Relevant bibliographies by topics / Working students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Working students'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Working students"

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Jacoby, Alessandra Rodrigues, and Janine Kieling Monteiro. "Mobbing of Working Students." Paidéia (Ribeirão Preto) 24, no. 57 (April 2014): 39–47. http://dx.doi.org/10.1590/1982-43272457201406.

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Workplace mobbing has become a common topic. Taking into account the increasing reports of this act, this study was aimed at investigating the prevalence of mobbing in relation to university students who work and also ascertaining the most frequent biosociodemographic and work characteristics of the group of workers who were mobbed. The sample was composed of 457 working students living in the metropolitan area of Porto Alegre, in the state of Rio Grande do Sul, and usedas instruments a Biosociodemographic and Employment questionnaire and the Negative Acts Questionnaire (NAQ). It could be observed that 89.3% of the students had a mobbing score according to the NAQ – objective measure. As per the subjective measure, 11.2% of the participants stated to having beenmobbed. High rates of the practice of hostile acts in the workplace can be noted, but these are often viewed as mundane and normal acts in the workplace. In conclusion, it is necessary to seek alternatives in order to overcome this problem, which already affects a significant number of workers.
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Kalles, Dimitrios. "Students working for students on programming courses." Computers & Education 50, no. 1 (January 2008): 91–97. http://dx.doi.org/10.1016/j.compedu.2006.03.003.

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Ferguson, Colette, and Marie Cerinus. "Students inemployment: learning and working." Nurse Education Today 16, no. 5 (October 1996): 373–75. http://dx.doi.org/10.1016/s0260-6917(96)80012-8.

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Master, Bilal, Faisal Jamshaid, Samiullah Dost, Ziyan Kassam, Salman Momin, Layeek Ahmed, and Ahmed Najjar. "Medical students working with interpreters." Clinical Teacher 15, no. 6 (November 13, 2018): 519. http://dx.doi.org/10.1111/tct.12948.

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Mathastein, Nicola, and Michael Klingenberg. "Medical students working with nurses." Medical Education 44, no. 11 (October 15, 2010): 1138–39. http://dx.doi.org/10.1111/j.1365-2923.2010.03833.x.

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Ginsberg, Amy Patraka. "Working with Students Who Stutter." Kappa Delta Pi Record 38, no. 3 (April 2002): 138–40. http://dx.doi.org/10.1080/00228958.2002.10516361.

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Jackson, Joanna, and Clive Liles. "Working Postures and Physiotherapy Students." Physiotherapy 80, no. 7 (July 1994): 432–36. http://dx.doi.org/10.1016/s0031-9406(10)60791-2.

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Mihail, Dimitrios M. "Working students at Greek universities." Journal of European Industrial Training 29, no. 7 (September 2005): 561–71. http://dx.doi.org/10.1108/03090590510621054.

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Mitchell, H., and S. Lahtinen. "Preparing Students for Working Life." ITNOW 54, no. 2 (May 16, 2012): 48–49. http://dx.doi.org/10.1093/itnow/bws050.

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Wyland, Rebecca L., Doan E. Winkel, Scott W. Lester, and Nancy Hanson-Rasmussen. "Who Can Help Working Students?" Industry and Higher Education 29, no. 3 (June 2015): 175–84. http://dx.doi.org/10.5367/ihe.2015.0254.

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A significant number of employees attend graduate school, and the impact of the student role may be substantial and valuable to the work-life literature. In this study the authors examine whether psychological involvement in graduate school increases school-work facilitation. Further, they suggest that employers and graduate schools can provide social support resources that will strengthen the relationship between psychological involvement and school-work facilitation, thereby creating a win-win situation for both student and employer. The study results suggest that the interaction between psychological school involvement and social support in the school and work domains produce stronger levels of school-work facilitation. Specifically, co-worker support, classmate support and supervisor support strengthened the relationship between involvement and facilitation.
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Dissertations / Theses on the topic "Working students"

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Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance among 50 elementary-aged students (33 male, 17 female). While students' ratings of alliance were greatly predictive of their school satisfaction, teachers' ratings made less of a contribution. The final discussion centers on the contribution of this research program to our understanding of the classroom working alliance and the unique interactions that define the teacher-student relationships. Implications for alliance-building and fostering student success will be presented.
Les articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
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Mathuews, Katy B. "The Working Time-Poor: Time Poverty Implications for Working Students’ Involvement." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1540829773983031.

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Hitt, Sara Beth, and false. "Working with Students with Learning Difficulties." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4065.

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Cheung, Kwok-wing. "Exploring students' technology acceptance in working online." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598651.

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Gray, Ashley Pearl. "WORKING MEMORY AND INATTENTION IN COLLEGE STUDENTS." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192458.

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Cheung, Kwok-wing, and 張國榮. "Exploring students' technology acceptance in working online." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598651.

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Jones, Sharon Holly. "Nursing students' perceptions of working with staff nurses." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/jones/JonesS0510.pdf.

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The purpose of this project was to examine the perceptions of nursing students working with staff nurses during their clinical experiences. Based on this information, a resource for staff nurses was developed to assist them in mentoring students. A limited review of the literature identified helpful and hindering practices in the education of nursing students. Nursing schools and faculty are charged with theoretical and clinical education of nursing students so they may enter into the nursing profession as competent and safe nurses. Staff nurses play integral roles in the formative development of students. Data from a previous study were examined. The variables of friendliness, approachability, availability and willingness of staff nurses were evaluated. Students consistently ranked the ability of nurses to teach lowest and friendliness of nurses highest. Student comments were organized qualitatively utilizing retrospective analysis. Two themes were identified from the qualitative data which added to the veracity of the research. Positive reported nurse behaviors towards students were then utilized as a basis for a mentoring guide. Limitations for this project, as well as implications and topics of future research were identified and discussed. A resource guide was developed for distribution to staff nurses to assist them when mentoring nursing students.
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Heffren, Colleen. "A comparison of literacy and working skills of students in the co-operative education program with students working part-time." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41052.pdf.

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Dalrymple, Beverly F. "Working adult students' perspectives on persisting in college." FIU Digital Commons, 2000. http://digitalcommons.fiu.edu/etd/2709.

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The purpose of this study was to describe and explain working adult undergraduate students' perspectives on persistence in college in order to address the applicability of retention theory to a specific group of college students. Retention of college students is a major concern in higher education where persistence rates have continued to decline for the last 16 years and changing student demographics have influenced enrollment patterns. A qualitative research design was used. Data were collected through in-depth semi-structured interviews with nine working adult undergraduate students. The participants were selected to include diversity in age, race/ethnicity, family roles, career/work levels, college majors, and educational histories. Triangulation was performed on data from the interviews, participant data forms, and a research journal. Open and axial coding were used to generate emerging themes. Member checking was used to verify the interpretation of the participants' perspectives. A peer reviewer corroborated the data analysis. Three major themes emerged from the data which explained how the students stayed motivated, engaged in learning, and managed the institutional aspects of college. Five conclusions were drawn from the findings of this study. First, working adult students described their core experience of college as both positive and negative, creating tensions and often conflicts that influenced their persistence. Second, persistence factors associated with working adult students included personal aspects, such as having clear career/life goals, self management skills, and supportive relationships; learning aspects, such as interactive teaching methods, connections to prior learning, and relevance to career/life goals; and institutional aspects, such as customer service orientation of staff, flexibility of policies and procedures, and convenient access to information. Third, current retention theory was applicable to working adult students. However, working adult students described their experience of academic and social integration differently from that of traditional college students found in the literature. Fourth, findings from this study supported the developmental components of the Adult Persistence in Learning model (MacKinnon- Slaney, 1994). Finally, the study findings indicated a clearly active role required of the institution in the persistence of working adult students by providing flexibility and accessibility in procedures and services.
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Wells, Jaclyn M. "Invisible conflict : working-class students in first-year composition /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1079657851&sid=26&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Books on the topic "Working students"

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Critical thinking for working students. Australia: Delmar/Thomson Learning, 2001.

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Brophy, Jere E. Working with shy or withdrawn students. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1996.

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Hernández-Gantes, Victor M. Working with Latino high school students. Madison, Wis: Center on Education and Work, School of Education, University of Wisconsin-Madison, 1998.

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Cox, Graham. Tertiary college students working in primary schools. (U.K.): (s.n.), 1988.

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Clark, Mary. Working with students who are late-deafened. [Rochester, NY: Rochester Institute of Technology, National Technical Institute for the Deaf, National Technical Assistance Center, 1998.

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Lynam, Suzanne M. Working-class students & third-level education in Ireland: A study of the difficulties facing 'working-class' students. Dublin: University College Dublin, 1996.

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1964-, Heft Harold, ed. On your mark: Getting better grades without working harder or being smarter. Toronto: Macmillan Canada, 1997.

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Bender, William N. 20 disciplinary strategies for working with challenging students. Moorabbin, Victoria, Australia: Hawker Brownlow Education, 2015.

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Barlow, Michael. Working with computers: Computer orientation for foreign students. Stanford, CA, U.S.A: Athelstan, 1987.

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Kealey, Catherine M. A working reading list for Catholic school students. Washington, DC: National Catholic Educational Association, 2003.

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Book chapters on the topic "Working students"

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Sicherer, Mati. "Working with Students." In The Elementary School Counselor's Guide to Supporting Students with Learning Disabilities, 49–68. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000938-6.

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Boyle, Jennifer, and Scott Ramsay. "Working with Data." In Writing for Science Students, 87–110. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-57152-6_9.

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Wallwork, Adrian. "Working on Students’ Pronunciation." In English for Academic Research: A Guide for Teachers, 125–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32687-0_13.

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White, Leigh Anne. "Working with LGBTQ Students." In College Psychiatry, 71–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69468-5_5.

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Crew, Teresa. "Supporting Students." In Higher Education and Working-Class Academics, 95–110. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58352-1_5.

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Johnston, Michelle, and Simon Forrest. "Education and Non-Indigenous Students." In Working Two Way, 153–77. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4913-7_8.

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Fonseca, Christine. "Working With the Explosion." In Emotional Intensity in Gifted Students, 79–96. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234883-9.

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Cavalieri, Consuelo E., Bryana H. French, and Salina M. Renninger. "Developing Working Alliances with Students." In Teaching Race, 151–70. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119548492.ch8.

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Johnston, Michelle, and Simon Forrest. "Education and Aboriginal and Torres Strait Islander Students." In Working Two Way, 125–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4913-7_7.

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Gunner, Charlotte K., David Bunting, Syed Joharn Raza, David W. Drevna, Rishi Patel, Alisa Jiwani, Ruhith Ariyapala, Fahd Khan, and Noman Saghir. "International Careers: Training and Working Abroad." In Introduction to Surgery for Students, 373–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43210-6_30.

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Conference papers on the topic "Working students"

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Liccardi, Ilaria, Asma Ounnas, Reena Pau, Elizabeth Massey, Päivi Kinnunen, Sarah Lewthwaite, Marie-Anne Midy, and Chandan Sarkar. "The role of social networks in students' learning experiences." In Working group reports. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1345443.1345442.

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CRAINIC, Marius-Florin, and Stefan PREITL. "Juice dispenser for hard-working students." In 2019 IEEE 13th International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2019. http://dx.doi.org/10.1109/saci46893.2019.9111517.

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Clear, Tony. "Students becoming political and "incorrect" through agile methods." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1044550.1041632.

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Gerodetti, Natalia, and Darren Nixon. "Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9435.

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Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Parwati, Ni Nyoman. "Students’ Ability in Working the Mathematics Problem." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.086.

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Kaydalova, Anastasiya Olegovna. "Peculiarities of a teacher's image working at a preschool educational establishment." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111380.

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Davies, Gordon, and Brian J. Garner. "Telematics helpdesk for external students of computing at Deakin University." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349385.

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Carter, Janet, Su White, Karen Fraser, Stanislav Kurkovsky, Colette McCreesh, and Malcolm Wieck. "ITiCSE 2010 working group report motivating our top students." In the 2010 ITiCSE working group reports. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1971681.1971685.

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Jankovic, Ljiljana, Dragoljub Cucic, Angelos Angelopoulos, and Takis Fildisis. "Working with Advanced Primary School Students in Physics." In ORGANIZED BY THE HELLENIC PHYSICAL SOCIETY WITH THE COOPERATION OF THE PHYSICS DEPARTMENTS OF GREEK UNIVERSITIES: 7th International Conference of the Balkan Physical Union. AIP, 2010. http://dx.doi.org/10.1063/1.3322366.

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Brown, Richard, Elizabeth Shoop, Joel Adams, Curtis Clifton, Mark Gardner, Michael Haupt, and Peter Hinsbeeck. "Strategies for preparing computer science students for the multicore world." In the 2010 ITiCSE working group reports. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1971681.1971689.

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Reports on the topic "Working students"

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Otsuki, Yumiko. Being an "Other": The Significance of Teachers' Lived Experiences in Working with Culturally and Linguistically Diverse Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3134.

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Abney, Stephanie T. Summer Student Internship working on the GPU. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1090694.

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Goldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, September 2020. http://dx.doi.org/10.18235/0002633.

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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Karstensen, Johannes, Alexandra Andrae, Ludwig Bitzan, Jakob Deutloff, Christiane Lösel, Paul J. Witting, Nils O. Niebaum, et al. Student cruise: Observing techniques for Physical Oceanographers Cruise No. AL529. GEOMAR, 2020. http://dx.doi.org/10.3289/cr_al529.

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Oct. 07 2019 – Oct. 10, 2019 Kiel (Germany) – Kiel (Germany) MNF-Pher-110The main purpose of the ALKOR cruise AL529 was the training of students in observational techniques applied by physical oceanographers. The students who participated in the trip attend the module "Measurement Methods of Oceanography" which is offered in the Bachelor program "Physics of the Earth System" at CAU Kiel. During the AL529 the students were instructed in instrument calibration and in the interpretation of measurement data at sea. In addition, the students had the opportunity to learn about working and living at sea and to explore and study the impact of physical processes in the western Baltic Sea, the sea at their doorstep. The observations show a quasi-synoptic picture of the hydrography and currents in the western Baltic Sea. Twice-repeated hydrographic and current sections across the Fehmarn Belt show well the short time scales where significant changes occur. A zonal section along the deepest topography, from about 10°40'E to 014°21'E, shows very nicely the two-layer system of outflowing low salinity and inflowing North Sea water. A bottom shield anchorage shows the currents in the water column and the near-bottom temperature and salinity variations in the Fehmarnbelt area.
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Peters, Vanessa, Barbara Means, Maria Langworthy, Phil Neufeld, Ryan Coe, Kenneth Meehan, and Stevin Smith. Enabling Analytics for Improvement: Lessons from Year 2 of Fresno’s Personalized Learning Initiative. Digital Promise, September 2018. http://dx.doi.org/10.51388/20.500.12265/53.

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Now in its second year, the Fresno Unified School District’s Personalized Learning Initiative (PLI) continues to help teachers and students develop the skills, competencies and mindsets essential for “as yet imagined” futures. A unique aspect of Fresno’s PLI is its analytics partnership between Fresno Unified, Microsoft Education, Houghton Mifflin Harcourt and Digital Promise. This report describes the early success of the PLI on students’ learning outcomes, evidence on what elements of the implementation are working, and the process and principles of the analytics partnership. The report aims to share with other education systems the lessons learned from this journey.
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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Abstract:
The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.
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9

P., DALLA VILLA. Overcoming the impact of COVID-19 on animal welfare: COVID-19 Thematic Platform on Animal Welfare. O.I.E (World Organisation for Animal Health), October 2020. http://dx.doi.org/10.20506/bull.2020.nf.3137.

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Abstract:
The World Organisation for Animal Health (OIE) represents 182 countries with a focus on animal health, animal welfare and veterinary public health. The OIE has several Collaborating Centres that support the work of the organisation. The Istituto Zooprofilattico Sperimentale dell’Abruzzo e del Molise ‘Giuseppe Caporale’ (IZSAM) is the Secretariat for the OIE Collaborating Centre Network on Veterinary Emergencies (EmVetNet). In April 2020, the IZSAM initiated a COVID-19 Thematic Platform on Animal Welfare. The working group represented the EmVetNet Collaborating Centres, international institutions, veterinary associations, authorities and animal welfare organisations. Lincoln Memorial University College of Veterinary Medicine recruited summer research students whom catalogued over 1,200 animal welfare related reports and provided 64 report narratives for the working group. IZSAM launched the EmVetNet website (https://emvetnet.izs.it) for public and private exchange of information, materials, and guidelines related to veterinary emergencies. The EmVetNet COVID-19 Thematic Platform on Animal Welfare continues to meet to address emerging issues, strengthen the network for future emergencies, and share information with stakeholders including national Veterinary Services responding to the epidemic.
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10

P., DALLA VILLA. Overcoming the impact of COVID-19 on animal welfare: COVID-19 Thematic Platform on Animal Welfare. O.I.E (World Organisation for Animal Health), October 2020. http://dx.doi.org/10.20506/bull.2020.nf.3137.

Full text
Abstract:
The World Organisation for Animal Health (OIE) represents 182 countries with a focus on animal health, animal welfare and veterinary public health. The OIE has several Collaborating Centres that support the work of the organisation. The Istituto Zooprofilattico Sperimentale dell’Abruzzo e del Molise ‘Giuseppe Caporale’ (IZSAM) is the Secretariat for the OIE Collaborating Centre Network on Veterinary Emergencies (EmVetNet). In April 2020, the IZSAM initiated a COVID-19 Thematic Platform on Animal Welfare. The working group represented the EmVetNet Collaborating Centres, international institutions, veterinary associations, authorities and animal welfare organisations. Lincoln Memorial University College of Veterinary Medicine recruited summer research students whom catalogued over 1,200 animal welfare related reports and provided 64 report narratives for the working group. IZSAM launched the EmVetNet website (https://emvetnet.izs.it) for public and private exchange of information, materials, and guidelines related to veterinary emergencies. The EmVetNet COVID-19 Thematic Platform on Animal Welfare continues to meet to address emerging issues, strengthen the network for future emergencies, and share information with stakeholders including national Veterinary Services responding to the epidemic.
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