Academic literature on the topic 'MET institutions'
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Journal articles on the topic "MET institutions"
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Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (March 18, 2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.
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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective criteria based on significant ability–achievement discrepancies, and most 2-year public college students met objective criteria based on normative deficits in achievement and cognitive processing. Students who met objective criteria also differed significantly in degree of academic impairment. The authors’ findings indicate qualitative differences in SLD across postsecondary settings and have implications for the identification and mitigation of SLD in college students.
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Kirk, Susan E., and R. Edward Howell. "Practice-Based Learning and Improvement for Institutions: A Case Report." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 633–37. http://dx.doi.org/10.4300/jgme-d-10-00071.1.
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Abstract Background In 2006, the University of Virginia became one of the first academic medical institutions to be placed on probation, after the Accreditation Council for Graduate Medical Education (ACGME) Institutional Review Committee implemented a new classification system for institutional reviews. Intervention After University of Virginia reviewed its practices and implemented needed changes, the institution was able to have probation removed and full accreditation restored. Whereas graduate medical education committees and designated institutional officials are required to conduct internal reviews of each ACGME–accredited program midway through its accreditation cycle, no similar requirement exists for institutions. Learning As we designed corrective measures at the University of Virginia, we realized that regularly scheduled audits of the entire institution would have prevented the accumulation of deficiencies. We suggest that institutional internal reviews be implemented to ensure that the ACGME institutional requirements for graduate medical education are met. This process represents practice-based learning and improvement at the institutional level and may prevent other institutions from receiving unfavorable accreditation decisions.
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van Scheers, Louise, and Ernest Whitehead. "Investigating alternative access to start-up capital for Tshwane built environment SMMEs." Corporate Ownership and Control 12, no. 3 (2015): 561–72. http://dx.doi.org/10.22495/cocv12i3c5p7.
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The aim of this study was to investigate alternative access to start-up capital for Built Environment SMMEs from established support and developmental institutions in South Africa. The aim and objectives of the study have been met. The study has shown that Built Environment SMMEs accessing start-up capital from alternative funding institutions and the perceived challenges associated with accessing the finance includes the following: 1) More than half of the sample population did not apply to commercial institution for start-up capital, which may indicate that the SMMEs did not meet the financial requirements of the commercial institution; 2) More than 80% of respondents did not apply to any alternative funding institution to access start-up capital; 3) Approximately 80% of respondents made use of savings and other sources of funding for start-up capital; 4) Most SMMEs are not aware of alternative funding institutions, and that alternative funding institutions are not easily accessible.
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Kudra Beroš, Viktorija. "Archive as a Depository of Shared Memories, History and Identity." Migracijske i etničke teme / Migration and Ethnic Themes 36, no. 2-3 (2020): 173–96. http://dx.doi.org/10.11567/met.36.2.3.
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Given their role in the preservation and protection of an authentic and credible trace of the past (documents) and, consequently, national identity, archives are considered places of choice for interpreting and representing shared memory and the past. Emphasising authenticity and credibility frames archives as seemingly neutral institutions in terms of politics and ideology. However, the trace that provides an insight into the “truth and knowledge” of our (individual and collective) past “that makes us what we are” needs to be questioned. Since the archiving procedure is based on the processes of inclusion and exclusion in all segments of everyday interpretation of material, the archive is a political and ideological institution that takes its place in the order of political power. This paper discusses the role of the archive as a place of preservation of “shared past and history” as an important part of national identity through the prism of institutional apparatuses or forms of knowledge/power (example of architecture) and technologies or manners of articulating and practising knowledge/power (example of everyday practice). The paper points to the role of archives in the (re)interpretation and (re)vision of shared memories, collective history and national identity on the examples of the Croatian State Archives and Archives of Yugoslavia, in the context of changes in the symbolic and political order (SFRY/Croatia). By constructing national memory and narratives of nationality through narratives of history and memory, and by constructing “truth” (knowledge) through exclusion and inclusion, archives (just like museums and libraries) have a role to play in “imagining” the community–nation. Or, according to the theory of performative identity (Foritier 2000), everyday practice that takes place in archives is an institutional identity practice that contributes to the unification and homogenisation of the community through a policy of interpretation by performing and producing (performative) memory (collective identity formation).
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Hershey, David R. "Scientific Poster Lettering and Display." HortScience 24, no. 2 (April 1989): 195. http://dx.doi.org/10.21273/hortsci.24.2.195.
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Abstract ASHS specifies that minimum heights for poster lettering be 25 mm for the titles, authors, and institutions and 12.5 mm for everything else (ASHS, 1988). A survey of 167 posters in Poster Session 1 at the 1988 Annual Meeting indicated that these required minimum lettering sizes are usually not met (Table 1). One reason why these minimums are rarely met is that the minimum heights are unrealistic. The minimum heights were established for 2.4 × 1.2-m posters and not reduced when poster area was halved to 1.2 by 1.2 m. The 1:1 ratio between title and author/institution letter heights is not proportional because title lettering is nearly always taller than author/institution lettering. For example, HortScience titles are 5 mm tall with author/institution lettering 2.5 mm high. Thus, the smaller lettering for authors/institutions compared to titles on ASHS posters is understandable.
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Köprülü, Ali. "Institutions Turques en Egypte." Belleten 62, no. 234 (August 1, 1998): 567–76. http://dx.doi.org/10.37879/belleten.1998.567.
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Avant d'être conquise par Amir Ibn El As pour l'Islam dès 639, l'Egypte était un état vassal de l'Empire Byzantin à prédominance chrétienne. L'Egypte était alors divisée en 4 provinces administrées par des gouverneurs de Byzance. En 645, Amir Ibn El As entre à Alexandrie et met ainsi fin à l'occupation byzantine et rallie l'Egypte au Califat de Bagdad, Cette campagne fut grandement facilitée par le mécontentement du peuple, qui était soumis au paiement d'impôts élevés.
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Dalgarno, Nancy, Corinne Laverty, Rylan Egan, Kendall Garton, Eleftherios Soleas, Jordan Babando, and Richard Van Wylick. "Participant perceptions of the faculty development Educational Research Series." Teaching & Learning Inquiry 8, no. 1 (March 15, 2020): 221–45. http://dx.doi.org/10.20343/teachlearninqu.8.1.15.
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Interest in the Scholarship of Teaching and Learning (SoTL) is driven in part by the need to provide systematic academic development for faculty anchored in evidence-based practice such as the introduction of quality assurance frameworks. This article reports on a mixed-method evaluation of one institution’s grassroots multidisciplinary faculty development program, called the Educational Research Series, to determine if it met the needs of its faculty, graduate student, and staff participants. Conducted at one mid-sized university in southern Ontario and framed, as was the program design and implementation, by both adult learning theory and constructivism, the evaluation collected data from session exit surveys, attendee interviews, and facilitator focus groups. The data analysis revealed that reasons for participating included increasing levels of understanding, receiving individual support, and learning about colleagues’ research interests. The major strengths of the program included individual learning, resources, facilitator expertise, interactive sessions, and the multidisciplinary focus. The main challenges centered on depth versus breadth of the sessions, time, and educational language and theory. Participants recommended additional resources, communication among facilitators, institutional recognition, and increased depth of content. As a result of this evaluation, an Advanced Educational Research Series is being offered at the institution. This article will inform other institutions wishing to build SoTL as a field within their institutions.
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Eash, Maurice J., and John J. Lane. "Evaluation of a Model for Faculty Development: Implications for Educational Policy." Educational Evaluation and Policy Analysis 7, no. 2 (June 1985): 127–38. http://dx.doi.org/10.3102/01623737007002127.
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In a 2-year study, problems were investigated in organizing a program for faculty development among institutions of higher education, business and industry, government, and nonprofit agencies. A sample of faculty members from 3 institutions of higher education and officers from 12 industries and agencies were queried. A model for exchange of personnel was tested in the second year. The study concluded: (a) Institutions of higher education are ill prepared to direct faculty development if they do not have strong program development; (b) exchanges of personnel among institutions of higher education and other agencies require a large number of participating institutions since one-to-one exchanges are not feasible if both institutional and faculty demands are to be met.
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Khromushyna, Lyudmyla. "DEVELOPMENT OF THE PRELIMINARY PROFESSIONAL EDUCATION INSTITUTIONS' PERSONNEL POTENTIAL ON THE BASIS OF HUMAN RESOURCES STRATEGY." Scientific Notes of Ostroh Academy National University, "Economics" Series 1, no. 25(53) (June 23, 2022): 49–55. http://dx.doi.org/10.25264/2311-5149-2022-25(53)-49-55.
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The article considers the theoretical and applied aspects of the development of professional higher education institutions' human resources on the basis of personnel strategy. The urgency of the study is due to the reform of the education system, competition in the market of educational services and the objective need to develop human resources, significant needs for specialists in the real sector of the economy to restore Ukraine in the postwar period. The purpose of the study is to work out recommendations for the development of the higher professional education institution' human resources on the basis of personnel strategy. The research methodology includes methods of generalization, synthesis and observation. The article summarizes the the concept of professional higher education institutions' human resources, identifies quantitative and qualitative characteristics and components of human resources. The factors of higher professional education institutions personnel potential development are given. The requirements to be met by the personnel strategy for human resources development are presented. A possible variant of the personnel strategy for the higher professional education institution personnel potential development is proposed, which contains the goal of the personnel strategy, a set of auxiliary goals, achievement indicators. This version of the personnel strategy can become a "road map" in making personnel management decisions in terms of the educational institution's long-term development, can be implemented in the process of higher professional education institution human resources managing.
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Fosnacht, Kevin, Alexander C. McCormick, Jennifer N. Nailos, and Amy K. Ribera. "Frequency of First-Year Student Interactions With Advisors." NACADA Journal 37, no. 1 (January 1, 2017): 74–86. http://dx.doi.org/10.12930/nacada-15-048.
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Although acknowledged that academic advising helps students adjust to and deal with the challenges of college, little is known about students' frequency of interactions with advisors. Using data from 52,546 full-time, first-year students at 209 diverse institutions, we examined the frequency with which students met with academic advisors and the way these interactions vary by student and institutional characteristics. We found that the typical first-year student met with an advisor 1 to 3 times during his or her first college year; however, the number of meetings varied across student subpopulations and institutional types.
Dissertations / Theses on the topic "MET institutions"
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Muirhead, Peter Maxwell Pilley. "A study of the impact of new technology and teaching methodologies on global maritime education and training into the 21st century." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2138.
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Global maritime education and training (MET) is currently subject to great change brought about by new international legislation, a dynamic shipping environment, the growing impact of technology, and the challenges maritime institutions face to survive in an uncertain market place.The aim of the research is to determine to what extent global MET institutions can enhance and enrich traditional practices through access to new technology and the use of innovative teaching and assessment methods' within a sustainable and achievable framework.The first Chapters of the study investigate the impact of change on the global MET scene by examining how international maritime legislation influences activities of maritime institutions. Ninety institutions from fifty-three countries responded to a survey that examines their intentions regarding the use of satellite communications, Information Technology, computing, multimedia, simulation and distance learning delivery methods. Shipboard operations that impact upon future training needs are also put under the spotlight.The study analyses the potential use of the Internet, e-mail, simulation and distance education services to determine how these elements can be used to advantage for the education and training of seafarers. An evaluation is made of the use of computers and marine simulators as assessment tools, in the light of international concerns about standards of competence.The study concludes that maritime institutions can benefit from the use of new technology, but only through rational planning and sustainable staged growth. A series of continua of technical development are provided to assist institutions, from to the largest, to plan for technical development and growth in a rational way.
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Muirhead, Peter Maxwell Pilley. "A study of the impact of new technology and teaching methodologies on global maritime education and training into the 21st century." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14341.
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Global maritime education and training (MET) is currently subject to great change brought about by new international legislation, a dynamic shipping environment, the growing impact of technology, and the challenges maritime institutions face to survive in an uncertain market place.The aim of the research is to determine to what extent global MET institutions can enhance and enrich traditional practices through access to new technology and the use of innovative teaching and assessment methods' within a sustainable and achievable framework.The first Chapters of the study investigate the impact of change on the global MET scene by examining how international maritime legislation influences activities of maritime institutions. Ninety institutions from fifty-three countries responded to a survey that examines their intentions regarding the use of satellite communications, Information Technology, computing, multimedia, simulation and distance learning delivery methods. Shipboard operations that impact upon future training needs are also put under the spotlight.The study analyses the potential use of the Internet, e-mail, simulation and distance education services to determine how these elements can be used to advantage for the education and training of seafarers. An evaluation is made of the use of computers and marine simulators as assessment tools, in the light of international concerns about standards of competence.The study concludes that maritime institutions can benefit from the use of new technology, but only through rational planning and sustainable staged growth. A series of continua of technical development are provided to assist institutions, from to the largest, to plan for technical development and growth in a rational way.
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Haughton, Christoper John. "From ships to leaderships : the leadership of maritime education and training (MET) institutions in the United Kingdom." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3564/.
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This research explicates the leadership of maritime education and training (MET) in the United Kingdom (UK). It explores how a sample of MET leaders made the transition from a professional or seafaring role into maritime education and thence to educational leadership. Twenty UK MET leaders were interviewed in a survey. Framed against a theoretical exposition of educational leadership, the respondents were asked about: their life experiences; significant people and critical incidents encountered; their move from seafaring to education and the transition between sectors; their current roles as educational leaders; and their training, personal development and styles of leadership. The findings from this sample reveal extraordinary, multi-faceted and relentless pressure on MET leaders. Career advancement is mostly serendipitous with little formal leadership development. There is scant evidence that reflective leadership is encouraged or practiced. Life experiences, and persons encountered, were significant, though the impact of critical incidents was less noteworthy. This study has closed gaps in vocational educational research. It enhances our understanding of the transition from seafaring to education and suggests the development of programmes specific to MET leadership. It will help aspiring MET leaders in their decision-making and, also, those responsible for designing personal and organisational development interventions.
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Kok, Frederik Johannes. "Die taak van kultuurorganisasies in minderheidskultuurgroepe met besondere verwysing na die ATKV." Thesis, Stellenbosch : Stellenbosch University, 1992. http://hdl.handle.net/10019.1/20985.
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Thesis (DPhil)--Stellenbosch University, 1992.ENGLISH ABSTRACT: Culture is and always will be of paramount importance to man. If the culture base is threatened, serious conflict and other problems will ensue. Even though there has been talk about a so-called internationalism that denotes a world devoid of different cultures, reality has caught up with the much advocated "melting pot" theory. Depriving groups of their cultural rights, or simply overlooking these rights, can result in a dangerous "boiling pot". Each culture group has a need for its own identity. Because only a small portion of the world population live in culturally homogenious states the potential for conflict is great between different groups that want to uphold and develop their own cultures. This is especially true where minority and majority groups exist within the same national boundaries. For any minority group wishing to preserve and develop its culture a logical solution would be to organize people in cultural organizations to maximize their effectiveness in attaining their goals. In this study, the task and activities of the cultural organization are examined, especially in respect of preserving, maintaining, and developing the culture of a specific group, in particular within minority cultures. Firstly, minorities as a group are discussed, with special reference to their particular needs, conflicts and threats and the conditions for survival.Subsequently, culture as a humanphenomenonis examined. In chapter 3 the cultural organization as a distinct organization, with its own characteristics, problems and success factors, is discussed. Chapter 4 examines cultural organizations and analyzes different ones, especially those of minority groups. Chapter 5 discusses Afrikaans cultural organizations along broad lines, emphasizing their chronological development, problems, inadequacies and challenges. The ATKV, as a minority cultural organization, and its activities are extensively discussed in the followingchapter. In conclusion, the study deals with the requirements and challenges for the successful task fulfilment of cultural organizations in order to understand, plan and evaluate their important task, especially within minority cultures.
AFRIKAANSE OPSOMMING: Kultuur is en bly vir die mens van wesentlike belang. Wanneer die kulturele basis bedreig of aangeraak word, vind ernstige teenreaksie plaas met gepaardgaande konflik en probleme. Alhoewel daar dikwels al gepraat is van internasionalisme in die sin van wegdoening met kulturele en volksbande, is hierdie siening as verkeerd bewys, want elke kultuurgroep het 'n besondere behoefte aan 'n eie kulturele identiteit. Aangesien slegs In klein gedeelte van die wereldbevolking in homogene state leef, is die potensiaal vir konflik tussen verskillende kultuurgroepe, wat elkeen streef na die behoud en uitbouing van die eie, groote Die voorkoms van minderhede, wat toenemend bewus raak van hul eie identiteit, is In feit en vera! waar minderheidsgroepe saam met meerderheidsgroepe voorkom, verhoog die konflikpotensiaal. Vir enige minderheidsgroep Ie 'n logiese oplossing vir die behoud en uitbouing van eie kulturele regte in die organisering van mense in kultuurorganisasies om In kollektiewe en meer effektiewe bedingingsmag te verkry. In hierdie studie word die taak en werksaamhede van kultuurorganisasies ten opsigte van van 'n spesifieke groep minderheidskultuurgroepe. die bewaring, handhawing en uitbouing se kultuur ondersoek, veral binne Eerstens word gekyk na die samestelling van minderheidsgroepe met hul eiesoortige behoeftes, konflikte en bedreigings, asook voorvereistes vir hul voortbestaan. Daarna word kultuur as menslike verskynsel bespreek. Hoofstuk 3 word gewy aan die kultuurorganisasie as In eiesoortige organisasie met sy eie kenmerke, probleme en suksesfaktore. Die kultuurorganisasie in praktyk, vera! binne minderheidsgroepe, kom in hoofstuk 4 aan die bod en word daar ontledend gekyk na verskillende kultuurorganisasies. In hoofstuk 5 word Afrikaanse kultuurorganisasies breedweg bespreek en word vera! gekyk na die organisasies se kronologiese ontwikkeling, asook probleme, leemtes en uitdagings. Daarna word die ATKV as In minderheidskultuurorganisasie, met sy werksaamhede in die praktyk indringend bespreek. Ten slotte word die vereistes en uitdagings op die pad van kultuurorganisasies vir suksesvolle en effektiewe taakvervulling bespreek om sodoende die belangrike taak van die kultuurorganisasie, vera! binne minderheidskultuurgroepe, te verstaan, te beplan en te beoordeel.
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Botha, Yolanda. "Ontstaansgeskiedenis van Die Oranjeklub, met spesiale verwysing na die bevordering van die Suid-Afrikaanse toonkuns." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2096.
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Thesis (MMus (Music))--University of Stellenbosch, 2009.Die Oranjeklub was the first Afrikaans culture organisation in Cape Town. Active since 1915, it strove to shape Afrikaner identity and advance Afrikaner art and culture. The main aim of the club was to inspire national sentiment, especially among young Afrikaners, and to help cultivate a love in this constituency for their language and history. This national sentiment was nourished by meetings of social and cultural significance. In this respect, Die Oranjeklub played an integral role in early twentieth-century Cape Town to oppose a perceived English political and cultural supremacy, acting as a buffer against the so-called ‘ver-Engelsing’ or Anglicization that was seen to threaten the identity of especially urban Afrikaners. Programmes during meetings usually comprised of a speech, supplemented by music and recital items that were generally contributed by Afrikaans club members. Meetings that deviated from this norm were mainly evenings where plays were performed or festivaloccasions of national importance in which the club was actively involved. The club’s management comprised two levels: an honorary committee and an executive committee. Many historically important figures served on the honorary-committee. The list includes names like D.F. Malan, J.B.M. Hertzog, C.J. Langenhoven and J.C. Smuts, amongst others. The executive committee had equally noteworthy chairmen, like the writer I.D. du Plessis and the critic C.H. Weich. The names of many important musicians can be found on club programmes, including Arnold van Wyk, Blanche Gerstman and Stefans Grové. Important actors and role players in theatre also participated in club events, amongst others Anna Neethling-Pohl, N.P. van Wyk Louw and Sarah Goldblatt. Speakers included personalities like D. Craven, C. Barnard and P.W. Botha. In 1976, after many decades trying to advance culture among white Afrikaners in Cape Town, the club was disbanded. This thesis documents, for the first time, the history of Die Oranjeklub. It also considers the meaning of the club’s cultural activities, especially its efforts to advance music among its members.
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Zoteeva, Anna. "MR-institutionen: universalmedelför stärkt rättighetsskydd? : Är Sverige i behov av en MR-institution i enlighet med Parisprinciperna?" Thesis, Stockholms universitet, Juridiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165231.
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The Paris Principles, a UN document adopted in 1993, requires that states establish NationalHuman Rights Institutions [cit. NHRI] for the protection and promotion of human rights. AlthoughSweden was one of the countries that promoted the adoption of the Paris Principlesinternationally, on a national level there is a still ongoing debate on the necessity of such aninstitution. This paper aims to present arguments for and against the establishment of a NHRIin Sweden in accordance with the binding and additional provisions of the Paris Principles.The Swedish system for promotion and protection of human rights is discussed in this paper,including the issue of access to justice.The main purpose of the paper is to draw conclusions as to how the legal norms shouldbe formed. Primary sources being used are therefore legal literature (both Swedish and foreign)and Swedish preparatory works. The paper contains a comparative section where thecomparative method is used.The paper concludes that Sweden is in need of a NHRI established in accordance withthe binding provisions of the Paris Principles. In addition, in order to promote individuals’access to justice the additional principles should be implemented as well. Since there is arange of obstacles for that, both practical and constitutional, the author of the paper goes on todiscuss how the protection of human rights in Sweden can be reinforced in other ways.
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Mallari, Alexander David Hyten Cloyd. "The effects of a human resources information technology intervention on background check processing in a financial institution a process level analysis /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9064.
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Michalik, Susanne Enterline Andrew John. "The use of democratic institutions as a strategy to legitimize authoritarian rule." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3639.
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Choi, Jin Ho. "Attitudes of international music students from East Asia toward U.S. higher education institutions." Thesis, connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9856.
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Ayres, Amy R. Lumsden D. Barry. "College student adaptability and greek membership a single institution case study /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3707.
Full textBooks on the topic "MET institutions"
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Munshi, Kaivan. Traditional institutions met the modern world: Caste gender and schooling choice in a globalizing economy. Cambridge, MA: Massachusetts Institute of Technology, Dept. of Economics, 2003.
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Hansen, Michael John. A meta-analysis of institutional theories. Monterey, Calif: Naval Postgraduate School, 1989.
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Rolfer, Bengt. Med historien mot framtiden: Finansförbundet 125 år. Stockholm: Premiss, 2012.
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Clar, Miquel. Wage flexibility and labour market institutions: A meta-analysis. Bonn, Germany: IZA, 2007.
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Count all men mortal: A history of Scottish Provident 1837-1987. Edinburgh: Canongate, 1987.
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Histoire d'outre-mer: Etudes d'histoire du droit et des institutions. Aix-en-Provence: PUAM. Presses universitaires d'Aix-Marseille, 2006.
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Di san ci gai gei: Zhongguo fei ying li bu men zhan lüe yan jiu. Beijing: Qing hua da xue chu ban she, 2005.
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Da kai ling yi shan men: Zhongguo she tuan zu zhi de xian zhuang yu fa zhan. Beijing: Qun zhong chu ban she, 2003.
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(Organization), NEWFIN. Tilsynet med internationale finansielle institutioner og disses funktionsmåde: Sammendrag. Luxembourg: European Parliament, 2000.
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Kgosidintsi, B. N. Botswana males and family planning: Surveys on households and institutions. Gaborone: Published on behalf of the National Institute of Development Research and Documentation, University of Botswana, by Lentswe la Lesedi (Pty), 1994.
Find full textBook chapters on the topic "MET institutions"
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Dobos, Balázs. "Cultural Autonomy, Safe Haven or Window-Dressing? Institutions Maintained by Minority Self-Governments in Hungary." In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy, 155–70. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_11.
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AbstractIn the history of national cultural autonomy (NCA) in Hungary, the emphasis since the mid-2000s has been placed on institutionalisation, with the aim of establishing, or taking over and maintaining various cultural and educational institutions with appropriate budget support by the minority self-governments (MSGs), the local variants of NCA. However, in practice this remained mostly on paper in the 1990s. But now there are hundreds of institutions—kindergartens, primary and secondary schools, dormitories, museums, libraries, theatres, research institutes, etc.—that are run by minorities. In this way, MSGs have become main actors in implementing linguistic, cultural and educational minority rights in the country.This is all the more important because recent experiences have shown that the transmission of minority languages and identities in families is now largely interrupted, and minority educational institutions have an increasingly important role to play. However, this has been somewhat controversial, and still characterises minorities to varying extents, with those previously recognised in the communist era remaining in better positions with their pre-existing networks of institutions. It has only been possible for the establishment of these institutions, recognised later under the 1993 Minority Act, to begin in the last two decades. In some places, the idea of MSGs taking over existing institutions met resistance from the local populations, especially parents. In other places, especially during the Orbán governments in the 2010s, such a takeover became a kind of escape route so that the school in the municipality would neither be closed, nor continue to be maintained by the state or the churches. It has also been a question of how these minority schools perform on a variety of indicators, and thus whether it is worthwhile for parents to enrol their children. In addition, some ‘institutions’, especially certain ‘research centres’ employing only one person, cannot be considered real institutions. To address the issues above, the major aim of the study is to introduce and analyse the complex process of institutionalisation, and to summarise and evaluate its experiences, especially with regard to the impact of these institutions on the linguistic, cultural and educational rights of minorities.
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Williams, Jason. "CyVerse for Reproducible Research: RNA-Seq Analysis." In Plant Bioinformatics, 57–79. New York, NY: Springer US, 2022. http://dx.doi.org/10.1007/978-1-0716-2067-0_3.
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AbstractPosing complex research questions poses complex reproducibility challenges. Datasets may need to be managed over long periods of time. Reliable and secure repositories are needed for data storage. Sharing big data requires advance planning and becomes complex when collaborators are spread across institutions and countries. Many complex analyses require the larger compute resources only provided by cloud and high-performance computing infrastructure. Finally at publication, funder and publisher requirements must be met for data availability and accessibility and computational reproducibility. For all of these reasons, cloud-based cyberinfrastructures are an important component for satisfying the needs of data-intensive research. Learning how to incorporate these technologies into your research skill set will allow you to work with data analysis challenges that are often beyond the resources of individual research institutions. One of the advantages of CyVerse is that there are many solutions for high-powered analyses that do not require knowledge of command line (i.e., Linux) computing. In this chapter we will highlight CyVerse capabilities by analyzing RNA-Seq data. The lessons learned will translate to doing RNA-Seq in other computing environments and will focus on how CyVerse infrastructure supports reproducibility goals (e.g., metadata management, containers), team science (e.g., data sharing features), and flexible computing environments (e.g., interactive computing, scaling).
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Bjarnegård, Elin. "The Representation of Men Worldwide." In Gender, Informal Institutions and Political Recruitment, 52–78. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137296740_3.
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Thomas, Andre, Yun Li, Christine L. Kaunas, Marty Newcomb, Gerard E. Carrino, Lori D. Greenwood, Patrick D. St. Louis, LeRoy A. Marklund, Nephy G. Samuel, and Hector O. Chapa. "Implementation of a Digital Live-Action Gaming Experience for Interprofessional Learning and Training." In Global Perspectives on Educational Innovations for Emergency Situations, 199–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_20.
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AbstractInterprofessional education is required by all athletic training, medical, pharmacy, nursing, and public health students at Texas A&M University. One such opportunity for collaborative training has been Disaster Day, the nation’s largest student-led interprofessional emergency response simulation. This annual training of 500–800 students takes place on a single day, in two 4-h sessions, at a designated site on campus. Due to COVID-19, the simulation could not be offered in-person in 2020, so the organizers looked for alternative solutions. We opted to use digital games, which have been proposed and used for formal and informal education for several years. While there have been games specifically developed for interprofessional training, none of those games were readily available for use by other institutions, nor is their focus on disaster response. In this chapter, we provide a detailed analysis of how an interdisciplinary team of health professions educators and game designers met interprofessional learning requirements while maintaining student engagement. Lessons from an abbreviated schedule and limited budget will be discussed. The approach incorporated different technologies and tools that are readily available. We will discuss pitfalls, assumptions, and full implementation of our approach. This will allow others to replicate our method and create similar highly engaging learning experiences for remote and online learning.
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Bjarnegård, Elin. "Studying Men and Masculinities in Politics." In Gender, Informal Institutions and Political Recruitment, 16–51. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137296740_2.
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"Institutions visited and persons met." In Strengthening Shardara Multi-Purpose Water Infrastructure in Kazakhstan, 144. OECD, 2018. http://dx.doi.org/10.1787/9789264289628-14-en.
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Dixit, Avinash. "6. Institutions and organizations." In Microeconomics: A Very Short Introduction, 99–115. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199689378.003.0006.
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Markets are not the only place where transactions take place. ‘Institutions and organizations’ highlights other platforms and institutions — families, social groups and networks, industry associations, and governments — where some transactions work better. Successful specialization and transaction have two basic prerequisites: security of property and of contract. Property rights and contract enforcement, and the state and non-state institutions of governance that control them, are considered. The needs of some specialized transactions are best met by creating special markets or market-like platforms by intermediaries for the two sides in a transaction to meet. Market design, matching markets, and auctions are discussed.
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Sætra, Henrik Skaug. "Challenges for the Inclusion of Robots in Social Institutions." In Social Robots in Social Institutions. IOS Press, 2023. http://dx.doi.org/10.3233/faia220663.
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According to a typical definition, a social institution is “a complex of positions, roles, norms and values lodged in particular types of social structures and organising relatively stable patterns of human activity with respect to fundamental problems in producing life-sustaining resources, in reproducing individuals, and in sustaining viable societal structures within a given environment.” References to humans and life aside, this provides several important questions, in which I focus on two: First, can robots hold significant positions or have roles? Second, are they subject to norms and values, and do they take part in the social construction of the same? After answering these questions partially in the affirmative, I examine the requirements that must be met before robots can be perceived as fully in social institutions. If these requirements are met, I argue that social robots can indeed be in social institutions conducive to meeting fundamental needs and sustaining viable societal structures. Finally, I argue that meeting the most important requirements rely on design choices that can potentially be made with existing technologies. Meeting the requirements would potentially allow social robots a different social standing, but designers and regulators also have good reasons not to design—or allow robots to be designed—in such ways.
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deGuzman, Margaret M. "Global Adjudicative Authority." In Shocking the Conscience of Humanity, 98–141. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198786153.003.0005.
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This chapter examines the relationship between gravity and global adjudicative authority—the global community’s right to create adjudicative institutions, and for those institutions to adjudicate crimes. It argues that such authority is justified when two conditions are met: first, there must be a globally shared norm proscribing the conduct and subjecting violators to criminal sanction; and, second, the global community’s adjudicative goals must be sufficiently important to outweigh any countervailing goals, particularly those of relevant national communities. Additionally, to best promote the regime’s legitimacy, the situations and cases adjudicated must be those that achieve the global community’s most important goals most efficiently. The chapter proposes a reconceptualization of gravity to help ensure these conditions are met.
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Sancak, Merve. "Patterns of convergence: global auto parts-automotive value chains and suppliers’ skill systems." In Global Production, National Institutions, and Skill Formation, 71–92. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198860655.003.0004.
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This chapter studies the pressures of globalisation on suppliers and the patterns of convergence in suppliers’ skilling strategies due to these pressures. It focuses on the effects of global competition in the auto parts-automotive industry and Mexican and Turkish firms’ participation in auto parts-automotive value chains (AACs). It examines the governance structures in global AACs, the expectations from suppliers in these chains, and the lead firms’ strategies to ensure that these expectations are met. The chapter evaluates how these dynamics affect the Turkish and Mexican auto parts suppliers and their skilling strategies. The chapter shows that the governance structures in AACs indeed put pressures on suppliers in Mexico and Turkey and influence suppliers’ skilling activities both directly and indirectly. This leads to similarities regarding the skill needs of supplier firms and the organisation of shop-floor workers. However, there is no convergence towards high-performance work systems.
Conference papers on the topic "MET institutions"
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Thanopoulou, Helen A., Vangelis Tsioumas, Orestis Schinas, and Dimitris Papachristos. "Sustainability and strategic directions in maritime education and training provision: An exploration of employers’ perceptions." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/mt.11001.
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The paper explores the importance of sustainability from the perspective of prospective employers of future and existing Maritime Education and Training (MET) graduates. More specifically, it investigates employers’ views on the incorporation of sustainability into MET provision. For this purpose, a questionnaire survey that addresses the concept of sustainability – among other emerging trends - from the angle of maritime education and training was distributed to European shipowning companies in the context of related EU funded research (SkillSea). A total of 23 responses were received but, albeit the relatively small sample, the findings suggest clearly that there is a significant gap between the skills presently acquired through MET. They also reveal the need for METs to develop a strategy aiming at a more comprehensive inclusion of the mega-trend of sustainability as a subject into the curricula of the various types of MET institutions. This paper contributes to the literature by addressing the mismatch between current and future needs and related issues arising for maritime education and training.
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King, Joe A. "Recommendations for the Long-Term Success of Industrial Collaboration in Engineering Training Programs (Keynote Paper)." In ASME/JSME 2003 4th Joint Fluids Summer Engineering Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/fedsm2003-45478.
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The Engineering Department at Harvey Mudd College developed an industrial sponsored engineering training program in the mid 1960’s. The program now called “The Clinic” is a central part of Harvey Mudd College. Over the years, representatives from a number of colleges have visited our campus in an effort to learn about the program and implement similar programs at their home institutions. The efforts to duplicate the HMC Clinic Program at other institutions have met with varied success. The reasons for the less than perfect success rate are discussed and guidelines for developing a firmly anchored program with potential for long-term survivability and growth are discussed.
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Boronkay, Thomas G., and Janak Dave. "Design-Build-Test Senior Design Project." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/met-25503.
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Abstract Every student in the Mechanical Engineering Technology Department must complete a Senior Capstone Design Project course sequence as a requirement for the partial fulfillment of the Bachelor of Science in Mechanical Engineering Technology degree. Mechanical Engineering Technology students at the University of Cincinnati must design, build, and test their product for the satisfactory completion of the Senior Design Project course sequence. At many institutions the capstone projects do not include the build and test components. This paper gives a short description of the Senior Design course sequence, the list of pre-requisite design courses, the design process used by the students to complete their projects. It addresses issues, such as, team versus individual projects, industrial versus personal projects, etc. It also describes typical projects, two of which are being used in industry with minor modifications.
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Englund, Richard B., Timothy E. Cooney, and Frank L. Buczek. "Wrist Fracture Cooperative Biomechanics Research Project." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/met-25513.
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Abstract While injuries are common from skating sports, few biomechanics studies have compared fracture rates with and without protective wrist guards. All published testing results have been obtained from cadaveric specimens, generally with substantially axial loading. Loads to failure have been reported for slow loading by universal testing machines, and fracture patterns have been reported from more rapid loading with a pendulum system. An orthopaedic resident at Hamot Medical Center had an interest in in-line skating injuries and proposed to investigate whether wrist guards provided a reduction in the incidence of fractures from skating falls. The project started with the goal of demonstrating the value, or lack thereof, of wrist guards, and ended with simply trying to determine methodology which closely simulates wrist injury arising from a skating fall. The hospital does not have engineering staff in the research department, nor extensive fabrication capabilities, and approached the School of Engineering and Engineering Technology of Penn State at Erie for assistance in design, construction, and data collection for a research project to investigate the efficacy of wrist guards. Assistance in kinematic aspects of falls was sought from the Motion Analysis Laboratory of Shriners Hospitals for Children - Erie. The logistics of a cooperative project between three institutions is the subject of this paper. Initial planning for the project, revisions to the scope of the project, the financial arrangements, equipment design and construction, and data collection practices are described in this paper. Concluding remarks about the resources necessary for cooperative projects between medical schools and Engineering Technology departments are presented.
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
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Hussain, Farhat Naz, Alesha Smith, and Kyle John Wilby. "Awareness of Disabilities in Pharmacy Program Recruitment Material: Are we doing Enough?" In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0116.
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Introduction: Targeted recruitment of students with disabilities is a novel area in pharmacy education and may help to attract qualified students in light of decreasing applicant numbers. Therefore, the aim of this study was to explore the visibility of disabilities within online recruitment material for pharmacy programs and to determine the location of targeted information available to prospective students with disabilities. Methods: The top 50 ranked programs offering a professional pharmacy degree under the Pharmacy and Pharmacology QS subject rankings were identified and included if recruitment material was published in English. Online recruitment material was reviewed for presence of persons with disabilities in photos, presence or description of persons with disabilities in videos, information specific to disabilities on the program website, and information specific to disabilities on the university website (if not located on the program website). Results: For inclusion, 41 out of 50 pharmacy schools met the criteria. No institutions displayed visual student disabilities in pictures or videos of recruitment material. Overall, the majority of institutions (88%) provided information for prospective students with disabilities. The type of information offered was highly variable across institutions. Of the top 50 pharmacy schools in the USA, 85% have information on student disability through the pharmacy homepage and 75% of institutions in Europe provided information through the university homepage. Interestingly, 62.5% of schools in Asia did not provide student disability information. Conclusions: Recruitment material for pharmacy degree programs should be current, inclusive, and reflective of student populations eligible to be admitted. This study found a distinct underrepresentation of students with disabilities and information pertaining to disabilities within recruitment material for a sample of international pharmacy programs.( *This study has now been published. Hussain FN, Smith A, Wilby K. The Visibility of Disabilities within Pharmacy Program Recruitment Material. INNOVATIONS in pharmacy. 2020;11(3). doi: https://doi.org/10.24926/iip.v11i3.3339.)
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Layton, Richard A. "Using Senior Lab Projects to Develop Prototypes of Experiments in System Dynamics and Instrumentation." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-41169.
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Term projects in a senior-level, non-capstone, mechanical engineering lab course are described in which student teams design, build, and test prototype experiments for future use in sophomore- and junior-level courses in system dynamics and measurement. Project deliverables include the prototype apparatus and courseware such as prelab exercises, lab instructions, and computer programs to be used by the students in the target course. Three such projects are described. The purpose of this paper is to share the concept of using senior-level projects to create prototypes for lower-level courses and to share the conceptual designs of the prototypes for possible duplication and enhancement at other institutions. The projects are partially successful. The apparatuses are viable and the learning objectives of the senior lab course are met but additional work is required before the experiments can be used in the target lower-level courses.
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Ecclestone, Meghan J., Sally A. Sax, and Alana P. Skwarok. "From Big Ideas to Real Talk: A Front-line Perspective on New Collections Roles in Times of Organizational Restructuring." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317175.
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Academic libraries across North America are restructuring to meet user needs in an e-preferred environment, resulting in major changes to traditional collection development roles and workflows. Responsibility for collection work is increasingly assigned to functional librarians dedicated to collection development activities across a broad range of subject areas, often serving an entire faculty or college. This paper discusses the history, process, and outcomes of the transition to functional collection development roles at two mid-sized universities. Both Carleton University and the University of Guelph support a wide range of undergraduate and graduate research needs from a single central library, but have implemented a different type of organizational design and are at different stages in the restructuring process. One year into their new functional roles, Carleton’s librarians are preparing to assess the state of change around collection development in their organization, and identify next steps for the restructuring process. By contrast, the University of Guelph has worked with a functional team model for ten years, and is undertaking a 10-year review to assess whether the original goals of the reorganization were met. How does collections work compare under a functional team model, compared to a traditional liaison model? Both perspectives offer strategies for consultation and change management that may be helpful to other institutions restructuring their collection development activities.
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Abdul Uzza, Aisyamariam, Analisa Hamdan, and Abtar Darshan Singh. "Improving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.142.
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School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches.
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Ogunsola-Bandele, Mercy, and Dietmar Kennepohl. ""Gendered" Hardcore Sciences in a Male World-Across ODL and Non ODL Institutions." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2776.
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There has been a lot of concerns over the years on gender differences in enrolment into the hard core science, technology, engineering and mathematics, with men clearly predominating. This is supported by research reports linking the low enrolment of female students to proximity to institutions, learning styles, gender stereotypes and bias. If institutional proximity is one of the limiting factors then one would expect a rise in the female students enrolment in the sciences from ODL (that are accessible) and Non ODL (traditional) institutions that were also shut down during the COVID pandemic. It became important therefore to look at the gendered science in the male world especially during this period. Four Institutions including ODL and non ODL in two countries were selected based on convenience and easy access to data. For a comparative analysis, only programs run in sciences for two sessions across the institutions were considered according to gender using quantitative analysis. The result except in a particular non ODL institution supported previous studies of having more females in life sciences and males dominating the hardcore sciences. The life sciences and Mathematics recorded an increase in female students in the non ODL institution and a decrease in ODL institutions for the period under review. However information technology and computer science gave an increase in enrolment of female students In ODL institutions during the period. One is also tempted to infer from the results that the flexibility and accessibility of ODL bringing education to the door steps of learners may have encouraged more female students into delving into one of the hardcore science (IT and computer science) but not all. Since this is only a case study, it cannot be generalized.
Reports on the topic "MET institutions"
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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.
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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Macdonald, Keir. The Impact of Business Environment Reforms on Poverty, Gender and Inclusion. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.006.
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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how business environment reforms in middle-income countries impacts on poverty, gender and inclusion. Although, there is limited evidence on the direct impact of business environment reforms on poverty, gender, and inclusion, this review illustrates that there is evidence of indirect effects of such reforms. Business environment reform (BER) targets inadequate business regulations and institutions, in order to remove constraints to business investment and expansion, enabling growth and job creation, as well as new opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I) outcomes, in terms of the potential to remove institutional barriers which exclude formerly marginalised groups from business opportunities, in ways that promote equal access to resources, opportunities, benefits, and services. The literature shows how the business environment affects women in business, and how women’s experiences of a given business environment can be different from those of men. This is the result of disparities in how they are treated under the law, but also based on structural and sociocultural factors which influence how men and women behave in a given business environment and the barriers they face.
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Schilling, Duane T. Strategic Intelligence to Meet Institutional Planning Needs of the Twenty First Century. Fort Belvoir, VA: Defense Technical Information Center, March 2004. http://dx.doi.org/10.21236/ada423709.
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Iske, Cayla, Cheryl L. Morris, and Kelly Kappen. Evaluation of Microbial Populations in Raw Meat Diets Fed to Captive Exotic Animals in Zoological Institutions. Ames (Iowa): Iowa State University, January 2016. http://dx.doi.org/10.31274/ans_air-180814-257.
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Montefusco, Maria. Ett nordiskt samarbete för alla – Funktionshindersintegrering i Nordiska ministerrådets verksamhet 2021. Nordens välfärdscenter, 2021. http://dx.doi.org/10.52746/zdjo7646.
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Det nordiska samarbetet ska vara tillgängligt och inkluderande, och den politik som genereras ska vara relevant för alla nordbor oavsett funktionsförmåga. I den här rapporten presenteras hur arbetet går, och vad som händer område för område. Att integrera ett funktionshindersperspektiv handlar för Nordiska ministerrådet om att synlig- och tydliggöra situation och behov hos personer med funktionsnedsättning samt att främja inkludering genom universell utformning och tillgänglighet. Det kan gälla praktiska saker, så som att politiska möten ska vara tillgängliga och det ska gå att ta del av ministerrådets rapporter och hemsida även med digitala hjälpmedel. Det handlar också om att främja inkludering av personer med olika typer av funktionsnedsättning i den politik som utvecklas genom samarbetet. Målet är att alla relevanta politikområden, administration och institutioner inom det nordiska samarbetet ska ha ett integrerat funktionshindersperspektiv. I den här statusrapporten går vi igenom allt arbete som skett under 2021, område för område. De olika områdena blickar också framåt och ser vad nästa steg är för att blir ännu mer inkluderande och tillgängliga.
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Brugner, Philipp, Elke Dall, Utku Demir, Dietmar Lampert, Martina Lang, Klaus Schuch, Michael Stampfer, Petra Steinkogler, Michael Strassnig, and Dorothea Sturn. Bestandsaufnahme der Kooperation und Vernetzung österreichischer und nordamerikanischer Forschender, FTI-Stakeholder und -Institutionen. ZSI - Centre for Social Innovation, April 2022. http://dx.doi.org/10.22163/fteval.2022.561.
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Die vorliegende Studie „Bestandsaufnahme der Kooperation und Vernetzung österreichischer und nordamerikanischer Forschender, FTI-Stakeholder und -Institutionen“ wurde gemeinsam vom ZSI und der WWTF GmbH im Zeitraum zwischen Mitte Dezember 2021 und Anfang April 2022 durchgeführt. Der Studienzweck, der sich eng an den in der Ausschreibung zugrunde gelegten Terms of Reference durch das Ministerium für Bildung, Wissenschaft und Forschung orientierte, bestand im Wesentlichen aus einer Bestandsaufnahme der Kooperation und Vernetzung österreichischer und nordamerikanischer Forschender, FTI-Stakeholder und –Institutionen und der Analyse der Wirkungen des ASciNA1-Awards mit Fokus auf die Karriereentwicklung der ASciNA-Preisträger:innen und deren Einschätzungen des Awards. Die Studie bietet eine umfassende Beschreibung der für die Internationalisierung von Wissenschaft und Forschung genutzten Instrumente zwischen Österreich und Nordamerika, sowie davon abgeleitete ergänzende Netzwerkdarstellungen in einem extra online-Dashboard zur besseren graphischen Nachvollziehbarkeit der bestehenden wesentlichen individuellen und institutionellen transatlantischen Beziehungen und Verflechtungen. Die Studie erfasst den aktuellen Stand von 110 Aktivitäten. Der Erfassungszeitraum der Daten auf aggregierter sowie Individualebene umfasst, sofern nicht anders ausgewiesen, die Jahre 2013-2020. Das Dashboard ist hier einseh- und benutzbar: http://bibliometrics.zsi.at/studies/ Des Weiteren wurden anhand internationaler Kopublikationen und Zitationen die thematischen Schwerpunkte der bi- und multilateralen Kooperation mit der Zielregion (USA, Kanada, Mexiko) untersucht. Folgende Methoden wurden im Rahmen eines multi-methodischen Forschungsdesigns zum Einsatz gebracht.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.
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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3892.
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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Frank, Olof, Jenny Casey Eriksson, and Tomas Lundén. Open Access vid SLU 2012-2014. SLU-biblioteket, Sveriges lantbruksuniversitet, 2016. http://dx.doi.org/10.54612/a.1d4j3sb71t.
Full textAbstract:
Open access (OA) är ett sätt att göra forskningsresultat fritt tillgängliga över internet och har på relativt kort tid blivit en global företeelse som har förändrat hur forskare publicerar sina resultat. Syftet med detta arbete har varit att undersöka metoder för att kunna mäta Sveriges lantbruksuniversitets (SLU) OA-publicering, liksom att ta fram siffror över hur stor andel av SLU:s vetenskapliga artiklar som publiceras OA. Utöver detta syfte, så har vi även undersökt hur OA-andelen fördelar sig mellan olika typer av OA (s.k. guld, grön och hybrid), vilka tidskrifter SLU:s forskare mest frekvent publicerar i, samt hur andelen OA ser ut på SLU:s institutioner. Mätningen har begränsats till refereegranskade tidskriftsartiklar publicerade under åren 2012-2014. Publikationsdata hämtades ur publikationsdatabasen SLUpub. För artiklar som har publicerats i OA-tidskrifter (guld OA) har SLUpub-datan samkörts med data från Directory of Open Access Journals (DOAJ). För parallellpublicerade artiklar (grön OA) har vi räknat antal artiklar i Epsilon, SLU:s öppna arkiv. För OA-artiklar publicerade i prenumerationstidskrifter (hybrid OA) genomfördes en stickprovskontroll utifrån ett randomiserat urval av hela underlaget. Resultat: andelen artiklar för hela SLU under perioden 2012-2014 var 4543. Av dessa var 790 tillgängliga guld OA vilket innebär 17,3 procent av den totala publiceringen. Trenden är uppåtgående då OA-andelen för 2012 var 16,3 procent och för 2014 19,2 procent. Andelen gröna OA-artiklar som återfanns i Epsilon och som inte kunde avskrivas som guld OA uppgick till 175 st. Dessa publikationer utgör 3,8 procent av det totala antalet publicerade artiklar under perioden. Stickprovet av det randomiserade urvalet visade på en andel hybrid OA på 16,5 procent av den totala artikelpubliceringen, vilket endast ska ses som en indikation. I rapporten redovisas även de tidskrifter som SLU-forskare publicerat mest i under perioden 2012-2014, där PLoS ONE med god marginal innehar förstaplatsen. Andelen OA på institutionsnivå redovisar endast resultat för guld OA, inte grön eller hybrid OA pga. att strukturerad data för dessa är resurskrävande att få fram. I slutsatserna diskuteras att SLU publicerar en relativt låg andel grön OA och att det även finns tämligen stora skillnader mellan institutionernas OA-publicering. Rapporten ger rekommendationer för SLU-bibliotekets vidare arbete, såsom att ta fram en förnyad strategi för utformning av stöd till grön OA och till institutioner som idag generellt publicerar OA i liten utsträckning.
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Liu, JIe, Xu-li Yang, Xing Liu, Yan Xu, and He-lang Huang. Predictors of readmission after pulmonary resection in patients with lung cancer. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0049.
Full textAbstract:
Review question / Objective: At present, risk factors for readmission after pulmonary resection in patients with lung cancer are still not fully elucidated, and related studies have shown inconclusive results. We conducted a meta-analysis of the existing literature with the aim of clarifying the risk factors for readmission and providing evidence for the prevention of readmission after surgical resection in patients with lung cancer. Eligibility criteria: Included articles needed to meet the following criteria: (I) the full article could be retrieved and had sufficient data for extraction; (II) the study focused on risk factors for readmission after pulmonary resection for lung cancer; and (III) patients were readmitted to the same institution. Studies were excluded if: (I) they were abstracts, letters, reviews, or case reports; (II) patients were readmitted to the emergency department or there was early return to the clinic; and (III) study contained repeated data or did not report the outcomes of interest.