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Journal articles on the topic 'Non-academic'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Frank, E., and P. Hudgins. "Academic versus non-academic women physicians." Academic Medicine 74, no. 5 (1999): 553–6. http://dx.doi.org/10.1097/00001888-199905000-00025.

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2

Nefedov, S. A. "NON-ACADEMIC PAPER." Historical and social-educational ideas 10, no. 1 (2018): 40–46. http://dx.doi.org/10.17748/2075-9908-2018-10-1-40-46.

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3

Hansson, Sven Ove. "Academic and Non‐academic Freedom of Speech." Theoria 85, no. 5 (2019): 339–43. http://dx.doi.org/10.1111/theo.12211.

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4

Weigall, Dick. "Enhancing academic performance in non‐academic ways." Australian Journal of Learning Disabilities 7, no. 1 (2002): 2. http://dx.doi.org/10.1080/19404150209546687.

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5

Palpacuer, Florence. "Unplugged - Academic Non Fiction." M@n@gement 22, no. 1 (2019): 130. http://dx.doi.org/10.3917/mana.221.0130.

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6

SPENCER, BRIAN. "The non-academic environment." Biochemical Society Transactions 18, no. 2 (1990): 162–66. http://dx.doi.org/10.1042/bst0180162.

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7

van Eckert, Sandra, Uta Gaidys, and Colin R. Martin. "Embitterment among German academic and non‐academic nurses." Journal of Mental Health Training, Education and Practice 6, no. 2 (2011): 104–12. http://dx.doi.org/10.1108/17556221111168959.

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8

Inzelt, A., and A. Schubert. "Collaboration between researchers from academic and non-academic organisations." Acta Oeconomica 61, no. 4 (2011): 441–63. http://dx.doi.org/10.1556/aoecon.61.2011.4.3.

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Throughout the reform process of the European university system, the importance of collaboration between actors at the academy and other areas of the economy and society are ever increasing, as evidenced by a growing number of co-authored articles and the number of citations to such works.This article analyses the characteristics of publications co-authored by Hungarian university researchers with non-academic partners. Scientometric indicators are used as primary methodological tools. Our sample was the publication output of 12 universities, which covers 90% of the university sphere’s publica

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9

Aydin, nayet, Krad Yilmaz, Hasan Basri Memduholu, Ebru Ouz, and Sabri Gngr. "Academic and Non-Academic Staff's Psychological Contract in Turkey." Higher Education Quarterly 62, no. 3 (2008): 252–72. http://dx.doi.org/10.1111/j.1468-2273.2008.00394.x.

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10

Lemann, Nicholas. "History Solo: Non-Academic Historians." American Historical Review 100, no. 3 (1995): 788. http://dx.doi.org/10.2307/2168605.

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11

Uzule, Kristine. "Non-academic employment after PhDs." PsyPag Quarterly 1, no. 66 (2008): 19–23. http://dx.doi.org/10.53841/bpspag.2008.1.66.19.

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12

Uzule, Kristine. "Non-academic employment after PhDs." PsyPag Quarterly 1, no. 65 (2007): 19–24. http://dx.doi.org/10.53841/bpspag.2007.1.65.19.

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13

Tristeza Glomo-Narzoles, Danebeth, and Donna Glomo- Palermo. "Examining the Academic and Non-Academic Correlates of Student Retention." International Journal of Publication and Social Studies 6, no. 1 (2021): 34–41. http://dx.doi.org/10.18488/journal.135.2021.61.34.41.

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14

Gunn, Andrew, and Michael Mintrom. "Evaluating the non-academic impact of academic research: design considerations." Journal of Higher Education Policy and Management 39, no. 1 (2016): 20–30. http://dx.doi.org/10.1080/1360080x.2016.1254429.

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15

Swanson, Joan Ann, and Erica Walker. "Academic Versus Non-academic Emerging Adult College Student Technology Use." Technology, Knowledge and Learning 20, no. 2 (2015): 147–58. http://dx.doi.org/10.1007/s10758-015-9258-4.

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16

Obeid, Nabeel, Danni Lu, Jie Yang, et al. "Bariatric Case Mix in Academic vs. Non-Academic Practice Settings." Surgery for Obesity and Related Diseases 13, no. 10 (2017): S140—S141. http://dx.doi.org/10.1016/j.soard.2017.09.310.

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17

Lobanov, Alexander P., Nataliya P. Radchikova, Natal’ya V. Drozdova, and Alena V. Voronova. "Influence of Academic and Non-Academic Types of Intelligence on Academic Achievements of Students." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 7, no. 4 (2018): 304–12. http://dx.doi.org/10.18500/2304-9790-2018-7-4-304-312.

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18

Devi, Aulia Diana, Na’imah Na’imah, and Aqimi Dinana. "Non-Academic Achievement Improvement Through Extracurricular." Aksara: Jurnal Ilmu Pendidikan Nonformal 7, no. 2 (2021): 283. http://dx.doi.org/10.37905/aksara.7.2.283-292.2021.

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<p>Extracurricular activities are one of the containers in coaching and developing students' potential. This study aims to find out the management of extracurricular activities in improving the non-academic achievement of students in Madrasah Aliah Negeri 1 Tulang Bawang Barat. The method used is descriptive analysis using qualitative approach. This research conducts data collection techniques by observation, interviews, literature studies, and internet media. This study used primary data sources obtained through interviews and secondary data sources obtained through online media. The re

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19

White, S. M., and E. Walker. "Difficulties faced by ‘non-academic’ researchers." Anaesthesia 63, no. 9 (2008): 1017. http://dx.doi.org/10.1111/j.1365-2044.2008.05665.x.

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20

Partington, Geoffrey. "Non-Indigenous Academic and Indigenous Autonomy." Australian Journal of Indigenous Education 28, no. 2 (2000): 15–18. http://dx.doi.org/10.1017/s1326011100001605.

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One of the many fascinating problems raised in recent issues of the Australian Journal of Indigenous Education (AJIE) is that of Indigenous autonomy in education. Although opinions differed about the extent to which Indigenous people currently exercise educational autonomy in various situations, there was wide agreement that there ought to be Indigenous control or ‘ownership’ of all knowledge relating to Indigenous life and culture, past and present. Sister Anne Gardner, then Principal of Murrupurtyanuwu Catholic School in NT, explained (1996: 20) how she decided to ‘let go, to move away from

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21

Kogan, Lori R., Sherry L. McConnell, and Regina Schoenfeld-Tacher. "Veterinary Students and Non-academic Stressors." Journal of Veterinary Medical Education 32, no. 2 (2005): 193–200. http://dx.doi.org/10.3138/jvme.32.2.193.

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22

Reyman, Jonathan E. "Academic Elites in Non-Elite Places." Current Anthropology 28, no. 3 (1987): 362–63. http://dx.doi.org/10.1086/203537.

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23

Duraj, Tomasz. "(NON)AUTONOMOUS SUBORDINATION OF ACADEMIC TEACHERS." Roczniki Administracji i Prawa 3, no. XXII (2022): 275–90. http://dx.doi.org/10.5604/01.3001.0016.2432.

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The aim of the foregoing study is to show that the subordination of academic teachers employed on the basis of an employment relationship is not at all autonomous, although it is generally accepted that their work is characterized by a high level of independence and does not display elements of classical subordination. It turns out that the traditional paradigm of subordinate work also works well in relation to those pursuing creative careers, including academic teachers. Using the example of academic teachers, the author tries to prove that despite the changes in socio-economic conditions, pr

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24

Bhatt, Vijaya Raj, Prajwal Dhakal, Sumit Dahal, et al. "Demographic and other characteristics of nodal non-Hodgkin’s lymphoma managed in academic versus non-academic centers." Therapeutic Advances in Hematology 6, no. 5 (2015): 223–27. http://dx.doi.org/10.1177/2040620715592568.

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25

Urlings-Strop, Louise C., Karen M. Stegers-Jager, Theo Stijnen, and Axel P. N. Themmen. "Academic and non-academic selection criteria in predicting medical school performance." Medical Teacher 35, no. 6 (2013): 497–502. http://dx.doi.org/10.3109/0142159x.2013.774333.

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26

THOMAS, C. S., G. MELLSOP, K. CALLENDER, et al. "The oral examination: a study of academic and non-academic factors." Medical Education 27, no. 5 (1993): 433–39. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00297.x.

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27

Tondello, Gustavo Fortes. "How to publish research results for academic and non-academic audiences." XRDS: Crossroads, The ACM Magazine for Students 25, no. 1 (2018): 16–17. http://dx.doi.org/10.1145/3265921.

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28

Martin, Andrew J., Herbert W. Marsh, Jacqueline H. S. Cheng, and Paul Ginns. "Fathers and Male Teachers:Effects on Boys Academic and Non-Academic Development." Childhood Education 86, no. 6 (2010): 404–8. http://dx.doi.org/10.1080/00094056.2010.10523178.

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29

Brown, Adrian, Jordan R. Wong, Sheetal Kandiah, Justin Moore, and Kristi Quairoli. "Inappropriate Fluoroquinolone Use in Academic and Non-academic Primary Care Clinics." Journal of General Internal Medicine 34, no. 11 (2019): 2342–44. http://dx.doi.org/10.1007/s11606-019-05157-6.

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30

Ogle, Robert R., Stacy L. Frazier, Kristin Nichols-Lopez, and Elise Cappella. "Non-academic Self-Concept Among Urban Youth: Associations with Academic Success." School Mental Health 8, no. 2 (2015): 278–91. http://dx.doi.org/10.1007/s12310-015-9162-z.

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31

Ali, Parveen Azam, and Paul B. Naylor. "Association between academic and non-academic variables and academic success of diploma nursing students in Pakistan." Nurse Education Today 30, no. 2 (2010): 157–62. http://dx.doi.org/10.1016/j.nedt.2009.07.006.

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32

Kardoyo, Kardoyo, Lola Kurnia Pitaloka, Rozman Rozman, and Bayu Bagas Hapsoro. "Analyzing Universities Service Quality to Student Satisfaction; Academic and Non-Academic Analyses." International Journal of Higher Education 9, no. 1 (2019): 126. http://dx.doi.org/10.5430/ijhe.v9n1p126.

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Indonesia has many higher learning institutions both public and private sectors such as colleges, polytechnics, institutes and universities and they are competing among them to get students to enroll in their institutions. It has become competitive among them to get students than before. The growing competition among higher learning institutions had forced them to strive to improve their service quality provided to students. The student satisfaction of service quality can be divided into two parts, namely satisfaction in academic and non-academic. The purpose of this research is to determine w

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33

Choemue, Sumit, and Barli Bram. "Discourse markers in academic and non-academic writings of Thai EFL learners." Studies in English Language and Education 8, no. 3 (2021): 1209–26. http://dx.doi.org/10.24815/siele.v8i3.20122.

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The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones,

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34

Ghanbari, Nasim, Tahereh Dehghani, and Mohammad Reza Shamsaddini. "Discourse Markers in Academic and Non-academic Writing of Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 7 (2016): 1451. http://dx.doi.org/10.17507/tpls.0607.17.

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The present study investigated the type of discourse markers in academic and non-academic writing of Iranian EFL learners. It tried to find out the most frequent types and tokens of discourse markers and to determine a significant difference between discourse markers in academic and non-academic writing. The 60 participants of this study were selected from Safire Lian language institute. Thirty were chosen to write academic writing and 30 to write non-academic writing. Fraser's taxonomy was used as the main taxonomy but to fulfill the aims of the study, some other taxonomy was used such as Cow

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35

Jeschke, Sandra, Uta Gaidys, and Colin R. Martin. "Application of the HADS to academic and non-academic nurses in Germany." British Journal of Wellbeing 2, no. 2 (2011): 27–32. http://dx.doi.org/10.12968/bjow.2011.2.2.27.

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36

Casarett, David J. "Differences Between Patients Referred to Hospice from Academic vs. Non-Academic Settings." Journal of Pain and Symptom Management 21, no. 3 (2001): 197–203. http://dx.doi.org/10.1016/s0885-3924(00)00260-8.

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37

Gotera, Andres S., and Joel E. Asuncion. "PERFORMANCE EVALUATION SYSTEM OF ACADEMIC AND NON-ACADEMIC PERSONNEL OF A COLLEGE." Theoretical & Applied Science 76, no. 08 (2019): 111–26. http://dx.doi.org/10.15863/tas.2019.08.76.17.

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38

Windham, A. K., C. Staker, Y. Zhou, M. Whitted, B. Brimhall, and A. Podichetty. "Laboratory Testing for Obstetrics Patients at Academic and Non-Academic Health Systems." American Journal of Clinical Pathology 158, Supplement_1 (2022): S125. http://dx.doi.org/10.1093/ajcp/aqac126.265.

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Abstract Introduction/Objective Evaluation of obstetric clinical laboratory test utilization differences between academic and non-academic health systems would provide important benchmarking information for healthcare leaders and policy makers. Methods/Case Report Over a 3-year period (2019-2021), using the Vizient® Clinical Data Base with permission from Vizient, Inc. (All rights reserved.), we compared clinical laboratory utilization for adult obstetrics inpatients at mid-size (250-450 hospital beds) academic (N=9; 27,036 hospitalizations) and non-academic (N=17; 50,462 hospitalizations) hos

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39

Garzón-Umerenkova, Angélica, and Javier Gil-Flores. "Academic procrastination in non-traditional college students." Electronic Journal of Research in Educational Psychology 15, no. 3 (2017): 510–32. http://dx.doi.org/10.14204/ejrep.43.16134.

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40

Stoop, Ineke A. L. "Data Services in a Non-Academic Environment." IASSIST Quarterly 20, no. 2 (1996): 18. http://dx.doi.org/10.29173/iq713.

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41

Heery, Mike. "Academic library services to non‐traditional students." Library Management 17, no. 5 (1996): 3–13. http://dx.doi.org/10.1108/01435129610119584.

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42

Chew, Matthew. "Academic Boundary Work in Non-Western Academies." International Sociology 20, no. 4 (2005): 530–59. http://dx.doi.org/10.1177/0268580905058330.

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43

Hartley, James. "Notetaking in non-academic settings: a review." Applied Cognitive Psychology 16, no. 5 (2002): 559–74. http://dx.doi.org/10.1002/acp.814.

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44

Roche, Maria, Annamaria Conti, and Frank T. Rothaermel. "Different Founders, Different Firms: A Comparative Analysis of Academic and Non-academic Startups." Academy of Management Proceedings 2019, no. 1 (2019): 15063. http://dx.doi.org/10.5465/ambpp.2019.15063abstract.

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45

Chen, Alissa, Frances Lee Revere, and Chris Beck. "Evaluation of Quality Outcomes and HCAHPS Scores between Academic and Non-Academic Hospitals." Academy of Management Proceedings 2017, no. 1 (2017): 15977. http://dx.doi.org/10.5465/ambpp.2017.15977abstract.

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46

Pope, Jenny, and Angus Morrison-Saunders. "Collaboration between academic and non-academic actors in EIA: Reflections from Western Australia." Environmental Impact Assessment Review 97 (November 2022): 106910. http://dx.doi.org/10.1016/j.eiar.2022.106910.

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47

Udvari, Stephen J., and Kenneth H. Rubin. "Gifted and Non-Selected Children's Perceptions of Academic Achievement, Academic Effort, and Athleticism." Gifted Child Quarterly 40, no. 4 (1996): 211–19. http://dx.doi.org/10.1177/001698629604000406.

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48

Harbrecht, Brian G., Glen A. Franklin, Robert M. Shirley, Jason W. Smith, Frank B. Miller, and J. David Richardson. "Statewide Experience with Clostridium difficile Colitis in Academic and Non-Academic Medical Centers." Surgical Infections 13, no. 2 (2012): 88–92. http://dx.doi.org/10.1089/sur.2009.033.

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49

Parente, Roberto, Rosangela Feola, and Michele Petrone. "Corporate Governance Models as a Bridge for Linking Academic and Non-Academic Entrepreneurs." Industry and Higher Education 25, no. 2 (2011): 119–31. http://dx.doi.org/10.5367/ihe.2011.0036.

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This paper reports an investigation of governance issues in Italian academic spin-offs that arise from the need to balance the powers of two categories of partner: academic inventors and external investors (such as established companies and venture capital funds). The relationship between inventors and external investors, jointly pursuing a research-based entrepreneurial opportunity, provides an interesting case for the application of the agency theory construct to define adequate corporate governance procedures. The paper has two main objectives: to analyse the governance models adopted by ac

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50

Kizlik, Lauren, Kristin Nassen, and Jessica Albers. "Academic and Non-Academic Stress of College Students Enrolled in Physical Activity Classes." Medicine & Science in Sports & Exercise 50, no. 5S (2018): 316–17. http://dx.doi.org/10.1249/01.mss.0000536123.70991.56.

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