Relevant bibliographies by topics / Academic settings

Academic literature on the topic 'Academic settings'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Academic settings.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Academic settings"

1

Sudicky, Petr, and Veronika Nenickova. "iPAD in academic settings: A pilot project." Applied Technologies and Innovations 10, no. 4 (November 24, 2014): 141–46. http://dx.doi.org/10.15208/ati.2014.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Alfred, Petra, Carita Devilbiss, Donald Headley, Valerie Rice, Conne Bazley, Karen Jacobs, Nancy Vause, and Nancy Vause. "Human Factors Applications in Academic Settings." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 16 (October 2009): 1022–25. http://dx.doi.org/10.1177/154193120905301605.

Full text
Abstract:
Members of this panel will discuss their work in applying Human Factors/Ergonomics in a unique field of application: Academia. Each panel member will give a short presentation describing how they have applied Human Factors/Ergonomics within academia to include: ensuring an adequate auditory environment, safety and injury prevention, office ergonomics, reducing attrition, examining backpack weight and laptop computer use of students, and “brain training” to reduce the effects of stress and improve academic performance. Each panelist will also talk about the role they envision for Human Factors/Ergonomics professionals within academic settings, from kindergarten through university level programs.
APA, Harvard, Vancouver, ISO, and other styles
3

Rashid, Umar, and Aaron Quigley. "Ambient Displays in Academic Settings." International Journal of Ambient Computing and Intelligence 1, no. 2 (April 2009): 31–38. http://dx.doi.org/10.4018/jaci.2009040104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Langhout, Regina Day, Francine Rosselli, and Jonathan Feinstein. "Assessing Classism in Academic Settings." Review of Higher Education 30, no. 2 (2007): 145–84. http://dx.doi.org/10.1353/rhe.2006.0073.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bowman, Richard F. "Conversational Competence in Academic Settings." Clearing House: A Journal of Educational Strategies, Issues and Ideas 87, no. 4 (June 5, 2014): 175–79. http://dx.doi.org/10.1080/00098655.2014.902798.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Iyengar, Ravi. "Drug Discovery in Academic Settings." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 77, no. 4 (July 2010): 325–26. http://dx.doi.org/10.1002/msj.20190.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sethy, Satya Sundar. "‘Academic Freedom’ in Indian Higher Education Settings." Asian Journal of University Education 17, no. 2 (June 6, 2021): 39. http://dx.doi.org/10.24191/ajue.v17i2.9022.

Full text
Abstract:
The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic freedom in Indian higher education set up. It examines the relationship between ‘academic freedom’ and ‘university autonomy’. The paper submits that ‘academic freedom’ in Indian higher education institutions is not to be viewed as ‘legal freedom’. The paper adopts qualitative methodology that subsumes descriptive, evaluative and interpretative approaches to derive its conclusion for academics consideration and further critical examination.
APA, Harvard, Vancouver, ISO, and other styles
8

Živčić-Bećirević, Ivanka, Sanja Smojver-Ažić, and Tamara Martinac Dorčić. "Determinants of Procrastination in Academic Settings." Drustvena istrazivanja 4, no. 1 (2015): 47–67. http://dx.doi.org/10.5559/di.24.1.03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pajares, Frank. "Self-Efficacy Beliefs in Academic Settings." Review of Educational Research 66, no. 4 (December 1996): 543–78. http://dx.doi.org/10.3102/00346543066004543.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Leventhal, Gerald. "Psychology’s Adaptation to Academic Medical Settings." Journal of Clinical Psychology in Medical Settings 12, no. 3 (September 2005): 199–201. http://dx.doi.org/10.1007/s10880-005-5738-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Academic settings"

1

Kirk, Chris Michael. "Student empowerment and empowering academic settings." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5360.

Full text
Abstract:
Despite multiple reforms, the education system of the United States continues to leave students behind, particularly those from marginalized groups. Student empowerment is defined as a process by which students gain more control over their lives and develop empowered academic outcomes including competence, self-determination, and a sense that their voice is heard. The current study expands the literature on school climate and applies the literature on empowering settings to an urban, public high school with the goal of identifying characteristics of schools which are related to student empowerment. A qualitative case study was conducted using observations, focus groups, and interviews on one urban high school campus. A participant research team collected and analyzed data over the course of one semester. A conceptual model of student empowerment was developed for this study and used to interpret the data. Results identified a total of eleven characteristics which were related to student empowerment. Empowering classrooms were characterized by positive relationships (teachers believed in students, high sense of community in class, equitable teacher-student roles) and opportunities for classroom involvement (shared decision-making in class and engaging classroom practices). On the school level, the impact of positive traditions, valuing of student leadership, and embracing cultural diversity were connected to student empowerment along with adequate resources and sense of community and empowerment among staff. The results supported the conceptual model by identifying characteristics of academic settings which related to student empowerment and the development of empowered outcomes. The current study presents a valuable addition to the literature by extending the literature on school climate to include the concepts of power and empowerment, while applying the literature on empowering settings to a public high school setting. Implications for educational reform and future research are discussed. Suggestions include expanding school evaluations, enhancing teacher training, and modifying curriculum. Future research questions include measuring the identified characteristics across settings and empirically testing programs, policies, and practices designed to promote student empowerment. Limitations and future directions are discussed.
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
APA, Harvard, Vancouver, ISO, and other styles
2

Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dong, Xinran. "Requests in Academic Settings in American English, Russian and Chinese." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245463927.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Winsky, Denise Lynn. "Children's self-evaluations and attributions in achievement settings." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186267.

Full text
Abstract:
The effects of task structure and task outcome on the self-evaluations children make were examined in the study. One hundred forty seven students in second, fourth, sixth, and eighth grades were surveyed following successful and unsuccessful outcomes in a classroom achievement setting. Students were randomly divided into two task structure groups: individual, competitive task structure, and cooperative learning groups. The students worked under these differing task structures on a reading comprehension activity. Half the students in each group and each grade were told they had done well on the comprehension exercise and half were told they had done poorly, then all were surveyed. Students who were told they had succeeded made higher self-evaluations than did students who were told they had failed. At all grade levels, and in both task structure groups, students were much happier with themselves and their work if they were told they had done well, than if they believed that had done poorly. Students who believed they had succeeded made more attributions to the internal attributions of ability and effort than did those who thought they had failed at the task. Younger students attributed outcome more to effort than did older students and students working under the cooperative learning task structure attributed outcome more to ability and task difficulty than did students working in competitive groups. These results found in a naturalistic classroom environment contribute to previous findings from attribution research in laboratory settings.
APA, Harvard, Vancouver, ISO, and other styles
5

Gore, Maria. "LGBT affirming environments in hospice care settings." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/848.

Full text
Abstract:
The documented experiences and perceptions of lesbian, gay, bisexual, and transgender (LGBT) patients receiving hospice or palliative care gives merit to the need for the implementation of LGBT affirming environments in hospice care settings. The guidelines for creating these affirming environments are described in this paper. Applying the Donabedian (1988) model of structure, process, and outcome this thesis project analyzes identified interventions relevant to the implementation of LGBT affirming environments in hospice care settings. Utilizing a formal PICO questioning method, a search strategy was devised and studies were identified based on established criteria. The results suggest that there is a paucity of data in relation to the implementation of LGBT affirming environments in hospice care settings. In an effort to assist in identifying existing interventions that have not been studied this project also includes a recommended survey tool to measure the active efforts of hospice organizations to implement LGBT affirming environments.
B.S.W.
Bachelors
Health and Public Affairs
Social Work
APA, Harvard, Vancouver, ISO, and other styles
6

Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

Full text
Abstract:
The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
Doctor of Philosophy (PhD)
APA, Harvard, Vancouver, ISO, and other styles
7

Tucker, Jasmin. "Accommodating multiple perspectives on reality within western academic settings : some postmodern considerations." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23741.

Full text
Abstract:
Contained within the parameters of postmodern thought, particularly feminist critical perspectives on western epistemology, this thesis proceeds from the following arguments: that knowledge is political: that it possesses a reflexive and dialectical nature and that it is based upon interpretations of reality which are in potential, indeterminate in range. Within these boundaries, knowledge is viewed as a phenomenon subject to influence from social power structures. And western culture is observed to breed situations of epistemological inequality where knowers may become unjustly privileged or oppressed.
Focusing on arguments expounded by Lorraine Code, Patti Lather and Catherine Walsh, this thesis aims to explore how western culture may be observed to impose on consciousness and thereby lead to restriction of interpretive outcomes. Following this line of reasoning, the goal of this thesis is to consider how applications in deconstructionism may be used to emancipate the position of the oppressed knower.
APA, Harvard, Vancouver, ISO, and other styles
8

Bird, Wesley Lee. "Effects of ability level compositions in cooperative learning settings." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072444/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bresó, Esteve Edgar. "Well-being and performance in academic settings. The predicting role of self-efficacy." Doctoral thesis, Universitat Jaume I, 2008. http://hdl.handle.net/10803/10524.

Full text
Abstract:
El objetivo general de esta tesis has sido poner a prueba un modelo 'heurístico' que sirva para explicar las relaciones existentes entre: las creencias de autoeficacia de los estudiantes, los obstáculos-facilitadores que los éstos perciben, sus niveles de burnout-engagement relacionados con sus estudios y su rendimiento académico. Además, también se ha puesto a prueba la eficacia de una intervención diseñada expresamente para incrementar los niveles de autoeficacia de los estudiantes universitarios. Para llevar a cabo este objetivo se han realizado cuatro estudios transversales y un estudio cuasi-experimental. De este modo, los resultados descritos en esta tesis permiten articular y cuantificar la relación existente entre las variables anteriormente descritas (autoeficacia, obstáculos-facilitadores, burnout-engagement y rendimiento).
APA, Harvard, Vancouver, ISO, and other styles
10

Huang, Lei [Verfasser]. "Communication between Chinese students and German university teachers in academic settings / Lei Huang." Gießen : Universitätsbibliothek, 2018. http://d-nb.info/1153334690/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Academic settings"

1

Schouwenburg, Henri C., Clarry H. Lay, Timothy A. Pychyl, and Joseph R. Ferrari, eds. Counseling the procrastinator in academic settings. Washington: American Psychological Association, 2004. http://dx.doi.org/10.1037/10808-000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhou, Mingming. Goal Frustration in Academic Achievement Settings. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7477-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Patrick, Dias, and Paré Anthony, eds. Transitions: Writing in academic and workplace settings. Cresskill, N.J: Hampton Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ordóñez-López, Pilar, and Nuria Edo-Marzá, eds. Medical Discourse in Professional, Academic and Popular Settings. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783096268.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Genre analysis: English in academic and research settings. Cambridge [England]: Cambridge University Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

R, Clark Burton, and Rockefeller Foundation, eds. The Academic profession: National, disciplinary, and institutional settings. Berkeley: University of California Press, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Miller, John Perry. Creating academic settings: High craft and low cunning : memoirs. New Haven: J. Simeon Press, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

A, Karabenick Stuart, and Newman Richard S, eds. Help seeking in academic settings: Goals, groups, and contexts. Mahwah, N.J: Lawrence Erlbaum Publishers, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Britner, Shari. Self-efficacy in school and community settings. Hauppauge, N.Y: Nova Science Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Academic settings"

1

Rice, Kenneth G., Clarissa M. E. Richardson, and Merideth E. Ray. "Perfectionism in Academic Settings." In Perfectionism, Health, and Well-Being, 245–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18582-8_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Srinivasan, Shilpa, Ashley Blackmon Jones, and Donald Hilty. "Geriatric Telepsychiatry in Academic Settings." In Geriatric Telepsychiatry, 55–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51491-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cleary, Timothy J. "Self-Evaluation in Academic Settings." In Encyclopedia of Child Behavior and Development, 1313–16. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2541.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Blaj-Ward, Lia. "Reading Practices in Academic Settings." In Language Learning and Use in English-Medium Higher Education, 81–100. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63239-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Joubert, Pieter H., and Silvia M. Rogers. "Written Communication in Academic Settings." In Strategic Scientific and Medical Writing, 13–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48316-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Paltridge, Brian. "Peer Review in Academic Settings." In The Discourse of Peer Review, 1–29. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-48736-0_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dill, David. "Professional Settings for the Academic Physician." In Handbook for the Academic Physician, 3–10. New York, NY: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6328-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hardee, James T., and Frederic W. Platt. "How to Teach in Busy Clinical Settings." In Roberts Academic Medicine Handbook, 121–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31957-1_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hardee, James T., and Frederic W. Platt. "How to Teach in Busy Clinical Settings." In The Academic Medicine Handbook, 103–8. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5693-3_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cohen, Marcia J. "How to Think About Money in Academic Settings." In Roberts Academic Medicine Handbook, 397–403. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-31957-1_43.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Academic settings"

1

Baltzar, Pauliina, Markku Turunen, and Lobna Hassan. "Popular Accessibility Settings in Digital Games." In Academic Mindtrek 2022: 25th International Academic Mindtrek conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3569219.3569335.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tannock, Michelle. "YOUNG CHILDREN'S ROUGH AND TUMBLE PLAY IN EDUCATIONAL SETTINGS." In 45th International Academic Conference, London. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.045.041.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Šerić, Maja. "INSIGHTS ON CULTURE AND COMMUNICATION IN ACADEMIC SETTINGS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1625.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Young, Nicholas T., Brianna Santangelo, Kelly Norris Martin, Anna E. Leak, and Benjamin M. Zwickl. "Models of Math Use in Non-Academic Workplace Settings." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Weinthal, Charles Perry, Maria M. Larrondo-Petrie, and Luis Felipe Zapata-Rivera. "Academic Integrity Assurance Methods and Tools for Laboratory Settings." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028482.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rosito, Asina C. "The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008591004690477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kruchten, Philippe. "Experience teaching software project management in both industrial and academic settings." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876087.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ardi, Rahkman, Adismara Putri Pradiri, Handy Pratama, and Dimas Mukhlas Widiantoro. "Does CQA Online Platform Increase Academic Performance of Secondary Students in Indonesia?" In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008587201990206.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yun Tao and Renjie Hu. "Challenges and problems of overseas Chinese students socializing into international academic settings." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543541.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tao, Yun, and Jie Ren. "Challenges and Problems of Overseas Chinese Students Socializing into International Academic Settings." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.114.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Academic settings"

1

Idris, Iffat. Preventing Atrocities in Conflict and Non-conflict Settings. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.137.

Full text
Abstract:
Atrocity prevention refers to activities to prevent atrocity crimes against civilians. These include genocide, war crimes, crimes against humanity and ethnic cleansing, and can take place in both conflict and non-conflict settings. This points to the need to prioritise and implement atrocity prevention specifically, and not just as part of conflict prevention efforts. Atrocity prevention interventions are broadly of two types: operational (short-term responses) and structural (addressing underlying causes/drivers). These encompass a wide range of approaches including: acting locally (with local actors taking the lead in prevention activities); tackling hate speech, and promoting an independent and strong media; documenting human rights violations, and prosecuting and punishing those responsible (establishing rule of law). The international community should prioritise atrocity prevention, but work in a united manner, take a comprehensive approach, and give the lead to local actors. Atrocity crimes generally develop in a process over time, and risk factors can be identified; these traits make atrocity prevention possible. This rapid review looks at the concept of atrocity prevention, how it is distinct from conflict prevention, the different approaches taken to atrocity prevention, and the lessons learned from these. The review draws on a mixture of academic and grey literature, in particular reports produced by international development organisations such as the United Nations (UN) and USAID. The literature was largely gender-blind (with the exception of conflict-related sexual violence) and disability-blind.
APA, Harvard, Vancouver, ISO, and other styles
2

Kelly, Luke. Evidence on Measures to Address Security in Camp Settings. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.052.

Full text
Abstract:
This rapid literature review finds that authorities use a range of methods to reduce insecurity in camps. Security in camps can be addressed through better planning of services by camp management, by more involvement of refugees, and through the use of outside security support. However, the militarisation of camps is a broader problem that requires political support from a number of stakeholders. The review focuses on insecurity arising from conflict (militarisation) and from crime and disputes within and around camps. It starts from the position that camps for refugees or internally displaced persons (IDPs) should be ‘civilian and humanitarian in character’, and thus, they should not host active combatants or fighters or support conflict. The rights of camp residents - e.g. non-refoulment of refugees - should be respected. In the case of insecurity arising from crime and disputes within and around camps, security measures should be proportionate and consider refugee protection. This review surveys evaluations and academic papers on camp security management. There is a significant body of evidence on the problem of camp militarisation in settings including Zaire/DRC, Thailand, Lebanon and the former Yugoslavia. However, the review has found relatively little evidence on successful efforts to counter militarisation in cases of conflict. It has found case studies and evaluations of a number of programmes to improve lower-level camp security, or in cases where conflict has abated. There are several reviews of UNHCR ’security packages’ involving support to host state police in African countries. These lessons are focused on how to engage with refugee and host populations, as well as host states, and how to manage security services. Guidance on camp management is also surveyed. There is very little evidence discussing liaison arrangements beyond stating the need to provide protection training and oversight for security forces; and the need for principled engagement with states and non-state conflict parties.
APA, Harvard, Vancouver, ISO, and other styles
3

Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

Full text
Abstract:
This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
APA, Harvard, Vancouver, ISO, and other styles
4

Haider, Huma. Political Empowerment of Women, Girls and LGBTQ+ People: Post-conflict Opportunities. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.108.

Full text
Abstract:
The instability and upheaval of violent conflict can break down patriarchal structures, challenge traditional gender norms and open up new roles and spaces for collective agency of women, sexual and gender minorities (SGM), and other marginalised groups (Yadav, 2021; Myrittinen & Daigle, 2017). A recent study on the gendered implications of civil war finds that countries recovering from ‘major civil war’ experience substantial improvements in women’s civil liberties and political participation—complementary aspects of political empowerment (Bakken & Bahaug, 2020). This rapid literature review explores the openings that conflict and post-conflict settings can create for the development of political empowerment of women and LGBTQ+ communities—as well as challenges. Drawing primarily on a range of academic, non-governmental organisation (NGO), and practitioner literature, it explores conflict-affected settings from around the world. There was limited literature available on experience from Ukraine (which was of interest for this report); and on specific opportunities at the level of local administrations. In addition, the available literature on empowerment of LGBTQ+ communities was much less than that available for women’s empowerment. The literature also focused on women, with an absence of information on girls. It is important to note that while much of the literature speaks to women in society as a whole, there are various intersectionalities (e.g. class, race, ethnicity, religion, age, disability, rural/urban etc.) that can produce varying treatment and degrees of empowerment of women. Several examples are noted within the report.
APA, Harvard, Vancouver, ISO, and other styles
5

Corriveau, L., J. F. Montreuil, O. Blein, E. Potter, M. Ansari, J. Craven, R. Enkin, et al. Metasomatic iron and alkali calcic (MIAC) system frameworks: a TGI-6 task force to help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329093.

Full text
Abstract:
Australia's and China's resources (e.g. Olympic Dam Cu-U-Au-Ag and Bayan Obo REE deposits) highlight how discovery and mining of iron oxide copper-gold (IOCG), iron oxide±apatite (IOA) and affiliated primary critical metal deposits in metasomatic iron and alkali-calcic (MIAC) mineral systems can secure a long-term supply of critical metals for Canada and its partners. In Canada, MIAC systems comprise a wide range of undeveloped primary critical metal deposits (e.g. NWT NICO Au-Co-Bi-Cu and Québec HREE-rich Josette deposits). Underexplored settings are parts of metallogenic belts that extend into Australia and the USA. Some settings, such as the Camsell River district explored by the Dene First Nations in the NWT, have infrastructures and 100s of km of historic drill cores. Yet vocabularies for mapping MIAC systems are scanty. Ability to identify metasomatic vectors to ore is fledging. Deposit models based on host rock types, structural controls or metal associations underpin the identification of MIAC-affinities, assessment of systems' full mineral potential and development of robust mineral exploration strategies. This workshop presentation reviews public geoscience research and tools developed by the Targeted Geoscience Initiative to establish the MIAC frameworks of prospective Canadian settings and global mining districts and help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. The knowledge also supports fundamental research, environmental baseline assessment and societal decisions. It fulfills objectives of the Canadian Mineral and Metal Plan and the Critical Mineral Mapping Initiative among others. The GSC-led MIAC research team comprises members of the academic, private and public sectors from Canada, Australia, Europe, USA, China and Dene First Nations. The team's novel alteration mapping protocols, geological, mineralogical, geochemical and geophysical framework tools, and holistic mineral systems and petrophysics models mitigate and solve some of the exploration and geosciences challenges posed by the intricacies of MIAC systems. The group pioneers the use of discriminant alteration diagrams and barcodes, the assembly of a vocab for mapping and core logging, and the provision of field short courses, atlas, photo collections and system-scale field, geochemical, rock physical properties and geophysical datasets are in progress to synthesize shared signatures of Canadian settings and global MIAC mining districts. Research on a metamorphosed MIAC system and metamorphic phase equilibria modelling of alteration facies will provide a foundation for framework mapping and exploration of high-grade metamorphic terranes where surface and near surface resources are still to be discovered and mined as are those of non-metamorphosed MIAC systems.
APA, Harvard, Vancouver, ISO, and other styles
6

Dobronyi, Christopher, Philip Oreopoulos, and Uros Petronijevic. Goal Setting, Academic Reminders, and College Success: A Large-Scale Field Experiment. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23738.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Levesque, Justine, Jordan Babando, Nathaniel Loranger, and Shantel Johnson. COVID-19 prevalence and infection control measures at homeless shelters and hostels in high-income countries: a scoping review. The Homeless Hub, York University, December 2021. http://dx.doi.org/10.25071/10315/38850.

Full text
Abstract:
Background: The COVID-19 pandemic has disproportionately impacted homeless populations and service workers, especially within homeless shelter/hostel settings. To date, there have been few evidence syntheses examining outbreaks of COVID-19 among both homeless shelters residents and service workers, nor has there been a critically engaged summary of relevant infection control and prevention (IPAC) measures. This scoping review offers a timely and much-needed synthesis of COVID-19 prevalence within homeless shelters and a review of current and pertinent IPAC measures. Methods: We conducted a scoping review in June 2021 that synthesized academic and grey literature published from March 2020 to July 2021 pertaining to 1) the prevalence of COVID-19 among both residents and staff in homeless shelters and hostels in high-income countries, and 2) COVID-19 IPAC strategies applied in these settings. Two reviewers independently screened the results of the literature search of several databases that included MEDLINE, PsycInfo, and the WHO’s COVID-19 Global Health Portal. All the extracted data was mapped, categorized, and thematically discussed. Results: Thematic analysis of included literature revealed five key themes: 1) the demographics of COVID-19 in homeless shelters, 2) asymptomatic spread, 3) pre-existing vulnerability of the homeless and shelters, 4) the limited application of IPAC, and 5) IPAC effectiveness. Conclusion: This review offers a useful glimpse into the landscape of COVID-19 outbreaks in homeless shelters/hostels and the major contributing factors to these events. The scoping review revealed that there is no clear indication of generally accepted IPAC standards for homeless populations and shelter care workers. This review also illustrated a great need for future research to establish IPAC best practices as well as additional resources for shelter systems to protect residents and staff at homeless shelters/hostels in high-income countries. Finally, the findings from this review reaffirm that homelessness prevention is a key to limiting disease outbreaks, and the associated negative health outcomes in shelter populations.
APA, Harvard, Vancouver, ISO, and other styles
8

Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

Full text
Abstract:
The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
APA, Harvard, Vancouver, ISO, and other styles
9

Swinson Evans, Tammeka, Suzanne West, Linda Lux, Michael Halpern, and Kathleen Lohr. Cancer Symptoms and Side Effects: A Research Agenda to Advance Cancer Care Options. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.rb.0016.1707.

Full text
Abstract:
Cancer survivors have unique physical, psychological, social, and spiritual health needs. These can include symptoms and side effects associated with cancer and cancer treatment, such as pain, cognitive dysfunction, insomnia, and elevated anxiety and depression. This research brief summarizes a landscape review done for the Patient Centered Outcomes Research Institute (PCORI) to develop a clear, comprehensive understanding of the state of research as of the mid-2000s. We conducted a targeted search strategy to identify projects funded by federal and commercial sources and the American Cancer Society (ACS) in addition to identifying funding opportunities released by the National Institutes of Health (NIH). We conducted additional review to identify studies focused on symptom and side-effect measures and five priority topic areas (selected by PCORI prior to the review) in the following five databases (from January 2005- through September 2015) with an inclusion criteria in an adapted PICOTS framework (populations, interventions, comparators, outcomes, time frames, and settings). We identified 692 unduplicated studies (1/2005 to 9/2015) and retained 189 studies about cancer symptom and side-effect management. Of these studies, NIH funded 40% and the ACS 33%. Academic institutions, health care systems, other government agencies, and private foundations or industry supported the remainder. We identified critical gaps in the knowledge base pertaining to populations, interventions, comparators (when those are relevant for comparative effectiveness reviews), and outcomes. We also discovered gaps in cross-cutting topics, particularly for patient decision-making studies, patient self-management of cancer symptoms and side effects, and coordinated care.
APA, Harvard, Vancouver, ISO, and other styles
10

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Academic settings' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography