcus. Proceedings of the International Forensic Radiology Research Summit May 10–11, 2016, Amsterdam, The Netherlands. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0005.1709.

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On May 10–11, 2016, the US Department of Justice (DOJ) National Institute of Justice (NIJ), the Netherlands Forensic Institute (NFI; Dutch Ministry of Security and Justice of the Netherlands), the International Society for Forensic Radiology and Imaging (ISFRI), the International Association of Forensic Radiographers (IAFR), and NIJ’s Forensic Technology Center of Excellence (FTCoE) at RTI International organized and convened the International Forensic Radiology Research Summit (IFRRS) at the Academic Medical Center in Amsterdam. The summit assembled 40 international subject matter experts in forensic radiology, to include researchers, practitioners, government employees, and professional staff from 14 countries. The goal of this 2-day summit was to identify gaps, challenges, and research needs to produce a road map to success regarding the state of forensic radiology, including formulating a plan to address the obstacles to implementation of advanced imaging technologies in medicolegal investigations. These proceedings summarize the meeting’s important exchange of technical and operational information, ideas, and solutions for the community and other stakeholders of forensic radiology.

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Swinson Evans, Tammeka, Suzanne West, Linda Lux, Michael Halpern, and Kathleen Lohr. Cancer Symptoms and Side Effects: A Research Agenda to Advance Cancer Care Options. RTI Press, 2017. http://dx.doi.org/10.3768/rtipress.2017.rb.0016.1707.

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Cancer survivors have unique physical, psychological, social, and spiritual health needs. These can include symptoms and side effects associated with cancer and cancer treatment, such as pain, cognitive dysfunction, insomnia, and elevated anxiety and depression. This research brief summarizes a landscape review done for the Patient Centered Outcomes Research Institute (PCORI) to develop a clear, comprehensive understanding of the state of research as of the mid-2000s. We conducted a targeted search strategy to identify projects funded by federal and commercial sources and the American Cancer Society (ACS) in addition to identifying funding opportunities released by the National Institutes of Health (NIH). We conducted additional review to identify studies focused on symptom and side-effect measures and five priority topic areas (selected by PCORI prior to the review) in the following five databases (from January 2005- through September 2015) with an inclusion criteria in an adapted PICOTS framework (populations, interventions, comparators, outcomes, time frames, and settings). We identified 692 unduplicated studies (1/2005 to 9/2015) and retained 189 studies about cancer symptom and side-effect management. Of these studies, NIH funded 40% and the ACS 33%. Academic institutions, health care systems, other government agencies, and private foundations or industry supported the remainder. We identified critical gaps in the knowledge base pertaining to populations, interventions, comparators (when those are relevant for comparative effectiveness reviews), and outcomes. We also discovered gaps in cross-cutting topics, particularly for patient decision-making studies, patient self-management of cancer symptoms and side effects, and coordinated care.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.

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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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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.

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