Journal articles on the topic 'Collaborative School Campus Review'

Late in 2019 a small group of Pākehā staff at Unitec School of Architecture organised an initiative to review the course structure after relocating to a different building on campus. Gifted a name, Tau-utuutu, by Kaihautū Kimoro Taiepa, they facilitated a series of staff engagement workshops, and from this extensive staff feedback developed a draft Living Vision document that identified the interconnected issues of the climate emergency and colonisation. However, it became evident that the process to that point had lacked genuine partnership with tangata whenua. Subsequent, kōrero with Ngā Ia Vai, the Māori and Pacific caucus within the school, resulted in a collaborative presentation to the Unitec Research Symposium in December 2021. This paper records the process of getting to this presentation phase and suggests that a deeper understanding of the responses might be gained through the twin languages of drawing and kōrero. The paper acknowledges the significance of Te Noho Kotahitanga, an existing partnership document at Unitec, and calls for action to implement the ideals and values of te Tiriti o Waitangi in order to decarbonise and decolonise the Unitec Architecture programme.

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Introduction:More than 14 million children in the United States attend summer camps yearly, including many special medical needs children. Summer camps are at risk for multiple pediatric casualties during a disaster. The American Camp Association, in the 2017 critical issues report, identified emergency preparedness as the top critical health and safety issue. Camps, compared to school-based settings, face unique challenges when planning for disasters, but research has been challenging because of the lack of access to camp leadership and data.Aim:Provide a targeted up-to-date synopsis on the current state of disaster preparedness and ongoing collaborative research and technology interventions for improving preparedness among summer camps.Methods:Researchers partnered with a national health records system (CampDoc.com) and American Academy of Pediatrics disaster experts to review results from a national camp survey. Main themes were identified to assess gaps and develop strategies for improving disaster preparedness.Results:169 camps responses were received from national camp leadership. A substantial proportion of camps were missing 4 critical areas of disaster planning: 1) Most lacked online emergency plans (53%), methods to communicate information to parents (25%), or strategies to identify children for evacuation/reunification (40%); 2) Disaster plans failed to account for special/medical needs children (38%); 3) Staff training rates were low for weather (58%), evacuation (46%), and lockdown (36%); 4) Most camps (75%) did not plan with disaster organizations.Discussion:Collaboration with industry and disaster experts will be key to address the gaps identified. Current research and interventions include the recent release of a communication alert tool allowing camps to send mass text emergency notifications. Additionally, a recent pilot to incorporate disaster plans into the electronic health records platform emphasizing communication, evacuation, and identification of local experts has begun. Efforts to develop a unified disaster tool kit for summer camps remains a challenge.

ABSTRACT IMPACT: The UTMB Institute for Translational Sciences (ITS) seeks to advance the field of community engagement and facilitate competency in community-engaged and community-based participatory research as a means of expanding team science to integrate community involvement and to assist investigators in building relationships that enable them to contribute to community initiatives. OBJECTIVES/GOALS: The UTMB ITS recently implemented a new Community Health Small Grants program to promote and enhance community-campus partnerships. Our goal is to better translate science from discovery to clinical practice and public health through community-engaged research, education, and dissemination. METHODS/STUDY POPULATION: Applications were solicited from community and academic research partners. Community partners may include existing collaborative groups, community health centers, health departments, nonprofits, schools, social services agencies, practice-based research networks, or Community Advisory Boards. Academic partners may include faculty and/or students. The PI may be a community or academic partner. While this Grants Program will transition to the ITS Pilot Project Program, it will utilize a separate review process and scoring rubric focused on immediate and future community benefit, project feasibility, organizational fit, and other factors unique to community-based partnership projects. RESULTS/ANTICIPATED RESULTS: We received an enthusiastic response to our RFA, based upon a long-standing program of a sister CTSA hub. Proposals received include target populations representative of our most vulnerable’‘ children, the elderly, those lacking access to health care, and those for whom language is a barrier. One addresses the Institution’s and the CEC’s need to conduct community needs assessments to enable the implementation of evidence-based programs driven by data and metrics identified and developed by our communities. Each awarded proposal demonstrates a significant and sometimes critical need for the project. Partnerships are anticipated to have significant impacts on the community and its population. DISCUSSION/SIGNIFICANCE OF FINDINGS: We generate, test, and disseminate team science, education and best practices through stakeholder involvement. Our Community Health Small Grants program aims to involve community in our scientific teams and to involve academics in community-derived projects as well as foster relationships and trust.

Understanding models of pharmacy education and practice in low-to-middle income countries (LMIC) can drive best practices and resource utilization. However, there is a paucity of literature in this setting. The purpose of this report is to describe the length and breadth of pharmacy education and training in Tanzania as well as pharmacy practice models at 3 institutions. Lessons learned and implications for global pharmacy practice described herein aim to advance the profession and pharmacists’ impact in LMIC settings. The Muhimbili campus is located in Dar es Salaam, the largest city in Tanzania, a LMIC in East Africa, and is comprised of 3 institutes and a health professions school. Despite variance in patient populations, all Muhimbili institutions have developed pharmacy services in outpatient and inpatient pharmacies, central pharmacy stores, intensive care units, and operating theaters. Unique pharmacy practice areas result from a variance in patient populations serviced and include services in pharmacovigilence/drug information, compounding, oncology, nephrology, and emergency departments. Medication availability and the complexity and time commitment of patient billing are consistent challenges, and multidisciplinary collaboration a common strength across the 3 institutions. Pharmacists at Muhimbili perform innovative and critical functions to support optimal patient care tailored to specific patient populations. The detailed review of these services can serve as a model for pharmacy practice at other health systems in LMIC and beyond.

Abstract Introduction In January 2000 fire erupted at a local college. Panicked students, many who failed to attend school-sponsored fire drills or ignored the alarms that night, found themselves scrambling to escape. Seven students were admitted for severe burns to a near-by burn center (BC), with 54 initially staged in the Emergency Department. While this dormitory fire took place more than twenty years ago, its legacy is still being felt today. Methods History shows that, with any tragedy, there are lessons to learn that lessen the impact of property destruction, injury or death. Literature review of several major fires looked at their impact promoting burn care and fire safety to correlate those lessons with this fire. Four key areas of improvement emerged: disaster preparedness, media relations, legislation, and fire prevention. Results Changes to BC disaster preparedness included formation of a more comprehensive plan, revisions to triage and transfer protocols, new guidelines for unit staffing, creation of a mid-Atlantic group of BCs that eventually morphed into the Eastern Regional Burn Disaster Consortium, and installation of a medical command center for regional disaster response. Media relations saw a collaboration with law enforcement, due to criminal investigation, and a partnership with a syndicated newspaper to document the journey of two survivors. A series of articles eventually resulted in a Pulitzer Prize-finalist book, with award winning photographs displayed at a national museum. Redesigned fire safety programs targeted high school and college students emphasizing escape plans, and clinical education included disaster drills. Two survivors became motivational speakers, sharing their personal story on campuses across the United States. New legislation mandated sprinkler installation in dormitories nationwide, and a non-profit foundation was formed to improve burn care. The anniversary of this fire is still commemorated each year with a ceremony and wreath-laying on campus. Conclusions Despite this dormitory fire being ranked as the deadliest in state history, all these years later the legacy of this landmark event remains one of triumph and resilience as its lessons still to resonate today

In recent years, school-enterprise collaborative education has become the subject of research in higher vocational colleges. The article explores the significance of school-enterprise collaborative education and the construction of school-enterprise collaborative education mechanism. At the same time, through years of practice, it has proposed the establishment of a "gradual" talent training class system, a "one hospital one case" curriculum system, a "production and teaching sharing" joint team, a school-enterprise complementary practice base, and an off-campus craftsman spirit practice base, practical teaching 6S professional standardization and breeding system and other enterprise college talent training system.

Abstract This presentation will describe collaborative efforts on the campus of a mid-sized, private university to carry out activities consistent with the Age-Friendly University philosophy. In one program, staff from Career Services and a faculty member from the Department of Health Science coordinated with the President’s College (a continuing education program for adult learners), the Emeriti Association (a group of retired faculty members), and alumni to offer mock interviews for students preparing for graduate school. In another program, steps were taken to coordinate with the office of Diversity, Equity and Inclusion to address Ageism in the Workplace. The presentation will conclude with advice for identifying allies across campus and fostering support for the AFU principles.

This qualitative study examines multiple collaborative art experiences across ages and classrooms during two years at a suburban public school in one of the largest school districts in the United States. Students in two middle-school elective art courses engaged in contemporary art education projects to strengthen visual and verbal communication skills as they partnered with younger peers in primary grades, including the following activities: collaborative earthworks, toy designs and mixed-up animal sculptures. These multi-age socially-constructive art experiences provided students with opportunities to build community across campus while interacting with each other and the artwork co-created. Observations and noted responses via reflection from students indicated positive impact on both communication and collaboration through bidirectional teaching and learning, with students in each age group requesting more opportunities for cross-grade collaborative experiences.

This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.

Introduction: Reduced vision among school-going children is a global public health problem and uncorrected refractive error, the main causative factor is most prevalent in under-developed countries. Correction of refractive error can be easily done when diagnosed. Therefore regular eye health screening among school-going children and early correction is necessary to alleviate the problem and reduce its consequences. Materials and Methods: It was a retrospective cross-sectional stud and the data were retrieved from eye health screening camps conducted in different schools of Dudhkunda municipality in 2015 in collaboration with Solukhumbu Polytechnic Academy and District Community Eye Center Solukhumbu. Permission from respective authorities and ethical approval for the research was received from the institutional review committee of the Tilganga Institute of Ophthalmology. Out of 3097 records, 2517 records were analyzed to identify the prevalence of refractive error. Results: Age of the children ranged from 6 to 18 years and most of the children were studying in grade 1 to 7, from government school and janajatis. Most common eye disorder noted was refractive error and prevalence was 3.5% (87). Refractive error was higher among older children compared to younger children. Higher proportion of students from private schools had refractive error compared to students from government schools. Both the findings were statistically significant. Conclusions: Refractive error among school children in our study is lower than that of other studies conducted in Nepal and it may be due to the representation of younger age groups in our study.

The Teaching Campus Program is one of the Free Learning-Free Campus (MBKM) programs formed by the Ministry of Education and Culture (Kemendikbud) on February 9 2021. The Teaching Campus contributes to the world of education at the elementary (elementary school) and junior high school (junior high school) levels ) which is located in the 4T region (Foremost, Outermost, Disadvantaged, and Transmigration areas) and an accredited school under A. SDN Karang Nangkah 1 is one of the targets of the 4th batch teaching campus program in improving literacy and numeracy, assisting administration, and technology adaptation. Service activities are the result of collaborative research using descriptive qualitative as a scientific method often used and carried out by a group of researchers in the field of social sciences, including education. Data collection through observation (observation), in-depth interviews (in-depth interviews), and documentation. Through the campus teaching program students can collaborate and contribute by having a positive impact on students and the school. The campus teaching program activities include; mentoring teaching and learning activities, library management, one day one book, socialization of literacy movement, IT training, and implementation of AKM Class. From the implementation of the program, it is hoped that it will provide benefits in overcoming problems based on the needs of schools, teachers and students in literacy and numeracy skills, technology adaptation, and administrative assistance at SDN Karang Nangkah 1. In addition, students in the teaching campus program can develop capacity knowledge, expertise according to their competence and able to develop education in Indonesia optimally.

The purpose of implementing the Teaching Campus program is to create collaboration between students and teachers in the field to assist the teaching process in elementary schools. The Teaching Campus Program is one form of activity from the implementation of the Merdeka Learning Campus Merdeka (MBKM) from the Ministry of Education and Culture of the Republic of Indonesia. The focus in this paper is to look at the implementation of the Teaching Campus program as an effort to improve the quality of education. The research method used is a qualitative approach. The research location is at SDN 45 Gresik, East Java with the research subjects being students, teachers, and principals at the school. Data was collected by using observation, interview, and documentation techniques. From the research results, it is known that the implementation of the Teaching Campus program is very helpful in carrying out the tasks at SDN 45 Gresik, this can be seen from the collaborative activities carried out between students and teachers, including: (1) helping the learning process, (2) helping technology adaptation, and (3) assisting school administration.

As academic libraries restructure their services to meet the needs of 21st-century users, librarians and library administrators look to collaborative partnerships as a way increase library usage and visibility. Numerous successful collaborative partnerships between librarians and faculty and other campus stakeholders have been documented in scholarly research, and such partnerships are now commonplace among academic libraries of all sizes. Although these partnerships are undoubtedly beneficial, it is easy to overlook the need for collaborative partnerships within the library. Collaborating for Impact: Special Collection and Liaison Librarian Partnerships makes a strong case for partnerships between public services and special collections departments.

Libraries of all types provide outreach efforts for their patrons to reduce stress and promote well-being. Public, school, and academic libraries often partner with external entities to provide yoga, therapy dogs, and other creative activities for their patrons. Although collaboration is expected in public, school, and academic libraries, how to collaborate and/or grow collaborative efforts is lacking in the library literature. A former public library employee and a former school librarian came together to pilot a de-stressing program for students at their academic library and each semester have continued to grow their collaborative efforts with partners on and off-campus. Strategies for how to create partnerships and expand collaborative efforts are discussed within the framework of providing programs and activities to support the well-being of library visitors. Additional planning materials, such as a list of resources, budgets, and marketing ideas are provided.

Theological libraries exist in a changing educational environment. New technologies impact how library services and library resources are managed and provided for students and faculty. This essay describes the formation of the 2015 collection management policy for the libraries of Gordon-Conwell Theological Seminary, a multi-campus graduate school that trains students for service in congregations, religious organizations and ministries, and in mental health practice. The article suggests that collection management policy development must be collaborative and align with the mission, degree programs, and courses offered by the school. Moreover, it must serve all students--those in residence, those who commute to campus, and those who study through distance courses and programs. Library directors must engage their library professionals, faculty, students, and senior administrators.

During the 2017/2018 school year, in the Master’s Degree Program developed at the Campus of Ceuta, in the area of Educational Processes and Contexts, we applied the B-learning method, associated with other methods, such as cooperative, collaborative, interactive and by inquiry, through the Prado platform. The experience has been developed with a total of 72 students, who made a portfolio, assessing, among other aspects, the development of the subject.

The integration of internationalization within higher education has gained attention in both international and local programs, which allows the enrichment of the institutional quality. Previous literature reveals multidimensional considerations to determine the level of internationalization, considered as pre-existing performance indicators, including: (1) ‘Curriculum and academic offerings’; (2) ‘Collaboration and partnership’; (3) ‘Student and academic staff mobility’; (4) ‘Institutional policy’; (5) ‘Resources’; (6) ‘Campus life’; and (7) ‘Performance review and accountability’. This study aimed to investigate the impact of performance indicators of internationalization on academic performance and extracurricular activities among dental students. A validated online self-administered questionnaire was distributed to dental undergraduates. The data from 93 students (response rate: 96.86%) were analyzed using descriptive statistics and simple linear regressions. The findings demonstrated that all performance indicators appeared to have significant impact on self-perceived participations of extracurricular activities (p < 0.05), while only ‘Collaboration and partnership’ (p = 0.016), ‘Student and academic staff mobility’ (p = 0.009), ‘Institutional policy’ (p = 0.008), and ‘Campus life’ (p = 0.005) significantly affected actual participations. None of them appeared to be significant predictors for actual and self-perceived academic performance (p > 0.05). The statistical model constructed in this research can be utilized as a conceptual framework in the future establishment of internationalization among dental schools.

Globalization has exacerbated the need for engineers who are capable of working in a cross-cultural environment. Multinational companies continuously seek for engineers who are intercultural competent and capable of conducting business successfully in a cross-cultural environment. However, the skills required to be successful in a multicultural environment are difficult to be taught in the traditional classroom. One of the most effective approaches to acquiring intercultural competence skills is through experiential learning. It is, therefore, not surprising that most colleges all over the world are devoting resources towards the internationalization of their classrooms and the campus community. This ensures that students are provided with a diverse environment so they can learn from, and about diverse cultures and develop their intercultural competence skills. Another effective approach is the study abroad programs, which require students to travel to different countries. However, these approaches require a lot of resources that may not be available to the poor and needy students. Therefore, a more cost-effective approach, such as Collaborative Online International Learning (COIL) is receiving a lot of attention in recent years. In this study, some engineering technology students participated in an 8-week long COIL program with materials engineering students from different languacultural and geographical region. This study reviews the results and compares the performance of the COIL students with those who were not involved. It was observed that the COIL teams performed significantly better on the project work.

The occasion of building an NYU Abu Dhabi Arts Center on Saadiyat Island, as part of NYU's campus there, and the Tisch School planning a new Institute of Performing Arts Center (IPAC) in lower Manhattan create an opportunity for conceiving a dynamic, collaborative Middle East-meets-West partnership. This partnership has the potential to disrupt conventional expectations of both a liberal arts education and professional theatre training as well as to build bridges to new audiences.

1) Congreso/Congress: University of Rome "Roma Tre" (Department of Foreign Languages, Literatures and Cultures). International Conference: Terms and Terminology in the European Context, 23-24 October 2014 (Department of Foreign Languages, Literatures and Cultures, Via del Valco San Paolo, 19, Rome – ITALY). For queries regarding the congress please contact: ttec.roma3@gmail.com 2) Congreso/Congress: “XI Congreso Traducción, Texto e Interferencias” (UNIA, Baeza) Call for papers until 30 June 2014: http://www.uco.es/congresotraduccion/index.php?sec=home 3) Taller/Workshop: 4th International Workshop on Computational Terminology, CompuTerm 2014, COLING 2014 Workshop, 23rd or 24th August 2014, Dublin, Ireland, http://perso.limsi.fr/hamon/Computerm2014/ Submissions should follow the COLING 2014 instruction for authors (http://www.coling-2014.org/call-for-papers.php) and be formatted using the COLING 2014 stylefiles for latex, MS Word or LibreOffice (http://www.coling-2014.org/doc/coling2014.zip), with blind review and not exceeding 8 pages plus two extra pages for references. The PDF files will be submitted electronically at https://www.softconf.com/coling2014/WS-9/ 4) Congreso/Congress: 34th TRANSLATOR’S WEEK, 1st INTERNATIONAL TRANSLATION SYMPOSIUM (SIT), São Paulo State University (Unesp), September 22-26, 2014, São José do Rio Preto (Brazil). The official languages of the event are Portuguese, Spanish, English, Italian and French. Contact: Angélica (Comisión Organizadora), angelica@ibilce.unesp.br 5) Congreso/Congress: Cardiff University Postgraduate Conference, 27 May 14: “The Translator: Competence, Credentials, Creativity”. Keynote speaker: Professor Theo Hermans (UCL).The event is kindly supported by the University Graduate College and the European School of Languages, Politics and Translation. For queries, please contact the.translator.pg.conference@gmail.com. 6) Congreso/Congress: International Conference, 3rd T&R (Theories & Realities in Translation & wRiting) Forum. Organized by the University of Western Brittany, Brest (FRANCE), in collaboration with KU Leuven/Thomas More (Campus Antwerpen, BELGIUM), with the support of AFFUMT (Association française des formations universitaires aux métiers de la traduction) and the participation of Università Suor Orsola Benincasa (Naples, ITALY): “Traduire/écrire la science aujourd’hui - Translating/Writing Science Today” Please submit an abstract of approximately 300 words by 15 June 2014 to Jean-Yves Le Disez (jean-yves.ledisez@univ-brest.fr, Joanna Thornborrow joanna.thornborrow@univ-brest.fr and Winibert Segers (Winibert.Segers@kuleuven.be). For more information on previous events and the forthcoming conference : http://www.univ-brest.fr/TR, http://www.lessius.eu/TNR 7) Congreso/Congress: “The International Conference of Journals and Translation”, Jinan University, Guangzhou, CHINA, on 28-29 June 2014. The conference is hosted by the School of Foreign Studies, Jinan University, Guangzhou, CHINA. The official languages of the conference are English and Chinese. Contact information: Yan, Fangming（颜方明86-13751750040; Li, Zhiyu（李知宇86-13824451625. 8) Congreso/Conference: PACTE Group is organising two events on the subject of the didactics of translation. These events will be held at the Universitat Autònoma de Barcelona (SPAIN) in July 2014. SECOND INTERNATIONAL CONFERENCE ON RESEARCH INTO THE DIDACTICS OF TRANSLATION (8-9 July 2014). SECOND SPECIALIST SEMINAR ON THE DIDACTICS OF TRANSLATION (7 July 2014). Further information about the conference and the seminar: http://grupsderecerca.uab.cat/pacte/en/content/didtrad-2014 9) Simposio/Symposium: “Translation in Music” Symposium, held on 25-26 May 2014, and co-organized by the European School of Languages, Politics and Translation (Cardiff University). Please see the following website for details: www.cardiff.ac.uk/music/translationinmusic 10) Revistas/Journals: “The Journal of Intercultural Communication and Mediation”, “CULTUS Journal” www.cultusjournal.com Next Issue: Cultus7 : “Transcreation and the Professions” Call for papers (Issue 7, 2014): 9th June. Submission info at: www.cultusjournal.com Contact: David Katan, Interlinguistic Mediation/Translation and Interpretation Department of Humanities, University of the Salento (Lecce), via Taranto 35 - 73100 Lecce (ITALY), tel.+39 0832/294111. 11) Revistas/Journals: Invitation for Submissions (Vol. 3, 2014): Translation Spaces: A multidisciplinary, multimedia, and multilingual journal of translation, published annually by John Benjamins Publishing Company. Please consult our guidelines, and submit all manuscripts through the online submission and manuscript tracking site, indicating for which track and Board member the manuscript is to be addressed: (1) Translation, Globalization, and Communication Technology (Frank Austermühl); (2) Translation, Information, Culture, and Society (Gregory M. Shreve); (3) Translation, Government, Law and Policy (Michael Geist); (4) Translation, Computation, and Information (Sharon O’Brien); (5) Translation and Entertainment (Minako O’Hagan); (6) Translation, Commerce, and Economy (Keiran J. Dunne); and (7) Translation as an Object of Study (Ricardo Muñoz Martín). 12) Revistas/Journals: PR for Linguistica The editorial board of the peer reviewed journal Linguistica Antverpiensia NS-Themes in Translation Studies is happy to announce the launch of its new Open Journal format. LANS-TTS published 11 annual issues devoted to current themes in Translation Studies between 2002 and 2012, and will continue to publish annually on selected TS themes, but in open access, and can be downloaded from: ‪https://lans-tts.uantwerpen.be Its first digital issue is entitled “Research models and methods in legal translation”. It has been guest edited by Łucja Biel (University of Warsaw, POLAND) & Jan Engberg (Aarhus University, DENMARK). 13) Revistas/Journals: CALL FOR PAPERS The Yearbook of Phraseology would like to invite you to submit papers on the relationship between phraseology and translation. The Yearbook of Phraseology is published by Mouton de Gruyter (Berlin, Boston) and has already been indexed by many scientific databases. It has recently been added to the MLA International Bibliography. Our editorial board includes reknown linguists such as Dmitrij Dobrovol’kij (Moscow), Christiane Fellbaum (Princeton), Sylviane Granger (Louvain), Wolfgang Mieder (Vermont), Alison Wray (Cardiff) and others. We have also been able to rely on international experts for reviewing our submissions: Igor Mel’cuk, Doug Biber, Uli Heid, Barbara Wotjak, etc. The web page of the journal is: http://www.degruyter.com/view/serial/42771 For more information, please contact: Dr. Jean-Pierre Colson (Institut Marie Haps / Université catholique de Louvain), Yearbook of Phraseology / Editor. 14) Libros/Books: Peter Lang Oxford invites proposals for the book series: New Trends in Translation Studies (www.peterlang.com?newtrans). Series Editor: Jorge Díaz-Cintas (Director), Centre for Translation Studies (CenTraS), University College London (UK). Advisory Board: Susan Bassnett, University of Warwick, UK Lynne Bowker, University of Ottawa, Canada Frederic Chaume, Universitat Jaume I, Castellón, Spain Aline Remael, Artesis University College Antwerp, Belgium This series is based at the Centre for Translation Studies (CenTraS), University College London (www.ucl.ac.uk/centras). For more information, please contact Dr. Laurel Plapp, Commissioning Editor, Peter Lang Oxford, 52 St Giles, Oxford OX1 3LU (UK). Email: l.plapp@peterlang.com. Tel: 01865 514160. 15) Libros/Books: New book: Transfiction. Research into the realities of translation fiction, edited by Klaus Kaindl & Karlhienz Spitzl, Series: Benjamins Translation Library (BTL 110), ISSN: 0929-7316 16) Libros/Books: New book on classical Chinese literature and translation: CHAN, KELLY K.Y.: Ambivalence in poetry: Zhu Shuzhen, a classical Chinese poetess? http://www.amazon.com/Ambivalence-poetry-Shuzhen-classical-Chinese/dp/3639700791 17) Libros/Books: Nueva publicación de TRAMA: MARTÍ FERRIOL, JOSÉ LUIS: El método de traducción: doblaje y subtitulación frente a frente www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=978-84-8021-940-2 18) Libros/Books: Piotr de Bończa Bukowski & Magda Heydel (Eds.), Anthology of Polish Translation Studies, published in Kraków (POLAND). For further details : http://www.wuj.pl/page,produkt,prodid,2184,strona,Polska_mysl_przekladoznawcza,katid,126.html. 19) Libros/Books: Nuevo libro: Nicolas Froeliger: Les noces de l’analogique et du numérique, París: Les Belles Lettres, 2014. 20) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Traducción y recepción de la literatura italiana en España. Barcelona: Edicions UB. 21) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Italia en la prensa periódica durante el franquismo. Barcelona: Edicions UB. 22) Cursos de verano/Summer Courses: EMUNI Ibn Tibbon Translation Studies Summer School, June 2014. Application is now open for the Ibn Tibbon Translation Studies Doctoral and Teacher Training Summer School, organized by University of Ljubljana (Slovenia), Boğaziçi University (Turkey), University of Turku and University of East Finland (Finland), University of Granada (Spain), and to be held at the University of Granada (Spain) in June 2014. The School is open to doctoral students, teachers of translation at the MA level, and other academics and professionals who are involved in research in Translation Studies. For more information, please visit: http://www.prevajalstvo.net/emuni-doctoral-summer-school http://tradinter.ugr.es/pages/emuni Or contact: emuni_summerschool@ugr.es 23) Cursos de verano/Summer Courses: Intensive Summer Course in Translation Technology, held by the Centre for Translation Studies at UCL, London (UK), in August 2014. This is open to professionals and teachers as well as students. Application deadline: 23rd May 2014 For more information, visit : www.ucl.ac.uk/centras/prof-courses/summer-translation/translation-tech-intensive To apply for a place, email Lindsay Bywood: lindsay.bywood.13@ucl.ac.uk 24) Cursos de verano/Summer Courses: The Nida School of Translation Studies 2014 Call for participants: The Nida School of Translation Studies ,2014 May 26 – June 6, 2014 San Pellegrino University Foundation Campus Misano Adriatico (Rimini), Italy “Translation as Interpretation” This year marks the Nida School’s eighth year of advancing research and providing specialized training in translation studies through a transdisciplinary approach that incorporates a focus on religious discourse. NSTS is seeking engaged scholars and qualified professionals looking to expand their skills, engage with peers, and explore the interface of practice and cutting edge theory. The NSTS 2014 Associate Application form may be found here: https://secure.jotform.us/mhemenway/nsts2014app. For more information on the 2014 session or to apply, go to http://nsts.fusp.it/nida-schools/nsts-2014, or contact Dr. Roy E. Ciampa at roy.ciampa@fusp.it. 25) Cursos de verano/Summer Courses: POSTCOLONIAL TRANSLATION STUDIES AND BEYOND: RESEARCHING TRANSLATION IN AFRICA - SUMMER SCHOOL FOR TRANSLATION STUDIES IN AFRICA The Departments of Linguistics and Language Practice at the University of the Free State, Afrikaans and Dutch at the University of Stellenbosch and Literature and Language at the University of Zambia, in cooperation with IATIS, are presenting the Third Summer School for Translation Studies (SSTSA) in Africa from 18 to 22 August 2014. The hosts are the University of Zambia in Lusaka. SSTSA 2014 will be followed by a regional conference hosted by IATIS at the same venue on 23 and 24 August 2014. For participants to SSTSA 2014, entry to the conference is free, provided they read a paper. For detailed information and registration forms, visit the website of the Summer School at: http://www.ufs.ac.za/SSTSA.

The Problem. Despite significant gains in the number of women leaders in higher education, there are still challenges for developing women leaders in higher education. The Solution. Effective collaboration between women’s centers and other campus organizations that support women’s leadership can provide opportunities to overcome these barriers. This article presents leadership development programs offered by the Women’s Center at the University of Minnesota, focusing on those facilitated in partnership with the university’s Office of Human Resources. Several lessons emerged from the review: the value of collaborative relationships, the importance of emphasis on individual and system-level leadership, and the need for ongoing assessment and evaluation of the climate for women leaders within postsecondary institutions. The Stakeholders. These lessons, and the principles used in implementing them, reveal practices that may be useful for other Women’s Centers, HR departments, and internal and external entities who seek to develop more women leaders in higher education.

In recent years, with the fast development of economy and technology, people's living standards have gradually improved, which lead people to consume the energy excessively. Especially As the large flow of people and system complexity, the university campus occupied a large proportion in the energy consumption. Currently, the school admissions showed a rising trend and the population is highly concentrated. Therefore, the construction of the campus enter into a peak period.Tthe scale of the campus is expanding, and more and more energy is consumed. To solve these issues, it starts from the campus energy-saving and energy-consuming to establish an effective evaluation system of energy consumption. On one hand, it could be understood that d the overall situation of building energy consumption easily, on the other hand, it can detect the movements of the different aspects of building energy consumption, in order to facilitate the further development of campus building energy in the future work. It is reviewed the research status of the campus energy consumption evaluation index system at home and abroad, and proposes some future prospects on constructing green campus in the article.

Campus media culture is an active phenomenon in universities and an important part of the composition of campus culture. Especially with the rise of "We media", campus media culture leads the school trend and fashion, and has a significant influence on the thoughts and behaviors of teachers and students. After the outbreak of COVID-19, due to the frequent use of online classes, mobile phones or other electronic technologies for work or epidemic prevention, campus media has been more widely used, which has a greater impact on university teachers and students.This paper focuses on the special field of Chinese university media culture, expounds the concept and connotation of Chinese university campus media culture, combining the domestic and foreign scholars on this problem, Chinese university campus media culture itself problems and exist in the changes of the epidemic environment, looking forward to other future development trends.

This article focuses on the theme of collaboration and friendship lived and experienced in Widya Sasana School of Philosophy and Theology to respond the challenges of the times. The methodology applied is analysis of historical moments without going into the details of the events based on the original documents of foundation of the campus. The goal of study is to analize how friendship and collaboration have shaped and built up this campus. STFT Widya Sasana is metaphorically like a ship that has to continue to sail across the ocean of educational challenges from time to time. This historiographical analysis study found that true friendship needs to prioritize missionary, collaborative, dialogical, accountable and sustainable characters for the priestly education in such a way that the alumni be able to respond to the challenges of the times.

The Tech Team at the University of California, Irvine's SchoolofHumanitles fosters a collaborative environment that convertstechnology-reluctant faculty to the technology-receptive. Wehave created a culture of collaboration and free flow ofinformation between staff and faculty in the interest ofpromoting the incorporation of technology with Humanitiesteaching and research.Prior to the formation of the Tech Team, our efforts in the Schoolwere fairly disjointed and at times misguided. We are now ableto provide bettersupportand to implement new services basedon demonstrated faculty interest and need. Working togetheron the School-wide instructional technology budget allows usto provide complementary resources on a departmental basis,so that our efforts coincide rather than compete.We strive to redefine the computer lab as collaborative space byreinforcing the element of human communication. We willdiscuss lab design and management as means to achieve thisgoal.The HumaniTech team has been a model for a variety ofdepartments and schools on campus and for other universitiesto which members of its team have been invited to speak.HumaniTech's discipline-centered approach reaches facultyin ways that a central resource center cannot, and its staff teamworks in close collaboration with various campus-wide centerswith the combined goal of responding innovatively to everchanging instructional technologies.

The Group Environmental Scale (GES) was used to assess the psychosocial needs of faculty members and provide specific feedback for the campus administrator of a “troubled” elementary school. The findings challenged the principal's leadership behaviors and stimulated new thinking that led to changes in her leadership style. A follow-up assessment conducted 10 months later revealed that the principal's transition from a directive to a collaborative leadership style resulted in a significant positive change in the faculty's perception regarding “leader control,” yet significant negative changes in “innovation” and “task orientation.” However, three years after the initial assessment, the school received a quality and performance award based on the Malcolm Baldridge National Quality Award criteria.

Purpose – The purpose of this paper is to articulate the Electronic Theses and Dissertations (ETD) implementation process at Syracuse University. It will describe the development of a collaborative partnership between the Graduate School and the Syracuse University Libraries (SUL) that advances open access and the scholarly communication issues among graduate students, the proposed plan for a dissertations and theses retrospective digitization project which will continue to strengthen the partnership between University Archives, university relations, and the SUL. It could also serve as an inspirational point for other institutions. Design/methodology/approach – This case study documents the successful strategies that were used to advance scholarly communications education efforts on campus and ETD implementation using an institutional repository. Findings – Partnerships, flexibility, and creativity are essential to a successful initiative. Originality/value – Sharing successful stories is crucial in our rapidly developing field. Although each institution is different, we all have things we can learn from each other and adapt to our own environment. The important lessons here are taking opportunities, building partnerships, being flexible, and creative to ensure the initiative's success.

Librarians, administration, and architects will gain insight into library building design from Collaborative Library Design by architect Peter Gisolfi. The book discusses ten different libraries that Gisolfi’s architectural firm was involved in designing. A wide variety of projects were discussed, including remodels, new buildings, and large, small, public, academic, and school libraries.

This article is an overview of a collaborative Indiana University (IU) Bicentennial Project designed to explore and raise awareness of the cultural heritage on IU’s historic Bloomington campus, protect the university’s archaeological resources, contribute to its teaching and research mission, and enhance documentation and interpretation of its historic house museum. The primary project partners were IU’s Glenn A. Black Laboratory of Archaeology and the Wylie House Museum, a unit of IU Libraries. Using state-of-the art remote sensing methods and traditional archaeological excavations, the project sought to locate the buried subterranean greenhouses at the home of first university president, Andrew Wylie. Historical research focused on the position of the Wylies and IU in the development of the city of Bloomington, particularly on the transition from subsistence farming in the mid-19th century to the development of leisurely gardening and floriculture later in the 19th and early 20th centuries. Through campus archaeological field school opportunities, internships, talks, exhibits, presentations on campus, and outreach opportunities throughout the university and Bloomington communities, the project contributed to the IU curriculum and promoted a better understanding of IU’s cultural heritage. Importantly, this campus archaeology project provided a unique opportunity to pursue place-based education and experiential learning that connected students, university, and community stakeholders to their local heritage.

Teaching Campus Program Batch 4 is a continuation of the previous Batch Teaching Campus Programs, Batch 1, 2, and 3. This program is part of the Merdeka Learning Kampas Merdeka (MBKM) Policy issued by the Ministry of Education and Culture of the Republic. (Kemendikbud RI) of Indonesia. The existence of the Teaching Campus Program aims to help restore the quality of education after the Covid-19 pandemic and coordinate education across Indonesia so that there are no gaps between schools. Additionally, student literacy and numeracy have suffered setbacks due to lack of optimal education, lack of facilities, and lack of independent curriculum understanding during the Covid-19 pandemic. Nearly two years of his doing all activities at home, including home learning, in Indonesia. Home learning is enough to prevent transmission of the Covid-19 virus, but it has no effect on children's learning. This also happened to her Widya Gama middle school student who experienced declining literacy and numeracy. Dedicated methods are collaborative methods in which the research used is descriptive and qualitative. For five months, students teaching on campus undertook multiple work programs to improve their literacy and numeracy skills. Of course, there were various obstacles in the implementation, but we managed to keep the program running for five months and on schedule.

I have been a member of the Loyola University of Chicago, Medical Center Institutional Review Board (IRB) for 12 years and Chair for the last 4 years. The Medical Center Campus is a full-service academic medical center, providing tertiary and primary care to Chicago and its western suburbs. The campus houses a 520bed hospital, outpatient facilities, a cancer center, the graduate medical sciences, a nursing school, and the Loyola University Stritch School of Medicine.

At present, cooperation between organizations and within organizations is demanded that an organization be able to compete. In the educational environment, collaborative culture is considered as an important component in influencing overall school success. Based on a literature review, this article discusses the importance of collaborative culture in educational organizations as a strategy in increasing school effectiveness and increasing teacher capacity. This research shows that collaborative culture has an important role not only at the teacher and student level but also at the school level and ultimately will improve the quality of the school.

Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: What are the guiding principles of improvisation? What does the research reveal about leading collaboration within schools? What practices surface because of this research? I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.

This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units’ academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses, opportunities, threats, and priorities. We illustrate how a systematic review of internal planning documents facilitates the understanding of programmatic goals, identification of cross-unit synergies, and prioritization of library services. Our evaluation used a mix of technological, methodological, and analytical activities suitable for implementation in other academic library settings.

The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.

Effectively integrating creative experiential learning opportunities into classroom-based science instruction to enhance students’ applied learning continues to be a challenge for many middle school educators. This article explores how educators in one urban middle school leveraged design research thinking in conjunction with collaborative data-teaming processes to develop a targeted professional learning intervention program to help seventh- and eighth-grade teachers learn how to integrate Makerspace hands-on experiential and project-based learning activities into their STEM instructional practices to better engage students in applied science learning in middle school classrooms. A literature-informed discussion is included on how the middle school principal and the school’s instructional improvement team utilized focused professional development activities and intensive Professional Learning Community (PLC) conversations to positively transform teachers’ pedagogical mindsets and instructional practices in support of integrating Makerspace and related project-based experiential learning opportunities as valuable components of classroom-based science teaching and learning. Finally, a number of design principles derived from the middle school case study highlighted in this article are offered that may be of practical use to school leaders interested in applying educational design research methods to enhance their own campus-based instructional improvement efforts.

In recent years, American colleges and universities have increased their emphasis on international engagement, emphasizing global awareness, interconnectedness, and student and community diversity. As a result, universities are establishing campuses, branches, and enhanced programs outside of the United States, particularly in the Middle East and East Asia, where they introduce Western higher education practices and philosophies. These collaborative partnerships focus on blending cultural, social, political, and economic communities, while exploring new territories in research, teaching, and learning. Bridging Worlds presents examples of academic libraries taking part in shaping these collaborations by acting as partners in the development of campus community, student life, and research from a global perspective.

PurposeDisaster risk reduction (DRR) researchers and practitioners have found that schools can play a critical role in DRR education, with many Non-Governmental Organizations (NGOs) developing initiatives to actively involve children in DRR education programs. This paper reports on a case study on an innovative Chinese NGO school-based program focused on participatory child-centered DRR (PCC-DRR) education, from which a PCC-DRR education framework was developed so that similar programs could be replicated, especially in developing countries.Design/methodology/approachAfter nearly a year of research involving follow-up interviews, fieldwork and secondary data collection from annual reports, news reports and official websites, a case study was conducted on the PCC-DRR education program developed by the One Foundation (OF), a resource-rich NGO in China, that focused on its education strategies and project practice in Ya'an following the 2013 Lushan earthquake.FindingsBased on constructivist theory, the OF developed a PCC-DRR education program that had four specific branches: teacher capacity building, child DRR education, campus risk management and campus safety culture, which was then implemented in 115 schools and consequently evaluated as being highly effective.Originality/valueThe innovative OF PCC-DRR education program adds to theoretical and practical DRR education research as a “best practice” case. Because the proposed framework is child-centered, participatory and collaborative, it provides excellent guidance and reference for countries seeking to develop school-based DRR education programs.

For approximately 15 years there have been a number of episodes of rampage school violence in elementary/high school and higher education in the United States. Initial responses included implementation of antibullying programs, disciplinary measures, and increased law security measures. As the incidences have continued, it has become apparent that a more collaborative and interdisciplinary approach is needed for prevention. This paper offers a review of research literature as it applies to proposed innovative strategies for collaborative research, prevention, and intervention in the school setting.

There has been an accelerated increase in the number of college students experiencing psychological distresses. The variance of the distresses are causing college campuses across the United States to realize the need for organized campus-wide collaborative mental health plans as part of their emergency management operations plan. In this article, the authors outline a method for developing a mental health resource plan (MHRP). Our plan is designed to aid in decreasing emergent and nonemergent mental healthrelated incidents and serve as a guide for addressing distressed students, faculty, and staff. Addressing mental health issues in college campuses across the nation is gaining widespread attention due to recent tragic mental health-related incidents. In an effort to support the initiatives that address mental health on college campuses, in 2008 and 2009, the US Department of Education granted a total of 19 million to us and 42 other higher education institutions to develop, review, or improve campus-based all-hazards emergency management plans, which includes addressing and assessing the mental health needs of students who are at risk of causing harm to themselves or others. As a partial result of this research effort, the authors present a generalized methodology for developing a college campus MHRP that can be used to prevent, prepare, respond, and recover from mental health-related emergency events.

The importance of memorizing hadiths in Islamic elementary schools is able to invite students to remember hadiths permanently for a long time. However, the acquisition of permanent memorization results is only possessed by students who concentrate well when watching the teacher repeat the hadith. This study describes the step of collaborative learning to memorize hadiths to improve memorizing results for all students in the class. This research describes; 1 concept of collaborative learning to improve the ability to memorize hadiths; 2. To explain the steps in collaborative learning memorize the hadith in Islamic elementary school. 3. This research is analyzed based on the research description of the literature review on the principle of cooperation as a social ability and the principle of memorizing as cognitive abilities internalized to facilitate memorizing hadiths without leaving the value of cooperation. The result is that the concept of collaborative learning memorizes hadiths called SRAD GO, namely Seeing, Relating, Associating, Defending and Goal as community learning memorizing group hadiths

This article reports on a clinical research methods course taught online to a total of 90 off-campus MSW students in the fall of 1999, 2000, and 2001. The course was taught in a mid-size public university in a CSWE-accredited School of Social Work. The purpose of the course was to teach single subject design research skills for the evaluation of clinical social work practice. The student experience of the online course was assessed using qualitative interviews that add a deeper, textured understanding of the various facets of online instruction from the learner's perspective. Important dimensions for social work instruction in online courseware were delineated. A collaborative learning and teaching framework is presented for those social work educators interested in implementing web-based courses.

Federal and state mandates to provide transition services to students in the public schools requires educators to be trained to understand the concept and how to implement appropriate instruction and collaborative efforts in their programs. The authors of this article describe a distance learning project which can provide school personnel this training via satellite technology, on-campus courses, or inservice activities from their own staff. The Life Centered Career Education (LCCE) Curriculum, a comprehensive K-12 functional/life skills approach, is the focus of this training program. The distance learning option of the training program should be especially appealing to educators in rural areas for whom the cost and time involved in traveling to university campuses often limits their access to new information and training.

As an institution built on the foundation of a Normal School, collaboration among faculty members and across program areas and academic units have been part of Western Kentucky University’s (WKU) heritage since 1906. In addition to the various collaborative initiatives across campus, there are a variety of initiatives that involve various agencies across the community, including ongoing partnerships with local and area school districts, P-16 Councils, and the Green River Region Educational Cooperative. These collaborations have been enhanced, especially since the court decision resulting in Kentucky’s Educational Reform Act (KERA) in 1990 (Rose v. Council, 1989). In the early 1990s the College of Education and Behavioral Sciences created the Task Force on Education Reform – High Schools and the Task Force on Research-Based Instructional Strategies to facilitate institutional work relative to KERA. Both Task Forces involved faculty from what is now the Ogden College of Science and Engineering and the Potter College of Arts and Letters.

This paper explores the potentiality inherent within a community-campus partnership in the area of inservice teacher education, and the inter-institutional space that has afforded creative and collaborative practices. Through this partnership, we endeavour to find innovative ways to better serve our students and create opportunities for smooth interactions and flow across school and university communities. Unlike other research that explores tensions and/or common ground within community-university partnerships, we seek to understand the potential that is created in the metaphorical space in-between institutions. Using dialogic inquiry, the diverse members of our teaching team, including members of the university community and the K-12 school system, as well as graduates of the program, reflected on the unique material, discursive and relational dimensions of our inter-institutional space. We came to see our graduate program as a hybrid place of connections, rhythms, and intersections in which usual institutional practices are ruptured. Together we identified powerful interrelated structural dimensions of our inter-institutionality, which we referred to as the gathering space, the inquiry space, the transformative space and the empowering space. These themes and the flow that has been created across and between institutions will be discussed in the following paper.