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Ruffinelli, Rosa, and Miguela Hermosilla. "Editorial." AcademicDisclosure 6, no. 2 (2024): 1–2. http://dx.doi.org/10.57201/academic.6.2.4188.
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Es un honor presentarles el número actual de nuestra revista, donde convergen investigaciones y experiencias que nutren el campo de la enfermería y la salud en general. En esta edición, nos enorgullece destacar una variedad de estudios que abordan aspectos fundamentales para el bienestar de la comunidad y el desarrollo de la ciencia.
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Ernandes Kozicki., Luiz. "Editorial." Revista Acadêmica Ciência Animal 11, no. 2 (2013): 121. http://dx.doi.org/10.7213/academica.011.002.ed01.
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A Revista Acadêmica: Ciências Agrárias e Ambientais apresenta o segundo número de 2013. Como havíamosprevisto, o Corpo Editorial buscou de várias formas, mas com responsabilidade e ao custo de significativoempenho e trabalho, disponibilizar esta edição a seu público. Evidentemente isso é resultado da cooperaçãodos autores, que nos atenderam não só nas chamadas, mas também na relevante etapa posterior à submissão,na tramitação rotineira de artigos em processo de editoração (sugestões, correções, retornos etc.).Esses trâmites têm sido realizados pelo Corpo Editorial num período de aproximadamente 11 meses entrea submissão e a publicação dos artigos, no intento de atender aos interesses dos autores, os quais desejamver suas pesquisas publicadas. Isso também é importante para a produtividade dos pesquisadores juntoaos seus respectivos Programas de Pós-Graduação Strito Sensu.Aos prezados pesquisadores, mantemos o convite à submissão de suas pesquisas, sejam elas em nível local,regional, nacional ou internacional. Aos leitores, desejamos que o presente número satisfaça suas expectativaspara suas consultas e citações.Nossos efusivos agradecimentos a todos que colaboraram com esta edição, contribuindo para o crescimentosubstancial e para o paulatino reconhecimento da Revista.
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Ayala Peñaranda, Gerson Eduardo. "Análisis del conflicto y la mediación como método de resolución." Academia & Derecho, no. 7 (December 1, 2013): 79–106. http://dx.doi.org/10.18041/2215-8944/academia.7.2527.
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El conflicto y la mediación de manera conceptual, han creado un campo interdisciplinar en el cual se puede encontrar gran variedad de análisis de distintos autores. El presente trabajo se propone revisar los conceptos de conflicto y de la mediación específicamente como método de resolución. Se revisan ambos temas desde un análisis teórico, desarrollado especialmente por Josep Redorta para los conflictos y de Christopher Moore para la mediación permitiendo delimitar los conceptos que representan gran importancia para nuestra sociedad. Esta revisión permite, por un lado, explorar la estructura, el ciclo y la tipología de los conflictos y por otro, enunciar las distintas formas de encontrar la resolución de un conflicto y la descripción de las etapas necesarias para lograr la mediación.
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LaPlaca, Peter, Adam Lindgreen, Joëlle Vanhamme, and C. Anthony Di Benedetto. "How to revise, and revise really well, for premier academic journals." Industrial Marketing Management 72 (July 2018): 174–80. http://dx.doi.org/10.1016/j.indmarman.2018.01.030.
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Mbukanma, Ifeanyi, and Kariena Strydom. "Challenges to and Enablers of Women's Advancement in Academic Careers at a Selected South African University." International Journal of Learning, Teaching and Educational Research 21, no. 12 (2022): 44–64. http://dx.doi.org/10.26803/ijlter.21.12.3.
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The study was motivated by the question of what challenges and enablers women encounter as they progress in their academic careers. A qualitative research method was used. This participatory action research involved 19 members of a South African university’s permanent academic staff who shared their perspectives on women's academic advancement. A literature review was conducted to provide contextual insight. The four key themes that underpinned the data analysis are: factors hindering women's academic careers; challenges faced by women academics; advancing women’s academic careers; and advancing the employability of aspiring female academics. Unfair recruitment processes, intrinsic societal attitudes, low self-esteem and a lack of mentorship programmes were identified as critical factors impeding women's academic careers. Revised recruitment policies, promotion opportunities and support programmes for women are evidenced as critical to advancing women's academic careers. It is suggested that a concerted effort be made by women as individuals, universities and the government to advance women's academic careers.
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Aksu Dunya, Beyza, and Sandra De Groote. "Revision of an academic library user experience survey." Performance Measurement and Metrics 20, no. 1 (2019): 48–59. http://dx.doi.org/10.1108/pmm-10-2018-0026.
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Purpose The purpose of this paper is to explain how an academic library’s Student Experience Survey was revised and improved based on available research on survey design methodology and piloting efforts. Thus, it aims to contribute existing literature on library assessment and survey methodology by addressing issues of planning and coordinating assessment. The paper also provides a guideline on the survey revision process for existing instruments. Design/methodology/approach The library assessment coordinator collaborated with Assessment Coordinator Advisory Committee (AC2) to revise and improve the survey. The revision process started with adding suggested items and constructing new items based on library assessment planning survey administered to library faculty previously. Regular monthly meetings were held with the committee to facilitate the revision process. Multiple facets of the survey implementation were revised including wording, content, order and format of the items, response scales and survey distribution. Each facet was addressed based on available research on survey methodology and cross-checked with the committee members. Findings The revised 2018 University of Illinois at Chicago (UIC) Libraries Student Experience Survey consists of a total of nine items with response matrices, single choice response format and open-ended response format to measure students’ satisfaction, need and their use of the various library resources and services. The changes made to the survey are grouped into three categories: wording and content, response categories and scaling and design, font and layout. The revision process of the UIC Libraries Student Experience Survey can serve as an example for academic or other types of libraries that wish to track and report their impact regularly. Originality/value The UIC Libraries Student Experience Survey provides evidence that careful revision and piloting as well as obtaining relevant stakeholder buy-in to the process lead to build effective survey tools.
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Ruffinelli, Rosa, and Miguela Hermosilla. "Editorial." AcademicDisclosure 6, no. 1 (2023): 1–2. http://dx.doi.org/10.57201/academic.6.1.3699.
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Estimados lectores, colegas e investigadores comprometidos
 Es un gran placer para nosotros presentarles una edición más de nuestra revista, "Academic Disclosure", la voz de la Facultad de Enfermeria y Obstetricia de la Universidad Nacional de Asunción (FENOB UNA) para la comunidad científica tanto nacional como internacional. En esta ocasión, continuamos nuestra misión de fomentar el diálogo y la colaboración al compartir avances significativos y hallazgos valiosos en el vasto campo de la salud.
 La revista "Academic Disclosure" sigue siendo una plataforma de excelencia para la difusión del conocimiento científico en el área de la salud. Es un honor ser testigos de la diversidad de investigaciones que nos llegan desde distintos rincones y esta edición no es la excepción. Los artículos reunidos en este número ejemplifican la riqueza y la vitalidad de la comunidad académica dedicada a abordar cuestiones cruciales para la mejora continua de la salud y el bienestar de la sociedad.
 Uno de los pilares fundamentales de la investigación es la ética, y en esta edición exploramos con detalle su relevancia en el ámbito académico. Los desafíos éticos en la investigación científica son más apremiantes que nunca, y los artículos presentados en esta edición nos invitan a reflexionar sobre cómo abordar estos desafíos de manera responsable y efectiva.
 El progreso en la atención de la salud es el resultado de investigaciones minuciosas y estudios dedicados. Ejemplos notables incluyen el estudio sobre "Conocimientos y Percepción del Personal de Enfermería sobre las Infecciones Asociadas a Procedimientos Invasivos de la Unidad de Cuidados Intensivos Pediátricos en el Hospital Nacional", que resalta la importancia de la formación continua en la prevención de infecciones hospitalarias. Asimismo, el análisis del "Impacto del Tratamiento de Hemodiálisis en las Actividades de la Vida Diaria de Pacientes con Insuficiencia Renal Crónica en un Servicio Público del Interior de Paraguay" arroja luz sobre la calidad de vida de los pacientes y la necesidad de enfoques integrales en la atención de la salud.
 Al explorar las complejas razones detrás de la deserción de estudiantes indígenas, también abrimos la puerta a soluciones que pueden contribuir a una mayor retención y éxito académico. La inclusión de estas voces en la narrativa educativa es esencial para garantizar que todos los individuos tengan la oportunidad de alcanzar su máximo potencial y contribuir de manera significativa a la sociedad y al campo de la enfermería.No podemos pasar por alto la urgente necesidad de mantener un enfoque en la salud pública, especialmente en estos tiempos desafiantes. Por lo tanto, nos complace presentar un análisis sobre la "Cobertura de Vacunación contra el COVID-19 en los Países del MERCOSUR", un recordatorio oportuno de la importancia de la cooperación internacional en la lucha contra la pandemia.Extendemos nuestro más sincero agradecimiento a los investigadores cuyos esfuerzos han dado vida a esta edición de "Academic Disclosure". También queremos reconocer el trabajo incansable de los revisores y colaboradores cuya dedicación ha garantizado la calidad y relevancia de los artículos presentados.Los invitamos a sumergirse en los artículos que ofrecemos en esta edición. Que estas páginas inspiren, eduquen y motiven a todos aquellos que se preocupan por la salud y la investigación científica. Juntos, seguimos avanzando hacia un futuro más saludable y consciente.Junio 2023"Academic Disclosure"Facultad de Enfermería y Obstetricia Universidad Nacional de Asunción(FENOB UNA
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Burrows, Lord. "Judges and Academics, and the Endless Road to Unattainable Perfection." Israel Law Review 55, no. 1 (2022): 50–63. http://dx.doi.org/10.1017/s0021223721000315.
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This article is a lightly revised version of the Lionel Cohen Lecture 2021 given by the author in October 2021. It looks at the relationship between legal academics and judges. The title of the article derives from one of the judgments of the great Lord Goff. The article has three main parts. First, it explores the increased influence of legal academics on judges in England and Wales towards the end of the twentieth century. Secondly, it examines how academic work can assist judges and makes a plea for recognition of the importance of ‘practical legal scholarship’. Finally, drawing on the author's own recent experience, the article examines how being a judge of the United Kingdom Supreme Court differs from being an academic.
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Library Association, American. "Propose Revised Standards for Academic Librarians." College & Research Libraries News 32, no. 2 (2020): 35–37. http://dx.doi.org/10.5860/crln.32.2.35.
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Balyakina, Evgueniya A., and Ludmila A. Kriventsova. "Rejection rate and reasons for rejection after peer review: a case study of a Russian economics journal." European Science Editing 47 (May 21, 2021): e51999. https://doi.org/10.3897/ese.2021.e51999.
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<strong>Background: <em> </em></strong>Peer review remains the only way of filtering and improving research. However, there are few studies of peer review based on the contents of review reports, because access to these reports is limited.<strong>Objectives:<em> </em></strong>To measure the rejection rate and to investigate the reasons for rejection after peer-review in a specialized scientific journal. <strong>Methods: <em> </em></strong>We considered the manuscripts submitted to a Russian journal, namely ‘Economy of Region’ (Rus Экономика региона), from 2016 to 2018, and analysed the double-blind review reports related to rejected submissions in qualitative and quantitative terms including descriptive statistics.<strong>Results:<em> </em></strong>Of the 1653 submissions from 2016 to 2018, 324 (20%) were published, giving an average rejection rate of 80%. Content analysis of reviewer reports showed five categories of shortcomings in the manuscripts: breaches of publication ethics, mismatch with the journal’s research area, weak research reporting (a major group, which accounted for 66%of the total); lack of novelty, and design errors. We identified two major problems in the peer-review process that require editorial correction: in 36% of the cases, the authors did not send the revised version of the manuscript to the journal after receiving editorial comments and in 30% of the cases, the reviewers made contradictory recommendations.<strong>Conclusions:<em> </em></strong>To obtain a more balanced evaluation from experts and to avoid paper losses the editorial team should revise the journal’s instructions to authors, its guide to reviewers, and the form of the reviewer’s report by indicating the weightings assigned to the different criteria and by describing in detail the criteria for a good paper.
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Jing, Jin. "Exploring Whether Generative Artificial Intelligence Can Enhance Chinese EFL Learners’ Academic Writings." International Journal of Information and Education Technology 15, no. 4 (2025): 752–59. https://doi.org/10.18178/ijiet.2025.15.4.2280.
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Generative Artificial Intelligence (GAI) like Chat Generative Pre-Trained Transformer (ChatGPT) has been widely used by English as a Foreign Language (EFL) students to polish their academic writing, but little quantitative research has explored how the chatbot can revise human writing. Addressing this research gap is crucial, as understanding the potential of GAI in enhancing the quality of EFL writings can inform both pedagogical practices and the development of computer-assisted writing tools. In response to the issue, this study compared five textual features of Chinese EFL learners’ academic writings and their revised versions of ChatGPT through a computational analysis tool, Coh-Metrix. The results of the Wilcoxon Signed-Rank Test showed that the GAI could significantly enhance the writing quality of handwritten texts only in narrativity and deep cohesion. By illustrating the performance of ChatGPT as an editor, this study has provided insight into pedagogical instruction on English academic writing and computer-assisted writing.
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Blanco Mozo, Juan Luis. "Filippo Juvarra y la maqueta del Palacio Real nuevo de Madrid." Academia. Boletín de la Real Academia de Bellas Artes de San Fernando, no. 124 (November 15, 2023): 11–35. http://dx.doi.org/10.53786/academia.63.
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La aparición de dos nuevos dibujos del proyecto de Filippo Juvarra para el nuevo Palacio Real de Madrid, relacionados con la construcción de su maqueta, ha permitido revisar su proceso creativo y plantear una nueva organización de los planos del arquitecto italiano que se conservan en diferentes instituciones españolas. De la misma forma, ha sido posible reconsiderar la influencia de este magnífico artefacto en el desarrollo de la arquitectura española de mediados del siglo XVIII y definir el perfil profesional de José Pérez, encargado de su construcción.
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Scalcon, Raquel Lima, and Márcio Cunha Filho. "Compreendendo o Direito Penal a Partir dos Direitos Fundamentais: uma Entrevista com a Professora Raquel Scalcon." Revista da CGU 13, no. 23 (2021): 13–20. https://doi.org/10.36428/revistadacgu.v13i23.426.
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The Revista da CGU inaugurates through this edition an innovative section of academic publications in an interview format. The purpose of the new section is to present society with current, relevant, and dense discussions in a more dynamic and open format than the traditional configuration of academic articles. Fostering new formats of academic and scientific communication is an obligation imposed by the reality in which we live: the times when academics could communicate only with each other and only through strictly academic articles are already a thing of the past. The plurality of current forms of communication - audio interviews, podcasts, videos, newsletters - needs to be incorporated by the academy, as a science that does not communicate with the general public is necessarily more closed, less diverse, and less effective. It is a great honor to inaugurate this section with Profa. Dr. Raquel Lima Scalcon, whose academic production is nationally and internationally recognized as innovative and disruptive. The work of Profa. Raquel is marked by transversality and interdisciplinarity: her understanding of legal phenomena is built from the borders of Constitutional, Administrative, and Criminal Law.
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Montero-Corrales, Cristopher. "Sobre cómo estudiar revistas académicas: una posible ruta para la historia de las formas-efectos de las publicaciones científicas en Centroamérica." Temas de Nuestra América Revista de Estudios Latinoaméricanos 41, no. 78 (2025): 1–28. https://doi.org/10.15359/tdna.41-78.4.
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This article addresses a series of problems and recommendations related to the research of academic journals in the area of art-humanities and social sciences fundamentally, but it also addresses reflections and general questions for the study of journals or various articles that can be used regardless of the field. These problems emerge from a doctoral research of the magazine Repertorio Americano, from my work as director of the Revista Ítsmica, Magazine of the Faculty of Philosophy and Letters, of the National University (Costa Rica) dedicated to Central American and Caribbean studies and , as the former professor in charge of the academic writing course for extension for academics of the same National University, during the years 2022 to 2024; in which I guided the writing of around 30 academic articles in different areas of knowledge. This is a self-reflective look at the process of researching journals and articles for a possible route for the formation and development of research designs, research objects, materials, data and conclusions related to academic journals.
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Angela, Cosciug (Ed.). "Limbaj si context / Speech and Context International Journal of Linguistics, Semiotics and Literary Science." Limbaj si context / Speech and Context International Journal of Linguistics, Semiotics and Literary Science 1(X)2018, no. 10 (2023): 1–97. https://doi.org/10.5281/zenodo.8229122.
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<em>Speech and Context </em>International Journal of Linguistics, Semiotics and Literary Science (in Romanian<em> </em><em>Limbaj si context</em><em>, revista internationala de lingvistica, semiotica si stiinta literara</em>) is an academic, open access and double blind peer reviewed journal founded in 2009 at Alecu Russo State University of Balti (Republic of Moldova). <em>Speech and Context </em>International Journal of Linguistics, Semiotics and Literary Science (in Romanian: <em>Limbaj şi context – revistă internaţională de lingvistică, semiotică şi ştiinţă literară</em>) is indexed in <em>ISI, Universal Impact Factor, Index Copernicus, Directory of Research Journals Indexing, Open Academic Journals Index, InfoBaseIndex </em>and <em>CiteFactor</em>. It is listed in <em>EBSCO, Genamics, MLA International Bibliography, DOAJ, Summon Serials Solutions, ProQuest, La Criée: périodiques en ligne, Vaggi.org Directory, Unified Database for Serial Titles, WorldCat, Open Library, The Linguist List, NewJour, Fabula </em>and <em>Jurn Open Directory. </em>From July 2014 <em>Speech and Context</em> International Journal of Linguistics, Semiotics and Literary Science is a Moldovan <strong>B Rank</strong> journal.
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Zindoga, Lilian, and Peter JO Aloka. "Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa." Academicus International Scientific Journal 29 (January 2024): 157–73. http://dx.doi.org/10.7336/academicus.2024.29.09.
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The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school LWD. This investigation advocates that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.
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Brunette, Louise, and Chantal Gagnon. "Enseigner la révision à l'ère des wikis : là où l'on trouve la technologie alors qu'on ne l'attendait plus." Journal of Specialised Translation, no. 19 (January 25, 2013): 96–121. https://doi.org/10.26034/cm.jostrans.2013.425.
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In academic teaching, there are very few experiences on collaborative wiki revision. In a Quebec university, we experimented upon a wiki revision activity with translation students in their third final year. We specifically chose to revise texts in Wikipedia because its environment shares similarities with the labour market in the language industry and because we believed that the wiki allowed us to achieve the overall objectives of the revision class, such as we define them. Throughout the experience, we monitored the progress of students' revision interventions on Wikipedia texts as well as exchanges taking place between revisees and reviewers. All our research observations were made possible by the convoluted but systematic structure in Wikipedia. Here, we report on the experiment at the Université du Québec en Outaouais and let our academic teaching readers decide whether the exercise is right for them. For us, it was convincing.
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Gameiro, Gustavo Rosa. "Revista de Medicina, edited by academic students for a century." Revista de Medicina 95, spe1 (2016): 1. http://dx.doi.org/10.11606/issn.1679-9836.v95ispe1p1-4.
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Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.
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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.
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Navas-Fernández, Miguel, and Ernest Abadal. "Les revistes científiques de Catalunya (2014-2017)." Anuari de l'Observatori de Biblioteques, Llibres i Lectura 2018, no. 5 (2018): 87–128. https://doi.org/10.5281/zenodo.2613619.
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This article describes the present status of scientific journals in Catalonia and reviews their activity over the last four years. It observes that a total of 426 titles are currently available in the sector, of which 45% address some aspect of the social sciences, 53% are published by academic institutions, 83.5% are distributed free of charge and 86% allow some form of self-archiving in digital repositories. The article also examines academic portals (which have been making an increasing number of journals available) and journal evaluation tools (focusing on the MIAR information matrix for evaluating journals, which has been improved in a number of ways). It concludes by considering the scientific meetings that have been held in this 4-year period and the main studies that have been published by research groups in Catalonia.
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Baibikov, Elena. "Revised translations, revised identities." Translation and Interpreting Studies 5, no. 1 (2010): 59–74. http://dx.doi.org/10.1075/tis.5.1.04bai.
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This article is a case study that aims to illustrate the process of formation of one translator’s professional identity and to discuss the shifts in translators’ professional behavior at different stages of the translators’ life in relation to changing social and personal settings. It will focus on three Japanese versions of one Russian text, Anton Chekhov’s letters to his wife, all produced by Yuasa Yoshiko (family name first), a female translator of Russian literature, whose professional career began in the late 1920s. From the 1990s on, especially after the establishment of the Yuasa Yoshiko Award for the best translation of a foreign language stage play in 1994, she has become the focus of several academic studies and biographical works. Surprisingly enough, none of these emphasizes her translation activities or focuses on the texts of her translations. The purpose of the present study is to fill this lacuna in the research on Yuasa.
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Muhammad Surip, Inka Fadila Damanik, Iriani Zakiah, and Ruth Asri Febriani. "Evaluasi Komprehensif Teks Akademik Buku Ajar Bahasa Indonesia untuk Perguruan Tinggi Edisi Revisi 2024." Jurnal Bintang Pendidikan Indonesia 2, no. 3 (2024): 141–47. http://dx.doi.org/10.55606/jubpi.v2i3.3071.
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The aim of this research is to describe rate scientific text academics in the text report results observation ( textbook Language Indonesia For college tall edition revised in 2024) is viewed based on simplicity structure and density information . This type of research is classified as research qualitative in descriptive form with techniques data collection uses technique documentation , engineering read , and note-taking techniques through sources written form text academic . As for sources the data obtained from Indonesian language textbook for College Edition Revised 2024. Presentation The results and data analysis in this research use approach linguistics systemic functional .Research result show that this textbook is successful serve various type text academic , incl text review , research and activity proposal text , text report research and activities, as well text article scientific , with a systematic structure and rich content . This book provides clear guide as well as relevant examples , helpful students understand, write , and analyze various type text academic . In conclusion , this textbook provides contribution significant to Indonesian language learning in college high and worthy made reference main . Suggestions are given For enhancement quality of material, improvement of text examples, use of interactive media , lecturer training , and collection feedback from users for repair sustainable.
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MUGULA, ISMAIL, and PATIENCE TUGUME. "RELATIONSHIP BETWEEN PARENTS’ LEVEL OF EDUCATION AND PUPIL’S ACADEMIC PERFORMANCE IN SELECTED PRIMARY SCHOOLS IN KAYUNGA DISTRICT. A CROSS SECTIONAL-STUDY." SJ Education Research Africa 1, no. 7 (2024): 11. http://dx.doi.org/10.51168/qrta3b43.
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Background Academic performance among pupils is influenced by numerous factors. Yet, excelling in academics is important in ensuring pupils not only pass exams but also lead rewarding lives. This study sought to determine the relationship between the parent’s level of education and pupils’ academic performance in primary schools. Methodology A mixed-method research approach was used in this study to generate data from 453 respondents drawn from eight primary schools in the Kayunga district. Using questionnaires and interview guides, data was collected from pupils, teachers, head teachers, parents, and the Area Education Officer. Results The correlation findings indicated a positive relationship between parents’ level of education and pupils’ academic performance (r = 0.297**, p =, 0.000) thus there was a positive relationship between parents’ level of education and pupils’ academic performance in Kayunga District. Conclusion There is a significant positive relationship between parents’ level of education and pupils’ academic performance. Attributed to parents checking books and homework of their children, assisting pupils in doing their homework, and assigning minimal domestic work to pupils at home to allow them to revise. Some of the parents visit schools to follow up on the academic progress of their pupils. Recommendation The study strongly recommends that parents should be made aware of the importance of the home environment in their children's academic performance. Teachers, educationists, and leaders should create awareness among parents of the importance of the home environment in improving the academic performance of pupils.
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Saura, Geo, and Katia Caballero. "Capitalismo académico digital." Revista Española de Educación Comparada, no. 37 (December 27, 2020): 192. http://dx.doi.org/10.5944/reec.37.2021.27797.
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This article examines the processes involved in the digitalisation of Higher Education. The main aim is to analyse how digital capitalism, governing by digits, the power of digital metrics and the academic networks are making changes in the production of academic knowledge and in the academics’ professional lives. To explain the digital academic capitalism as the current framework that make compite universities in the global market, we will make a review on concepts that have completely modified the academia rules and culture, such as economy of knowledge, academic capitalism, governing by numbers and the neoliberal rationality of performativity. Next, we will focus on how rankings among universities and accountability systems have become ways of quantified control that have undermined the original purpose of universities. Subsequently, we will analyse the new form of academic capitalism and governing centred on digits as a step forward in the change of Higher Education. The most important impact indexes and digital alternative metrics (almetrics) will be revised to understand the new metric culture in the academia. Finally, we will study the role of social academic platforms as “Academia.edu” and “ResearchGate” in the context of digital academic capitalism and its influence in the academic subjects that become quantified and digitalised.
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Moutinho, Sonia Oliveira Matos. "Editorial da Revista Somma." Somma: Revista Cientifica do Instituto Federal de Educação, Ciência e Tecnologia do Piauí 3, no. 1 (2017): 5. http://dx.doi.org/10.51361/somma.v3i1.87.
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Dear Reader, The IFPI Editorial Board is pleased to deliver another issue of REVISTA SOMMA to the academic community. In times where research and academic discussions must be increasingly active, humane and capable of provoking new perspectives on our work and our time. In this issue we present 10 contributions that deal with the most varied readings, thus corroborating with the idea of sum proposes a multiple space in the various areas that the magazine has in its core as a publication proposal, which leads the reader to the possibility of finding a dynamic, open and sensitive space.Almost like a dossier on teaching, in this issue we have interesting writings that deal with the discussion on the need for reform and application of law 11.343/2006 and treatment for drug addicts in Brazil and studies on school education in the municipality of Teresina, policy for continuing education managers in education, and a relevant text which discusses inclusive education in Brazil, exposing relevant aspects on the subject, taking the historical and legal framework of recent years as a reference, bringing important studies from the perspectives of the authors. In this issue, we also have two significant studies of the works “O Estrangeiro” by Albert Camus, and A Malhadinha by José Expedito Rêgo, and a punctual discussion on the consolidation of the History of Mathematics (HM) in the Brazilian Educational Curriculum, giving emphasis to the first works published in the Brazil until the consignment in official documents, such as the National Curricular Parameters – PCN (1998) and National Curricular Guidelines – DCN (2001), the important discussion about these studies. also, in this issue, with texts that deal with other topics such as: a study that analyzes private religiosity and related sacred objects, bringing the daily life of these people in the interior of Piauí and their religious devotion. theses and dissertations where our readers will be able to find studies on the history of the Capital of Piauí and its dwellings in the center of the city during the period from 1852 to 1952. We believe that the Somma Magazine of the Federal Institute of Piauí becomes an important means of disseminating the work carried out by researchers and professors at the institution, as well as another space for publicizing researchers who see in this multiplicity a place that dialogues, enables and encompasses research of different areas. Good reading.
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Bérubé, Michael. "Profession, Revise Thyself—Again." PMLA/Publications of the Modern Language Association of America 130, no. 2 (2015): 446–52. http://dx.doi.org/10.1632/pmla.2015.130.2.446.
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I have become fond of starting sentences with I am so old that … as in, I am so old that I remember when Michelob was considered a premium beer. And, I am so old that I remember when GLBTQ was just G and L; Q was considered a threat, B apostasy, and T pathological. And, finally, I am so old that it has been more than twenty years since I wrote an MLA paper declaring, “Profession, revise thyself,” partly as a response to Stanley Fish's arguments about professional antiprofessionalism in “Profession Despise Thyself.” I delivered it at the 1992 MLA convention, in New York, and it eventually became the essay “Bite Size Theory: Popularizing Academic Criticism,” published in Social Text in 1993 and reprinted in my second book, Public Access, in 1994. Long, long ago.
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Escobar Triana, Jaime Alberto. "Instructions for Authors." Revista Colombiana de Bioética 8, no. 1 (2015): 194. http://dx.doi.org/10.18270/rcb.v8i1.815.
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Revista Colombiana de Bioética (RCB) is sponsored<br />by the Department of Bioethics at Universidad<br />El Bosque. It is a biannual peer-reviewed<br />publication directed towards academics, researchers,<br />academic institutions and professional<br />organizations in Colombia and around the world<br />interested in improving research in bioethics.<br />The journal is a pluralistic source that welcomes<br />contributions from qualified authors committed<br />to the interdisciplinary study of the ethical<br />dimensions of practices and techno-science research.<br />The journal accepts papers in Spanish<br />and other languages including French, English<br />and Portuguese.
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Smith, Max, Peter J. Dowling, and Elizabeth L. Rose. "Psychic distance revisited: A proposed conceptual framework and research agenda." Journal of Management & Organization 17, no. 1 (2011): 123–43. http://dx.doi.org/10.1017/s1833367200001747.
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AbstractThe concept of psychic distance has had a long but problematic history in the academic study of international business. Although inherently appealing, attempts to empirically validate the theoretical frameworks proposed by early psychic distance scholars have provided mixed results. This has led a number of academics to question the usefulness of the concept. Theoretical advances have been made in recent times with the introduction of revised definitions, but there is still the need for a conceptual framework of psychic distance that unambiguously identifies the determinants of psychic distance and demonstrates the relevance of this concept at the national, firm, and individual level. The present paper proposes a revised definition of psychic distance and posits a conceptual framework of psychic distance that addresses these needs. It then concludes by putting forward a research agenda arising as a consequence of the new conceptual framework.
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Smith, Max, Peter J. Dowling, and Elizabeth L. Rose. "Psychic distance revisited: A proposed conceptual framework and research agenda." Journal of Management & Organization 17, no. 1 (2011): 123–43. http://dx.doi.org/10.5172/jmo.2011.17.1.123.
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AbstractThe concept of psychic distance has had a long but problematic history in the academic study of international business. Although inherently appealing, attempts to empirically validate the theoretical frameworks proposed by early psychic distance scholars have provided mixed results. This has led a number of academics to question the usefulness of the concept. Theoretical advances have been made in recent times with the introduction of revised definitions, but there is still the need for a conceptual framework of psychic distance that unambiguously identifies the determinants of psychic distance and demonstrates the relevance of this concept at the national, firm, and individual level. The present paper proposes a revised definition of psychic distance and posits a conceptual framework of psychic distance that addresses these needs. It then concludes by putting forward a research agenda arising as a consequence of the new conceptual framework.
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Cox, Andrew Martin, Stephen Pinfield, and Sophie Rutter. "Extending McKinsey’s 7S model to understand strategic alignment in academic libraries." Library Management 40, no. 5 (2019): 313–26. http://dx.doi.org/10.1108/lm-06-2018-0052.
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Purpose The purpose of this paper is to conceptualise the issues of alignment for changing academic libraries by using and extending McKinsey’s 7S model. Design/methodology/approach Theoretical work was conducted to consider and extend the 7S model for the situation of academic libraries. Empirical data were then used to confirm the value of these extensions and suggest further changes. The data to support the analysis were drawn from 33 interviews with librarians, library and non-library academics and experts, and a survey of UK library staff. Findings In the academic library context, the 7S model can be usefully extended to include three library functions (stuff, space and services) and users. It can also include institutional influences and stakeholders, and aspects of the external environment or situation, including suppliers and allies. The revised model then provides a useful framework within which data about library change can be analysed. Perceived barriers to successful performance fit the model and enable the identification of seven challenges of alignment. Research limitations/implications The resulting model has potential applications such as in the structuring analysis of academic library performance, mapping future directions of development and for exploring variations across the sector and internationally. Practical implications The revised model can be used by practitioners to think through their own strategic position and to act to shape their future, in the light of seven major areas of alignment. Originality/value The paper extends a well-known model used in strategy, to produce a more comprehensive, sector-specific analytic tool.
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Benishek, Lois A., Jill M. Feldman, R. Wolf Shipon, Stacy D. Mecham, and Frederick G. Lopez. "Development and Evaluation of the Revised Academic Hardiness Scale." Journal of Career Assessment 13, no. 1 (2005): 59–76. http://dx.doi.org/10.1177/1069072704270274.
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Hong, Yining, Jialu Wang, Yuting Jia, Weinan Zhang, and Xinbing Wang. "Academic Reader: An Interactive Question Answering System on Academic Literatures." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9855–56. http://dx.doi.org/10.1609/aaai.v33i01.33019855.
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We present Academic Reader, a system which can read academic literatures and answer the relevant questions for researchers. Academic Reader leverages machine reading comprehension technique, which has been successfully applied in many fields but has not been involved in academic literature reading. An interactive platform is established to demonstrate the functions of Academic Reader. Pieces of academic literature and relevant questions are input to our system, which then outputs answers. The system can also gather users’ revised answers and perform active learning to continuously improve its performance. A case study is provided presenting the performance of our system on all papers accepted in KDD 2018, which demonstrates how our system facilitates massive academic literature reading.
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Syed, Fatima, Madiha Asghar, and Gulshan Tara. "Effect of Terrorist Attack of December 16, 2014 on Academic Performance of School Children of Peshawar." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 3, no. 2 (2018): 223–33. http://dx.doi.org/10.32879/pjpbs.2017.3.2.223-233.
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 The purpose of study was to determine the effect of traumatic events of December 16, 2014 on level of trauma of the children of Peshawar and the effect of traumatic experience their academics performance. Total sample consisted of two hundred (N=200) students with age range of 14-16 years (M=14.59, SD=1.128). Data was collected from the students of Army Public School and College System. Warsak road Peshawar and other three Schools on Warsak road included, Peshawar Public School, Peshawar Model School for Girls and Warsak Model School. Random sampling technique was used to recruit the study participant. Demographic information sheet, the Impact of Event Scale- Revised, Self-constructed questionnaire for measuring the Academic Performance of the students before and after traumatic experience of the students. Result showed that the terrorist attack effect the mental health of the students, students reported significant effect on their academic performance.
 
 
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Момынова, Багдан Катайкызы, Кымбат Берікулы Слямбеков, Альфия Абдыкеновна Солтанбекова, Меруерт Ануаровна Имангазина, and Талгат Бекбулатович Рамазанов. "The fourth generation of academic Kazakh grammar." New Research of Tuva, no. 3 (September 12, 2024): 326–40. http://dx.doi.org/10.25178/nit.2024.3.20.
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The article discusses the issue of compiling large grammatical works, including academic grammars. In particular, answers are sought for such questions as the following: What is the scientific character (style) of compiling fundamental grammatical works? What should their scientific apparatus, their design and structure look like? What research methods should be used? What is their target audience? In order to achieve this purpose, we carried out a comparison of academic grammars originating in the Soviet Union and those fundamental, voluminous grammatical works compiled according to the European-American model. The experience of compiling grammatical editions in Turkic languages has also been taken into account. The ideas obtained as a result were used in compiling the next academic grammar of the Kazakh language. This article was written with the objective of sharing the experience and elaborating on the results of the comparison. It has been found out that fundamental grammatical works have their own scientific character (this concerns the Soviet school): academic grammars are written on the normative and descriptive basis, i.e. scientific descriptions must be accompanied by a normative differentiation. The structure is directly linked to the levels of language which the editorial board have chosen as the object of study (lexis, phonetics, word building, morphology and syntax). There are consistency and moderation in designing grammatical works as well. Research material and examples are taken from literary samples. These principles are based on the fact that academic grammars are oriented to scientific and educational community. At the same time, as European and American fundamental grammars are compiled for the general scientific community, the aforementioned academic principles may not be followed. Since fundamental grammatical works are not compiled very often (once in 20–30 years), such studies are not frequent either. The grammars created in the Soviet period have not been revised fully yet. It is specifically important to revise academic grammars, as it needs to document and standardize the new knowledge in the field of language. The issue of revising the academic grammar of the Kazakh language has been brought into the spotlight, and in 2022, the new generation of the grammar was prepared. For this reason, the conclusions of the article and the experience obtained while developing the new generation of the “Kazakh Grammar” may become useful while compiling new fundamental grammatical works.
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Gunasekara, R. M. R. M., and S. Senaratne. "The Impact of English Language Proficiency on Academic Performance with the Mediating Effect of Choice of Learning Approaches: The Case of a Management Faculty of a Sri Lankan University." Journal of Contemporary Perspectives in Accounting and Digitalization 5, no. 1 (2022): 50–69. http://dx.doi.org/10.4038/jcpad.v5i1.3.
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The purpose of this paper is to examine the impact of English language proficiency (ELP) on academic performance with the mediating effect of the choice of learning approaches of students. The study is based on the final year students of a management faculty of a Sri Lankan university. In the study, ELP was measured using the grades for both G.C.E. Advanced Level General English Examination and Business Communication Examination of the first year, first semester at degree level. The choice of learning approaches was divided into two as the Surface Learning Approach (SLA) and the Deep Learning Approach (DLA), which were measured by 20 indicators of the revised two-factor study process questionnaire (R-SPQ-2F). The academic performance was measured using the GPA of students. The relationships among these variables were examined using the Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis. The study found that most students prefer SLA than DLA in their academic studies at the university. Further, the study showed a significant positive relationship between the ELP and academic performance with a partial mediation effect of choice of learning approach on this relationship. The findings of the study are useful for university administrators and academics in educational reforms and the undergraduates to understand the impact of ELP on their learning approach and academic performance.
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Henning, Marcus A., Hassan Nejadghanbar, and Ukachukwu Abaraogu. "Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2)." Journal of Academic Ethics 16, no. 3 (2018): 241–55. http://dx.doi.org/10.1007/s10805-018-9306-5.
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Maria, José Tonelli. "The foundation of the academic field in Business and Administration in Brazil: the case of RAUSP Management Journal." RAUSP Management Journal 52, no. 4 (2017): 359–62. https://doi.org/10.1016/j.rausp.2017.08.001.
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The foundation of the academic field in Business and Administration in Brazil: The case of RAUSP": This work proposes an interpretation, based on a Social Constructionism approach, of the genesis of the Business Administration academic field in Brazil, departing from the analysis of the first journals in this area: RAUSP – Revista de Administração and RAE – Revista de Administração de Empresas. The use of the expression "Administrative Science", presented in the first edition of RAUSP in 1947 should be considered the foundational mark of the scientific field of Business Administration in Brazil.
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Román Guajardo, Karin. "Presencia de publicaciones de mujeres en dos revistas académicas de Historia en Chile entre 1920 y 1939." Revista Internacional de Culturas y Literaturas, no. 24 (2021): 65–78. http://dx.doi.org/10.12795/ricl2021.i24.04.
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El presente artículo se centra en el análisis de publicaciones historiográficas de mujeres chilenas en la Academia de Historia entre 1920 y 1939. Este abarca el contexto histórico que permitió dicha producción académica, ligada al proceso desarrollo de la educación femenina en Chile, el ingreso de las mujeres a la Universidad y la profesionalización del trabajo de éstas, al igual que el estudio de las condiciones materiales e inmateriales de los artículos publicados en las revistas Clío y Revista Chilena de Historia y Geografía. El análisis de los artículos muestra un cambio en los valores atribuidos a las mujeres: Desde un énfasis en temas ligados a la pedagogía, que se desprende del rol tradicional de madre (educadora) en la década del 20, hacia la incorporación de temas propios de la disciplina histórica, que coincidió con la profesionalización femenina durante la década del 30. Asimismo, el impacto de la crisis política de 1925 y económica de 1929 se vio reflejado en la baja del número de publicaciones de mujeres, dejando en evidencia la precaria situación de las mujeres profesionales, abordada por el incipiente movimiento feminista en Chile.
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Buenaventura, Carl Danielle, Erica Alcala, Ricaella Marie Bordeos, et al. "Academic Hardiness and School Belongingness as Predictors of Academic Stress among Psychology Students." Psychology and Education: A Multidisciplinary Journal 26, no. 1 (2024): 25–40. https://doi.org/10.5281/zenodo.13883352.
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The study performed a multiple regression analysis to determine whether academic hardiness and school belongingness could be seen as predictors of academic stress. Psychology students at the Polytechnic University of the Philippines Sto. Tomas, Batangas who were in the Psychology course were involved in the research (N=131) and were sampled using a combination of snowball and convenience sampling. The sampled participants were sent a Google form using social media, such as Facebook, that contained the three research instruments that measured the 3 variables. These instruments were the “Revised Academic Hardiness Scale”, “Perception of Academic Stress Scale”, and “School Belongingness Scale”. The data was collected and then put under multiple regression analysis using the “Jamovi” software. Results show that academic hardiness does not predict participants' perceived academic stress. This hypothesis holds that there is no association between students' academic hardiness and academic stress. In contrast, school belongingness revealed that there is a weak negative correlation with academic stress, and it is proposed that it predicts academic stress among students.
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Burke, Jim. "The Teacher’s Toolbox: The Four Cs of Academic Success." Voices from the Middle 11, no. 3 (2004): 54–55. http://dx.doi.org/10.58680/vm20043098.
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Who succeeds in middle school? Why? Burke had identified 4 areas that seem to address the answer to that question: Commitment, Content, Competencies, Capacities. When formal standards appear unconnected or inflexible, ask yourself if your current activity is furthering a goal in one or more of these categories. The answer will either affirm your instructional decisions or give you the impetus to revise your plan.
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Gómez Rodríguez, Gabriela, and María Cristina Gallo Estrada. "The transition process of academic journals: from print to digital." PAAKAT: Revista de Tecnología y Sociedad 6, no. 10 (2016): 1–16. http://dx.doi.org/10.32870/pk.a6n10.265.
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Dagoberto. "Integrar a la academia y la empresa." Revista GEON 1, no. 2 (2014): 1. https://doi.org/10.5281/zenodo.3359215.
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En los últimos años las organizaciones han buscado la manera de mejorar sus procesos, en una necesidad de presentar bienes y servicios con calidad, para ello es necesario fomentar la divulgación de actividades académicas, de investigación y de experiencias exitosas de las organizaciones, en distintas estrategias de comunicación. La Revista GEON busca a través de sus publicaciones brindar herramientas para las organizaciones sin importar el sector económico, para que apropien los resultados hacia sus necesidades, pero para ello es necesario crear una cultura hacia la lectoescritura, que incentive la conexión entre la academia y la empresa.
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Suart, Celeste, Kaitlyn Neuman, and Ray Truant. "The impact of the COVID-19 pandemic on perceived publication pressure among academic researchers in Canada." PLOS ONE 17, no. 6 (2022): e0269743. http://dx.doi.org/10.1371/journal.pone.0269743.
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The phenomenon of “publish-or-perish” in academia, spurred on by limited funding and academic positions, has led to increased competition and pressure on academics to publish. Publication pressure has been linked with multiple negative outcomes, including increased academic misconduct and researcher burnout. COVID-19 has disrupted research worldwide, leading to lost research time and increased anxiety amongst researchers. The objective of this study was to examine how COVID-19 has impacted perceived publication pressure amongst academic researchers in Canada. We used the revised Publication Pressure Questionnaire, in addition to Likert-type questions to discern respondents’ beliefs and concerns about the impact of COVID-19 on academic publishing. We found that publication pressure increased across academic researchers in Canada following the pandemic, with respondents reporting increased stress, increased pessimism, and decreased access to support related to publishing. Doctoral students reported the highest levels of stress and pessimism, while principal investigators had the most access to publication support. There were no significant differences in publication pressure reported between different research disciplines. Women and non-binary or genderfluid respondents reported higher stress and pessimism than men. We also identified differences in perceived publication pressure based on respondents’ publication frequency and other demographic factors, including disability and citizenship status. Overall, we document a snapshot of perceived publication pressure in Canada across researchers of different academic career stages and disciplines. This information can be used to guide the creation of researcher supports, as well as identify groups of researchers who may benefit from targeted resources.
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Valdes Rojas, Alicia. "Editorial." Revista Chilena de Terapia Ocupacional, no. 1 (January 1, 2001): 4. http://dx.doi.org/10.5354/0719-5346.2001.130.
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La Terapia Ocupacional en Chile y el mundo ha experimentado un fuerte desarrollo, impulsado, por una parte, por la formulacion de la Ciencia de la Ocupacion, que ha otorgado un solido fundamento teorico a nuestro quehacer, y por otra, debido a las demandas que plantea un mundo sometido a cambios permanentes que impactan directamente en la salud y en las necesidades de la poblacion. En este contexto, la Escuela de Terapia Ocupacional de la Universidad de Chile, pone a disposicion de los Terapeutas Ocupacionales de habla hispana la Revista Chilena de Terapia Ocupacional, que tiene como proposito la promocion y difusion del conocimiento acumulado en el marco de nuestra disciplina, aportando elementos para la reflexion, la discusion y el analisis, teniendo como norte el fortalecimiento teorico y practico de la Terapia Ocupacional y de la Ciencia de la Ocupacion. Sin duda, la publicacion del primer numero de esta revista es un paso de maxima relevancia para nuestra profesion en general y para la Escuela de Terapia Ocupacional de la Universidad de Chile en particular. En esta primera edicion de la revista se presentan los ultimos trabajos elaborados por academicos de nuestra Escuela, producto de actividades docentes, de investigacion y de programas asistenciales y de extension universitaria En ediciones sucesivas deseamos ademas, poner este espacio a disposicion de todos aquellos Terapeutas Ocupacionales interesados en difundir sus trabajos, invitandolos desde ya a presentarlos para su publicacion Estamos ciertos que el producto de la actividad academica desarrollada en el marco de la Universidad de Chile, unido a los aportes de colegas comprometidos con el desarrollo de la disciplina, haran de la Revista Chilena de Terapia Ocupacional una publicacion de excelencia que impulsara con decision la investigacion teorica y aplicada en nuestro campo.
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Escobar Triana, Jaime Alberto. "Instructions for authors." Revista Colombiana de Bioética 10, no. 3 (2015): 124. http://dx.doi.org/10.18270/rcb.v10i3.866.
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<p>Revista Colombiana de Bioética (RCB) is sponsored</p><p>by the Department of Bioethics at Universidad</p><p>El Bosque. It is a biannual peer-reviewed</p><p>publication directed towards academics, researchers,</p><p>academic institutions and professional organizations</p><p>in Colombia and around the world</p><p>interested in improving research in bioethics. The</p><p>journal is a pluralistic source that welcomes contributions</p><p>from qualified authors committed to the</p><p>interdisciplinary study of the ethical dimensions</p><p>of practices and techno-science research. The journal</p><p>accepts papers in Spanish and other languages</p><p>including French, English and Portuguese.</p>
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Islam, Mohammad Rafiqul, Sarmistha Biswas, Mohammad Robed Amin, and Md Ridwanur Rahman. "Knowledge Attitude and Practice of Dengue Syndrome Management on the Basis of National Guideline by the Physicians of Dhaka City." Journal of Medicine 22, no. 1 (2021): 18–21. http://dx.doi.org/10.3329/jom.v22i1.51386.
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Objectives: Dengue is the fastest emerging arboviral infection. It was expected that the National Control Program will promote the use of the revised and updated version of the guideline for uniform clinical management of Dengue/DHF in the country with a view to reduce case fatality due to dengue. We tried to assess the knowledge attitude and practice of different tier of physicians on the basis of this guideline.
 Method: Total 317 physicians from academic hospital, 57 physicians from non-academic hospital and 21 private practitioners took part in the survey.
 Results: knowledge and attitude regarding management protocol of Dengue syndrome were significantly (p<0.05) associated with different academic tier but practice was not significantly (p<0.05) associated with different academics. The mean of accurate knowledge regarding management protocol of Dengue syndrome was significantly (p<0.05) associated with training status but attitude and practice were not significantly (p<0.05) associated with training status.
 Conclusion: This study reveals that physicians possibly didn’t went through the dengue guideline properly as their knowledge, attitude and practice were poor in each tier of professional practice. But dengue training improved knowledge regarding management of patients.
 J MEDICINE JAN 2021; 22 (1) : 18-21
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Dolbier, Christyn, Sarah Vanacore, Alia Simon, Taylor L. Stallings, Jordan Signorelli, and Kelsey M. Dietrich. "A Mixed Methods Investigation of Trends in COVID-19 Pandemic-Specific Positive Changes Across Three Academic Years Following Pandemic Onset." Journal of College Student Development 65, no. 6 (2024): 609–26. http://dx.doi.org/10.1353/csd.2024.a944810.
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Abstract: This study sought to identify levels and types of positive changes experienced during the pandemic and determine whether different patterns of positive changes existed across academic years. In this repeated cross-sectional mixed methods study, different samples of undergraduate students at a large, public university were recruited in Fall 2020–Spring 2021 (N = 719), Fall 2021–Spring 2022 (N = 1,243), and Fall 2022–Spring 2023 (N = 1,102). Participants completed an online survey that included the Stress-Related Growth Scale-Short Form-Revised (SRGS-SF-R) and an open-ended question about positive change due to the pandemic. Based on SRGS-SF-R scores, 41–45% reported low growth, 11–21% moderate growth, and 3–4% high growth across samples; means were significantly higher each subsequent academic year while remaining low. Common qualitative categories across years were enhanced social relationships (32–35%), personal development (24–28%), and enhanced academics (11–16%). Quantitative and qualitative analyses resulted in 15 overarching domains of positive change, including areas of psychological (e.g., change in perspective) and non-psychological (e.g., technology) change. Most students experienced some pandemic-specific positive change in each of the three academic years following the pandemic onset. Certain types of positive change may reflect specific impacts of particular phases of the pandemic.
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Calizaya Lopez, Jose Manuel, Gloria Isabel Monzon Alvarez, Gianny Carol Ortega Paredes, and Yaneth Alemán Vilca. "Academic stress in university students in a period of confinement due to COVID 19." Universidad Ciencia y Tecnología 25, no. 110 (2021): 23–30. http://dx.doi.org/10.47460/uct.v25i110.472.
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Was to analyze the level of academic stress according to sociodemographic factors in university students in a period of confinement due to COVID-19, the most important characteristics of the stressors, symptoms and coping strategies presented by the students were described. 462 students from a public university in Arequipa were included, a measurement instrument with 21 items was used that allowed us to understand the current situation of the student regarding their academic responsibilities. The results indicate that there is a moderate to severe level of academic stress and that the main reasons for this problem are due to the limited time to do the work, the overload of tasks, the lack of clarity about what the teachers want when assigning the tasks, evaluations, the demands of teachers, and above all the permanent use of technology bringing repercussions on a physical, psychological and social level.
 Keywords: Academic stress, COVID-19, university students.
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Jang, Junhwan, Seonhwan Bae, Gyungjae Kim, et al. "Effects of Academic Relationships on Academic Burnout in Health Professions Students." Korean Medical Education Review 21, no. 2 (2019): 100–111. http://dx.doi.org/10.17496/kmer.2019.21.2.100.
Full textAbstract:
There are several dimensions of academic burnout experienced by medical and health science college students. The purpose of this study was to examine the effects of academic relationships on academic burnout. Data was collected from 476 Eulji University students using an online survey over 4 days in April of 2018. Of the 264 respondents, 111 studied medicine (42.0%), 105 studied nursing (39.8%), and 48 studied clinical pathology (18.1%). The questionnaire was composed of the following sections: demographics (four questions), general life characteristics (seven questions), academic enthusiasm (eight questions), academic relationships (15 questions), and academic burnout sub-dimensions (partially revised Maslach Burnout Inventory-Student Survey Scale) (11 questions). T-tests and one-way analysis of variance were performed to illustrate the differences among the three departments. The effects of academic relationships and academic enthusiasm on academic burnout were analyzed using linear regression. Comparing the three departments, academic burnout was not found to be statistically significant (p=0.296). However, medical students’ academic enthusiasm was significantly lower (p
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Bowen, Natasha K., Robert Lucio, Michele Patak-Pietrafesa, and Gary L. Bowen. "The SSP 2020: The Revised School Success Profile." Children & Schools 42, no. 1 (2020): 19–28. http://dx.doi.org/10.1093/cs/cdz025.
Full textAbstract:
Abstract To support student success effectively, school teams need information on known predictors of youth behavior and academic performance. In contrast to measures of behavioral and academic outcomes that are commonly relied on in schools, the School Success Profile (SSP) for middle and high school students provides comprehensive information on predictors of outcomes that reside in students’ neighborhoods, schools, peer systems, and families. This article presents the SSP 2020, a newly revised version of the SSP that is now freely available to schools and researchers. The online, self-report SSP 2020 retains the strengths of the SSP but is shorter and simpler. Revised group- and individual-level reports are automatically generated once SSP data are collected. The SSP 2020 dashboard allows users to request reports on numerous demographic subgroups. A comprehensive prevention road map walks teams through each step of an evidence-informed decision-making process based on SSP 2020 data. Resources embedded in the road map include information on evidence-informed prevention strategies for SSP dimensions with corresponding brief assessments and fidelity checklists. School social workers are encouraged to take the lead in bringing the SSP 2020 to school teams charged with promoting student behavioral and academic success.