Academic literature on the topic 'University Action Group (Harvard University)'
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Journal articles on the topic "University Action Group (Harvard University)"
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Kim, Robert. "Under The Law: Recent developments in the quest for racial diversity in K-12 schools." Phi Delta Kappan 105, no. 6 (March 2024): 62–63. http://dx.doi.org/10.1177/00317217241238113.
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In June 2023, the Supreme Court held that the admissions systems at the University of North Carolina (UNC) and Harvard University were racially discriminatory, effectively ending affirmative action. Are race-neutral admissions policies at selective K-12 schools next? Bob Kim considers two circuit court cases — Coalition for TJ v. Fairfax County School Board and Boston Parent Coalition for Academic Excellence v. City of Boston — in which plaintiffs alleged that schools’ race-neutral admissions policies were discriminatory against Asian American students. In both cases, courts found that the cases were not discriminatory. Although how the Supreme Court might rule if it hears these cases is unclear, the bar for finding policies discriminatory is high, requiring not only a desire to increase diversity but also an intent to harm a particular racial group.
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Khachadourian, Liza Der. "Scaffolding the Lebanese EFL Cycle 3 in Science Report Writing." European Journal of Language and Literature 6, no. 1 (January 1, 2020): 31. http://dx.doi.org/10.26417/ejls.v6i1.p31-46.
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Some Lebanese university science instructors complain that students face difficulty in writing reports. The same problem was detected at Harvard University; where professors have also traced a similar problem. Little attention was paid to the scientific report writing process since high-school days. Usually, secondary schools focus on the content, rather than on the process writing itself. The aim of this study was to help cycle 3 Lebanese learners become proficient in science report writing. An action research was carried on a group of Lebanese grade 8 science class learners (n=10). The theoretical framework followed the Technological Pedagogical Content Knowledge (Koehler - Mishra, 2009), to investigate the impact of integrating: the web tool, Google+ platform (Cavazza, 2012), known for its instructional, collaborative and motivating features, the procedural scaffolding (Constructivist theory), and authentic content, in science report writing. Data collection instruments used in this study were: (a) samples from the students’ reports written pre, during, and post intervention; (b) the students’ class performance scores; (c) interviews with the students (pre/post intervention) and their science teacher. The results revealed that the focus group outperformed the passive significantly by fifteen points. Suggestions and recommendations for further research were shared.
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Pastryk, Tetyana, Olena Kotys, Nataliia Dyachuk, and Volodymyr Milinchuk. "Conscious Control in Speech Pathology and Speech Rehabilitation Following Stroke." East European Journal of Psycholinguistics 6, no. 2 (December 27, 2019): 89–97. http://dx.doi.org/10.29038/eejpl.2019.6.2.pas.
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The article presents results of the research conducted in speech rehabilitation period of patients after stroke. The study aims to identify conscious control in speech rehabilitation period of the patients who were diagnosed to have Broca’s aphasia. A sample of 22 patients with Broca’s aphasia, or efferent motor aphasia (Luria, 2004) in the left hemisphere, who stayed at the Volyn Regional Clinical Hospital (Lutsk, Ukraine) during rehabilitation period, was approached through purposeful sampling method for this research. The non-laboratory measure of speech assessment was administered along with demographic data. Results showed that conscious control that usually remains in this group of people plays a crucial role in psychological intervention. The article also discusses the main neuropsycholinguistic principles that help to utilize the potential of conscious control in the process of speech rehabilitation of the patients after stroke.
References
Лурия А.Р. Лекции по общей психологии. СПб.: Питер, 2004.
Мілінчук В. І., Засєкіна Л. В. Нейропсихолінгвістичний підхід до дослідження мовлення пацієнтів після інсульту // Актуальні проблеми практичної психології. Ч. І. 2010. С. 143-146.
Мілінчук В. І. Вплив емоційних станів на мовленнєву діяльність пацієнтів після інсульту // Психологічні перспективи. Вип. 15. 2010. С. 207-218.
Хомская Е. Д. Нейропсихология. СПб.: Питер, 2005.
Шохор-Троцкая М. К. Речь и афазия. М.: Изд-во ЭКСМО-Пресс, 2001.
Brown C., Hagoort P. (2003). The Neurocognition of Language. Oxford: Oxford University Press.
Hauk, O, Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in motor and premotor cortex. Neuron, 41, 301-307.
Kohno, M. (2007). Two neural clocks: humans’ innate temporal systems for spoken language processing. In: J. Arabski, Ed. Challenging Tasks for Psycholinguistics in the New Century. (pp. 283-292). Katowice: University of Silesia.
Marshall, J. (2000a). Speech and language problems following stroke In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 113-129). Oxford: Blackwell.
Marshall J. (2000b). The treatment of speech and language disorders following stroke. In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 130-146). Oxford: Blackwell.
Northoff, G. (2003). Philosophy of the Brain. Boston: Harvard University.
Pulvermüller, F. (2002). The Neuroscience of Language. On Brain Circuits of Words and Serial Order. Cambridge: Cambridge University Press.
Pulvermüller, F., Berthier, M. L. (2008). Aphasia therapy on a neuroscience basis. Aphasiology, 22(6), 563–599.
References (translated and transliterated)
Luria, R. (2004). Lektsii po Obschey Psikhologii [Lectures on General Psychology]. S.-Petersburg: Piter.
Milinchuk, V., Zasiekina, L. (2010). Neuropsycholinhvistycgbyi pidhid do doslidzhennia movlennia patsientiv pislia insultu [Neuropsycholinguistic approach to the study of patients after stroke]. Aktualni Problemy Praktychnoi Psykholohii, 1, 143-146.
Milinchuk, V. (2010). Vplyv emotsiinykh staniv na movlennevu diyalnist patsientiv pislia insultu. Psyholohichni Perspectyvy – Psychological Prospects, 15, 207-218.
Khomskaya, Y. (2005). Neuropsihologiia [Neuropsychology]. S.-Petersburg: Piter.
Shohor-Trotskaya, M. (2001). Rech I Afaziya [Speech and Aphasia]. Moscow: Eksmo-Press.
Brown C., Hagoort P. (2003). The Neurocognition of Language. Oxford: Oxford University Press.
Hauk, O, Johnsrude, I., & Pulvermüller, F. (2004). Somatotopic representation of action words in motor and premotor cortex. Neuron, 41, 301-307.
Kohno, M. (2007). Two neural clocks: humans’ innate temporal systems for spoken language processing. In: J. Arabski, Ed. Challenging Tasks for Psycholinguistics in the New Century. (pp. 283-292). Katowice: University of Silesia.
Marshall, J. (2000a). Speech and language problems following stroke In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 113-129). Oxford: Blackwell.
Marshall J. (2000b). The treatment of speech and language disorders following stroke. In: R. Fawcus, Ed. Stroke Rehabilitation. (pp. 130-146). Oxford: Blackwell.
Northoff, G. (2003). Philosophy of the Brain. Boston: Harvard University.
Pulvermüller, F. (2002). The Neuroscience of Language. On Brain Circuits of Words and Serial Order. Cambridge: Cambridge University Press.
Pulvermüller, F., Berthier, M. L. (2008). Aphasia therapy on a neuroscience basis. Aphasiology, 22(6), 563–599.
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Salop, Steven C., and Lawrence J. White. "Policy Watch: Antitrust Goes to College." Journal of Economic Perspectives 5, no. 3 (August 1, 1991): 193–202. http://dx.doi.org/10.1257/jep.5.3.193.
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It may have come as a shock to many economists, especially those in academia, to learn that the Antitrust Division of the U.S. Department of Justice (DOJ) has been investigating alleged price fixing and information exchange of financial aid among 23 prestigious east coast colleges and universities. These schools include the “Ivy overlap group”—MIT, Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Princeton, and Yale—and the “Pentagonal/Sisters group”—Amherst, Barnard, Bowdoin, Bryn Mawr, Colby, Mount Holyoke, Middlebury, Smith, Trinity, Tufts, Vassar, Wesleyan, and Williams. We have no specific knowledge concerning the possible validity of these allegations or expertise about their legality. Rather, in this article, we wish to present the potential applicability of current antitrust doctrines to colleges and their conduct and the possible defenses that they might raise to justify their actions.
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Erdman, Joy, and Celia Booth. "57 Occupational hygiene leadership skills: communicating effectively, emotional intelligence, and managing conflict." Annals of Work Exposures and Health 68, Supplement_1 (June 1, 2024): 1. http://dx.doi.org/10.1093/annweh/wxae035.274.
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Abstract Did you know that research conducted by Harvard University, the Carnegie Foundation and Stanford Research Center found that 85 percent of workplace success is attributed to people skills (also called soft skills), and only 15 percent of job success comes from technical (hard) skills? (Ref: https://stlpolished.com/eight-essential-soft-skills-for-career-success/). This professional development course (PDC) will help you hone your leadership people skills, with special emphasis on communicating effectively, emotional intelligence, and managing conflict. Using a combination of lecture and group discussion, attendees will get the opportunity to compare good and bad leadership people skills, help each other solve work issues and develop a leadership people skills action plan. If attendees desire, they will be allowed to submit one or more problems/questions prior to the course, but this will not be required. Input will be sanitized for confidentiality, as appropriate. While we will be focusing on 3 people skills --Communicating Effectively, Managing Conflict, and Emotional Intelligence -- attendees will find that other skills, such as problem solving, managing teams, time management, adaptability, creativity, working well under pressure, etc., will be woven into the course.
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CHONG, DENNIS, and DUKHONG KIM. "The Experiences and Effects of Economic Status Among Racial and Ethnic Minorities." American Political Science Review 100, no. 3 (August 2006): 335–51. http://dx.doi.org/10.1017/s0003055406062228.
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We propose and test a theory of opportunities that explains the conditions in which economic status affects support for racial and ethnic group interests among African Americans, Latinos, and Asian Americans. Using data from a 2001 Washington Post/Kaiser Family Foundation/Harvard University national survey, our analysis finds that, for all minority groups, the effect of economic status on support for group interests is mediated by the socioeconomic experiences of individuals. Intergroup differences therefore result from varying experiences and perceptions of discrimination among minority groups rather than from group-specific theoretical processes. Compared to Latinos and Asian Americans, African Americans are least responsive to changes in economic circumstances because they are on the whole more pessimistic about their life prospects and more likely to encounter discrimination. But we find in general that, among those minority individuals who perceive equal opportunity and experience less discrimination, higher economic status often leads to a reduced emphasis on race and ethnicity. These results demonstrate that the incorporation of a minority group into American society depends not only on the actions of group members but also on the fair treatment of that group by the majority population.
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Pransky, Joanne. "The Pransky interview: Dr. Hugh Herr – Professor, MIT Media Lab; Director, Biomechatronics Group and Co-director, MIT Center for Extreme Bionics; Founder, BionX Medical Technologies Inc." Industrial Robot: the international journal of robotics research and application 47, no. 6 (July 17, 2020): 795–99. http://dx.doi.org/10.1108/ir-06-2020-0115.
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Purpose The following paper is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry PhD-turned successful innovator and entrepreneur regarding the commercialization and challenges of bringing his technological inventions to market. This paper aims to discuss these issues. Design/methodology/approach Considered one of the top biomechatronics researchers in the world, Dr Hugh Herr heads the MIT Biomechatronics Research Group and Center for Extreme Bionics. His research programs seek to advance technologies that promise to accelerate the merging of body and machine, including device architectures that resemble the body’s musculoskeletal design, actuator technologies that behave like muscle and control methodologies that exploit principles of biological movement. Herr’s methods encompass a diverse set of scientific and technological disciplines that are advancing an emerging field of engineering science that applies principles of biomechanics and neural control to guide the designs of human rehabilitation and augmentative devices. Findings As a teenager, Herr was a highly competitive mountain climber until he had to have both legs amputated below the knees after suffering severe frostbite during a 1982 mountain expedition at the age of 17. As a result of this experience, he directed his efforts and talent to try to improve the mobility of people with disabilities. He graduated in physics in 1990 from the Millersville University (Pennsylvania). He subsequently earned a Master’s degree in Mechanical Engineering at the Massachusetts Institute of Technology (MIT) in 1993 and a PhD in Biophysics at Harvard University in 1998. He then was a postdoctoral fellow in medical devices at MIT. He was Assistant Professor at the Harvard-MIT Division of Health Sciences and Technology, Harvard Medical School. Since 2000, he has been heading the MIT Biomechatronics Group within the Media Lab and has been Co-directing the Lab’s Center for Extreme Bionics since 2014. To bring his inventions to market, Herr founded a spin-off company out of MIT under the name iWalk in 2007, which was relaunched as BionX Medical Technologies Inc. in 2015, and acquired by Ottobock in 2017. Originality/value Herr is a world leader and inventor in the field of bionics and biomechanics whose research accomplishments have already made a significant impact on physically challenged people. Herr has produced several groundbreaking products, starting with a computer-controlled artificial knee in 2003, called the Rheo Knee™ System and commercialized by Össur Inc. He also designed his own bionic lower legs, the world’s first powered ankle-foot prosthesis to emulate the action of a biological leg and, for the first time, provides amputees with a natural gait. The Empower ankle system is now marketed by Ottobock. He is presently working on NeuroEmbodied Design methodology to restore proprioception to amputees. Herr has received major accolades including the Popular Mechanics Breakthrough Leadership Award (2005), the Heinz Award for Technology, the Economy and Employment (2007) and R&D Magazine’s 14th Innovator of the Year Award (2014) and a No Barriers Lifetime Achievement Award at the 2013 No Barriers Summit. His innovations were listed twice among TIME magazine’s Top Ten Inventions (2004; 2007) and which called him “Leader of the Bionic Age” in 2011. His life story has been told in the book Second Ascent: The Story of Hugh Herr (1991) and in the film Ascent: The Story of Hugh Herr, made in 2002 by National Geographic. He is the author and co-author of more than 150 peer-reviewed papers and patents.
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Zhezhko-Braun, Irina. "The New Upper Class: Revolutionary Elite Rotation in the USA." Ideas and Ideals 12, no. 4-1 (December 23, 2020): 162–90. http://dx.doi.org/10.17212/2075-0862-2020-12.4.1-162-190.
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The article analyzes the emergence of a new political class or elite in the United States, which is called the minority elite. This article is the first in a series dedicated to this topic. The author formulates three interrelated prerequisites that have caused the emergence of the new elite: the spread of the Affirmative Action (AA) to all spheres of public life and, above all, to the education system; the phenomenon of “woke” capitalism; a long history of minority protest movements. Experts take the current protests for a revolution; the author proves the opposite statement: protests are a direct consequence and one of the stages of a step-by-step revolution. Its roots lie in the long-term training of personnel for the revolution and social technologies for it, in the creation of financial, informational and organizational infrastructures of protest movements, and in moral defeat and the surrender of the intellectual class. Over the decades, hundreds of protest movements of various sizes have been co-organized in the United States and dozens of professional protest organizations have been formed. One of them, Black Lives Matter, has its own program, strategy, tactics and a solid budget. The goal of the organization is to create its own ruling elite. The Protestant (WASP) elite ruled the country for more than two centuries, in the second half of the 20th century it was replaced by the so-called intellectual elite. Harvard University, by its decision to raise the level of acceptance tests in the 1960s, spawned new, intellectual elite, California universities, by abolishing tests in the 2010-2020s, bring to power a new social group – the beneficiaries of the AA. The black movement is confidently entering the final phase of its development – the placement of its representatives in state and federal authorities, political parties and other social institutions. Ideologues of identity politics, primarily racial, have arrogated to themselves the position of mentors and experts on social justice and the protectors of civil rights in society. Other protest organizations have joined the BLM, with socialist-oriented organizations in the lead. These organizations have effectively “hijacked” a wave of protests and are already working on a socialist agenda for the Biden-Harris administration, if elected.
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Lyerly, Eric. "Consider implications of decision on affirmative action in admissions." Campus Legal Advisor 24, no. 1 (August 17, 2023): 1–6. http://dx.doi.org/10.1002/cala.41151.
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In a decision that reverberated throughout the halls of higher education, the U.S. Supreme Court struck down race‐conscious admissions programs at Harvard University and the University of North Carolina (see Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, Slip Op. No. 20‐1199 (2023)). The decision overturns decades of precedent and effectively invalidates affirmative action policies in college admissions.
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Lyerly, Eric. "Consider implications of Supreme Court decision regarding affirmative action in admissions." Recruiting & Retaining Adult Learners 25, no. 12 (August 21, 2023): 4–11. http://dx.doi.org/10.1002/nsr.31066.
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In a decision that reverberated throughout the halls of higher education, the U.S. Supreme Court struck down race‐conscious admissions programs at Harvard University and the University of North Carolina (see Students for Fair Admissions, Inc. v. President and Fellows of Harvard College, Slip Op. No. 20‐1199 (2023)). The decision overturns decades of precedent and effectively invalidates affirmative action policies in college admissions.
Dissertations / Theses on the topic "University Action Group (Harvard University)"
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Quinn, Emerald. "The story of indigenous Australians : the role of categorisation shifts in inter-group conflict resolution and collective action for social change /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19740.pdf.
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Crook, Deborah. "Polynomial invariants of the Euclidean group action on multiple screws : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Mathematics /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1205.
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Zondi, Cynthia Khethiwe. "Introducing group work as a teaching method in Business Administration I at the Durban university of Technology : an action research case study." Thesis, 2006. http://hdl.handle.net/10413/1004.
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In this thesis I explore the effect of introducing group work as one of the methods of
teaching and learning in Business Administration I at the Durban University of
Technology. Introducing group work was also an attempt to satisfy the needs of the
workplace and at the same time incorporate the critical cross-field outcomes in the
teaching of this particular subject. I explore the benefits and problems of using group
work in higher education.
The study was conducted at the Durban University of Technology Riverside Campus
with a sample of Business Administration I students, Business Administration III students
as well as three lecturers in the Department of Office Management and Technology who
lecture at the Durban Campus. The research involved the implementation and the
reflections of exposing students to group work over the two cycles. The study was
developed with the aim of using more innovative teaching methods than just lecturing.
Learners were engaged in the group work project which involved searching for
information as a group, doing group presentations, evaluating the presentations and
reflecting on the whole process. After analysis of data collected, the process was revised
and implemented again with another group of students in the second cycle followed by
analysis of long term implications of group work. An exploration of the lecturers'
perceptions of using group work as a teaching method was also done. Data was gathered
from observations, questionnaires, focus group interviews and analysis of students' test
results.
Results indicated that despite some problems associated with this method, there is scope
for considering a variety of approaches to teaching of the subject Business
Administration I, and group work can be one of the methods used. The findings showed
that staff and students held positive perceptions on group work, and there were
similarities in the benefits of using group work in education as identified by students,
lecturers and the literature.Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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HSUES, CHIA-SUNG, and 薛佳松. "Technique Analyses of Cheerleaders‘ Action Performance among University Cheerleading Championship of the R.O.C. - A Case Study of Open mixed group of men and women." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/gf6mwa.
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碩士輔仁大學
體育學系碩士班
105
Abstract The Purpose of this study was to research and review the frequency, amount of group, frequency and difficulty of tumbling, basketball toss, pyramid, stunt, jump, Cheer dance as well as Cheer Criteria of four teams in 104 Open mixed group of men and women cheerleading championship competition of college Institutions, To let the coach and player in the future have a reference by knowing the stunt patterns and the key to win. This study was to record integration data by video systematic observation method and carry on the quantitative data analysis with the data above. To do the comprehensive description regard to the times, amount of groups, failure rate and Degree of difficulty by five teams. Summarized all the results and concluded as below: 1.It have Positive relationship with groups of action and ranking. The fraction was well by More and more Implementation groups of action in seven projects. 2.It has Positive relationship with time of action and ranking.it include tumbling, pyramid, basketball toss, stunt. 3.It has Positive relationship with Degree of difficulty. Except tumbling in seven projects. keywords: tumbling, basketball toss, pyramid, stunt, jump, dance, Criteria
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Huang, Tiffany Joyce. "Private College Consultants, Race, Class, and Inequality in College Admissions." Thesis, 2021. https://doi.org/10.7916/d8-0z7p-gq84.
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Since the 1980s, selective college admissions has become increasingly competitive. In 2021, for example, Harvard admitted a record-low 3.4 percent of applicants, compared to 18 percent in 1990. Trends at selective public institutions are similar. Concurrently, the role of race in admissions has evolved, as legal challenges, from Regents of the University of California v. Bakke onward, have limited the scope of affirmative action policies. The consideration of race in admissions, once intended to repair historical racial injustices, is now justified by the educational benefits of diversity. The same Supreme Court decisions also promoted the use of holistic review in admissions. These trends have collided in the latest legal challenges to affirmative action policies, which have mobilized Asian Americans as plaintiffs, accusing highly-selective schools of discrimination.
Amidst this competitive and contested landscape, the private college consulting industry has grown exponentially. One trade association estimates that the number of independent educational consultants (IECs) in the United States quintupled between 2005 and 2015. Hired primarily by middle- and upper-class families, IECs occupy a unique position. They work intensively one-on-one with students to help manage a complicated process, while also maintaining ties to schools and colleges. They therefore serve as an analytical lens for understanding how broader trends in admissions affect students on the ground. Drawing on research on culture and educational inequality, the history of race in college admissions, and moral boundary-making, I ask how IECs help clients interpret elements of holistic review; how IECs respond to perceived discrimination and questions of racial diversity; and how participants in a system viewed as unequal draw moral boundaries around their work.
Through interviews with 50 IECs in New York and California, I first show that IECs’ work makes the processes by which students successfully apply to colleges explicit. In doing so, they shine a light on what I call shadow criteria, or the unstated set of criteria that underlie the official criteria by which colleges judge applicants. Authenticity is one shadow criterion that requires students to translate their existing cultural capital into an application that is attractive to admissions officers – a process that, as I will show, is subject to class-based considerations. Second, IECs view White, Asian American, and underrepresented minority (i.e., Black, Latinx, and Indigenous) students as having different concerns about racial diversity and discrimination, and advise students accordingly. However, addressing these concerns at the individual level can reinforce colleges’ racialized admissions systems and reify stereotypes. Third, the majority of respondents view the overall admissions system either as flawed, or at best with ambivalence. Respondents draw moral boundaries between themselves and bad actors in the profession, legitimating their work and justifying it morally.
Through the lens of the independent educational consultant, this dissertation contributes to our understanding of how actors within the college admissions ecosystem respond to competitive pressures. It also provides a greater qualitative understanding of how the growing field of private educational consulting operates.
Books on the topic "University Action Group (Harvard University)"
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Harvard University. Graduate School of Education. Change Leadership Group. Coach Learning Progra.m. Cambridge, Mass: Harvard Graduate School of Education, 2003.
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Harvard University. Library. Task Group on Collection Preservation Priorities. Preserving Harvard's retrospective collections: Report of the Harvard University Library Task Group on Collection Preservation Priorities. [Cambridge, Mass.]: [Harvard University], 1991.
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Harvard University. Library. Task Group on Collection Preservation Priorities. Preserving Harvard's retrospective collections: Reportof the Harvard University Library Task Group on Collection Preservation Priorities. Cambridge, Mass: Harvard College, 1991.
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Harvard University. Library. Task Group on Collection Preservation Priorities. Preserving Harvard's retrospective collections: Report of the Harvard University Library Task Group on collection preservation priorities, April 1991. [Cambridge, Mass.]: Harvard University, 1991.
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Group, Oxford Brookes University Equal Opportunities Action. Harassment, bullying and intimidation at Oxford Brookes University: A research study of experiences of students and staff carried out by the Equal Opportunities Action Group. Oxford: Oxford Brookes University, 1995.
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Ryan, Janette. Equal opportunities in the curriculum: Good practice guide : report of a research project carried out for the Equal Opportunities Action Group at Oxford Brookes University. Oxford: Oxford Brookes University, 1997.
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Christie, Christine. Managing learning: An action research study into the effectiveness of group work in a year seven english class : submitted as part of...M.A. ...of the University of Wolverhampton. Wolverhampton: University of Wolverhampton, 1994.
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Seabird Specialist Group Workshop (1990 Hamilton, New Zealand). Seabirds on islands: Threats, case studies and action plans : proceedings of the Seabird Specialist Group Workshop held at the XX World Conference of the International Council for Bird Preservation, University of Waikato, Hamilton, New Zealand, 19-20 November 1990. Cambridge, U.K: BirdLife International, 1994.
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Marcetti, Corrado, Giancarlo Paba, Anna Lisa Pecoriello, and Nicola Solimano, eds. Housing Frontline. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-082-2.
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Over recent years, there has been a sharp increase in the various possible forms of poverty and housing vulnerability: from the total lack of shelter of the homeless to the risk of losing their home that now threatens numerous families in medium-low income brackets. At the same time, the traditional linear and standardised housing policies appear no longer adequate to address these phenomena. This book contains the results of a study entrusted by the Tuscan Regional Authority to a working group from the University of Florence and the Fondazione Giovanni Michelucci. The research explores the field of practices for self-production of housing in Italy and the world, through a critical selection of significant experiences, revealing the architectural and social creativity exploited in a large variety of collective actions. The book also contains a reconstruction of housing problems in Tuscany and an overview of alternative approaches to housing policy. The last section is devoted to the research-action on the occupation of the Luzzi, the abandoned sanatorium on the border between Florence and Sesto Fiorentino, a case that illustrates the most significant contradictions and dilemmas gravitating around the housing issue for the new poor: the problem of homeless immigrants; the difficulty of the authorities in managing problems of extreme housing poverty; the role of the associations and organisations of social mediation, and the inherent complexity of achieving a participatory approach to social and town planning research.
Book chapters on the topic "University Action Group (Harvard University)"
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Rydberg Sterner, Therese, Greta Häggblom-Kronlöf, and Pia Gudmundsson. "The AgeCap Conceptual Framework for Research on Capability in Ageing." In International Perspectives on Aging, 9–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78063-0_2.
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AbstractThe overall goal of AgeCap is to contribute to increased wellbeing and participation in life for the older population. While there are several ways to meet this challenge, AgeCap has chosen the capability approach, which focuses on a subjective perceived health- and ability-related perspective, rather than on disease or disabilities. The understanding of capability used within the centre is based on the work of the philosopher and economist Amartya Sen, described as the individual’s ability to perform actions in order to reach goals he or she has reason to value (Sen A. The idea of justice. Belknap Press of Harvard University Press, Cambridge, MA, 2009). The capability approach focuses on what people are able to do and to be – their capabilities – and on their freedom of choice to perform those actions. AgeCap’s multidisciplinary setting was an opportunity to adopt the capability approach within its research. Nevertheless, it also created challenges in establishing a common view of what capability is, and how to apply the concept in collaborations across several different research fields. Thus, at an early stage during the setting up of the Centre, it was decided that a conceptual framework aiming to capture a shared view of capability in ageing should be developed. In addition, in order to facilitate the application of the capability approach within the research setting and make it more accessible to different target groups within society, it was later proposed that a graphic illustration of the AgeCap framework of capability should be created. This chapter describes the conceptual framework and graphic illustration that were developed by the Communication Group in collaboration with the Steering Committee, Principal Investigators, other researchers within AgeCap and the company Explain Artist. Central concepts include available resources, conversion factors, capability set, freedom of choice, goals of value and justice. The purpose of the conceptual framework is mainly to serve as a platform for researchers to use in any way they find relevant from their own perspective. Furthermore, the graphic illustration was developed in order to facilitate the application of the capability approach within AgeCap and make our research more accessible to society in order to dismantle the wall between researchers, older people and the general public.
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Busch, Andreas. "Mancur Olson, Jr.: The logic of collective action. Public goods and the theory of groups, Harvard University Press: Cambridge, Mass. 1965, 176 S. (dt. Die Logik des kollektiven Handelns. Kollektivgüter und die Theorie der Gruppen, Mohr: Tübingen 1968, 181 S.)." In Klassiker der Sozialwissenschaften, 233–36. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-13213-2_53.
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He, Yongchong. "Which Better Promotes Educational Equity, Affirmative Action or Colorblindness - The Case of SFFA V. Harvard University (2019) as an Example." In Advances in Social Science, Education and Humanities Research, 1262–69. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-062-6_162.
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Happonen, Ari, Annika Wolff, and Victoria Palacin. "From Data Literacy to Co-design Environmental Monitoring Innovations and Civic Action." In Proceeding of 2021 International Conference on Wireless Communications, Networking and Applications, 408–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2456-9_42.
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AbstractSENSEI is an environmental monitoring initiative run by Lappeenranta University of Technology (LUT University) and the municipality of Lappeenranta in south-east Finland. The aim was to collaboratively innovate and co-design, develop and deploy civic technologies with local civics to monitor positive and negative issues. These are planned to improve local’s participation to social governance issues in hand. These issues can be e.g. waste related matters like illegal dumping of waste, small vandalism into city properties, alien plant species, but on the other hand nice places to visits too. This publication presents initiatives data literacy facet overview, which is aimed at creating equitable access to information from open data, which in turn is hoped for to increase participants motivation and entrepreneurship like attitude to work with the municipals and the system. This is done by curating environmental datasets to allow participatory sensemaking via exploration, games and reflection, allowing citizens to combine their collective knowledge about the town with the often-complex data. The ultimate aim of this data literacy process is to enhance collective civic actions for the good of the environment, to reduce the resource burden in the municipality level and help citizens to be part of sustainability and environmental monitoring innovation activities. For further research, we suggest follow up studies to consider on similar activities e.g. in specific age groups and to do comparisons on working with different stage holders to pin point most appropriate methods for any specific focus group towards collaborative innovation and co-design of civic technologies deployment.
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Byl, Emmeline, Keith J. Topping, Katrien Struyven, and Nadine Engels. "Peer Interaction Types for Social and Academic Integration and Institutional Attachment in First Year Undergraduates." In The Power of Peer Learning, 305–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_14.
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AbstractHigher education institutions are increasingly implementing peer tutoring and peer mentoring strategies to support newly enrolled students’ transition into university, aiming to reduce drop-out and improve persistence. However, it is rare that these are directly compared, and even rarer for effects on social and academic integration and institutional attachment to be explored, as in this study. In this quantitative and qualitative study, a total of 446 first-year university students of Psychology and Education Sciences in one university, recruited via a snowball technique which relied heavily on email and text messages, followed-up with invitations to a Facebook group, completed an online questionnaire. The questionnaire incorporated three instruments of known reliability: the Social Adjustment, Academic Adjustment and Institutional Attachment subscales of the Adaptation to College Questionnaire; the Commitment subscale of the Revised Academic Hardiness Scale; and the Commitment Attitude Scale. Results were analysed by independent t-tests. For the qualitative semi-structured interviews participants were 39 self-selected but stratified volunteers. Interviews focused on the three stages of Appreciative Inquiry: Discovery, Dream and Design. All interviews were audio-recorded and transcribed. A combined inductive-deductive content-analysis technique and a thematic analysis technique was then used via MAXQDA 11. Peer mentoring was the most effective means to enhance social integration. However, peer tutoring showed a significant effect on academic integration. Neither had much impact on institutional attachment. Participants particularly mentioned that activities such as speed dating and mentoring days were important, since they developed self-esteem, which encouraged them to further participate. The availability of peer support over the longer term was seen as important. Evidence-based action implications for educational practice, policy-making and future researchers were outlined, and the importance of listening to students when developing institutional policy is emphasized.
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Powell, Alison B. "Data-Based Frictions in Civic Action: Trust, Technology, and Participation." In Knowledge and Digital Technology, 169–84. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-39101-9_9.
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AbstractIn order to address climate change and persistent air pollution, many cities have developed policy plans to reduce vehicle through-traffic on residential roads. These are ‘smart city’ policies in the sense that they use data-sets and predictions related to air quality, traffic levels and climate change models to derive policy positions. During the COVID-19 lockdowns, several London inner-city governments introduced low-traffic neighbourhood policies as ‘experimental’ interventions, consulting residents after introducing measures temporarily. Vociferous opposition emerged to these schemes, coalescing on social media including Twitter and Facebook groups. This essay examines the nature of citizen action in a data-based environment, exploring how citizen responses to smart governance create the conditions for political polarization, because not enough opportunity is provided for frictions or feelings of dissent. Although previous work on citizen action and smart cities has identified that permitting frictions between these different actors might increase the depth or legitimacy of citizen involvement in data-based policies (Powell, Undoing optimization: civic action in smart cities. Yale University Press, New Haven, 2021), analysis of posts made on a Facebook group discussion opposition to data-driven Low Traffic Neighbourhood policies reveals that different qualities of feeling influence the extent to which policy interventions are perceived as legitimate. Without the capacity to have opposition listened to or heard in a data-driven ‘smart governance’ setting, people begin to consider all government-collected data to be illegitimate, generate their own vernacular evidence, and form shared identities based on perceived alienation from elite decision-makers. The results of this analysis suggest that data frictions need to be understood in relation to affective politics. Without space for strong feelings to become part of a socially validated process, these harden into antagonism and animosity, leaving space for political polarization.
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Palacios-Esparza, Maria-Jose, Mittzy Arciniega-Cáceres, Macarena Vallejos Cox, and Mònica Figueras-Maz. "Young People in Vulnerable Contexts: Shaping Collective Views Through Media and Educational Commons." In Educational Commons, 109–31. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_7.
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AbstractThis book chapter presents the results of a case study conducted by Pompeu Fabra University with young people aged between 16 and 18 years who worked together on the creation of audiovisual pieces at workshops run in accordance with the participatory audiovisual methodology, a combination of alternative audiovisual approaches and the postulates of educational commons. The case study was carried out in two rounds at a non-formal education association in the Raval neighbourhood (Barcelona). The results show how these adolescents deal with the commoners role and how commoning practices emerge in the group. They also revealed how their media skills were improved, showing progress from instrumental to more reflexive use. Finally, we analyse how this reflection and creation process promotes the generation of spaces for action and offers the participants a platform on which to get their opinions heard.
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Egher, Claudia. "The Drama of Expertise About Bipolar Disorder Online." In Digital Healthcare and Expertise, 71–108. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9178-2_3.
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AbstractThis chapter describes how expertise about bipolar disorder is performed by The National Institute of Mental Health and La Haute Autorité de Santé. Using an innovative methodological approach which combines insights from Latour (Science in Action. How to Follow Scientists and Engineers Through Society, Cambridge, MA, Harvard University Press, 1987) and media studies with a dramaturgical perspective (Goffman, The Presentation of Self in Everyday Life, London, Penguin, 1959/1990), it is argued that both institutions perform expertise in a conservative fashion, which allows them to articulate knowledge on bipolar disorder as stable and precise. While both institutions use similar performative techniques, they adapt them to subtly redefine bipolar disorder in ways that are aligned to the priorities characterizing their national health system and their institutional prerogatives and goals.
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Grassi, Paolo. "1,460 Days of Love and Hate: An Ethnographic Account of a Layered Job." In The Urban Book Series, 99–108. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19748-2_7.
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AbstractBuilding on four years of ethnographic fieldwork carried out in the office of the Mapping San Siro action-research group (Department of Architecture and Urban Studies, Polytechnic University of Milan) in one of the main social housing neighbourhoods of Milan, in this contribution I will investigate the role and meaning of the Urban Living Labs (ULL) from an ‘internal’ perspective. An ongoing process of building relationships and caring for a space has allowed me to develop a reflection on multifaceted dimensions of daily life in the neighbourhood. Moreover, through anthropological literature, I will critically analyse the frustrations often experienced by researchers involved in fieldwork and planning. These frustrations highlight issues that go beyond the neighbourhood, showing the territorial dimension of the space. I will then highlight some ethical implications as clues that offer a more grounded understanding of daily life, rather than solving those implications with ready-made answers.
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Xiao, Bing. "The Growth of Minority Supervisors: Supervision of Pre-service Teachers’ Field Experiences." In To Be a Minority Teacher in a Foreign Culture, 253–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_16.
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AbstractThe anthropologists are outsiders to the culture who were studying in traditional ethnography. I understand this since I identify as both an insider and an outsider when I instruct, supervise, and advise my American students. I am an “insider” in the teacher education program but an “outsider” of American school culture. I am originally from China, but I am immersing myself in my doctoral studies in the American education system. I instruct teaching methods classes and have served as a supervisor for students’ field experiences for around ten years. As a minority educator, I am faced with multiple challenges, especially supervising student teachers. The purpose of this chapter will explore the challenges of the minority supervisors’ growth and those influences on pre-service teachers. The research used the video-cued multivocal ethnographic method. I conducted focus-group interviews with university supervisors and the instructors of a teaching methods course. I presented video clips from students’ field teaching experience to the interviewees and discussed how videos impact teaching and teacher preparation notions. Additional data comes from my own experience. The chapter expands on Foucault and Bourdieu’s work to better understand how power flows in the field experience and how power changes supervisors’ and pre-service teachers’ habitus and behaviors. It also draws from Latour’s Actor-Network Theory (ANT) theoretical lens to investigate how different actors, such as the university, local schools, mentor teachers, supervisors, and pre-service teachers, change their action transforms the field experience.
Conference papers on the topic "University Action Group (Harvard University)"
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Daliņa, Dace, and Vēsma Ozoliņa. "Problems of Group Management in Preschool Music Lessons and Possible Solutions." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.15.
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The research was implemented within the framework of the University of Latvia master’s study program “Pedagogy” course “Effective classroom management”. During the action research, the researchers identified group management problems in music lessons at educational institution X, in group Y. Key problem identified was the insufficient attention of children at the beginning of the lesson. The research proceeded to also look for possible solutions. The aim is to analyse current methods of delivering effective music classes in a pre-school setting, and propose and validate new strategies to improve the beginning of a music lesson. The study involved 17 preschool children (11 boys and 6 girls), a music teacher, and two group teachers, and an observer. The study was conducted from October 2019 to March 2020. The first results of the action research show that as the teacher changed her classroom activities, introduced certain group management techniques, such as signalling and acoustic counting, and repeating these as a routine activity in each lesson, children’s attention improved significantly at the beginning of the music lesson and became more sustained.
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Borek, AJ, JR Smith, C. Abraham, CJ Greaves, S. Morgan-Trimmer, F. Gillison, M. Jones, M. Tarrant, and R. McCabe. "P91 Mechanisms of action in group-based interventions (magi) study: a framework of change processes in group-based health interventions." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.192.
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Ibrahim, Khadega, Chiara Cugno, and Md Mizanur Rahman. "Conjugated Linoleic Acid (CLA) co-treatment alleviates antidiabetic drug, rosiglitazone associated deterioration of bone remodeling." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0148.
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Diabetes mellitus (DM) is a chronic metabolic disease characterized by hyperglycemia due to decreased insulin secretion, defective action or both. The rosiglitazone (RSG) is one of the oral antidiabetic drug used in type 2 (T2) DM and has a unique insulin-sensitizing capacity. However, RSG has a negative side effect on the bone as it stimulates the differentiation of bone marrow-mesenchymal stromal cells (BM-MSCs) into adipocytes at the expense of osteoblasts in the bone marrow microenvironment, disturbing the normal balance of bone remodeling and causing BM adiposity. On the other hand, the trans-10,cis-12 conjugated linoleic acid (CLA), a fatty acid is known as anti-adipogenic, pro-osteogenic. Therefor, this study was designed to assess whether CLA can alleviate the negative effect of RSG on bone. We used adipose tissue derived-mesenchymal stem cells (AT-MSCs) as a human in vitro model to study the effect of CLA, RSG and combined treatment (RSG+CLA) on the osteoblastogenic and adipogenic differentiation of AT-MSCs. Osteoblastogenesis was assessed by Alizarin Red Staining and bone mineralization was assessed by 〖"OsteoImage" 〗^TMassays, whereas adipogenesis was assessed by Oil Red O Staining and LipidTOX assays. Besides, the level of expression of osteogenic and adipogenic markers was measured on treated osteo- and adipo-differentiated MSCs using real time RT-PCR, immunohistochemistry (IHC) and western blot analysis. Compared to RSG group, the combined treatment group stimulates osteoblastogenesis, as evidenced by increased mineralization and upregulation of osteogenic markers OPN and RUNX2 and inhibits adipogenesis in osteogenic media as showed by decreased lipid content and downregulation of adipogenic markers FABP4, LPL and adipsin. In conclusion, the use of CLA as an adjunctive treatment reversed the effects of RSG on osteogenesis and adipogenesis. Further preclinical and clinical studies will be undertaken to establish this treatment regimen for the successful treatment of diabetic patients with rosiglitazone without adverse side effects on bone.
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Zitkeviciene, Daiva, and Ona Monkeviciene. "Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.75.
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This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, attempts were made to identify the ways in which music teachers communicate with children, which are grounded in variation theory and direct children’s attention to learning objects and their critical aspects. The research distinguishes two groups of ways of music teacher communication that encourage children to listen to music: music teacher communication that directs children’s attention to feeling, understanding and discerning the learning object, i. e., sounds of music (group one) and the critical aspects of learning objects, e. g., pitch, duration of music (group two). These ways that apply variation theory are new and enrich the didactics of early music education.
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"Prevalence of Hepatitis B virus and Haemoparasites among Apparently Healthy Individuals in College of Health Sciences Ladoke Akinola University of Technology Ogbomoso." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/fynm6569.
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Hepatitis B virus (HBV) infection, a viral disease, is of great concern to health community due to its adverse effects on the liver of infected individuals. Haemoparasites are blood-dwelling parasites whose effects span from mild to severe infections. This study focused on Plasmodium falciparum Trypanosoma brucei gambiense and microfilaria which causes malaria, sleeping sickness and microfilaramia in humans respectively. This is a retrospective study that was designed to determine the prevalence of hepatitis B infection and haemoparasistes among apparently healthy individuals in the College of Health Sciences, Ladoke Akintola University of technology, Ogbomoso. Paucity of data regarding prevalence of HBV and haemoparasites among apparently healthy individuals in Ogbomoso necessitated this study. A total number of one hundred and fifty five (155) blood samples were collected within 3months for this study. Out of the one hundred and fifty five (155) blood samples collected, ten (10) tested positive to HBsAg giving a prevalence rate of 6.5%. The samples were also examined for haemoparasites on thin and thick blood smears stained with Giemsa dye using oil immersion (100X) objective of the light microscope. Only one type of haemoparasite was detected: malaria parasite with a prevalence of 87.1%. Prevalence rate for HBV and malaria parasite with respect to age group was found to be higher in age group of 25-30 and in term of sex, males have higher prevalence rate than females. The prevalence of 7.4% for co-infection of HBV and malaria parasite within the study population confirmed the high endemicity of both infections in the studied area being an urban area. It could be recommended that the Nigerian government HBV vaccination program should be extended to the adult population and not just limited to the national childhood immunization program. This is important because none of the subjects that participated in the study were vaccinated.
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Ahmed, Sumaya, and Nasser Rizk. "The Expression of Bile Acid Receptor TGR5 in Adipose Tissue in Diet-Induced Obese Mice." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0212.
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Bile acids are significant physiological factors for digestion, solubilization, absorption, toxic metabolites and xenobiotics. In addition, bile acids are responsible of signal transduction as well as metabolic regulation that activate several receptors such as farnesoid X receptor (FXR) and the membrane G-protein receptor 5 (TGR5). Activation of TGR5 by bile acids is associated with prevention of obesity as well as ameliorating the resistance to insulin via increasing energy expenditure. The objective of this research is to investigate TGR5 gene expression level in different fat depots including visceral or epididymal adipose tissue (eWAT), brown adipose tissue and inguinal adipose tissue (iWAT) and to study the response of TGR5 gene expression to the antiobesity treatment (SFN). Three groups of male CD1 mice were used in this study; lean group fed with SCD, DIO mice on HFD and DIO obese mice treated with anti-obesity treatment. Body weight (BW) and phenotype data were evaluated by weekly including blood samples for analysis of glucose, insulin, leptin, triglycerides (TG). Total RNA was extracted from different fat depots and RT-PCR profiler array technology was used to in order to assess the mRNA expression of TGR5 and leptin. There was significant downregulation of TGR5 gene expression level in obese (DIO) mice and remarkable upregulation of TGR5 gene expression after successful weight loss in DIO mice treated with SFN in time dependent manner at 1 weeks and 4 weeks of ip applications. In conclusion, obesity is associated with decrease in expression of TGR5 in different fat depots and treatment with anti-obesity drug (Sulforaphane) causes stepwise upregulation of TGR5 gene expression in epididymal white adipose tissue parallel stepwise decrease in body weight. Increase of expression of TGR5 in DIO mice in eWAT is accompanied by improvement in glucose homeostasis and insulin action.
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Di Bucchianico, Giuseppe, Stefania Camplone, Raffaella Massacesi, and Rossana Gaddi. "POT Design: Participatory design workshops for guidance on university choice in design." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003942.
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The issue of participation is at the basis of the design approaches of design for inclusion. In particular, active and conscious involvement must be the starting point of any action that intends to look at inclusion. This is all the more true when addressing young students who are about to make their university choice: nothing more useful than leading them to directly experience a simulation, albeit simplified, of what could be assimilated to the possible training experience that awaits them.This contribution describes two design experiences conducted by a heterogeneous group of young designers in the context of an ideas competition, developed starting from a study orientation initiative promoted by the Italian Ministry of University, which was repeated for two successive academic years and on two different themes, albeit refer-ring to central areas of industrial design: product design and communication design. The goal was to develop artifacts that had their greatest value in the ability to enhance problematic environmental contexts, human diversity, and some issues and effects related to the post pandemic period.
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Filipov, Mia, and Ozrenka Meštrović. "Pupils’ Perspective on Video-Based Classroom Research." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.18.
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This case study was part of a practical action research aimed at planning, carrying out and evaluating a video-based professional development program for mathematics and biology teachers. The teachers involved in the research were tasked with implementing elements of effective teaching and their lessons were video-recorded. The research lasted two pandemic school years, from early 2020 to mid-2021. During this period, the recorded lessons were analysed in online learning communities and on Moodle forums. There, the teachers could engage in video-based learning, allowing for a discussion on teaching practices while ensuring collaborative reflection and critical friendship with pedagogues and mathematics or biology teacher educators. However, their pupils were involved in the research only indirectly: they were the objects of recorded lessons with no active role in the process. In addition to analysing recorded lessons, we conducted two group interviews with pupils in order to understand their perspective on the video-based classroom research. Pupils stated that their taking part in video-based classroom research led to some positive changes in themselves, mainly improved attitude towards Mathematics and Biology as school subjects and their self-esteem. However, pupils did not understand why the lessons were video-recorded. They did not understand the positive and negative aspects of recording lessons, which is why their activity decreased during the lessons and they expressed their fear of the camera. Since pupils are at the centre of education, it is necessary to ensure their active involvement in the process of planning, implementing and evaluating changes in teaching, especially since these changes are aimed at improving their learning in general.
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.
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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.
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"Descriptive Epidemiological Study of Colorectal Cancer Patients at a Tertiary Hospital in North Jordan." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/wyzq8668.
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Introduction and Aim Colorectal cancer (CRC) incidences have been steadily on the rise and is one of the common cancers worldwide; it accounted for 10.7% of all new cancer incidences in 2016 in Jordan. We aim to describe epidemiological, demographical, and clinical characteristics of CRC in North Jordan. Methods A single-center retrospective review of all patients diagnosed with CRC between 2003 and 2019 at King Abdullah University Hospital (KAUH) in Irbid, North of Jordan was performed. Clinical and demographical data were extracted from the patients’ medical records. Patients were stratified by age groups into younger (≤50) and older (>50), and by tumor location into right colon (cecum, ascending, transverse), left colon (descending, sigmoid), and rectum. Patients with multifocal tumors were excluded. Results 514 CRC cases were identified. Males constituted 55.8% of the patients. The median age upon diagnosis was 59 years (IQR 49-68). Stage 4 was the most frequent among our sample (157/454; 34.58%) with most patients having grade 2 tumors (397/472; 84.1%) and invasive adenocarcinoma subtype (421/514; 81.9%). Left colon was the most common location in both age groups, followed by the rectum in the younger group and the right colon for the older group. Regarding tumor sidedness, left-sided tumors were the most common (38.9%), followed by right-sided (32.3%) with sigmoid (64%) and ascending colon (40.4%) being the most affected anatomical locations within right-sided and left-sided tumors respectively. The right colon group had the highest proportion of high-grade cases (18.4%) when compared with the other two (P < 0.001). Significant associations between tumor location and mean age, tumor grade, histological subtype, smoking, HTN status, and having a positive family history were identified. Conclusion Patients in our cohort were more likely to have advanced stages of CRC upon diagnosis which emphasizes the importance of screening when there’s clinical suspicion.
Reports on the topic "University Action Group (Harvard University)"
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.
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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Naffi, Nadia, Ann-Louise Davidson, and Didier Paquelin. Perturbation dans et par les bureaux de soutien à l’enseignement pendant la pandémie COVID-19: Innover pour l'avenir de l'enseignement supérieur. Observatoire international sur les impacts sociétaux de l’intelligence artificielle et du numérique, September 2020. http://dx.doi.org/10.61737/dmbr6218.
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Aujourd'hui, la communauté éducative dans son ensemble est confrontée à un défi universel : se préparer à l'ère de la post-pandémie-COVID-19. Ce défi signifie qu’il faut assurer un enseignement équitable et de qualité ainsi qu'une évaluation efficace et efficiente de l'apprentissage selon des modalités hybrides, flexibles ou entièrement à distance. En outre, les bureaux de soutien à l’enseignement (BSE) jouent un rôle essentiel pour relever et surmonter ce défi. Ce livre blanc met en lumière la manière dont les BSE, les centres d'enseignement et d'apprentissage et les entités équivalentes ont abordé et prévoient d'aborder les tendances et les problèmes de l'apprentissage numérique dans le contexte de la perturbation de l'enseignement causée par la COVID-19. Il commence par un aperçu du rôle traditionnel que les BSE et les entités équivalentes ont joué depuis leur création dans les établissements d'enseignement. Il décrit ensuite comment ce rôle a évolué pour devenir les premiers intervenants académiques dans le contexte de la pandémie COVID-19. Le document se poursuit par une discussion approfondie sur les défis auxquels les BSE ont été confrontés depuis l'éruption de la pandémie en mars 2020 et ceux qu'ils anticipent pour les semestres à venir. Il énumère également des exemples concrets de mesures qu'ils ont prises pour faire face à ces défis. En outre, il fournit des informations détaillées sur une action majeure entreprise par tous, à savoir le partage public d'une abondance de ressources pour soutenir le corps enseignant et les étudiants pendant la transition en ligne. Cette discussion met en évidence les ressources pertinentes en matière d'équité. La dernière section de ce document présente les leçons apprises et les recommandations des centres aux centres, ainsi que les commentaires d'experts et de chercheurs du domaine avec des idées et des approches adaptées au mandat actuel des centres pour les aider à mieux faire face à ce qui s'en vient. Les recommandations de ce livre blanc s’appliquent aux établissements d'enseignement, aux membres du corps enseignant, aux étudiants et aux décideurs politiques. Ce livre blanc a été préparé dans le cadre des travaux de l’Observatoire international sur les impacts sociétaux de l’IA et du numérique (OBVIA) sur les effets des systèmes d’intelligence artificielle et des outils numériques déployés pour lutter contre la propagation de la COVID-19 sur les sociétés soutenus par les Fonds de recherche du Québec (FRQ). Il a été rédigé par Nadia Naffi PhD, Université Laval, soutenue par la Chaire de leadership en enseignement (CLE) sur les pratiques pédagogiques innovantes en contexte numérique – Banque Nationale, la Chaire de recherche « Maker Culture » de l’Université Concordia, avec la participation des chercheur·e·s Ann-Louise Davidson PhD, Concordia University, Roger Kaufman PhD, Florida State University, Richard E (Dick) Clark PhD, University of Southern California, Brian Beatty PhD, San Francisco State University, Didier Paquelin PhD, Université Laval, des consultants Dawn M. Snyder PhD, Dawn Snyder Associates, et Guy Wallace, EPPIC Inc, et des assistante·s de recherche Azeneth Patino, Université Laval, Edem Gbetoglo, Université Laval, Nathalie Duponsel, Concordia University, Céleste Savoie, Université Laval, Isabelle Fournel, Université Laval, et Ivan Ruby, Concordia University. Un grand merci aux auteurs invités qui ont contribué au livre blanc (par ordre alphabétique): Barbar Akle PhD, Lebanese American University, Fawzi Baroud PhD, UNESCO & Notre Dame University, Tony Bates PhD, Ryerson University & Contact Nord, Chris Dede PhD, Harvard University, Julie Desjardins PhD, Université de Sherbrooke, Rula Diab PhD, Lebanese American University, Moira Fischbacher-Smith PhD, University of Glasgow, Aline Germain-Rutherford PhD, University of Ottawa, David Hornsby PhD, Carleton University, Jaymie Koroluk, Carleton University, Hubert Lalande, University of Ottawa, Patrick Lyons, Carleton University, Florian Meyer PhD, Université de Sherbrooke, Richard Pinet, University of Ottawa, Annie Pilote PhD, Université Laval, Dragana Polovina-Vukovic, Carleton University, Bart Rienties PhD, Open University, Roland van Oostveen PhD, Ontario Tech University, et Laura Winer PhD, McGill University. Et un remerciement spécial aux dix-neuf centres d'enseignement et d'apprentissage et aux équipes équivalentes du Canada, des États-Unis, du Liban, du Royaume-Uni et de la France pour leur temps et les expériences qu'ils ont partagées avec notre équipe. Tous les centres faisaient face à des défis très difficiles et ont pourtant trouvé le temps de soutenir ce travail.
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Schulte, Jillian, Megan Schmidt-Sane, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. COVID-19 Vaccine Hesitancy among Minoritised Youth in Cleveland, Ohio, United States. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.009.
Full textAbstract:
Despite progress in COVID-19 vaccination rates overall in Cleveland, vaccine inequity persists as young people from minoritised communities are often less likely to be vaccinated. Despite being over-represented in COVID-19 case counts and fatalities, Black residents were under-represented in COVID-19 vaccination during the first year and half of the pandemic. In Ohio, while roughly 60% of Cuyahoga County residents are fully vaccinated, just 45% of Cleveland residents are fully vaccinated. Lower-income, majority Black, east side neighbourhoods have markedly lower vaccination rates compared to higher-income, mostly white neighbourhoods. Young people ages 16-40 became eligible for the COVID-19 vaccine on March 29th, 2021, and individuals aged 12 and above were able to get vaccinated from May 2021 onward. However, large disparities exist based age, race, and zip code. This brief illustrates underlying reasons shaping COVID-19 vaccine attitudes among minority (especially Black and Latinx) youth (ages 12-18) and offers key considerations for how young people can be better engaged within Cleveland, Ohio. This brief is based on research, including in-depth interviews and focus group discussions with 61 young people across 16 neighbourhoods through a Youth Participatory Action Research (YPAR) approach in Cleveland to contextualise youth perspectives of COVID-19 vaccination and highlight areas of hesitancy and confidence. In this brief, we share findings from the study and key considerations for addressing youth ‘vaccine hesitancy’ around the COVID-19 vaccine are presented. This brief was authored by Jillian Schulte (Case Western Reserve University), Megan Schmidt-Sane (IDS), Elizabeth Benninger (Cleveland State University), Tabitha Hrynick (IDS), and Santiago Ripoll (IDS), and includes contributions from Elizabeth Davies (Cleveland State University), Diane Mastnardo, Brenda Pryor (MyCom), Brinda Athreya (Case Western Reserve University), Ivis Maldonado (MyCom) and reviews from Elizabeth Storer (LSE) and Annie Wilkinson (IDS). The research was funded through the British Academy COVID-19 Recovery: USA and UK fund (CRUSA210022). Research was based at the Institute of Development Studies. This brief is the responsibility of SSHAP.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.
Full textAbstract:
The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Dello, Kathie D., and Philip W. Mote. Oregon climate assessment report : December 2010. Corvallis, Oregon : Oregon Climate Change Research Institute, Oregon State University, 2010. http://dx.doi.org/10.5399/osu/1157.
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The group of scientists that make up the Intergovernmental Panel on Climate Change found in 2007 that the warming of Earth’s climate is unequivocal and largely due to human activity. Earth’s climate has changed in the past, though the recent magnitude and pace of changes are unprecedented in human existence. Recent decades have been warmer than at any time in roughly 120,000 years. Most of this warming can be attributed to anthropogenic activity, primarily burning fossil fuels (coal, oil and natural gas) for energy. Burning fossil fuels releases carbon dioxide and other heat trapping gases, also known as greenhouse gases, into the atmosphere. This warming cannot be explained by natural causes (volcanic and solar) alone. It can be said with confidence that human activities are primarily responsible for the observed 1.5 ˚F increase in 20th century temperatures in the Pacific Northwest. A warmer climate will affect this state substantially. In 2007, the Oregon State Legislature charged the Oregon Climate Change Research Institute, via HB 3543, with assessing the state of climate change science including biological, physical and social science as it relates to Oregon and the likely effects of climate change on the state. This inaugural assessment report is meant to act as a compendium of the relevant research on climate change and its impacts on the state of Oregon. This report draws on a large body of work on climate change impacts in the western US from the Climate Impacts Group at the University of Washington and the California Climate Action Team. In this report, we also identify knowledge gaps, where we acknowledge the need for more research in certain areas. We hope this report will serve as a useful resource for decision-makers, stakeholders, researchers and all Oregonians. The following chapters address key sectors that fall within the biological, physical and social sciences in the state of Oregon.
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Tapia, Carlos, Nora Sanchez Gassen, and Anna Lundgren. In all fairness: perceptions of climate policies and the green transition in the Nordic Region. Nordregio, May 2023. http://dx.doi.org/10.6027/r2023:5.1403-2503.
Full textAbstract:
The survey presented in this report reveals that Nordic citizens are concerned about climate change. Many people are willing to increase efforts to fight climate change, even if this entails a personal contribution in terms of higher taxes or behavioural change. The survey shows that different social groups perceive the impacts of climate change and climate mitigation policies in different ways. In general, attitudes towards climate policies and perceptions regarding their fairness are conditioned by socio-demographic factors such as gender, age, employment status, type of housing and transport behaviour. General attitudes towards climate change and climate policies The first part of this report explores general attitudes towards climate change and climate policies. This section shows that seven in ten (71%) respondents think that climate change is a serious or very serious problem, particularly among the youngest age group (18-29 years). Three in four (74%) interviewed persons in this group share this view. Those with a university degree are more concerned about climate change (83%) than those with primary or secondary education (57% and 62%, respectively). Approximately half (48-51%) of respondents in all age groups agree that more financial resources should be invested in preventing climate change, even if this would imply an increase in taxes. The survey results show that women in the Nordic Region are more concerned about climate change than men (79% compared to 64%). It also reveals that people living in urban areas are more worried about climate change (82%) than those who live in towns and suburbs (68%) or in rural areas (62%). Urban dwellers are also more positive about investing more resources in preventing climate change (59%) than those who live in rural areas (39%) and in towns and suburbs (46%). More than half of the respondents (52%) agree that taking further action on climate change would be beneficial for the economy. Students, unemployed and retired people are more likely to agree with this view (55%, 57% and 55%, respectively) than those currently in employment, including the self-employed (50%). Those employed in carbon-intensive sectors are less positive about the expected economic impact of climate policies than those who work in other economic sectors (41% compared to 55%). They are also more concerned about the risk of job losses during the transition to a low-carbon economy than those employed in sectors with lower carbon intensity (37% compared to 24%). Concerns about this issue are also higher among those who live in rural areas (31%) or towns and suburbs (30%) compared to those who live in cities (22%). Present and future effects of climate change mitigation policies on individuals and households The central part of the survey explores perceptions regarding the present and future impacts of climate policies. Such challenges are perceived differently depending on specific sociodemographic conditions. Nearly one fourth (23%) of respondents state that high energy costs mean they are struggling to keep their homes at a comfortable temperature. Those living in houses report being more impacted (27%) than those living in apartments (18%), and those using fossil fuels to heat their homes are most affected (44%). The risk of energy poverty is also higher among non-EU immigrants to the Nordic Region. Those who say they are struggling to keep their homes at a comfortable temperature range from 23% among Nordic-born citizens to 37% among non-EU immigrants. Nearly three in ten respondents (28%) have modified their transportation behaviour during the last year due to high fuel costs. This proportion is substantially greater among those living in towns and suburbs (32%) compared to those who live in rural areas (29%) or cities (23%). The majority of the Nordic population (52%) states that current climate policies have a neutral effect on their household economies. However, 28% of respondents say they are negatively impacted by climate policies in economic terms. Men report being negatively affected more frequently than women (33% vs 22%, respectively). People who live in houses are more likely to claim they are being negatively impacted than people who live in apartments (31% and 23%, respectively). Nearly half (45%) of the respondents in the Nordic Region agree that climate initiatives will improve health and well-being, and half of the respondents (50%) think that climate change initiatives will lead to more sustainable lifestyles in their area. However, half (51%) of the Nordic population expect to see increases in prices and the cost of living as a consequence of climate policies, and those who believe that climate policies will create jobs and improve working conditions in the areas where they live (31% and 24%, respectively) are outnumbered by those who believe the opposite (35% and 34%, respectively). Fairness of climate policies The last section of the report looks at how the Nordic people perceive the fairness of climate policies in distributional terms. In the survey, the respondents were asked to judge to what extent they agree or disagree that everyone in their country or territory is equally affected by initiatives to fight climate change regardless of personal earnings, gender, age, country of origin and where they live – cities or rural areas. The results show that the Nordic people believe climate change initiatives affect citizens in different ways depending on their demographic, socioeconomic and territorial backgrounds. More than half of the respondents (56%) disagree that everyone is equally affected by initiatives to fight climate change regardless of earnings. Only 22% agree with this statement. Younger age groups are more pessimistic than older age groups on this point (66% in the 18-29 age group compared to 41% in the 65+ group). Almost half of respondents (48%) agree that climate policies are fair from a gender perspective, while 25% disagree with this statement and 23% are neutral. Roughly one in three (30%) respondents in the Nordic Region agree that people are equally affected by climate change initiatives regardless of age, 41% disagree with this statement and 25% are neutral. More than one third (35%) of the Nordic population agree that everyone is equally affected by initiatives to fight climate change regardless of the country of origin, while 34% of them disagree. More than half of respondents (56%) think that the impact of climate initiatives differs between rural and urban areas, while only 22% think that all areas are equally affected. Respondents who live in cities are more likely to respond that climate policy impacts differ between rural and urban areas (60%) than respondents who live in rural areas (55%) and towns and suburbs (53%). One third (33%) of respondents in the survey think that the Sámi population is affected by climate change initiatives to the same extent as the rest of the population. In Greenland, a majority of the population (62%) agrees that the indigenous population in Greenland is equally affected by measures to combat climate change. The results from this survey conducted in the autumn of 2022, show that the population in the Nordic Region perceive the impacts of climate mitigation policies in different ways. These results can raise awareness and stimulate debate about the implementation of climate mitigation policies for a just green transition.