Relevant bibliographies by topics / Gay academics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Gay academics'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Gay academics"

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Pillay, Maganthrie. "Gay and Lesbian Academics Are Everywhere." Agenda, no. 28 (1996): 98. http://dx.doi.org/10.2307/4065765.

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Colombo, J. A., and Toni A. H. McNaron. "Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia." Academe 83, no. 5 (1997): 91. http://dx.doi.org/10.2307/40251598.

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Ozturk, Mustafa Bilgehan, and Nick Rumens. "Gay Male Academics in UK Business and Management Schools: Negotiating Heteronormativities in Everyday Work Life." British Journal of Management 25, no. 3 (2014): 503–17. http://dx.doi.org/10.1111/1467-8551.12061.

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Awwaliyah, Neny Muthi'atul. "LESBIAN, GAY, BISEKSUAL, TRANSGENDER PERSPEKTIF AL-QUR’AN DAN HAK ASASI MANUSIA." el-'Umdah 4, no. 1 (2021): 1–17. http://dx.doi.org/10.20414/el-umdah.v4i1.2582.

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LGBT is still a hot polemic in the wider community. Of course we do not want this polemic to be a commotion, an inconvenience and mutual suspicion. The upheaval of thought between the pro and the contra happened around the issue. some of them support it and some are violently rejecting the community. And this caused disputes among scholars, academics, and the wider community. The view of differences in sexual orientation and gender identity outside the relationship between men and women is still very taboo and is still a debate. From the case the author wants to explore more about the LGBT perspective of the United Nations version and the Human Rights.
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Bayfield, Hannah, Laura Colebrooke, Hannah Pitt, Rhiannon Pugh, and Natalia Stutter. "Awesome women and bad feminists: the role of online social networks and peer support for feminist practice in academia." cultural geographies 27, no. 3 (2019): 415–35. http://dx.doi.org/10.1177/1474474019890321.

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In her book, ‘Bad Feminist’, Roxane Gay claims this label shamelessly, embracing the contradictory aspects of enacting feminist practice while fundamentally being ‘flawed human[s]’. This article tells a story inspired by and enacting Roxane Gay’s approach in academia, written by five cis-gendered women geographers. It is the story of a proactive, everyday feminist initiative to survive as women in an academic precariat fuelled by globalised, neoliberalised higher education. We reflect on what it means to be (bad) feminists in that context, and how we respond as academics. We share experiences of an online space used to support one another through post-doctoral life, a simple message thread, which has established an important role in our development as academics and feminists. This article, written through online collaboration, mirrors and enacts processes fundamental to our online network, demonstrating the significance and potential of safe digital spaces for peer support. Excerpts from the chat reflect critically on struggles and solutions we have co-developed. Through this, we celebrate and validate a strategy we know that we and others like us find invaluable for our wellbeing and survival. Finally, we reflect on the inherent limitations of exclusive online networks as tools for feminist resistance.
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Cooney, Thomas M. "Divulgación: Offering Minority Communities Equal Opportunities Through Entrepreneurship." Ciencias Económicas 2 (September 2, 2014): 73–86. http://dx.doi.org/10.14409/ce.v2i15.4268.

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A substantial body of research has been undertaken in recent years giving prominence to the additional and distinctive challenges faced by female entrepreneurs and by ethnic entrepreneurs. However, other groups of minority entrepreneurs have received relatively little attention and so remain underexplored within entrepreneurship literature. This article introduces some of these minority communities (Ex–Prisoners, Disabled People, Travellers/Gypsies, Grey and Gay) and highlights the research opportunities that exist for entrepreneurship academics who might wish to analyse such ‘silent’ minorities. These communities are all relatively large in terms of population numbers, require tailored support to overcome distinctive economic, social and personal obstacles, and would benefit from critical appraisals of their circumstances.
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Lunsing, Wim. "Between Margin and Centre: Researching "Non-standard" Japanese." Copenhagen Journal of Asian Studies 15 (March 10, 2001): 81–113. http://dx.doi.org/10.22439/cjas.v15i1.2128.

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Marginality depends on the relationship with something that is constructed as central or mainstream. In cross-cultural fieldwork, the position of the reseracher in relation to his informants may be marginal. Informants may be perceived as marginal in their society. Within academia, particular topics of research may be marginalized and funding organizations may not fund such topics. In the case of my research topics of sexuality, gender and sexual activity in Japan, Japanese government funding organizations appear to be relatively receptive, providing the themes are parsed in a valid academic manner. The bigger problem was establishing academic contacts, as there are few Japanese researchers working on sexuality. As a researcher, my position was not particularly different from other people in the networks and groups concerned. The question of marginality of the informants in relation Japanese society depends greatly on one's vantage point. Generally, informants did not think in terms like marginality and in many ways they were full members of their society. Sexuality, however, is trivialized as a topic, as a result of which coming out as gay or lesbian or discussing one's activities as a a sex worker may lead to some extent of marginalization. However, this is the case with all sexuality that transgresses clearly defined boundaries. Within the academic establishment may lie the biggest problem in relation to marginality. Sexuality is often not regarded as a proper topic for investigation, which may lead to an overtheorization of issues on which few data are available. Many academics have had little sex education and their home cultures often place strong moral judgements on matters pertaining to sex, thus preventing a proper academic discussion.
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Phelan, Shane. "Poisoned Ivy: Lesbian and Gay Academics Confronting Homophobia. Toni McNaronThe New Lesbian Studies: Into the Twenty-First Century. Bonnie Zimmerman , Toni McNaron." Signs: Journal of Women in Culture and Society 23, no. 2 (1998): 547–49. http://dx.doi.org/10.1086/495273.

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Cohen, Cathy J. "Millennials & the Myth of the Post-Racial Society: Black Youth, Intra-generational Divisions & the Continuing Racial Divide in American Politics." Daedalus 140, no. 2 (2011): 197–205. http://dx.doi.org/10.1162/daed_a_00087.

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According to some academics and journalists, once the “millennials” dominate the political arena, many of the thorny social issues that have caused great debate and consternation among the American public will be resolved. This line of reasoning suggests that young people who embrace and personify a more inclusive society will eventually take over both policy-making and thought leadership, moving both in a more liberal direction. Yet data from the Black Youth Project and the Mobilization, Change, and Political and Civic Engagement Project suggest that deep divides still exist among young people, with black youth particularly suspect of the idea of a post-racial anything. Furthermore, significant and profound differences in how young whites, blacks, and Latinos think about such topics as racism, citizenship, and gay and lesbian issues continue to define American politics today as practiced by the young – even in the age of Obama.
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McAuley, Gay. "Towards an Ethnography of Rehearsal." New Theatre Quarterly 14, no. 53 (1998): 75–85. http://dx.doi.org/10.1017/s0266464x00011751.

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Twenty-five years ago, the original Theatre Quarterly pioneered the documentation of the rehearsal process in a series of ‘Production Casebooks’ which, in a wide variety of formats – dictated by the people and the facilities available for any particular production – delved pragmatically into then-uncharted territory. That such analyses are now more commonplace is thanks not only to the active participation of academics in the field of theatre studies, but also to what Gay McAuley here describes as the postmodern ‘shift in interest from the reified art object to the dynamic processes involved in its production and reception’. But the need to refine happenstance into methodology has served only to highlight the problems of observation, selection, and presentation involved – and of how to determine the degree of objectivity that is possible or desirable. The availability of video alongside audiotape and notebook provides an important additional tool – but presents its own problems of ‘editing’ and interpretation. Here, Gay McAuley, Director of the Centre for Performance Studies in the University of Sydney, compares the dilemma of the rehearsal recordist with that of the cultural anthropologist, and proposes the value of an ethnographic model in recognizing and starting to embrace if not always to overcome the difficulties which confront the involved observer. An earlier version of her paper was read at the IFTR/FIRT conference ‘Actor, Actress on Stage’, held in Montreal in June 1995.
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Dissertations / Theses on the topic "Gay academics"

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Holley, Matthew. "The lived experiences of gay physicians in academic medicine." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129386.

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<p> <b>Background:</b> Despite efforts by academic medical centers to adopt institutional policies and practices to create an inclusive environment for LGBT patients, students, staff, and faculty, the literature on the experiences of LGBT faculty with academic medicine is limited. Thus, this study examined the career experiences of gay physicians in academic medicine to further develop a narrative of the queer faculty experience. </p><p> <b>Methods:</b> A qualitative study was conducted with eleven full-time academic physicians from various AAMC accredited medical schools who openly identify as gay. In-depth interviews were conducted with each participant to understand their reasons for becoming a physician, their career progression and current roles, and their experiences with particular elements of faculty life such as promotion and tenure. </p><p> <b>Results:</b> A thematic analysis using interpretative phenomenological analysis techniques revealed that the lived experience of gay physicians can be grouped into two categories based upon the saliency of sexual identity. In the first, the academic physician&rsquo;s sexual identity is at the forefront, whereas in the second, sexual identity becomes almost invisible. The influence of sexual identity can be clearly seen in the service obligations of gay academic physicians as well as the relationships they create with learners, colleagues, and patients. While gay physicians in academic medicine struggle to find other LGBT mentors, they do often rely on a network of mentors similar to all academic physicians. Lastly, there did not appear to be significant consequences for gay physicians navigating a career in academic medicine nor being successful in the promotion and tenure process. </p><p> <b>Conclusions:</b> Findings from this study indicate that the environment for LGBT individuals within academic medicine is rapidly evolving. Yet, the results of this study still suggest opportunities for leaders within academic health centers to implement inclusive policies and benefit programs for LGBT individuals, develop active recruitment and retention programs for LGBT faculty, and infuse LGBT perspectives into institutional programming. By doing so, academic medical centers allow LGBT faculty to be their authentic self and ultimately be thriving clinical educators.</p>
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Mulyadi, Henny. "Determination of residual gas staturation and gas-water relative permeability in water-driven gas reserviors /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030702.131009.

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Soparkar, Charles Nicholas Sidhartha. "Phenotypic and Biochemical Characterization of Cells Expressing a Gas/Gai Chimeric Protein: a Thesis." eScholarship@UMMS, 1988. http://escholarship.umassmed.edu/gsbs_diss/303.

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G-proteins are heterotrimeric complexes composed of α, β, and τ subunits and are involved in coupling receptor and effector functions during signal transduction across plasma membranes. G-proteins Gs and Gi are stimulatory and inhibitory to the catalytic subunit of adenylyl cyclase, respectively. A chimeric G-protein α subunit cDNA was constructed from the complete 5' untranslated region of Gαs52 (the 52 kD α subunit of Gs), the first 356 codons of the rat Gαs52, and the last 36 codons and 428 bp of the 3' untranslated region of the rat Gai2 (the α subunit of Gi2) cDNA. Expression of the chimeric G-protein alpha subunit (Gαs/i(38)) causes a constitutive increase in adenylyl cyclase activity in three different fibroblast cell lines. In turn, the elevated cyclase activity leads to higher levels of basal cyclic AMP and protein kinase A activity. The effect of Gαs/i(38) on cyclase does not seem to be through an inhibiton of Gαi function, but instead appears to be the consequence of direct action on the catalytic subunit, resulting in both a decreased time required for maximal cyclase activation and a greater maximal activation as well. Such alterations are not noted in cells expressing exogenous, wild-type Gαs. This data is based primarily on reconstitution assays using cholate extracts from fibroblast Gαs/i(38) clones and membranes derived from the S49 murine T-cell lymphoma (cyc- variant). Endogenous G-protein steady-state changes were detected by immunoblot analysis, but do not appear to account for the observed phenotypic alterations in Gαs/i(38) expressing clones. Furthermore, the validity of the above findings is unequivocally demonstrated through the use of amethopterin-mediated amplification of the chimeric Gαs/i(38) gene transcript and the consequent activation of adenylyl cyclase.
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Bubriski, Anne. "Interracial Lesbian and Gay Couples: Navigating Private and Public Experiences." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5775.

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This study explores the private and public experiences of Black/White interracial lesbian and gay couples. Drawing from the theoretical frameworks of critical race theory and intersectional feminism, this research focuses on how the intersections of gender, race, and sexuality influence relationship experiences and family processes in both private and public spaces for interracial same-sex couples. This study is based on 19 in-depth interviews with individuals in Black/White lesbian and gay relationships. Participants' stories highlight intersectionality in terms of the ways interracial lesbian and gay couples navigate these interpersonal and public spaces. Participant experiences suggest that the dichotomy of private/public is often blurred, and these two spaces frequently overlap and intersect. Often what participants experience in public is then discussed and interpreted within private spaces. It is in the private space that participants work through complex issues in order to present themselves as a couple in public. Participants frequently used their public and interpersonal experiences with their partners to be reflexive of their own understandings of the social world, relationship processes, and love. Given the lack of research on same-sex, interracial families, this study makes an important contribution to sociological research on families, LGTBQ studies, and race studies.<br>Ph.D.<br>Doctorate<br>Sociology<br>Sciences<br>Sociology
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Battah, Sam. "Natural gas hydrate production /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20041207.145646.

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Duesterhaus, Megan L. "Understanding Gender and Sexuality in a Gay/Straight Alliance." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5195.

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Gay/Straight Alliances aimed at providing sexual minority youth and their allies with support, social events, and activism and education opportunities have proliferated in high schools in the United States over the past two decades. This study employs a qualitative, grounded theory approach to examine how sexual minority youth and their allies navigate gender, sexuality, and social movement participation. A year and a half of observation and 16 semi-structured individual interviews were conducted with Gay/Straight Alliance members in a high school setting in the southeastern United States. The study reveals that, through the lens of frame analysis, the G/SA is analogous to larger and more organized social movement organizations. The findings also suggest members often struggle and engage with issues surrounding sexuality, including its origins, coming out as a process, and judgments and evaluations surrounding sex and desire. Additionally, the findings address elements of gender conformity and non-conformity.<br>ID: 031001382; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 162-172).<br>Ph.D.<br>Doctorate<br>Sociology<br>Sciences<br>Sociology
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Forrester, Deanna L., and University of Lethbridge Faculty of Arts and Science. "Evolutionary models for male androphilia." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Psychology, 2011, 2011. http://hdl.handle.net/10133/2631.

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Androphilia refers to sexual attraction and arousal to adult males, whereas gynephilia refers to sexual attraction and arousal to adult females. Prehistoric artifacts such as art and pottery indicate that male-male same sex behaviour has existed for millennia. Bearing this in mind, and considering that male androphilia has a genetic component yet androphilic males reproduce at a fraction of the rate than do gynephilic males, how the genes for male androphilia have been maintained in the population presents an evolutionary puzzle. This thesis tests two hypotheses that attempt to address this Darwinian paradox. Chapter one reviews the current literature on the kin selection hypothesis and the sexually antagonistic gene hypothesis. In addition, rationales for testing these hypotheses in Canada are provided. Chapter two tests the kin selection hypothesis for male androphilia within a Canadian population. Results and implications are discussed. Chapter three tests the sexually antagonistic gene hypothesis within a Canadian population. Results and implications are discussed. Chapter four summarizes the results of the two studies and discusses how these findings may be interpreted from an evolutionary perspective. The impacts of gene-environment interaction on the functional behavioral expression of traits are emphasized.<br>viii, 113 leaves ; 29 cm
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Oliver, Sharon Jennings. "College readiness| Bridging the academic gap in the summer." Thesis, Wingate University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147684.

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<p> A well-designed, academically-centered, transitional program can narrow the college readiness gap and provide essential tools for underprepared students to be successful. The Summer Bridge Program offered innovative solutions for academic preparedness using a cohort model and many 21<sup> st</sup> century student success strategies. The free five-week credit-bearing residential Summer Bridge Program focused on developing underprepared students academically and socially. This study examined the students&rsquo; summer, fall, and spring grade point averages, retention rate, credit hours earned during the first year, and graduation rate. In addition, the academic performance of first-generation compared with non-first generation Summer Bridge Program participants who benefited from the same success strategies were assessed. Finally, an assessment of the programs and services that were most valuable and contributed to student success for the Summer Bridge Program participants was conducted based on feedback from students and perceptions of program leaders. The Summer Bridge Program participants excelled at or above the pace of non-participants during the first year of college. A key component to academic success was providing programs and services that prepared students to succeed in college. Evidenced-based transition programs will be the tool colleges and universities utilize to increase completion, retention, and success rates for under prepared students. The Summer Bridge Program is a proven model of success that has positively impacted enrollment, retention, and graduation rates in higher education.</p>
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Ackerman, Jennifer. "Social work students' comfort with gay and lesbian families." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/816.

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Despite recent advancements in legislation and policies regarding gay and lesbian Americans, negative attitudes and perceptions toward this population still exist. Anecdotal information from social work classroom interactions suggests that biases against gays and lesbian families may exist among those being trained as helping professionals. This study examined social work student comfort with gay and lesbian families. The researcher used an exploratory-descriptive research design, with a sample of 85 Bachelors level social work students (BSW) and Masters level social work students (MSW) who completed the 52 item online questionnaire related to gay and lesbian parenting. The findings from the research suggest the presence of a statistically significant relationship between students' attitudes towards gays and lesbians and students' comfort level with same sex parents. The researcher discusses the significance of the study and the implications for social work practice and education.<br>B.S.W.<br>Bachelors<br>Health and Public Affairs<br>Social Work
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Hall, Kate. "Looping and Academic Achievement in Elementary Schools." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3878.

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The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms at two schools were compared to those of two nonlooping classrooms at two schools. The data that were analyzed included students’ reading scores on the Developmental Reading Assessment (DRA), math benchmark scores, and a district writing assessment. The results of the quantitative study revealed that students who participated in looped classrooms scored significantly higher on the math benchmark than students who participated in nonlooped classrooms. However, there was no significant difference in reading or writing benchmark scores between students who participate in looped classrooms compared to students who participated in nonlooped classrooms. The results also revealed that there was a significant difference in writing scores between males and females in nonlooped classrooms, with females scoring significantly higher than males. However, there was no significant difference in writing scores between males and females in looped classrooms. In addition, no significant difference was found between males and females in looped and nonlooped classrooms in either reading or math scores. Finally, there was a significant difference in math scores between minority and nonminority students in nonlooped classrooms, with nonminority students scoring significantly higher than minority students. However, there was no significant difference in math scores between minority and nonminority students in looped classrooms. In addition, no significant difference was found between minority and nonminority students in looped and nonlooped classrooms in either reading or writing scores.
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Books on the topic "Gay academics"

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Poisoned ivy: Lesbian and gay academics confronting homophobia. Temple University Press, 1997.

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Academic festival overtures. Atheneum, 1985.

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Academic outlaws: Queer theory and cultural studies in the academy. Sage Publications, 1997.

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Raphael, Lev. Let's get criminal: An academic mystery. St. Martin's Press, 1996.

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Quanyuan, Lin, ed. Lun wen ji bao gao xie zuo gai yao. Wu nan tu shu chu ban gong si, 1986.

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Franta, Connor. A Work In Progress: A Memoir. Atria/Keywords Press, 2015.

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Lun wen xie zuo gai lun. 5th ed. Jie fang jun chu ban she, 1997.

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Gao xiao tu shu guan xue shu qi kan guan li gai lun. Hefei gong ye da xue chu ban she, 2011.

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Miller, Karen. The achievement gap. Greenhaven Press, 2010.

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Miller, Karen, ed. The achievement gap. Greenhaven Press, 2010.

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Book chapters on the topic "Gay academics"

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Balfour, Robert J. "The (In)Visible Gay in Academic Leadership." In Academic Autoethnographies. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-399-5_9.

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Hamann, Ralph, and Kristy Faccer. "Mind the transformation gap." In Academic–Practitioner Relationships. Routledge, 2017. http://dx.doi.org/10.4324/9781315657530-17.

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Alex, Quigley. "Wot d’ya mean by academic vocabulary?" In Closing the Vocabulary Gap. Routledge, 2018. http://dx.doi.org/10.4324/9781315113272-4.

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Masood, Huda. "Skill Gap between Academic Learning and Employability." In Management Education and Automation. Routledge, 2021. http://dx.doi.org/10.4324/9781003017707-9.

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Terekhov, Andrey N., and Len Erlikh. "Academic vs. Industrial Software Engineering: Closing the Gap." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45575-2_32.

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Ringenberg, William C. "Evangelicals and Catholics: Narrowing the Gap." In The Christian College and the Meaning of Academic Freedom. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137398338_19.

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Doan, Petra L., and Ozlem Atalay. "After the Life of LGBTQ Spaces: Learning from Atlanta and Istanbul." In The Life and Afterlife of Gay Neighborhoods. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66073-4_12.

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AbstractMany gay villages (or “gayborhoods”) arose in the wake of the gay liberation movement attracted a good deal of academic research within the last 40 years. Unfortunately, this hyper focus on certain spaces often populated by white gay men has frequently eclipsed research on other types of LGBTQ areas as well as other geographies beyond the global north. This chapter aims to address this gap, taking an ordinary cities perspective (Robinson, 2006) and asking how we can develop models that are conceptually useful for understanding the life of a more diverse array of LGBTQ spaces across the globe. To answer this question we avoid linear models of change by developing a new model based on a conceptual framework derived from physics: centripetal and centrifugal forces. The advantage of this model is its explicit recognition of the ways that social, economic, and political forces and their manifestations influence queer spaces. We use two cases from relatively under-studied regions; Atlanta and Istanbul to illustrate the utility of this framework. The “in-betweenness” of these cities, linking south and north as well as west and east, makes them a haven for queers and others fleeing the conservative surroundings in the search for more attractive and welcoming places for marginalized LGBTQ individuals. This chapter draws on the authors’ lived experiences, prior research, and additional interviews to conduct a relational reading of queer spaces with emphasis on the ways that LGBTQ people circulate and congregate in a wider range of urban areas. This comparative strategy and relational reading of queer spaces expands the narrow focus from normalized narratives of gayborhoods to a broader “analysis of the heterogeneity and multiplicity of metropolitan modernities” (Roy 2009, p. 821) of queer spaces.
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Hadar, Iris BenDavid. "The Academic Achievement Gap in Israel: Inequality in Education." In Globalisation, Ideology and Education Policy Reforms. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3524-0_8.

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Cheng, Ming. "The Gap Between Academic and Student Understandings of Quality." In Quality in Higher Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-666-8_3.

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Dasgupta, Poulomi. "Using Academic Travel to Teach Sustainable Economic Development." In Wirtschaft neu lehren. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30920-6_9.

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AbstractSustainable Development has become dominant in policy debates in the last two decades. Standard models in neoclassical economics as taught in undergraduate classes fail to capture the complex relationships between the economy and the environment. This creates a major gap in students’ understanding of sustainable development. We make the case that innovative teaching technique will allow students to better grasp this complex relationship. We examine the integration of academic travel into the economics curriculum as a tool to expose students to important aspects of sustainable development and allow them to gain a more meaningful insight into the subject.
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Conference papers on the topic "Gay academics"

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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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Khlaifat, Abdelaziz, and Hani Qutob. "Bridging the Gap between Oil and Gas Industry and Academia." In North Africa Technical Conference and Exhibition. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/164705-ms.

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Sosa Rodríguez, Jesús Otoniel, María Adelaida Silvestre Campos, Sandra Polet Coss Y León Silva, and Pedro López Ordoñez. "GAY TOURISM IN MANZANILLO, COLIMA: PUSH AND PULL DEVELOPMENT POTENTIAL THROUGH THE CROPMTON MODEL." In 56th International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.056.013.

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Falkner, Katrina, Claudia Szabo, Dee Michell, Anna Szorenyi, and Shantel Thyer. "Gender Gap in Academia." In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. ACM, 2015. http://dx.doi.org/10.1145/2729094.2742595.

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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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Taneja, Shivani. "GENDER GAP IN JOB UTILITY OF BRITISH WORKERS." In 45th International Academic Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.045.040.

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Siregar, Septoratno, Edy Soewono, Leksono Mucharam, _. Darmadi, Neil Priharto, and Boni Swadesi. "Oil And Gas Industry Driven Academic Research." In SPE Asia Pacific Oil and Gas Conference and Exhibition. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/148125-ms.

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Amor, Guira. "THE AUDITING EXPECTATION GAP IN ALGERIA: REASONS AND SOLUTIONS." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.003.

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Pack, Andrew T., Emma Rose Phipps, Christopher A. Mattson, and Eric C. Dahlin. "Social Impact in Product Design: An Exploration of Current Industry Practices." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86170.

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Though academic research for identifying and considering the social impact of products is emerging, the actual use of these processes in industry is undeclared in the literature. The gap between academic research and the industry adoption of these theories and methodologies can have real consequences. This paper explores current practices in industry that design engineers use to consider the social impact of products during the customer use stage. 30 people from nineteen different companies were interviewed to discover what disconnects exist between academia and industry when considering a product’s social impact. Although social impact assessments (SIA) and social life cycle assessments (SLCA) are two of the most common evaluative processes discussed in the literature, not a single company interviewed used either of these processes despite affirming that they do consider social impact in product design. Predictive processes were discussed by the respondents that tended to be developed within the company and often related to government regulations.
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Paas, Tiiu, and Maryna Tverdostup. "SKILLS HETEROGENEITY AND IMMIGRANTS-NATIVE WAGE GAP IN EUROPEAN COUNTRIES." In 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.026.

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Reports on the topic "Gay academics"

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. The Academic Achievement Gap in Grades 3 to 8. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12207.

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Cimentada, Jorge. A new perspective on the international achievement gap: is academic autonomy good for everyone? Max Planck Institute for Demographic Research, 2020. http://dx.doi.org/10.4054/mpidr-wp-2020-005.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Glewwe, Paul, Zoe James, Jongwook Lee, Caine Rolleston, and Khoa Vu. What Explains Vietnam’s Exceptional Performance in Education Relative to Other Countries? Analysis of the Young Lives Data from Ethiopia, Peru, India and Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/078.

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Vietnam’s strong performance on the 2012 and 2015 PISA assessments has led to interest in what explains the strong academic performance of Vietnamese students. Analysis of the PISA data has not shed much light on this issue. This paper analyses a much richer data set, the Young Lives data for Ethiopia, India (Andhra Pradesh and Telangana), Peru and Vietnam, to investigate the reasons for the strong academic performance of 15-year-olds in Vietnam. Differences in observed child and household characteristics explain 37-39% of the gap between Vietnam and Ethiopia, while observed school variables explain only about 3-4 additional percentage points (although an important variable, math teachers’ pedagogical skills, is not available for Ethiopia). Differences in observed child and household characteristics explain very little of the gaps between Vietnam and India and between Vietnam and Peru, yet one observed school variable has a large explanatory effect: primary school math teachers’ pedagogical skills. It explains about 10-12% of the gap between Vietnam and India, raising the overall explained portion to 14-21% of the gap. For Peru, it explains most (65-84%) of the gap.
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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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Bolton, Laura. Donor Support for the Human Rights of LGBT+. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.100.

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This rapid review synthesises evidence on the bilateral and multilateral donors promoting and protecting the human rights of LGBT+ people on a global scale. It focusses on those donors that have policies, implementation plans and programmes on LGBT+ rights. This review also examines the evidence on the impact of their work. The bilateral donors providing the most support for LGBT+ (Lesbian, Gay, Bisexual, Transgender, +) communities in 2017-18 are the Swedish International Development Cooperation Agency (Sida), UK Department for International Development (DFID), The Netherlands Development Cooperation, Norwegian Agency for Development Cooperation (Norad), and the European Commission (EC). Whilst the multilateral donors providing the most support for LGBT+ are the UN and World Bank. The United Nations (UN) is doing a huge amount of work on LGBT+ rights across the organisation which there was not scope to fully explore in this report. The UN Office of the High Commissioner on Human Rights (UNOCHR) in particular is doing a lot on this theme. They publish legal obligation information, call attention to rights abuses through general assembly resolutions. The dialogue with governments, monitor violations and support human rights treaties bodies. The work of the World Bank in this area focuses on inclusion rather than rights. A small number of projects were identified which receive funding from bilateral and multilateral donors. These were AMSHeR, International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA), and Stonewall. This rapid review focused on identifying donor support for LGBT+ rights, therefore, searches were limited to general databases and donor websites, utilising non-academic and donor literature. Much of the information comes directly from websites and these are footnoted throughout the report. Little was identified in the way of impact evaluation within the scope of this report. The majority of projects found through searches were non-governmental and so not the focus of this report.
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Hollands, Aisha. Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.236.

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Andrabi, Tahir, Benjamin Daniels, and Jishnu Das. Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-risewp_2020/039.

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We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150% of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15% of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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