Relevant bibliographies by topics / Graduated exposure

Contents

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

Academic literature on the topic 'Graduated exposure'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Graduated exposure"

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Miltenberger, Raymond G., Kathleen M. Wrigh, and R. Wayne Fuqua. "Graduated in Vivo Exposure with a Severe Spider Phobic." Scandinavian Journal of Behaviour Therapy 15, no. 2 (1986): 71–76. http://dx.doi.org/10.1080/16506078609455763.

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Hariri, Alfan, Ahmad Munir, and Syafiul Anam. "Lecturers' Attitudes towards English Varieties Exposure in Indonesia." NOBEL: Journal of Literature and Language Teaching 10, no. 2 (2019): 163–73. http://dx.doi.org/10.15642/nobel.2019.10.2.163-173.

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This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.
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Finseth, Tor T., Nir Keren, Michael C. Dorneich, Warren D. Franke, Clayton C. Anderson, and Mack C. Shelley. "Evaluating the Effectiveness of Graduated Stress Exposure in Virtual Spaceflight Hazard Training." Journal of Cognitive Engineering and Decision Making 12, no. 4 (2018): 248–68. http://dx.doi.org/10.1177/1555343418775561.

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Psychological and physiological stress experienced by astronauts can pose risks to mission success. In clinical settings, gradually increasing stressors help patients develop resilience. It is unclear whether graduated stress exposure can affect responses to acute stressors during spaceflight. This study evaluated psychophysiological responses to potentially catastrophic spaceflight operation, with and without graduated stress exposure, using a virtual reality environment. Twenty healthy participants were tasked with locating a fire on a virtual International Space Station (VR-ISS). After orientation, the treatment group ( n = 10) practiced searching for a fire while exposed to a low-level stressor (light smoke), while the control group ( n = 10) practiced without smoke. In the testing session, both groups responded to a fire while the VR-ISS unexpectedly filled with heavy smoke. Heart rate variability and blood pressure were measured continuously. Subjective workload was evaluated with the NASA Task Load Index, stress with the Short Stress State Questionnaire, and stress exposure with time-to-complete. During the heavy smoke condition, the control group showed parasympathetic withdrawal, indicating a mild stress response. The treatment group retained parasympathetic control. Thus, graduated stress exposure may enhance allostasis and relaxation behavior when confronted with a subsequent stressful condition.
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Lawm, Gerald D., Cynthia Schwartz, Daniel Houlihan, and Jeffrey E. Cassisi. "Graduated exposure plus feedback in the treatment of speech anxiety." Behavioral Interventions 9, no. 4 (1994): 213–23. http://dx.doi.org/10.1002/bin.2360090403.

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Thyer, B. A., and J. T. Stocks. "Exposure Therapy in the Treatment of a Phobic Blind Person." Journal of Visual Impairment & Blindness 80, no. 10 (1986): 1001–3. http://dx.doi.org/10.1177/0145482x8608001008.

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A persistent and irrational fear of riding elevators was handicapping a blind client's mobility. Brief treatment involving real-life graduated therapeutic exposure to elevator-related stimuli effectively alleviated these fears in a single treatment lasting 90 minutes. This case history illustrates that exposure therapy, the treatment of choice for most phobic disorders, can be readily adapted to meet the special needs of visually impaired and blind individuals suffering from irrational fears.
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Karaca-Mandic, Pinar, and Greg Ridgeway. "Behavioral impact of graduated driver licensing on teenage driving risk and exposure." Journal of Health Economics 29, no. 1 (2010): 48–61. http://dx.doi.org/10.1016/j.jhealeco.2009.10.002.

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Ranasinghe, Ruwan. "Antecedents of Job Performance of Tourism Graduates: Evidence from State University-Graduated Employees in Sri Lanka." Journal of Tourism and Services 10, no. 18 (2019): 16–34. http://dx.doi.org/10.29036/jots.v10i18.83.

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Each one in eleven jobs in the world are from tourism sector where a well trained, educated and skilled work force is mandetory. Despite the growth in provision of tourism higher education during past 40 years, uncertainties remain about the content and nature of tourism degrees and how these are aligned with tourism industry needs. Substantial evidence is available on designing tourism higher education curriculum but the extent to which tourism higher education meets the industry needs and the job performance of the graduates has not yet been closely investigated. This study aims to identify the impact of tourism education on the job performance of the tourism graduates. Self-administered questionnaire fielded across the Island secured 260 public sector university tourism graduates response. Data was analyzed using Structural Equation Modeling in Smart-PLS-3. The study found learning outcomes have a moderate positive relationship on job performance. Tourism graduates showed optimistic perception about tourism education in meeting industry requirements. As recommendations tourism curriculum must be well planned and enriched with supplementary practical exposure. Faculty members must provide a great support for the undergraduates in accomplishing their carrier objectives and the learning outcomes. Conducive learning environment should be facilitated to reach learning outcomes smoothly.
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Toledo, Tomer, Haneen Farah, Smadar Morik, and Tsippy Lotan. "Driving exposure of Israeli young male drivers within a graduated driver licensing system." Transportation Research Part F: Traffic Psychology and Behaviour 26 (September 2014): 180–89. http://dx.doi.org/10.1016/j.trf.2014.07.008.

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Salhi, Yahia, and Pierre-E. Thérond. "AGE-SPECIFIC ADJUSTMENT OF GRADUATED MORTALITY." ASTIN Bulletin 48, no. 02 (2018): 543–69. http://dx.doi.org/10.1017/asb.2018.4.

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AbstractRecently, there has been an increasing interest from life insurers to assess their portfolios' mortality risks. The new European prudential regulation, namely Solvency II, emphasized the need to use mortality and life tables that best capture and reflect the experienced mortality, and thus policyholders' actual risk profiles, in order to adequately quantify the underlying risk. Therefore, building a mortality table based on the experience of the portfolio is highly recommended and, for this purpose, various approaches have been introduced into actuarial literature. Although such approaches succeed in capturing the main features, it remains difficult to assess the mortality when the underlying portfolio lacks sufficient exposure. In this paper, we propose graduating the mortality curve using an adaptive procedure based on the local likelihood. The latter has the ability to model the mortality patterns even in presence of complex structures and avoids relying on expert opinions. However, such a technique fails to offer a consistent yet regular structure for portfolios with limited deaths. Although the technique borrows the information from the adjacent ages, it is sometimes not sufficient to produce a robust life table. In the presence of such a bias, we propose adjusting the corresponding curve, at the age level, based on a credibility approach. This consists in reviewing the assumption of the mortality curve as new observations arrive. We derive the updating procedure and investigate its benefits of using the latter instead of a sole graduation based on real datasets. Moreover, we look at the divergences in the mortality forecasts generated by the classic credibility approaches including Hardy–Panjer, the Poisson–Gamma model and the Makeham framework on portfolios originating from various French insurance companies.
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Jiang, Xinguo, and Richard W. Lyles. "Exposure-based assessment of the effectiveness of Michigan’s graduated driver licensing nighttime driving restriction." Safety Science 49, no. 3 (2011): 484–90. http://dx.doi.org/10.1016/j.ssci.2010.11.006.

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Dissertations / Theses on the topic "Graduated exposure"

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Thor, Craig Phillip. "The Effectiveness of Graduated Driver Licensing in the United States." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/28551.

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This thesis has evaluated the effectiveness of GDL programs both in New Jersey and across the United States using several metrics. The New Jersey GDL program was analyzed because it is considered one of the most stringent programs in the country. It was found that GDL indeed reduces the per capita rate of crashes for teen drivers in New Jersey. However, no statistical difference was seen in the rate of fatalities in teen driver crashes. The per capita rate of violations for 16 and 17 year old drivers was lower after GDL, but the rate of point-carrying violations increased for 19 and 20 year old drivers who were licensed under GDL. The September, 2008 directive by the New Jersey Attorney General banning plea-agreements for teens significantly reduced the rate of violations further for 16 and 17 year old GDL drivers. The factors that led to teen crashes did not change in the United States after GDL. Teen drivers are still prone to distractions and inappropriate behavior while driving. Teen drivers also have higher rates of control loss and road departure crashes when compared to adults. Finally, it was found changes in the number teen driver crashes and fatalities are associated with similar changes in travel exposure. Teen crashes and fatalities have dropped with the implementation of GDL but teen VMT has also dropped. Graduated driverâ s licensing did not change the reasons for teen driver crashes. Also, it is likely that any reductions in the number of teen crashes or fatalities are associated with reductions in exposure and not changes in teen driver behavior.<br>Ph. D.
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South, Ellyn M. "The Effects of Graduated Exposure, Modeling, and Contingent Social Attention on Tolerance to Skin Care Products with Children Who Have Autism." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3028/.

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The effects of graduated exposure, modeling and contingent social attention on tolerance to skincare products were evaluated with two boys with autism who displayed tactile defensiveness. Upon each presentation step of skincare products the number of positive and negative responses and successful step completion were measured. Procedures included modeling, presenting graduated opportunities, and providing social attention for step completion. Step advancement occurred if a child engaged in a step independently, without excessive refusals. A changing criterion design and a multiple baseline were employed to evaluate effects of this treatment package. Children demonstrated more positive and fewer negative responses as they completed the graduated steps. Effects maintained in follow-up observations.
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Vidosevic, Tania A. "Using a Behavioral Treatment Package to Teach Tolerance to Skin Care Products to a Child with Autism: A Systematic Replication." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9913/.

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The purpose of this study is to investigate the effectiveness of a treatment package to teach a child with autism to willingly accept skin care products conducive to health and normal everyday living. The current study uses graduated exposure, modeling and contingent social attention to teach the child to accept the application of skin care products previously avoided. Results of the study showed that the participant tolerated criterion amounts of all target stimuli with both experimenter and parent. Follow-up probes revealed maintenance of the behaviors with only two out of the three target skin care products.
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Stargardt, Tammy. "Media Literacy Education Exposure related to Self-Esteem, Body Esteem, and Sociocultural Ideals in College Students and Graduates." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1489.

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The prevalence of eating disorders (ED) in the United States has increased while the media consistently presents thinner representations of the body. Scholars have found media to negatively influence factors associated with the development of EDs. The purpose of this quantitative nonexperimental cross-sectional survey design study was to explore relationships between exposure levels to MLE and self-esteem, body esteem, and the internalization societal appearance ideals. Participants included undergraduate students or recent graduates majoring in either communications or an alternative major with comparatively less MLE curriculum. The Body Esteem Scale, Sociocultural Attitudes towards Appearance Questionnaire-3, and Rosenberg Self-Esteem Scale Surveys were administered online to examine the variance of 3 dependent variables (self-esteem, body esteem, internalization of societal appearance norms) with 2 independent variables (exposure levels to media literacy curriculum and gender), and a multivariate analysis of variance was used to analyze the data. Results displayed statistically significant differences between all 3 dependent variables with MLE levels. Research in MLE benefits both adults and children by way of providing the necessary tools, knowledge, and skills to be able to fully benefit from various media sources. MLE provides an opportunity to better understand media messages, as well as its influences therein, this way rather than being vulnerable and easily manipulated, one becomes a more knowledgeable and aware media consumer. The results to this study can promote, advocate, and bring awareness to media consumers and today's educators of the importance and need of MLE curriculum beginning at a young age.
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Hagemeier, Nicholas E., and Matthew M. Murawski. "Junior Pharmacy Faculty Members’ Perceptions of Their Exposure to Postgraduate Training and Academic Careers During Pharmacy School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1467.

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Objective. To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought. Methods. A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy. Results. Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education training as compared to residency training. Awareness of and exposure to academic careers and research-related fields was low from a faculty recruitment perspective. Conclusions. Ensuring adequate exposure of pharmacy students to career paths and postgraduate training opportunities could increase the number of PharmD graduates who choose academic careers or other pharmacy careers resulting from postgraduate training.
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Hagemeier, Nicholas E., and M. M. Murawski. "Residency, Fellowship, and Graduate Education Career Decision Making: A National Study of Pharmacy Academicians Regarding Their Exposure to Postgraduate Training and Academic Careers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1437.

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Wilson, Brenda Chaffin. "A newspaper reading habit in college students: family newspaper literacy practices, K-12 newspaper exposure, and civic interest : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2007. http://proquest.umi.com/pqdweb?index=66&did=1400959021&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1254944459&clientId=28564.

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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.

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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.<br>B.S.N.<br>Bachelors<br>Nursing<br>Nursing
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Books on the topic "Graduated exposure"

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Nemers, Phyllis Elaine *. Comparative efficacy of a comprehensive cognitive approach and graduated exposure in the treatment of agoraphobia. 1990.

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Lippmann, Morton, and Richard B. Schlesinger. Environmental Health Science. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190688622.001.0001.

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This book provides a broad, in-depth primer on chemicals in the total environment, covering the atmosphere, hydrosphere, lithosphere and biosphere. It defines the terminology used in environmental health science related to chemicals, describes the sources of chemical agents in the environment, how they disperse and transform as they travel throughout the environment, their effects on environmental quality and human health, how levels and exposures are monitored and quantified, the technology for control of chemical pollutants, how environmental standards and guidelines are developed, and procedures for human health risk assessment and risk management. It can serve as a textbook for courses taken by advanced undergraduate or graduate university students and may also be a useful reference for practitioners working in environmental and public health areas.
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author, Wilezol David, ed. Is college worth it?: A former United States Secretary of Education and a liberal arts graduate expose the broken promise of higher education. Thomas Nelson, 2013.

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Kumar M., Dileep. 50 short case studies in business management. UUM Press, 2012. http://dx.doi.org/10.32890/9789670474243.

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The Higher Education Institutions that run business management programs in Malaysia is under severe criticism from industry that the passing out management graduates do not have adequate practical exposure to the industry and lack of practical skills to deal industrial issues proactively as the catalyst of change.This indicates that the traditional management education curriculum, as presently constituted, may not be adequately preparing individuals for the challenges they experience as professional managers.To deal with this issue, many management institutes are adopting case study as a pedagogy, a hypothetical or actual business situation to formulate a recommended policy or decision based on the facts and figures provided, to induce practical exposure to the students by simulating case situations, which improve students analytical skills and decision-making skills.A case study in business management course is a rigorous analysis of an incident, situation, person, crisis or any such phenomenon or concept, in relation to industry, business or people in the organisations.It is well related to the management, process or methodology adopted by the organisation stressing analysis of chain of events for better change management in relation to business operation context. The case studies included in this book provides better perspective of various issues and situations in the business field.The cases are written from the field of Organisational Behaviour, Human Resource Management, Marketing, Business Ethics, International Business, Strategic Management, Business Laws and General Management. These case studies are to be thoroughly analyzed by the faculty members before applying that into the classroom. It is expected that the faculty members should refer to the similar case scenarios at local and international levels to stimulate students to have better discussion on the multifaceted issues or situation. Instead of a direct entry into theoretical concepts, the author suggests that the faculty members distribute these cases well in advance and invite students to come for creative discussions and practical solutions.By preparing solutions to case studies, the students will be exposed to a variety of business operations, business process, management roles, and business situations.Thus the case studies can adequately integrate theoretical concepts effortlessly in realistic situations with better referential skills.The 50 cases included in this book can extremely be valuable in preparing students a career in industry by giving better chance to develop analytical and decision-making skills in the classroom that meet up the challenges of industry.
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Tiwari, Sandip. Nanoscale Device Physics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198759874.001.0001.

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Nanoscale devices are distinguishable from the larger microscale devices in their specific dependence on physical phenomena and effects that are central to their operation. The size change manifests itself through changes in importance of the phenomena and effects that become dominant and the changes in scale of underlying energetics and response. Examples of these include classical effects such as single electron effects, quantum effects such as the states accessible as well as their properties; ensemble effects ranging from consequences of the laws of numbers to changes in properties arising from different magnitudes of the inter-actions, and others. These interactions, with the limits placed on size, make not just electronic, but also magnetic, optical and mechanical behavior interesting, important and useful. Connecting these properties to the behavior of devices is the focus of this textbook. Description of the book series: This collection of four textbooks in the Electroscience series span the undergraduate-to-graduate education in electrosciences for engineering and science students. It culminates in a comprehensive under-standing of nanoscale devices—electronic, magnetic, mechanical and optical in the 4th volume, and builds to it through volumes devoted to underlying semiconductor and solid-state physics with an emphasis on phenomena at surfaces and interfaces, energy interaction, and fluctuations; a volume devoted to the understanding of the variety of devices through classical microelectronic approach, and an engineering-focused understanding of principles of quantum, statistical and information mechanics. The goal is provide, with rigor and comprehensiveness, an exposure to the breadth of knowledge and interconnections therein in this subject area that derives equally from sciences and engineering. By completing this through four integrated texts, it circumvents what is taught ad hoc and incompletely in a larger number of courses, or not taught at all. A four course set makes it possible for the teaching curriculum to be more comprehensive in this and related advancing areas of technology. It ends at a very modern point, where researchers in the subject area would also find the discussion and details an important reference source.
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Book chapters on the topic "Graduated exposure"

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Li, Zheng (Jeremy). "New Advanced Graduate Course Designed to Provide Students Exposure to Today’s Developing and Challenging World." In Technological Developments in Education and Automation. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_7.

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Ryndyk, Oleksandr, Brigitte Suter, and Gunhild Odden. "Welfare and Mobility: Migrants’ Experiences of Social Welfare Protection in Transnational and Translocal Spaces." In IMISCOE Research Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67615-5_1.

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AbstractAs migrants throughout the world make important contributions to their families’ social welfare, migration often implies changes in the ways in which individual’s and families’ needs for economic and social-welfare protection are met. This book contributes to the existing literature on transnational mobility and social protection by bringing in empirical evidence from across the globe which illustrates the multitude of mechanisms in which welfare concerns shape individual and family decisions about mobility and vice versa. By focusing on individuals, households and families rather than on nation states, the book’s contributors distance themselves from the macro and nation-state level of analysis in the field of migration and welfare research. Despite the emphasis on migrants’ subjective rationalities, the book’s chapters often highlight the political nature of many dilemmas faced by migrants and their families and expose national-welfare systems’ inherent sedentary bias. This book is designed for a broad range of audiences, from established scholars and policy-makers to graduate students of Sociology, Political Science, Anthropology and Human Geography who are interested in transnational mobility and social protection. We hope that the readers will find the contributions to this book insightful and valuable for their understanding of migrants’ experiences of social-welfare protection in a globalised world.
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Mikulas, William L. "Graduated Exposure Games to Reduce Children's Fear of the Dark." In Behavioral Treatments for Sleep Disorders. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-12-381522-4.00033-x.

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Kearney, Christopher A., and Anne Marie Albano. "Children Refusing School to Escape Anxious Social and/or Evaluative Situations." In When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.003.0005.

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Chapter 5 outlines the treatment for children whose anxiety in social, performance, and/or evaluative situations is so distressing that they cannot tolerate these situations. Instead, avoidance behavior takes over. Treatment for such children involves teaching them to identify what they tell themselves in anxiety-provoking situations and then to use a method to change negative thoughts to coping, helpful statements. Treatment involves graduated exposure to anxiety-provoking social or evaluative situations in session with the therapist and gradually increasing school attendance. It is important for the child to practice coping skills in real-life social and evaluative situations.
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Hope, Debra A., Richard G. Heimberg, and Cynthia L. Turk. "Starting Our Journey Together From the Same Place." In Managing Social Anxiety, Workbook. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190247638.003.0002.

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This chapter helps clients understand more about their own anxiety in the context of the cognitive–behavioral model. The three components of anxiety (physiological, cognitive, and behavioral) are presented, as well as a thorough discussion of avoidance. Avoidance is often a big problem for people with social anxiety because avoiding a few situations that make a person anxious can quickly snowball into a general pattern of avoiding many situations. When people become anxious, they rarely experience just one of the components of anxiety. The cognitive, physiological, and behavioral components interact with each other, and an increase or decrease in one may cause increases or decreases in the other two. The three components of treatment are also discussed. These are systematic graduated exposure, cognitive restructuring, and homework assignments.
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Kearney, Christopher A., and Anne Marie Albano. "Children Refusing School to Escape Aversive Social and/or Evaluative Situations." In When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0005.

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Chapter 5 describes treatment procedures for children whose anxiety in social and evaluative situations is so distressing that they cannot tolerate these situations, and avoidance behavior takes over. Treatment for children who refuse school to escape aversive social and/or evaluative situations involves teaching them to identify what they tell themselves in anxiety-provoking situations and how to replace negative thoughts with coping, helpful statements. The child will experience graduated exposure to anxiety-provoking social or evaluative situations in session with the therapist and will gradually increasing school attendance. An important part of treatment for this population is practicing coping skills in real-life social and evaluative situations. Special topics covered in this chapter are panic attacks, extracurricular activities, teasing, gym class, and perfectionism.
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Annon, Paulette J., Maurice Lukadi, and Annette Warner. "From Graduate to Employee." In Applications of Work Integrated Learning Among Gen Z and Y Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6440-0.ch010.

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Teaching fellows within this study are graduates participating in a paid postgraduate programme of training and development, providing them with skills for lecturing in higher education. Identifying with widening participation characteristics, as well as the attributes of Y and Z Generations, this study examines a programme firmly rooted in the philosophies of both work-based learning and work-integrated learning. This was a unique approach to offering opportunities which went beyond undergraduate study to graduates of the institution, preparing them for employment through exposure to experiences of shadowing and eventual teaching. This therefore highlights three distinct areas which crucially impacts on their development: social learning within a community of practice (CoP), emotional challenges of imposter phenomenon, and reflective practice. The study concludes with evidence of how providing this opportunity to a generation of individuals, who may not have considered it before, can promote the connections between theory and practice as part of their practical experience.
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Thurston, Alex. "Ahlussunnah: A Preaching Network from Kano to Medina and Back." In Shaping Global Islamic Discourses. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748696857.003.0005.

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This chapter describes a network of prominent preachers, the “Ahlussunnah” (People of the tradition of the Prophet) of contemporary Kano, northern Nigeria. Of these preachers, roughly half are graduates of the Islamic University of Medina (IUM). By looking at leading figures within the network, the chapter shows how exposure to new thinkers and texts at the university, as well as physical distance from the bitter struggles in northern Nigeria, launched a process of reflection that culminated in the Medina graduates' decision to break with the anti-Sufi movement, Izala. The students felt that Izala had become too rigid in its approach and was excluding non members. Moreover, study in Medina, the chapter argues, increased these preachers' intellectual self confidence and led them to seek models of leadership based more on individual reputation than on the backing of hierarchical organisations.
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Pettijohn, Charlie, and Linda Pettijohn. "Do Attitudes Toward Careers in Sales Differ Based on Country of Origin?" In Managing Customer Trust, Satisfaction, and Loyalty through Information Communication Technologies. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3631-6.ch008.

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Personal selling is a profession that has been described as requiring skilled and professional employees. Although employers have looked toward colleges and universities as sources of potential new sales employees in the past, the complexity and professionalism required in sales has led employers to recruit graduate students to fill the sales role. This research evaluates the exposure of students pursuing their MBA degrees to sales and their attitudes toward sales to identify how these attitudes might affect the recruiting process. Further, given the prevalence of international business operations, the study identifies sales attitudes and sales exposure in a comparative fashion by assessing the responses of MBA students in the US and in UK The results provide insights into differences in attitudes and sales knowledge between students enrolled in MBA courses in the two countries. Based on these findings, conclusions and suggestions for employers and educational institutions are developed.
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Clements, Geoffrey. "Creating Relevance and Purpose in Postgraduate Education." In Advancing Innovation and Sustainable Outcomes in International Graduate Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5514-9.ch005.

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Higher education in India faces many challenges. In order to provide for the requirements of socio-economic growth and international exposure, it is vital that the education provided by universities, business schools, and engineering colleges is brought up to international standards. There must be a thorough overhaul of educational methodology, away from outdated rote-learning and fact-cramming methods to contemporary learner-centric approaches that foster the growth of knowledge rather than information. Higher education must also develop more relevance to subsequent professional life in an increasingly international environment. Since the so-called economic revolution of the early 1990s, every facet of commerce and industry in India has been progressively exposed to the rigors of international standards and competition. Companies and professional organizations are partnered with or compete with their counterparts in the most advanced countries. Higher education must equip graduating students with the knowledge, competence, and global awareness to succeed in this environment.
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Conference papers on the topic "Graduated exposure"

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Finseth, Tor T., Nir Keren, Warren Franke, Michael Dorneich, and Clayton C. Anderson. "Graduated Stress Exposure of Spaceflight Hazards in a Virtual Environment." In AIAA SPACE 2016. American Institute of Aeronautics and Astronautics, 2016. http://dx.doi.org/10.2514/6.2016-5614.

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Gray, Simon, Caroline St. Clair, Richard James, and Jerry Mead. "Suggestions for graduated exposure to programming concepts using fading worked examples." In the third international workshop. ACM Press, 2007. http://dx.doi.org/10.1145/1288580.1288594.

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Palau, Mauricio Antonio, Susan Niermeyer, Gwendolyn S. Kerby, et al. "Improving the Approach to Reducing Secondhand Smoke Exposure in NICU Graduates." In Selection of Abstracts From NCE 2015. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/peds.140.1_meetingabstract.131.

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Raman, Adhiti T., Venkat N. Krovi, and Matthias J. A. Schmid. "Empowering Graduate Engineering Students With Proficiency in Autonomy." 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/detc2018-86316.

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A new class of distributed, autonomous systems is emerging, capable of exploiting multimodal distributed and networked spatial and temporal data (at significantly larger scales). A renaissance autonomy engineer requires proficiency in both traditional engineering concepts as well as a systems engineering skillset for implementing the ensuing complex systems. In this paper, we describe goals, development and first offering of a scaffolded course: “AuE 893 Autonomy: Science and Systems” to begin addressing this goal. Geared towards graduate engineering students, with limited prior exposure, the course complements the concepts from traditional courses (on mobile-robotics) with experiential hands-on system-integration efforts (building on the F1tenth.org kits). The staged course structure initially builds upon open-source Robotics Operating System (ROS) tutorials on simulated systems (Gazebo/RViz) with networked communication; Hardware-in-the-loop realization (with a Turtlebot platform) then aids the exploration (and reinforcement) of autonomy concepts. The course culminates in a final-project comprising performance testing with student-team integrated scaled Autonomous Remote Control cars (based on the F1tenth.org parts-list). All three student teams were successful in navigating around a closed racecourse at speeds of 10–15 miles per hour, using Simultaneous Localization and Mapping (SLAM) for situational awareness and obstacle-avoidance. We conclude with discussion of lessons-learnt and opportunities for future improvement.
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Issen, Kathleen A., John C. Moosbrugger, Andrea J. Howard, Mathew D. Ingraham, Bridget A. Reardon, and Lisa M. Sabini. "Transforming Student Perspectives Through Summer Undergraduate Research." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43793.

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Undergraduate research is a commonly accepted method for increasing student interest in graduate study. An important outcome of this process is the transformation of student perspectives, such that students view themselves as potential graduate students. The Research Experience for Undergraduates (REU) site studied here seeks to accomplish this transformation through multidisciplinary research projects, community-building activities, and workshops, which expose students to graduate study, while increasing self-confidence and promoting exploration and risk taking. Based on direct student feedback, this paper describes the attributes of a successful program, and examines qualitative and quantitative assessments of the influence of summer residential undergraduate research experiences on the decision to pursue graduate study. Results indicate that students’ confidence in succeeding at graduate study and in conducting independent research increased significantly when provided with a well-advised research project, set in a learning based research environment, with a strong social community, and supplemented with seminars and workshops. The likelihood of a student pursuing a graduate degree increased slightly for an MS and significantly for a PhD. Students state that their REU experience was pivotal in their decision to attend graduate school.
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Wright, Dr Angela. "Artist Graduates: Are they ready to do Business?" In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2493.

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Businesses must expose their products and services to customers so as to make sales and be heard. The world of the artist[1] is no different, and, in the words of the late Luciano Pavarotti, the artist must ‘be heard and be seen’. The aim of this paper is to examine if there is a need to ensure that our artistic graduates are ‘market ready’. The paper specifically examines this concept in the context of an Irish Institute of Technology (IT). Artists generally do not view the world in terms of business &amp;amp; commerce, only as a creative space. This research study investigates if there is a need for a special purpose award that would allow already qualified or working artists who have missed out on business education to take business modules at any stage in their careers. The findings in this study are rich and the attitudes to the business world by participating artists are interesting. Having established that artists need some business education, this paper then proceeds to outline what may be needed now, and in the future. Keywords: Artist, Musicians, Business Education, Business World. [1] For the purpose of this paper, the term ‘artist’ is deemed to refer to both performing and visual artists.
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Rouser, Kurt P., Caitlin R. Thorn, Aaron R. Byerley, Charles F. Wisniewski, Scott R. Nowlin, and Kenneth W. Van Treuren. "Integration of a Turbine Cascade Facility Into an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94744.

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The Department of Aeronautics at the United States Air Force Academy utilizes a closed-loop, two-dimensional turbine cascade wind tunnel to reinforce a learning-focused undergraduate thermo-propulsion sequence. While previous work presented in the literature outlined the Academy thermo-propulsion sequence and the contextual framework for instruction, this current paper addresses how the Academy turbine cascade facility is integrated into the aeronautical engineering course sequence. Cadets who concentrate in propulsion are to some extent prepared for each successive course through their contact with the cascade, and ultimately they graduate with an exposure to experimental research that enhances their grasp of gas turbine engine fundamentals. Initially, the cascade is used to reinforce airfoil theory to all cadets in the Fundamentals of Aeronautics course. Aeronautical engineering majors take this course during the first semester of their sophomore year. The next semester all aeronautical engineering majors take Introduction to Aero-thermodynamics. In this course, the closed-loop aspect of the cascade facility is used to reinforce concepts of work addition to the flow. Heat transfer is also discussed, using the heat exchanger that regulates test section temperature. Exposure to the cascade also prepares cadets for the ensuing Introduction to Propulsion and Aeronautics Laboratory courses, taken in the junior and senior year, respectively. In the propulsion course, cadets connect thermodynamic principles to component analysis. In the laboratory course, cadets work in pairs on propulsion projects sponsored by the Air Force Research Laboratory, including projects in the cascade wind tunnel. Individual cadets are selected from the cascade research teams for summer internships, working at an Air Force Research Laboratory turbine cascade tunnel. Ultimately, cadet experiences with the Academy turbine cascade help lay the foundation for a two-part senior propulsion capstone sequence in which cadets design a gas turbine engine starting with the overall cycle selection leading to component-level design. The turbine cascade also serves to integrate propulsion principles and fluid mechanics through a senior elective Computational Fluid Dynamics course. In this course, cadets may select a computational project related to the cascade. Cadets who complete the thermo-propulsion sequence graduate with a thorough understanding of turbine engine fundamentals from both conceptual and applied perspectives. Their exposure to the cascade facility is an important part of the process. An assessment of cadet learning is presented to validate the effectiveness of this integrated research-classroom approach.
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Caldwell, Benjamin, and Gregory M. Mocko. "Product Data Management in Undergraduate Education." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-50015.

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Product Data Management (PDM) systems provide a means for sharing and controlling documents in collaborative product development. PDM are used in industrial applications for long-term archival of product information, to enhance collaboration and communication throughout the design process, support distributed design teams through advanced document sharing, track changes in product information, and control design documents ranging from requirements information to CAD. However, undergraduate mechanical engineering students typically graduate with limited or no exposure to PDM systems. This paper investigates the benefits and challenges associated with modern PDM systems. Moreover, the need for PDM systems in undergraduate education are discussed and means for integrating this technology is presented. A survey of engineering institutions in the U.S. is completed to understand the current usage in academic settings. Specifically, this paper describes appropriate course and project support of PDM systems.
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Bannerot, Richard, Chad Wilson, and Ross Kastor. "Improving Students’ Understanding of the Impact of Engineering Solutions in a Global and Societal Context." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43346.

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ABET 2000 imposes the requirement that engineering programs demonstrate that graduates “have the broad education necessary to understand the impact of engineering solutions in a global and societal context”. (Criterion 3h) The implication is that providing the “exposure” to the impact of engineering should be sufficient. However, demonstrating learning takes the process another step. Over the past few years, we have added material to several existing, traditional mechanical engineering courses and added one entirely new course in response to the requirements of ABET 2000 in general and Criterion 3h in particular. We have also introduced additional surveys, assignments and testing into these courses to assess specific aspects of student learning. This paper describes the changes in the sophomore design class, the second course in thermodynamics, the heat transfer course, and the capstone course as well as the new College course in technical communications related to the impact of engineering solutions. The assessment processes are also described.
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Mountford, Nicola, Gemma Watts, Luis Fernandez Luque, Ioanna Chouvarda, Threase Kessie, and Tara Cusack. "An Interdisciplinary 4th Level Education Model:Connected Health." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5485.

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This paper responds to the need for interdisciplinary approaches to fourth level education that better reflect the complexity of the world in which we work and conduct research. We discuss this need in technology-enabled healthcare, Connected Health. We propose a model for fourth level interdisciplinary education and discuss its trial application in two European structured PhD programmes in the Connected Health research arena. We suggest broader learning objectives for the emerging fourth level graduate, methods for incorporating multiple disciplinary inputs and perspectives into deep disciplinary PhD training, intersectoral approaches to ensure employability and impact, and innovative training methods and structures to facilitate interdisciplinary and intersectoral learning. We give some examples of innovative training modules used within the pilot programmes. Finally we discuss six core elements of a truly interdisciplinary programme at fourth level - exposure to different environments, joint supervision, a genuine role for the non academic sector, career development training and planning, the development of a sustainable network beyond the life of the programme, and data openess.
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Reports on the topic "Graduated exposure"

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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