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Journal articles on the topic 'University type'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Purohit, Dr Anshita, Dr Tapan Patel, Gaurang Sindhav, et al. "Study of Type II Diabetes Mellitus in Gujarat University Campus." International Journal of Scientific Research 2, no. 4 (2012): 370–72. http://dx.doi.org/10.15373/22778179/apr2013/136.

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2

Fedoruk, M. P., and O. E. Yakovleva. "Novosibirsk state university – a new type of university." Вестник Российской академии наук 89, no. 8 (2019): 851–59. http://dx.doi.org/10.31857/s0869-5873898851-859.

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The article reviews the history of the founding of Novosibirsk State University in the context of the first years of Akademgorodok in Novosibirsk, the largest scientific center in the eastern part of Russia. It describes the logic of the formation of a system for training researchers: physic and mathematic School – University – institutes of the Siberian Branch of the Russian Academy of Sciences. The main characteristics of the principle "education through research" are presented along with the current status of the University and plans for the future.

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3

Baudez, Basile. "The University: An Architectural Type?" Baltic Journal of Art History 15 (October 28, 2018): 27–38. http://dx.doi.org/10.12697/bjah.2018.15.03.

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4

Larasati, Andyani, and Widyastuti Purbani. "University Students’ Ability In Discourse Type Recognition." Al-Ta lim Journal 26, no. 1 (2019): 12–22. http://dx.doi.org/10.15548/jt.v26i1.477.

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The aim of the study is to identify the discourse type recognition of university students. Descriptive qualitative study was employed to explore the students’ ability in recognizing discourse types. To achieve the objective of the study, a test of discourse type recognition was administered to 25 students of non-English department at a private Islamic university in Yogyakarta. The findings showed that most students found it difficult in recognizing discourse types, the physical form, and the situation in which the discourse types might be found. Other than that, the existence of cultural specificity in discourse types might hinder the students from predicting the proper names for the discourse types. This suggested that the students need to be given more exposures on discourse types and cross cultural understanding to help them identify the discourse types better.

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SCULTHORPE, NEIL, NICOLAS FRISBY, and ANDY GILL. "The Kansas University rewrite engine." Journal of Functional Programming 24, no. 4 (2014): 434–73. http://dx.doi.org/10.1017/s0956796814000185.

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AbstractWhen writing transformation systems, a significant amount of engineering effort goes into setting up the infrastructure needed to direct individual transformations to specific targets in the data being transformed. Strategic programming languages provide general-purpose infrastructure for this task, which the author of a transformation system can use for any algebraic data structure. The Kansas University Rewrite Engine (KURE) is a typed strategic programming language, implemented as a Haskell-embedded domain-specific language. KURE is designed to support typed transformations over typed data, and the main challenge is how to make such transformations compatible with generic traversal strategies that should operate over any type. Strategic programming in a typed setting has much in common with datatype-generic programming. Compared to other approaches to datatype-generic programming, the distinguishing feature of KURE's solution is that the user can configure the behaviour of traversals based on the location of each datum in the tree, beyond their behaviour being determined by the type of each datum. This article describes KURE's approach to assigning types to generic traversals, and the implementation of that approach. We also compare KURE, its design choices, and their consequences, with other approaches to strategic and datatype-generic programming.

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6

Wang, Xiao Bing, Qing Qing Hu, and Zi Fei Peng. "Establishment of New-Type University System Based on Information and Network Technology." Applied Mechanics and Materials 543-547 (March 2014): 3234–38. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.3234.

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At the vital phase of universitys transforming from denotation expansion in quantity to connotation promotion in quality, in the design of modern university system, attention should be paid to the stakeholders rights and interests, especially teachers living state and teaching quality, and students individual needs and discourse power, so as to motivate the innovation vitality of the two principal parts teachers and students. From this perspective, it is a brand-new attempt to establish a new-type university system based on the technology of information and network.

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7

Руднева, Татьяна Ивановна. "ODERN UNIVERSITY LECTURER TYPE: TRADITIONS AND INNOVATIONS." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 2(51) (October 6, 2020): 134–39. http://dx.doi.org/10.26456/vtpsyped/2020.2.134.

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Актуализируется проблема трансформации образовательных процессов в университете, вызванных изменением его миссии и задач, решаемых преподавателями. Обращается внимание на факторы появления нового типа преподавателя (формированию которого должна способствовать подготовка аспирантов), интеллектуального потенциала современного общества, новых педагогических кадров. Инновации предполагают уважительное отношение к прошлому, к истории российского университетского образования, преимущество которого перед другими образовательными учреждениями заключается в научной направленности. Исследование показало, что успешность педагогической деятельности обусловлена взаимосвязью педагогического и научного. В доказательство в статье приводятся результаты исследований особенностей деятельности преподавателя университета, характеристики преподавателя нового типа университета -когнитивного, полученные автором статьи в ходе лонгитюдного исследования, выборку которого представили преподаватели классических университетов (Самара, Москва, Санкт-Петербург). Материалы статьи будут интересны преподавателям вузов, руководству образовательных процессов, аспирантам и исследователям в области профессионального образования. The article updates the problem of educational processes transformation at the university caused by changes in its mission and tasks which are solved by lecturers. Attention is drawn to the emergence factors of a new lecturer type, the formation of which should be facilitated by postgraduate development of competence, the intellectual potential of modern society, new pedagogical personnel. Attention is drawn to the fact that innovation implies a respectful attitude towards the past, to the history of Russian university education, the advantage of which over other educational institutions is scientific. The study proved that success of pedagogical activities is due to the relationship between pedagogical and scientific activities. The evidence in the article contains the results of studies of the peculiarities of the university lecturer’s activity, characteristics of a new university lecturer type - cognitive, obtained by the author of the article during the longitudinal study, selection of which was presented by lecturers of classical universities (Samara, Moscow, St. Petersburg). The article materials will be interesting to university lecturers, educational process direction, postgraduate students and researchers in the field of vocational training.

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8

Afshar, Sahar. "The Gurmukhi Type of Oxford University Press." Midland History 45, no. 2 (2020): 161–75. http://dx.doi.org/10.1080/0047729x.2020.1767972.

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9

Beyrouthy, Camille, Edmund K. Burke, Barry McCollum, Paul McMullan, and Andrew J. Parkes. "University space planning and space-type profiles." Journal of Scheduling 13, no. 4 (2010): 363–74. http://dx.doi.org/10.1007/s10951-010-0178-9.

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10

Park, Sooyong. "University - Industry Collaboration Type Analysis on Domestic Area - Focus on Applicable University - Industry Collaboration Type for Ceramic Field." KOREA SCIENCE & ART FORUM 10 (July 31, 2012): 77. http://dx.doi.org/10.17548/ksaf.2012.07.10.77.

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11

Pittayasophon, Siriporn, and Patarapong Intarakumnerd. "University and industry collaboration in Japan and Thailand: influence of university type." Asian Journal of Technology Innovation 25, no. 1 (2017): 23–40. http://dx.doi.org/10.1080/19761597.2017.1302399.

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12

Nasser, Ramzi, and Kamal Abouchedid. "Graduates' perception of university training in light of occupational attainment and university type." Education + Training 47, no. 2 (2005): 124–33. http://dx.doi.org/10.1108/00400910510586542.

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13

Perry, Seymour. "REPORTS FROM THE UNIVERSITY HEALTHSYSTEM CONSORTIUM." International Journal of Technology Assessment in Health Care 15, no. 1 (1999): 267–74. http://dx.doi.org/10.1017/s0266462399242675.

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Heparin-induced thrombocytopenia (HIT) is an idiosyncratic drug reaction first reported in the literature in the 1940's. Two different types of HIT have been identified. Type I, also known as benign, early-onset thrombocytopenia, occurs in as many as 20% of patients receiving heparin and is characterized by up to a 30% reduction in baseline platelet counts during the first few days of therapy. Despite reductions in platelet count, most patients with this type of HIT have platelet values above 100 × 109 cells/L, and this condition usually resolves in a few days without further adverse sequelae.

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14

Grace, Marty, Deborah Keys, and Aaron Hart. "Homeless university students: Experiences with foyer-type service." Journal of Social Inclusion 3, no. 1 (2012): 43. http://dx.doi.org/10.36251/josi.41.

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15

McMullen, Molly. "Lichen Type Specimens in the Duke University Herbarium." Evansia 27, no. 3 (2010): 100–106. http://dx.doi.org/10.1639/0747-9859-27.3.100.

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16

NOWAK-KEMP, MAŁGOSIA, and UWE FRITZ. "Chelonian type specimens at the Oxford University Museum." Zootaxa 2604, no. 1 (2010): 1. http://dx.doi.org/10.11646/zootaxa.2604.1.1.

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In the present paper, the history of the chelonian collection of the Oxford University Museum is summarized and extant type specimens are identified. Currently, there are 46 name-bearing types of 25 chelonian taxa and paralectotypes of three taxa described by Georg Baur, Thomas Bell, André Marie Constant Duméril & Gabriel Bibron, and John Edward Gray from the families Emydidae, Geoemydidae, Testudinidae, Chelidae, and Pelomedusidae. Among the name-bearing types, there are holotypes of eight taxa (Cyclemys bellii Gray, 1863; Emys speciosa var. levigata Gray, 1831; Phrynops bellii Gray, 1844; Rhinoclemys bellii Gray, 1863; Sternothaerus leachianus Bell, 1825; Sternothaerus trifasciatus Bell, 1825; Testudo hercules var. truncata Gray, 1831; Testudo tentoria Bell, 1828) and one lectotype is of Pyxis arachnoides Bell, 1827. Two additional holotypes or syntypes are of Terrapene maculata Bell, 1825 and Terrapene nebulosa Bell, 1825, and 35 syntypes represent 14 taxa (Cyclemys orbiculata Bell, 1834; Emys concentrica var. polita Gray, 1831; Emys crassicollis Gray, 1831; Emys decussata Gray, 1831; Emys hamiltonii Gray, 1831; Emys irrigata Duméril & Bibron, 1835; Emys speciosa Gray, 1831; Emys spinosa Gray, 1831; Emys tectum Gray, 1830; Emys thurjii Gray, 1831; Kinixys castanea Bell, 1827; Kinixys homeana Bell, 1827; Testudo actinodes Bell, 1828; Testudo guntheri Baur, 1889). Three paralectotypes are of Emys dentata Gray, 1831, eight paralectotypes are of Emys vulgaris Gray, 1831, and one paralectotype is of Pyxis arachnoides Bell, 1827. Except the syntype of Testudo guntheri Baur, 1889, originating from the college of Christ Church, Oxford, all type specimens belong to the former collection of Thomas Bell that was transferred to Oxford in 1862. Testudo guntheri Baur, 1889 is regarded as nomen dubium because it was based on specimens without locality data.

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17

Koda, Jin, James Barrett, Gene Shafto, et al. "A Michelson-type radio interferometer for university education." American Journal of Physics 84, no. 4 (2016): 249–56. http://dx.doi.org/10.1119/1.4940212.

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18

Ferri, Sabrina. "Literature in the University: Giambattista Vico’s Ideal Type." Italian Culture 35, no. 2 (2016): 112–28. http://dx.doi.org/10.1080/01614622.2017.1258787.

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19

Francis, Leslie J., Mandy Robbins, Anna Boxer, Christopher Alan Lewis, Conor McGuckin, and Charles J. McDaid. "Psychological Type and Attitude toward Christianity: A Replication." Psychological Reports 92, no. 1 (2003): 89–90. http://dx.doi.org/10.2466/pr0.2003.92.1.89.

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A sample of 149 university students completed the Francis Psychological Type Scales together with the Francis Scale of Attitude Toward Christianity. The data indicated that university students classified as Feeling Types hold a more positive attitude toward Christianity than those classified as Thinking Types. These findings replicate the 1999 report of Jones and Francis.

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20

FERRER-GALLEGO, PEDRO PABLO, INMACULADA FERRANDO, and EMILIO LAGUNA. "Type designation for Reseda hookeri (Resedaceae)." Phytotaxa 231, no. 3 (2015): 289. http://dx.doi.org/10.11646/phytotaxa.231.3.7.

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The typification of the name Reseda hookeri Guss. (Resedaceae) is discussed. The designation of the corresponding type is based on the consultation of Gussone’s original material and the literature cited in the protologue. A specimen at NAP (Herbarium Neapolitanum, University of Naples, Italy) is designated as the lectotype, and a specimen at BOLO (Herbarium of the University of Bologna, Italy) is designated as the epitype.

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21

Aris, Aishairma, Mohd Zulhilmy Md Khalid, Hasnah Yahaya, Lee Onn Yoong, and Ng Qiu Ying. "Type 2 Diabetes Risk Among University Students in Malaysia." Current Diabetes Reviews 16, no. 4 (2020): 387–94. http://dx.doi.org/10.2174/1573399815666190712192527.

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Background:: Type 2 diabetes (T2D) is a preventable condition. Targeting those who are at risk of getting this disease is essential. Objective:: To examine T2D risk among university students in Malaysia and determine its relationship with socio-demographic characteristics and physical activity. Methods:: The study was conducted cross-sectionally on 390 students selected using quota sampling method from 13 faculties in Universiti Kebangsaan Malaysia. A short form of the International Physical Activity Questionnaire and Finnish Diabetes Risk Score were used to measure the physical activity and T2D risk. Results:: The T2D risk was found to be low (M = 5.23, SD = 3.32) with more than two-third of the student population at the low risk level while a significant proportion of 23.8%, 5.6% and 0.3% having slightly elevated, moderate and high risk respectively. The T2D risk was significantly related to their age (rho = 0.197, p < 0.000), gender (U = 12641, p = 0.011), ethnic group (Χ2 = 18.86, p < 0.000), marital status (Χ2 = 6.597, p = 0.037), residence (U = 10345, p = 0.008), academic year (Χ2 = 14.24, p = 0.007) and physical activity (rho = -0.205, p < 0.000 and Χ2 = 13.515, p = 0.001). Of these, only age (β=0.130) and physical activity (β=-0.159) remained significant in the regression analysis. Conclusion:: The findings call for a radical change in the nursing practice to target the amendable factors that are significant in order to prevent the progression of the risk towards type 2 diabetes.

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Othman Al-bateky, Nihad Moneer. "DOMINANT ORGANIZATIONAL CULTURE IN FACULTIES OF PHYSICAL EDUCATION: APPLIED STUDY OF FACULTY OF PHYSICAL EDUCATION – UNIVERSITY OF JORDAN." DRASSA Journal of Development and Research for Sport Science Activities 1, no. 1 (2019): 139–69. http://dx.doi.org/10.31377/jdrssa.v1i1.505.

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The current research aims to measure the dominant organizational culture inside Faculties ‎of physical education with specific application on the faculty of physical education – ‎Jordan University‎. The researcher used the descriptive approach‎. Research community included all workers and faculty members of faculty of physical ‎education for men – Jordan University (n=556). Main sample (n=176) was chosen ‎purposefully in addition to another (30) persons chosen as a pilot sample. The researcher designed and validated ‎-‎ The Type of Dominant Organizational Culture Questionnaire designed (TDOC-‎Q)‎. Results indicated that: ‎-For axis one (Types of Leadership and Administration): results of perceived ‎administration indicated that (44) participants agreed on the supportive type of ‎organizational culture while (49) agreed on procedural type for types and styles ‎of administration, (46) agreed on supportive type for quality responsibility, (48) ‎agreed on supportive type for inclusive change and improvement, (44) agreed on ‎supportive type for motivation, (47) agreed on creative type for leadership type ‎and finally (45) agreed on supportive type for workers’ participation. ‎ ‎-‎For axis two (Administrative Structure): (45) agreed on supportive type for ‎administrative communication, (51) agreed on supportive type for work groups, ‎‎(58) agreed on supportive type for clarity of objectives and tasks and (47) agreed ‎on supportive type for education, training and qualification. ‎ ‎-‎For axis three (Human Resources): (42) agreed on bureaucratic type for external ‎agents, (48) agreed on procedural type for internal agents and (47) agreed on ‎supportive type for problem solving. ‎ ‎-‎For axis four (Academic and Educational Processes): (38) agreed on both ‎creative and supportive types ‎ ‎-‎For axis five (Continuous Improvement and Development): (45) agreed on ‎creative type ‎ ‎-‎For axis six (Policies, Procedures and Principles): (62) agreed on creative type ‎ ‎-‎For axis seven (Laws, Rules and Regulations): (48) agreed on supportive type ‎ ‎-‎For axis eight (Performance Evaluation): (40) agreed on supportive type

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23

Aabida, Aabida, Muhammad Arshad Dahar, and Muhammad Imran Yousuf. "Influence of Type A and Type B Personality on Academic Achievement of University Students." Global Social Sciences Review IV, no. II (2019): 80–87. http://dx.doi.org/10.31703/gssr.2019(iv-ii).11.

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Several factors directly or indirectly influence academic achievement of students. There is immense variation in students’ academic achievement due to individual differences. Therefore, every individual has different personality characteristics that influence life, especially students’ academic achievement. Thus, the current study investigates the influence of personality types A and B on academic achievement of university students. This study presents a descriptive design. Furthermore, a random sampling technique was used for the sample selection. The Anjum-Khalique Scale and students’ GPAs were utilized as research tools. Correlation, regression and t-test were employed for data analysis. Findings exposed that personality types A and B have overall significant impact on academic achievement of students. Significant academic achievement difference was found between male and female students of type B personality unlike type A personality. It is recommended that deficiencies in personalities may be taken into consideration by teachers, administrators, educators, curriculum developers and policymakers for improvement in academic achievement.

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Kim, Dong-Sik, and Sun-Hee Kang. "The Type of Conflict Management in University Hospital Organization." Journal of the Korea Academia-Industrial cooperation Society 10, no. 9 (2009): 2501–8. http://dx.doi.org/10.5762/kais.2009.10.9.2501.

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25

Tang, Hui-Wen Vivian, Mu-Shang Yin, and Kuopao Chang. "The Dominant Lifestyle Type of University Students in Taiwan." Open Journal of Social Sciences 03, no. 07 (2015): 124–29. http://dx.doi.org/10.4236/jss.2015.37021.

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Munro, Nicholas, Yvonne Chilimanzi, and Viv O'Neill. "Character Strengths and Psychological Type in University Peer Educators." South African Journal of Psychology 42, no. 1 (2012): 15–24. http://dx.doi.org/10.1177/008124631204200103.

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27

Chang, Xuhua, Qiang Chen, Sik Wah Fong, and Zehui Zhan. "University Invention Disclosure: Balancing the Right Stage and Type." Academy of Management Proceedings 2015, no. 1 (2015): 14262. http://dx.doi.org/10.5465/ambpp.2015.12.

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Balfe, Myles. "Healthcare routines of university students with Type 1 diabetes." Journal of Advanced Nursing 65, no. 11 (2009): 2367–75. http://dx.doi.org/10.1111/j.1365-2648.2009.05098.x.

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29

Kordesh, Kathleen S., Lisa B. Spanierman, and Helen A. Neville. "White university students' racial affect: Understanding the antiracist type." Journal of Diversity in Higher Education 6, no. 1 (2013): 33–50. http://dx.doi.org/10.1037/a0030102.

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30

Chang, Xu-hua, Qiang Chen, and Patrick S. W. Fong. "University invention disclosure: balancing the optimal stage and type." Journal of Technology Transfer 42, no. 3 (2016): 510–37. http://dx.doi.org/10.1007/s10961-016-9489-0.

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31

Huang, Xishan, Xiao-lu Zhu, Juan Zheng, Lin Zhang, and Kunio Shiomi. "Relationships Among Androgyny, Self-Esteem, and Trait Coping Style of Chinese University Students." Social Behavior and Personality: an international journal 40, no. 6 (2012): 1005–14. http://dx.doi.org/10.2224/sbp.2012.40.6.1005.

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Chinese university undergraduates' personality types were investigated from the perspective of androgyny as the ideal gender role type. Based on Bem's (1974) 4 gender role types, 434 undergraduates were classified as masculine, feminine, androgynous, or undifferentiated. The relationships among personality type, trait coping style, and level of self-esteem were examined. Results showed that the students were mainly in 2 gender role types: androgynous and undifferentiated. Gender and grade had a significant impact on the distribution of gender role types. The androgynous group had the highest self-esteem level and tended to use positive coping strategies. Androgyny was assessed as an ideal gender role type, relative to the 3 other types.

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Duran, Nagihan Oguz, and Feyyat Gökçe. "Examination of Psychological Counselor Candidates’ University Satisfaction: The Case of Uludag University." Journal of Education and Learning 6, no. 2 (2017): 85. http://dx.doi.org/10.5539/jel.v6n2p85.

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In the present study, Uludağ University, Faculty of Education, Guidance and Psychological Counseling (GPC) undergraduate program students’ expectations and satisfaction levels regarding the services and facilities provided by the university were investigated in a sample of 354 students (227 females and 127 males). The data collected by the “Student Expectation and Satisfaction Survey of Hacettepe University” were analyzed based on the program type (Daytime and Nighttime Education) and year of study. Findings revealed that the expectation levels of students in all groups were high and satisfaction levels were medium or lower. There was no significant effect on the satisfaction level of the program type and the year of study.

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Seregina, Tatiana N., Sergey A. Prosekov, Sergey V. Nazarenko, and Maxim R. Logunov. "The socializing function of the university." SHS Web of Conferences 103 (2021): 01032. http://dx.doi.org/10.1051/shsconf/202110301032.

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The article considers the role of the university as a social institution in the urban space. The article establishes the connection and interdependence among the phenomena of the city, the university, the type of rationality, and the type of communication. The transformations of urban space and the functions of the city in history affect the organizational forms and functions of the university. The research environment at the university, using the communication practices that have developed in society, creates a certain type of rationality. The nonclassical type of rationality is formed in the industrial city environment, and university education is changing towards professionalization, and commercialization, changing communication practices and values that need to be mastered for socialization into the industrial world. The post-nonclassical type of rationality coincides with the emergence of a new type of university, created within the framework of the Bologna Process. This is associated with the emergence of so-called multiple identities, formed by a variety of socialization practices. Universities are operating in the global space of global cities and megalopolises. The convergence of these phenomena results in the transformation of the value perception of the world and the axiological paradigm of society. The activity-based method of analyzing the socialization process allowed determining the need to create the idea of a university, based on a value approach. Values and value-based communication practices in the educational system of the university allow moving to a sustainable development society.

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Карпенко, E. Karpenko, Журавлев, P. Zhuravlev, Альхименко, and O. Alkhimenko. "FORMATION FACTORS OF HUMAN CAPITAL IN UNIVERSITY OF ENTREPRENEURIAL TYPE." Management of the Personnel and Intellectual Resources in Russia 6, no. 1 (2017): 35–38. http://dx.doi.org/10.12737/24689.

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Work objective. Changes in the system of higher education in Russia, which are a reflection of the socio-economic life, require the expansion of modern university functions. The development of processes of transformation of universities in universities of entrepreneurial type has identified the need to identify factors in the formation of human capital as the most important resource that can make the transition to a new quality of universities. Materials and methods. The works of domestic and foreign experts, universities, research enterprise type are studied. Result. The main directions of the entrepreneurial type of universities are given. Classification of factors influencing the formation of the human capital of the University of entrepreneurial orientation is offered. Groups of factors influencing the priority on human capital formation necessary for the implementation of certain activities of the University of enterprise type are given. Conclusion. The results can be used in the formation of the enterprise type universities.

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35

Gawish, Awny A. "An investigation of type 3 secretion toxins encoding-genes of Pseudomonas aeruginosa isolates in a University Hospital in Egypt." Journal of Microbiology and Infectious Diseases 03, no. 03 (2013): 116–22. http://dx.doi.org/10.5799/ahinjs.02.2013.03.0093.

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36

J Steenkamp, Rigard. "The exploration of university ethos – neoliberalism versus entrepreneurial wisdom." Problems and Perspectives in Management 15, no. 3 (2017): 147–56. http://dx.doi.org/10.21511/ppm.15(3).2017.12.

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The exploration of the entrepreneurial university indicates a new model for higher education institutions. Despite the overwhelming resistance against this phenomenon in terms of neoliberalism, modern universities adapt to economic forces and the function of the imminent fourth industrial revolution. The changing ethos of universities in a time of super-complexity seems to be a natural phenomenon of our time regardless of the warnings against this revolution. The protection of academic integrity and quality of tuition needs not be a trade-off when the tuition mission of universities is being enlarged in terms of a new type of knowledge management and a fresh drive for applied research and intellectual property management. Universities become less isolated as an open system with the aim of building an enterprising state in which university partners co-innovate in order to solve global economic challenges. Most universities promote intrapreneurship and types of external academic engagement with industry while others have established technology transfer organisations and industry-science links as integral to the university. This paper explores perspectives against and for the phenomenon, with strong arguments and selected case examples in support of entrepreneurial universities.

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Sharma, P., A. Valiathan, and A. Sivakumar. "Success Rate of Microimplants in a University Orthodontic Clinic." ISRN Surgery 2011 (April 26, 2011): 1–6. http://dx.doi.org/10.5402/2011/982671.

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Introduction. The purpose of this study was to examine the success rate and find factors affecting the clinical success of microimplants used as orthodontic anchorage. Methods. Seventy-three consecutive patients (25 male, 48 female; mean age, 22.45 years) with a total of 139 screw implants of 2 types were examined. Success rate was determined according to 18 clinical variables. Results. The overall success rate was 87.8%. The clinical variables of microimplant factors (type), patient factors (sex, skeletal and dental relationships, overbite, jaw involved, side involved and site involved), and treatment factors (type of insertion, time of loading, purpose of microimplant insertion, mode of loading, type of anchorage used, direction of forces applied) did not show any statistical difference in success rates. Mandibular angle, vertical position of implant placement, oral hygiene status, and inflammation showed significant difference in success rates. Conclusions. Proper case selection and following the recommended protocol are extremely essential to minimise failures.

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Bae, Oh Sung. "Analysis of GPA and College Life by University Admission Type." Research Institute of Korean Education 34, no. 3 (2016): 157–75. http://dx.doi.org/10.22327/kei.2016.34.3.157.

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강상욱 and 이제영. "Reception Type of an University Student on TV Debate Program." Journal of Political Communication ll, no. 8 (2008): 202–16. http://dx.doi.org/10.35731/kpca.2008..8.006.

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Rodina, Olga, Liubov Gladkova, and Olga Selivanova. "University students’ social interaction type specifics in the learning process." SHS Web of Conferences 69 (2019): 00093. http://dx.doi.org/10.1051/shsconf/20196900093.

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The author highlights the importance of human social interaction in training university students.The paper presents an overview of the conceptual aspects of social interaction in scientific research.Based on theoretical approaches to the definition of social interaction, the paper defines “social interaction” in the context of the classroom activities.The aim of the paper is to investigate and define the first-year university students’ interaction specifics in the learning process.The experiment involved 118 students from the Institute of Geology and Oil and Gas Production.On the basis of K.Thomas-Kilmann’s test questionnaire focused on determining a leading interaction type in conflict situations, social interaction type specifics of the first-year students of technical specialties were determined and described.

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Balfe, Myles. "The Body Projects of University Students with Type 1 Diabetes." Qualitative Health Research 19, no. 1 (2008): 128–39. http://dx.doi.org/10.1177/1049732308328052.

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Bradley, Jay C., Enrique Graue Hernandez, Ivan R. Schwab, and Mark J. Mannis. "Boston Type 1 Keratoprosthesis: The University of California Davis Experience." Cornea 28, no. 3 (2009): 321–27. http://dx.doi.org/10.1097/ico.0b013e31818b8bfa.

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Makedon, F., H. Maurer, and Th Ottmann. "Presentation type CAI in computer science education at university level." Journal of Microcomputer Applications 10, no. 4 (1987): 283–95. http://dx.doi.org/10.1016/0745-7138(87)90042-x.

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Liu, C. M., and W. M. Hu. "Analysis of the Type of China’s Cooperative Education Model." Key Engineering Materials 426-427 (January 2010): 391–94. http://dx.doi.org/10.4028/www.scientific.net/kem.426-427.391.

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This article utilizes the synthetic study method to carry on the discussion about China’s cooperative education model that has tried out in the university. In 1985, the Textile Institute of Shanghai Engineering Technology University studied the experiences of Waterloo University, they experimented one year three semesters cooperative education model jointly with 6 factories. Since then, China's colleges and universities began to experiment the cooperative education model and showed different types of it. This paper classifies and sums up the types of cooperative education model that divided by the organizational form, the production and study time and the way of cooperation in age 80-90 for the 20th century in China. The models were divided into 14 kinds of test patterns, and these models are briefly outlined.

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Phelps, Rosemary E. "University and College Counseling Centers." Counseling Psychologist 20, no. 1 (1992): 24–31. http://dx.doi.org/10.1177/0011000092201004.

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Typically university and college counseling centers have been viewed as viable work settings for counseling psychologists. The selection of this type of setting is often encouraged for new professionals, especially those interested in clinical work This article examines some important issues for new counseling psychology professionals to consider when choosing this type of work setting. The issues are discussed in terms of professional and personal issues. The professional issues examined in the article include specialized training, implementation of the scientist-practitioner model, competency issues, practice issues, and ethical/legal issues. Developmental issues, racial/ethnic differences, and gender differences are also explored. Recommendations and coping strategies are presented for all of the issues.

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Vidal-Espinoza, Rubén, Emilio Rodríguez-Macayo, Rossana Gomez-Campos, Rodrigo Ruay-Garcés, Sonia Isabel-Muñoz, and Marco Cossio-Bolaños. "Scientific Knowledge of University Students of Chile." International Journal of Higher Education 10, no. 5 (2021): 194. http://dx.doi.org/10.5430/ijhe.v10n5p194.

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Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results showed that there were no significant differences in the use of scientific knowledge by indicator and in the total scores among the three universities. A positive correlation was observed between age with knowledge contribution and type of school and knowledge transfer with type of school. It is concluded that the type of school could be relevant to obtain better results in the contribution and transfer of scientific knowledge, although age could also contribute.

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Son, SungHwa, and YoungSim Kang. "The Difference in Attitude Toward University Students with Disabilities According to University Students’s Sense Type of Community." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 12 (2019): 1287–304. http://dx.doi.org/10.22251/jlcci.2019.19.12.1287.

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정연승 and 노정식. "A Study on the Effects of University Advertising Media Mix Type and Media Spending on University Competitiveness." Journal of Product Research 28, no. 5 (2010): 139–51. http://dx.doi.org/10.36345/kacst.2010.28.5.013.

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Macaro, Ernesto, and Mustafa Akincioglu. "Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables." Journal of Multilingual and Multicultural Development 39, no. 3 (2017): 256–70. http://dx.doi.org/10.1080/01434632.2017.1367398.

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Kellett, J., M. Sampson, F. Swords, et al. "Young people's experiences of managing Type 1 diabetes at university: a national study of UK university students." Diabetic Medicine 35, no. 8 (2018): 1063–71. http://dx.doi.org/10.1111/dme.13656.

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