Relevant bibliographies by topics / Genres of university study

Academic literature on the topic 'Genres of university study'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Genres of university study"

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Parodi, Giovanni. "Variation across university genres in seven disciplines." International Journal of Corpus Linguistics 20, no. 4 (December 30, 2015): 469–99. http://dx.doi.org/10.1075/ijcl.20.4.03par.

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This paper focuses on the identification of academic written genres from two corpora of reading material in Spanish that undergraduate and graduate university students are assigned in order to access specialized information across seven disciplines, namely Biotechnology, Chemistry, Economics, History, Linguistics, Literature and Physics. A group of 31 genres were identified across the discourses of the disciplines under study. Among the most frequent genres, “Textbook”, “Research Article”, and “Disciplinary Text”, were identified. Contrasting reading material, the importance of the “Research Article” is highly relevant, as it was the only genre that emerged in all seven disciplines. What I am proposing is that, regarding generic variation, there are clear-cut differences in the academic discourse of disciplines pertaining to Social Sciences and Humanities (SS&H) and Basic Sciences (BS), as it has been initially proposed (Parodi 2010a, 2014). However, the findings show that Economics academic discourse is closer to BS in terms of genre constitution.
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Maurino, Paula San Millan. "Syllabi as Cybergenre." Journal of Educational Technology Systems 34, no. 2 (December 2005): 223–40. http://dx.doi.org/10.2190/4l0m-l64m-jjra-jchj.

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Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.
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Emily Morgan, Vinh To, and Angela Thomas. "Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context." English as a Foreign Language International Journal 2, no. 6 (November 7, 2022): 49–79. http://dx.doi.org/10.56498/422262022.

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University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.
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서종훈. "A Study on Macrostructures Cognition of Text Genres: Focusing on University Freshman." korean language education research 50, no. 4 (December 2015): 301–31. http://dx.doi.org/10.20880/kler.2015.50.4.301.

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Tincheva, Nelly. "Teaching Genres to Advanced Learners." Baltic Journal of English Language, Literature and Culture 6 (May 11, 2016): 87–107. http://dx.doi.org/10.22364/bjellc.06.2016.07.

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The paper reflects recent thinking and research on what genre is, what the purposes of teaching genres are, and how genres should be taught. The paper argues a case for the application of prototype theory to teaching genres, especially with a view of teaching genres to advanced learners. To align its method with the objective specified, the paper presents perception-based data from questionnaire responses provided by a study group of 100 University students. Results from a test on both the receptive and productive skills of the respondents in the group are discussed. Final Test results of the experimental group and a control group are contrasted. The general method applied is a quantitative one as it coheres with the basic postulates of Rosch’s experimental prototype theory. The research method applied is experiment. The conclusions drawn from the study’s data corroborate strongly the applicability of the notion of prototypes to genre teaching.
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Sahagun, Reyna Lyn A. "Grammar Skills of Secondary Teacher Education Students in a State University: Basis for Worktext Development." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 9 (September 12, 2021): 843–49. http://dx.doi.org/10.11594/ijmaber.02.09.15.

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The study aimed to determine the standing in the grammar of the freshmen secondary teacher education students of a state university in Zambales, Philippines. Using descriptive research, a questionnaire served as the main instrument in gathering data involving eighty (80) students. A typical respondent is between 16-18 years old, female, speaks Filipino at home, prefers to read in English, and loves short stories as a genre to read. The grammar test consists of three parts: speech; subject-verb agreement; and phrases, clauses, sentences, and sentence patterns. The respondents got the highest scores in the parts of speech. There was a significant increase in their post-test scores. The students should explore and study English grammar and should give more time to appreciate it fully. Gender, language spoken at home, preferred reading materials, and genres should not affect the students' learning. A regular encouragement might help them enhance the students’ grammar skills. Students should practice using English at home, explore reading other genres to develop effective reading habits. The teachers should develop more exciting and up-to-date teaching strategies on improving the students' grammar skills. A worktext can be developed based on the results of the study.
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Mirlohi, Mehdi, Joy Egbert, and Behzad Ghonsooly. "Flow in translation." Target. International Journal of Translation Studies 23, no. 2 (December 21, 2011): 251–71. http://dx.doi.org/10.1075/target.23.2.06mir.

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The study reported here examined the amount and quality of flow experienced by trainee translators while translating different text genres. Flow (Csikszentmihalyi 1975) is an optimal experience, characterized by intense focus, control, interest and skills-challenge balance that leads to enhanced performance on a task. Although investigated in areas such as professional sports, surgery, and music, Flow Theory has not yet been tested in the area of translation. This study aimed at identifying which discourse genre would induce most flow in trainee translators while translating. Fifty-six Iranian English Translation majors studying at the University of Kashan translated three 180-word texts of narrative, expository, and descriptive genres. After each translation, they responded to a Flow Perceptions Questionnaire (Egbert, 2003) in the Likert format to report their perceptions of flow. Using repeated measures ANOVA, the researchers investigated flow differences among genres. The results indicated that flow existed in the translation classroom and that there were significant differences in the flow scores engendered by different genres. To support the findings drawn from the numerical analysis, four participants, selected from the population of subjects from the first phase, were interviewed, and the analysis of the interviews generally corroborated the statistical findings.
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Hassan, Haslina, Ramlah Mailok, and Mashitoh Hashim. "Gender and Game Genres Differences in Playing Online Games." Journal Of ICT In Education 6 (June 30, 2019): 1–15. http://dx.doi.org/10.37134/jictie.vol6.1.2019.

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Online games are currently popular among teenagers as a way to entertain their time and having fun. Some claimed that by playing games could enhance learning ability, improved focus and attention, treat depression, less anti-social and many more. However, playing games could also become an addiction where some might involve with physical and health problems. This paper investigated gender-based students’ perceptions on playing games with their daily life. The perceptions study was developed based on ten items that related to students’ daily task. This study is also to identify the most popular game genres and genre-gender based preference from twelve game genres listed in this study. The data were collected among 116 students from Diploma in game design and development course offered by Faculty of Arts, Computing & Creative Industry at Sultan Idris Education University (UPSI), Malaysia. The results showed that majority of the students perceived themselves as love to play games however percentage of male students are higher than female students. The mean analyses also showed the highest score from ten (10) tasks is ‘meet new friends’ and this also the highest mean for both genders. The result also showed that ‘Adventure’ game genre is the most popular game genre among both gender while ‘music/dance’ genre is the least popular genre for male but the third popular game genre for female.
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Gholaminejad, Razieh. "A Comparison of Two Genres: Lexical Bundles in the Discourse of Applied Linguistics." Atlantis. Journal of the Spanish Association for Anglo-American Studies 43, no. 2 (December 23, 2021): 90–109. http://dx.doi.org/10.28914/atlantis-2021-43.2.05.

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The present article is a corpus-based descriptive/comparative study of lexical bundles (LBs) in two university genres: textbooks (TBs) and research articles (RAs) on applied linguistics. It aims to identify the LBs used in the two genres, compare them on the basis of their functional type and frequency and explore how they are related to genre. To this end, four-word LBs were identified in two corpora drawn from applied linguistics TBs and RAs. The comparative analysis revealed that there are interesting differences between the two genres in terms of discourse functions: the occurrence of LBs in the TBs was lower than in the RAs; attitudinal/modality LBs occurred more frequently in the TBs than in the RAs; epistemic LBs occurred more frequently in the RAs than in the TBs; discourse organizers occurred more frequently in the RAs than in the TBs; and time, place and text reference LBs occurred almost twice as frequently in the RAs. The findings build on research into the variations of genres in terms of the use and functions of LBs in discipline-specific corpora.
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Gardner, Sheena, Hilary Nesi, and Douglas Biber. "Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing." Applied Linguistics 40, no. 4 (March 14, 2018): 646–74. http://dx.doi.org/10.1093/applin/amy005.

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Abstract While there have been many investigations of academic genres, and of the linguistic features of academic discourse, few studies have explored how these interact across a range of university student writing situations. To counter misconceptions that have arisen regarding student writing, this article aims to provide comprehensive linguistic descriptions of a wide range of university assignment genres in relation to multiple situational variables. Our new multidimensional (MD) analysis of the British Academic Written English (BAWE) corpus identifies clusters of linguistic features along four dimensions, onto which academic disciplines, disciplinary groups, levels of study, and genre families are mapped. The dimensions are interpreted through text extracts as: (i) Compressed Procedural Information versus Stance towards the Work of Others; (ii) Personal Stance; (iii) Possible Events versus Completed Events; and (iv) Informational Density. Clusters of linguistic features from the comprehensive set of situational perspectives found across this framework can be selected to inform the teaching of a ‘common academic core’, and to inform the design of programmes tailored to the needs of specific disciplines.
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Dissertations / Theses on the topic "Genres of university study"

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Caudill, Melissa A. "Yearbooks as a genre a case study /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202500650/.

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Yaakob, Salmah Binti. "A genre analysis and corpus based study of university lecture introductions." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5241/.

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This thesis reports a study using a corpus of lecture introductions to explore the generic features of the language used. The main research questions: What are the main communicative functions of this sub-genre? How are the functions realised? Are there any disciplinary differences in university lecture introductions? are explored using two complementary methods of analysis; genre analysis and corpus analysis. Analysis of eighty-nine lecture introductions from the BASE corpus1 resulted in a Lecture Introduction Framework which posits a two-level classification which first differentiates lecture content orientation (Thompson, 1994) versus listener orientation (Dubois, 1980). This yields three main functions, with additional sub-functions original to this study. The study reveals differences in the frequency of different sub-functions in the four disciplinary domains, reflecting different disciplinary cultures and knowledge. The corpus analysis generated a word frequency list for lecture introductions, giving a rich linguistic description of the lexis used. Further analysis on one of the three main functions; the Set Up Lecture Framework Function uses WordSmith Tools 5 to analyse the linguistic realisations of the three subfunctions, which are also the top three most used sub-functions in the corpus. Analysis of pronouns and keywords further supports the finding that there are disciplinary variations in lecture introductions.
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Henriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.

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Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessment
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Huskanovic, Jasmin, and Nur Bellal Adem. "Discrimination against foreign named students : a study based on a Swedish University." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96257.

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In this paper we investigate how anonymous exams impact the grades for foreign-named students and if there are differences in this treatment effect against them when considering the gender of the graders. By obtaining data from Stockholm University, we used a difference-in-difference model to estimate our results. Our results show that there was no negative treatment effect against foreign-named students when considering their test scores prior and after the reform of writing exams anonymously. The results are interpreted through the fact that foreign-named students received even lower test scores after the reform, meaning that the foreign-named students did not gain from the reform. Moreover it can be said that these results can be related to “reverse-bias”, which indicates that the grader is more lenient towards foreign-named students. Further, when estimating the relationship between the gender of the teacher and the treatment effect, our results showed evidence of female graders treating foreign-named students more negatively compared to male graders. This, due to the results which implied that male graders showed a strong positive treatment effect against foreign-named students, but hence a negative treatment against Swedish named students. Moreover the female graders showed a positive treatment effect against Swedish-named students and the contrary against foreign-named students.
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Adem, Nur Bellal, and Jasmin Huskanovic. "Discrimination against foreign named students : a study based on a Swedish University." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97126.

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In this paper we investigate how anonymous exams impact the grades for foreign-named students and if there are differences in this treatment effect against them when considering the gender of the graders. By obtaining data from Stockholm University, we used a difference-in-difference model to estimate our results. Our results show that there was no negative treatment effect against foreign-named students when considering their test scores prior and after the reform of writing exams anonymously. The results are interpreted through the fact that foreign-named students received even lower test scores after the reform, meaning that the foreign-named students did not gain from the reform. Moreover it can be said that these results can be related to “reverse-bias”, which indicates that the grader is more lenient towards foreign-named students. Further, when estimating the relationship between the gender of the teacher and the treatment effect, our results showed evidence of female graders treating foreign-named students more negatively compared to male graders. This, due to the results which implied that male graders showed a strong positive treatment effect against foreign-named students, but hence a negative treatment against Swedish named students. Moreover the female graders showed a positive treatment effect against Swedish-named students and the contrary against foreign-named students.
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Yao, Dong Don. "Gender differences in language learning strategies :a case study of ESL students at the University of Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954217.

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Nairz-Wirth, Erna, and Marcus Wurzer. "On Positioning of Business, Management and Economics Fields of Study in the University Space." Warsaw School of Economics, 2015. http://epub.wu.ac.at/4790/1/Nairz%2DWirth_Wurzer_2015_Edukacja%2D36_On%2Dpositioning%2Dof%2Dbusiness%2Dmanagement%2Deconomics.pdf.

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Based on available studies on business and management fields of study as upwardly-mobile university field of study choices as a basis, this study seeks to test this hypothesis of upward mobility. In doing so, it endeavours to identify correlations between field of study choice and educational background and between field of study choice and gender. The base data is taken from a survey of all domestic first-time students at Austrian universities in the 2011/12 winter semester (N=27,575). This data was subjected to a correspondence analysis, which allowed us to visualise and interpret the relations between the positions of these fields of study in the university space. The results indicate a clearly structured (stratified) university space. Our supplementary regression analysis shows that the upwardly-mobile higher education choice hypothesis can be confirmed for the fields of study studied. Our analyses also confirm the feminisation hypothesis for the business and management fields of study studied: women significantly more frequently select fields of study which lead to a career in a pedagogic (business education), social (social economy) or language (international business and management) context. In the group of fields of study explored, business education fields of study had both the highest share of first-time students and the highest level of feminisation. In contrast, economics fields of study, which was included in the analysis in addition to the business studies and management fields of study, have a significantly higher share of male students and the lowest share of higher education climbers. (authors' abstract)
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Peters, Anne-Kathrin. "Learning Computing at University: Participation and Identity : A Longitudinal Study." Doctoral thesis, Uppsala universitet, Datorteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-331613.

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Computing education has struggled with student engagement and diversity in the student population for a long time. Research in science, technology, engineering, and mathematics (STEM) education suggests that taking a social, long-term perspective on learning is a fruitful approach to resolving some of these persistent challenges. A longitudinal study has been conducted, following students from two computing study programmes (CS/IT) over a three-year period. The students reflected on their experiences with CS/IT in a series of interviews. Drawing on social identity theory, the analysis has focused on describing participation in CS/IT, doing, thinking, feeling in relation to CS/IT, as negotiated among different people. Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which the students experience participation in CS/IT over the years. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies; participation as problem solving and problem solving for others. Problem solving defined as solving difficult (technical) problems seems predominate in the learning environment. Problem solving for others brings the user into perspective, but first in the human computer interaction (HCI) course in year three. Students react with scepticism to HCI, excluding HCI from computing, some are students who commenced their studies with broader interests in computing. Demonstrating (technical) problem solving competence is the most vital indicator competence in the two study programmes and the students adapt their reflections on who they are as computing students and professionals accordingly. People showing broader interests in computing risk being marginalised. I identify a gap between conceptions of computing as interdisciplinary and important for society and constructions of computing as technical. Closing the gap could improve retention and diversity, and result in graduates that are better prepared to contribute to societal development.
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Shackleton, Lesley. "Negotiating institutional transformation : a case study of gender-based change in a South African university." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3587.

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This study contributes towards understanding the complex dynamics that are inherent in the transformation of institutional culture in the higher education environment in South Africa. Innovative use was made of gender-based change as a case study of social transformation in a case institution, the University of Cape Town. A feminist, qualitative approach was used to map gender as a component of institutional culture and to explore how the institution's culture influences the dynamics of gender-based change. A gendered lens was focused on three different sources of data: the leadership discourse from 28 years of annual Vice Chancellor's Reports, and interview and documentary data around two purposively selected feminist initiatives to further women's career development in the higher education environment. The integration of analyses of different types of data from these three sources proved to be a powerful tool for exposing contested meanings and highlighting discrepancies between the logic of the organization and experienced realities. My research corroborates numerous previous studies of universities worldwide and reveals the case institution to have a conservative, patriarchal culture. In addition to the formal hierarchical and collegial structures typical of many universities, aspects of the institutional culture that contribute towards its marked conservatism were identified. The analyses revealed how the hegemony of academic and androcentric discourses resulted in a culture which 'others' people into differently empowered groups and how this interacts with a dominant liberal discourse that values and privileges individualism. The resultant mystification is exhausting and confusing to those who are not part of the dominant group, and combines with fragmented understandings of purpose to stifle institutional change and thus strengthen conservatism. Beyond the male hegemony, the most significant aspect of the gendered institutional culture is the persistent vanishing of gender on the campus. There is little evidence of any ability to engage seriously with gender or any recognition that this might be a priority. The gender-based change initiatives that were studied were the result of spontaneous action of tempered radicals, insiders within the institution who felt alienated by aspects of its culture and thus were positioned also as outsiders. Both initiatives have resulted in successful programmes but an analysis of the dynamics around their establishment shows the power of the institutional culture to neutralize and de-politicize their impact on the gendered culture, despite the pervasiveness of the liberal discourse. I suggest that for change to succeed it is necessary to purposely reduce the power that the conservative institution can exert. This can be achieved by avoiding direct confrontation with the dominant patriarchal culture and by forging appropriate, sympathetic external alliances with those who have influence and access to resources. My research suggests that transformation of the institutional culture is unlikely to be led by those who, by conforming to the culture, have attained hierarchical leadership positions and are thus most threatened by change. Transformation is most likely to be brought about by those who question norms, seize opportunities and focus on small wins. The liberal discourse common to many universities leads to a tolerance of mavericks, and I suggest that this can provide opportunities to surface the silent voices that must inform debates around transformation. However I have revealed how resistant the sector can be to cultural change. My analyses have shown how even ostensibly very successful initiatives can be assimilated and how their ability to result in institutional change can be disempowered using political structures and micropolitics. Effecting transformation of the complex institutional culture in higher education will require a deep engagement with these powerful conservative forces.
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Robinson, Anthony Edward Hines Edward R. "The relationship between motivations to volunteer, gender and college status a four-year study /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927776.

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Thesis (Ph. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 20, 2006. Dissertation Committee: Edward R. Hines (chair), Victor J. Boschini, Ramesh B. Chaudhari, Patricia Klass. Includes bibliographical references (leaves 106-111) and abstract. Also available in print.
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Books on the topic "Genres of university study"

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Kasente, Deborah. Popularising gender: A case study of Makerere University. Nairobi, Kenya: Forum for African Women Educationalists, 2001.

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University, Western Washington. Gender equity self study: Western Washington University, September 30, 1990. [Bellingham, Wash: Western Washington University, 1990.

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Fields, Jacqueline P. Work-based gender equity: Case study of University of Massachusetts Medical Center. Wellesley, Mass: Wellesley College Center for Research on Women, 1996.

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Fields, Jacqueline P. Work-based gender equity: Case study of University of Massachusetts Medical Center. Wellesley, Mass: Wellesley College Center for Research on Women, 1996.

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Fields, Jacqueline P. Work-based gender equity: Case study of University of Massachusetts Medical Center. Wellesley, Mass: Wellesley College Center for Research on Women, 1996.

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Li, Hui. Policies and practices of gender equality in promotion within academia: A case study in the University of Ulster. [s.l: The Author], 2002.

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Mackay, J. Louise. A study of gender differences in alcohol-related issues in a sample of university students. Charlottetown: University of Prince Edward Island, 1993.

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Boudarbat, Brahim. Choice of fields of study of Canadian university graduates: The role of gender and their parents' education. Bonn, Germany: IZA, 2007.

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Workshop on Gender and Mathematics (1992 University of Botswana). Report of the Workshop on Gender and Mathematics: University of Botswana, 24-26 February, 1992. [Gaborone: s.n., 1992.

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Trebon, Theresa. Gender based education: The development of manual training and home economics at Bellingham State Normal School, 1900-1916. [Sedro Wooley, WA: Theresa Trebon, 1992.

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Book chapters on the topic "Genres of university study"

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Modic, Dolores, Ana Hafner, and Tamara Valič-Besednjak. "Every Woman Is a Vessel: An Exploratory Study on Gender and Academic Entrepreneurship in a Nascent Technology Transfer System." In University-Industry Knowledge Interactions, 159–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84669-5_9.

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Laaredj-Campbell, Anne. "Case Study III: Ibn Khaldun University Gender Survey in Tiaret." In Changing Female Literacy Practices in Algeria, 257–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11633-0_11.

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Ferraresi, Mauro. "Gender Digital Violence - Study, Design and Communication of an Awareness-Raising Campaign from University to University." In Lecture Notes in Computer Science, 265–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60152-2_21.

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Sporn, Barbara. "University Adaptation and Gender Equality: A Case Study of the Vienna University of Economics and Business Administration." In Women, Universities, and Change, 73–88. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603509_6.

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Roloff, Christine. "Gender Equality Challenges and Higher Education Reform: A Case Study University of Dortmund." In Women, Universities, and Change, 43–59. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230603509_4.

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Parodi, Giovanni. "Chapter 5. University academic genres." In Studies in Corpus Linguistics, 83–99. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/scl.40.09par.

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Gatto, Laura, Dar’ya Heyko, Miana Plesca, and Luiza Antonie. "Gender Wage Gap in the University Sector: A Case Study of All Universities in Ontario, Canada." In Lecture Notes in Computer Science, 242–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01129-1_15.

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Basturkmen, Helen. "Study Genres and Events." In Linguistic Description in English for Academic Purposes, 46–61. New York, NY : Routledge, 2021. | Series: Routledge focus on linguistics: Routledge, 2021. http://dx.doi.org/10.4324/9781351183185-4.

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Lucien, Lauren. "Study." In University Life, 63–80. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-39232-8_5.

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Atzeni, Gianfranco, Luca G. Deidda, Marco Delogu, and Dimitri Paolini. "Drop-Out Decisions in a Cohort of Italian Universities." In Teaching, Research and Academic Careers, 71–103. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_4.

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AbstractIn this chapter, we study the determinants of student drop-out decisions using data on a cohort of over 230,000 students enrolled in the Italian university system. The empirical analysis reveals that the probability of dropping out of university negatively correlates with high school grades and student age, controlling for the course of study and university fixed effects. The benchmark estimation suggests a negative correlation between high school final grade and drop-out probability. We also find that enrolling late at the university increases the likelihood of dropping out. In line with the literature, our results suggest that women have a lower propensity to drop out. Our dataset allows differentiating between students who leave their homes to enroll at university (off-site students) and on-site students. We find that off-site students drop out significantly less than those who study in their hometowns. We provide significant evidence that off-site students are a self-selected sample of the total population. Accordingly, we use an instrumental variable (IV) approach to identify the causal relationship. The IV estimation shows that studying off-site negatively affects drop-out decisions and more so for students growing up in the south of Italy who typically study off-site in the Center-North of Italy. Taking advantage of a more detailed dataset concerning students enrolled at the Università di Sassari, we show that the choice of the degree is also important to predict the magnitude of drop-out. Specifically, we resort to a bivariate probit specification to account for self-selection into the course of study, finding that the estimates of the determinants of drop-out and the predicted probabilities are heavily affected. Accounting for self-selection, we show that an unconditional comparison among degrees is misleading, as some degrees attract more heterogeneous students than others, as far as skills and motivation are concerned. For instance, regarding the effect of gender, we show that while the estimation without selection suggests that women drop out less, once we account for selection, the contribution of women to drop-out becomes either positive or negative, depending on which course of study they choose. In line with these results, policymakers should tailor drop-out reducing policy interventions to the specificities of each course of study.
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Conference papers on the topic "Genres of university study"

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Rodrigues, Ivon Marcos Inácio, Desiré Dominique Diniz de Magalhães, André de Sá Braga Oliveira, Pablo Mariz de Oliveira, and Amanda do Nascimento Oliveira e. Carneiro. "Morphological study of foramen venosum in dry human skulls in Northeast Brazil." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.394.

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Introduction: The foramen venosum (FV) is located in the larger wing of the sphenoid bone and allows the passage of emissary veins that help to balance the intra and extracranial pressure. Knowledge of its morphology and associated structures has an important surgical value. Objective: Analyze the morphology of FV and its relation to adjacent foramina in Northeast Brazil. Methods: 117 human adult skulls of Federal University of Paraíba were classified by gender, FV type and laterality, being evaluated the diameter of FV, foramen ovale (FO) and foramen spinosum (FS), as well as the distance of FO and FS to FV (DFVFO and DFVFS). Values of p≤0.05 were considered significant. Results: 52 (44.4%) skulls (65 sides, 29 on the right and 36 on the left) presented FV, being 63.46% females and 36.53% males. 33.3% of FV were unilateral and 11.1% were bilateral. The FV were mostly oval (50.7%) and round (49.3%) types. Mean diameter of FV was 3.56±0.7mm, FO 7.88±1.16mm, FS 4.01±0.39mm, DFVFO 8.18±1.09mm and DFVFS was 14.54±1.68mm. Only FO (p=0.009) and FS (p=0.001) had significant differences between genres, and DFVFO had among sides (p=0.021). Conclusions: FV has a high incidence in Northeast Brazil, predominantly in females on the left side with oval and round types. Its relation with other foramina showed differences among genres and sides. This shows the relevance of the FV study to minimize the risk of iatrogenic injury during surgical interventions in this region.
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Abdelbary, Ekhlas M. M., and Aisha AlAshwal. "A comparative study of Seagrasses Species in Regional Seas and QMZ." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0039.

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Seagrasses are flowering monocot green plants that have adapted to marine life, and remain completely immersed in seawater and are primary producers of food for numerous marine animals. Seagrasses are of worldwide distribution and it was earlier estimated that there are approximately 60-72 known species of seagrasses. It is now evident that the number of seagrasses species is almost 200, comprising 25 genera and 5 families, namely Cymodoceaceae, Hydrocharitaceae, Posidoniaceae, Zosteraceae and Ruppiaceae, covering a global area of 300,000-600,000 km2. It is also estimated that they have declined in area by 29%. The Western Indo-Pacific realm encompasses 13 species in two families; the Cymodoceacae with 4 genera and the Hydrocharitaceae with 3 genera. Twelve species extend into the Red Sea, 4 occur in the Arabian/Persian Gulf and 4 in the Arabian Sea. The total area of Qatar marine zone (EEZ) is approximately 35,000km2 and three species of seagrasses are known to occur in this zone. These are Halophila stipulacea, Halophila ovalis and Halodule uninervisis, the most common one. It is established that seagrasses consolidate and stabilize bottom sediments, create and maintain good water quality (clarity), produce oxygen, provide food, nursery ground for many animals and have been proven to be very important in GHG emissions.
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Shurrab, Farah, Hadeel Al-Jighefee, Salma Younes, Duaa Al-Sadeq, Asmaa Althani, Hadi Yassine, Mohamed Syed, Ahmed AlNuami, Hamda Qotba, and Gheyath Nasrallah. "Seroprevalence of SARS-Cov2 in Qatar: A Longitudinal Epidemiological study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0292.

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In Qatar, the first COVID-19 cases were reported on the 29th of February 2020, and the numbers increased dramatically within few months. Primary Health Care Corporation in collaboration with Qatar University’s Biomedical Research Centre initiated a three-phase longitudinal epidemiological study to obtain precise estimates of point and period prevalence by age, gender and nationality. The first phase of the study is done and included 2084 individuals. The results showed that the overall prevalence was 11.1%. However, the point prevalence and the period prevalence of SARS-CoV2 was 1.6 and 9.5 % resp. IgG prevalence was higher amongst 18-39- year old (10 %) and ≥ 60 (11.9 %), and higher in males (11.6 %) compared with females (6.2 %), and higher incidences were reported among Highest amongst North African (10.9 %) and Southern Asian (15.1 %) nationalities.
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Sarasa, Cristina Pilar, and Javier Sarasa-Pérez. "UNIVERSITY STUDENTS' TAX MORALE: A STUDY OF GENDER WITHIN THE UNIVERSITY OF ALICANTE, SPAIN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2090.

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Burr, Solvita. "Linguistic Landscape Signs in E-Textbooks: Teaching Language as a Compass for Exploring Multimodal Texts, Multilingualism, and Digital Resources." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.74.

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Rapid technological development and the growth of educators’ and students’ digital skills have allowed e-textbooks to take root in different school subjects’ pedagogical practices. This article’s aim is to compare two e-textbooks – A Guide for Exploring City Texts (Berra (Burr), 2020) and Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook (Solmaz & Przymus, 2021) – in terms of their technological and pedagogical frameworks and to discuss the benefits and disadvantages of using a language e-textbook which heavily utilizes linguistic landscape signs. The comparison shows that the e-textbooks’ main technological advantages are hyperlinking, bookmarking, highlighting, annotating, and searching. Their content uncovers pedagogical concepts they both share: (1) authenticity, (2) resourcefulness, (3) connectivism, (4) a focus on text genres. Language in both textbooks is understood in the context of semiotic resources, so knowledge and skills in one language are inextricably linked to awareness of other languages, semiotic consciousness, and multiliteracies. The learning process in both e-textbooks is designed in a way that students interactively create and contribute knowledge and apply them in various real-life situations. There are a few drawbacks of the e-textbooks. First, their current technological do not allow for changing the order, length, or content of chapters, subchapters, or sections. Second, a lack of space for writing answers in e-textbooks, which can be frustrating for students. Third, none of the e-textbooks provides content for the entire study year/course, language level, or national subject standard.
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Ashour, Reem, Sana Elashie, Bayan Alkeilan, and Mujahed Shraim. "Smartphone Addiction among Qatar University Students: A Cross-Sectional study." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0203.

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Aims: The aim of this study was to: (I) estimate the prevalence of SPA among students in Qatar University (QU); (II) assess the correlation between daily duration of smartphone use (SPU) and SPA; (III) assess the relationship between SPA with (a) current Grade point Average (GPA), (b) psychological distress, and (c) students’ perceived negative impact of SPU on their learning and academic performance, sleep at night, social activity, and physical and mental health. Methods: We used a cross-sectional study using a selfadministered survey to address the aims of the study. An electronic survey was distributed to all QU students registered in the Fall 2019 in addition to a paper survey distribution to fifteen classes, selected at random from all colleges in QU. The survey used smartphone addiction scale (SAS) to measure SPA; General Health Questionnaire 28 (GHQ-28) to measure the likelihood of student having “psychological distress”; ten statements to identify students perceived negative impact of SPU on academic performance, sleep at night, physical and mental health, and social activity; current GPA as a measure of academic performance. Descriptive statistics and multivariable linear and logistics regression analyses were performed to analyses the data. The Study was ethically approved QU institutional review Board. Results: A total of 717 students participated in the study. The mean daily duration of SPU among students was 6.5 hours per day (SD= 3.7), and he prevalence of SPA was 59%. Duration of SPU in hours and SPA score (r=0.282, p= <0.001). The prevalence of psychological distress among students was 51.0%. Increase in daily duration of SPU, male gender, presence of psychological stress, not having a chronic disease, and not performing physical exercise in the previous week were independently associated with increased odds of SPA. We found a significant interaction between gender and psychological distress with SPA. Male students with psychological distress were at lower odds of SPA than female students with psychological distress (OR= 0.39; 95% CI 0.17, 0.87). SPA was a statistically significant predictor of all included domains of perceived negative impact of SPU, including sleep at night, learning in class, study time, academic performance, physical and mental health, and social activity. After adjustment for significant variables, students with no SPA had increased odds of having higher current GPA category by 2.04 times (1.05, 3.95) than students with SPA. The characteristics of students did not vary significantly according to survey completion method. The sensitivity analyses showed similar findings between the predictors and the outcome variables in all analyses. Therefore, our sensitivity analyses suggest that our findings are unlikely to have been affected by selection bias, response bias, or social acceptability bias. Conclusion: SPA is highly prevalent among QU students. SPA or longer duration of SPU have negative impact on academic performance, psychological distress, and perceived physical and mental health, and social activity.
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Eroğlu, Feyzullah, and Esvet Mert. "A Research on the Relationship between Preferred Music Type and Entrepreneurship Tendency." In International Conference on Eurasian Economies. Eurasian Economists Association, 2017. http://dx.doi.org/10.36880/c08.01858.

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Cultural systems are grouped into high culture, folk culture and popular culture. High cultural, scientific, philosophical, aesthetic information, etc. Folk culture is based on folklore information from the past day. Popular culture represents the degraded and dissolved state of traditional cultures, various subculture areas, which have failed after modernization efforts. The aim of the study is to reveal the influence of young musical genres on the entrepreneurial tendencies. The first method used in the research is the questionnaire survey for senior students studying in the university business and economics. According to the survey data, questionnaires were distributed out of a total of 350 students, only to the evaluation of the survey of 311 eligible. The most important findings of the research can be summarized as follows. While 6,1% of the "youth of higher education" who participated in the survey preferred "high culture product" music; 10,6% were "folk culture products" music; and 83,3% preferred "popular culture product" music. The "entrepreneurship tendencies", which are the main aim of the subjects of "education for young people" receiving basic courses in economics and business administration, were found to be 131,5 (Min 36, Max.180). According to the research findings, in the direction of the basic assumption of the study, "entrepreneurial tendencies" of students who prefer music, which is a high cultural product, are higher than others. The sort of "entrepreneurial tendencies" is followed by popular genres and popular music genres.
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Alvarez-Huerta, Paula, Iñaki Larrea, Alexander Muela, and José Ramón Vitoria. "Self-efficacy in first-year university students: a descriptive study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9226.

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The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at the University of Mondragon (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.
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Smatti, Maria Khalid, Yasser Al-Sarraj, Omar Albagha, and Hadi Yassine. "Genetic Susceptibility to Infectious Diseases in the Qatari Population." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0092.

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Background: Infectious diseases (IDs) account for 8% of deaths annually in Qatar, and therefore, represent a significant challenge for public health. Interestingly, the spread and severity of viral infections vary considerably between individuals and populations. The most recent example is SARS-CoV-2, which ranges from mild/asymptomatic to a severe respiratory syndrome. It has been previously reported that polymorphisms in genes linked to immunity can influence individuals’ responses to infections as observed in tuberculosis, influenza, and HIV; however, studies exploring causal host genetic variants in IDs are still limited and dramatically skewed with regard to population inclusion. In fact, the genetic susceptibility to IDs in the Qatari population is largely unknown. Aim: To perform a comprehensive genetic screening to investigate the presence and frequency of variants previously associated with various infections in the Qatari population. Methods: Whole-genome sequencing was previously performed for 18,000 QBB participants using Illumina HiSeq X Ten1 sequencers. The initial data processing and quality assessment of the raw data has also been performed and variant calling files (VCF) were created. We were granted the access to the VCF files of 6,218 sequenced samples. The genetic variant data was then converted to PLINK file format using PLINK-1.9. Standardized quality-assurance and quality control (QA/QC) methods were followed to generate high quality and confidence on both SNPs and sample levels. The final file used for calculating allele frequency contained 6,047 subjects. Additionally, list of infections-related SNPs that were previously reported in the literature and deposited in GWAS catalog was extracted and used to calculate and compare the allelic frequency in the Qatari genomes compared to other populations. Results: The frequency of infections-related SNPs in the Qatari population was significantly lower for most infections. Most variants (78%) showed negative fold change in the Qatari genomes. Only 22% of all variants were more prevalent in Qatari population compared to others. The most significant differences were observed in genes related to TB and HIV (200-940 and 160-710 fold change, respectively). Conclusion: This study reports a lower susceptibility of the Qatari population to IDs in general. Nonetheless, this might also indicate the presence of unknown Qatari-unique variants and hence, highlights the need for further investigation in future GWAS.
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Eltai, Nahla O., Sara H. Al-Hadidi, Asmaa A. Al Than, Sanjay H. Doiphode, and Hadi M. Yassine. "Salmonellosis among Pediatric Population in Qatar: Prevalence, Antibiotic Resistance and Molecular Epidemiology." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0126.

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Objectives: This study aims to characterize at the molecular level the genes encoding resistance in Salmonella and explain the molecular mechanisms underlying resistance to ceftriaxone, cefepime, amoxicillin-clavulanate, tetracycline, trimethoprim-sulfamethoxazole, chloramphenicol, colistin and azithromycin in Salmonella. It aims as well to characterize the 16S rRNA gene region by restriction fragment length polymorphism (RFLP) to investigate if this region constitutes an appropriate ‘coincidental’ marker to distinguish important pathogenic Salmonella species. Finally, determine the lineages of Salmonella species and evolutionary relationships among bacteria classified within the same genus. Methodology: 246 Salmonella isolates were collected from children under 16 years old during Jan. 2018 - Dec 2019, presented with gastroenteritis at Hamad Medical Corporation. Isolates were tested for antibiotic susceptibility against nineteen relevant antibiotics using E-test. Isolates that harbor antibiotic resistance were confirmed using PCR specific primers for 38 genes. In addition, the variable region of class 1 and 2 integrons were identified by PCR among amoxicillin-clavulanate (AMC) resistant samples. RFLP targeting16S rRNAwas performed using seven restriction enzymes including AluI, Bgl I, Bgl II, EcoR I, SmaI, Hinf I & Hae III. Results: Resistance was detected against 15 antibiotics and (38.2%) of isolates were resistant to at least one antibiotic. Overall, high resistance was reported to tetracycline (23.9%), ampicillin (21.1%), AMC (18.7%) and sulfamethoxazoletrimethoprim (13%). Further, 22.4% of the isolates were multidrug-resistant (MDR), with 4.1% being ESBL producers. 90 % of ESBL producers had one of bla CTX-M-Group. Class (1) AMC resistant samples showed the highest resistance to different antibiotics. 16S rRNA-RFLP analysis divided Salmonella isolates into two main groups. Conclusion: Our results indicate a high antimicrobial resistance pattern of Salmonella, which necessities the development of regulatory programs to combats antimicrobial resistance. In particular, our results showed high resistance to Class (1) AMC cassette that involves the transmission and expression of the resistance. This might lead to a concern of increased multidrug resistance in the future. This study provides evidence guidance to activate and implement the pillars of an antimicrobial stewardship program in animal and human health to reduce MDR salmonellosis.
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Reports on the topic "Genres of university study"

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Buss, Doris, Blair Rutherford, Ekpedeme Edem, Sarah George, Cynthia Kumah, Michael Racioppo, Sarah Kinyanjui, and Aisha Ibrahim. Attending (to) class : An intersectional study of COVID-19 adaptation in Canada, Kenya and Sierra Leone Universities : Report on the Carleton University research. Carleton University Department of Law and Legal Studies, September 2021. http://dx.doi.org/10.22215/j.envsci.2021.09.30.

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This pilot study examines how intersecting differences – in gender, socio-economic status, rural/urban residences, and disability - shaped students’ experience of the shift to distance university education resulting from the COVID-19 pandemic and lockdowns in 2020-2021. Focused on three universities - Carleton University, (Ottawa, Canada), University of Nairobi, (Kenya, Mombasa campus), and University of Sierra Leone (Fourah Bay College, Freetown) - research teams based at each institution conducted surveys, interviews and focus groups with students to explore differences in students’ experience of remote learning.
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Sanyal, Madhurima. Caste and Gender Backlash: A Study of the #MeToo Movement in Tertiary Education in Kolkata, India. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/backlash.2023.001.

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In the light of the #MeToo movement, this paper explores how the positionality (in terms of caste and class) of female university students in Kolkata, India is employed as an instrument of backlash to pushback their efforts at making progressive change with regard to sexual harassment. The study includes an analysis of six semi-structured interviews based on an amalgamation of conventional and alternate understandings of backlash. It argues that conventional and alternate understandings are not independent of each other, but are interlinked and exist side by side. Backlash silences women and forestalls their demands and pushes crucial gender issues to the backburner.
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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Kobiety na uniwersytetach i pandemia Covid-19. Badania porównawcze na temat pracy kobiet. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, October 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions between the pursuit of progress and constraints, if only financial, and the strong habit to the traditional model of work. The university is not only a place to study, but also to work. And this aspect, more specifically, women’s work, was the focus of our research. We talked about women’s work at the university not only with female academics, but also with administrative, technical and IT support staff. We wanted to find out more about the experience of working under pandemic conditions and the challenges of post-pandemic reality. We believe that the women’s needs recognized in the course of the study and the proposed solutions (recommendations) can provide practical inspiration for change at universities that aim to improve gender equality and build more equal workplaces.
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Ostaszewska, Aneta, Magdalena Szafranek, Marta Jadwiga Pietrusińska, and Karolina Ligna-Paczocha. Women at universities and the Covid-19 pandemic. Comparative research on women’s work. Wydział Stosowanych Nauk Społecznych i Resocjalizacji, October 2022. http://dx.doi.org/10.55226/uw.nawa2021.2022.1.

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Women at universities and the Covid-19 pandemic. Comparative research on women’s work The presented publication is a summary of the project “Women at universities and the Covid-19 pandemic. Comparative research on women’s work”. The project was carried out at the University of Warsaw in partnership with the University of Milan from September 2021 to August 2022. The research study is based on purposive sampling. It fits into a rather bleak and pessimistic picture of the modern university as an institution “in crisis”. The pandemic exacerbated the state of instability by revealing the tensions between the pursuit of progress and constraints, if only financial, and the strong habit to the traditional model of work. The university is not only a place to study, but also to work. And this aspect, more specifically, women’s work, was the focus of our research. We talked about women’s work at the university not only with female academics, but also with administrative, technical and IT support staff. We wanted to find out more about the experience of working under pandemic conditions and the challenges of post-pandemic reality. We believe that the women’s needs recognized in the course of the study and the proposed solutions (recommendations) can provide practical inspiration for change at universities that aim to improve gender equality and build more equal workplaces.
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Fromm, A., Avihai Danon, and Jian-Kang Zhu. Genes Controlling Calcium-Enhanced Tolerance to Salinity in Plants. United States Department of Agriculture, March 2003. http://dx.doi.org/10.32747/2003.7585201.bard.

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The specific objectives of the proposed research were to identify, clone and characterize downstream cellular target(s) of SOS3 in Arabidopsis thaliana, to analyze the Ca2+-binding characteristics of SOS3 and the sos3-1 mutant and their interactions with SOS3 cellular targets to analyze the SOS3 cell-specific expression patterns, and its subcellular localization, and to assess the in vivo role of SOS3 target protein(s) in plant tolerance to salinity stress. In the course of the study, in view of recent opportunities in identifying Ca2+ - responsive genes using microarrays, the group at Weizmann has moved into identifying Ca2+-responsive stress genes by using a combination of aqeuorin-based measurements of cytosolic Ca and analysis by DNA microarrays of early Ca-responsive genes at the whole genome level. Analysis of SOS3 (University of Arizona) revealed its expression in both roots and shoots. However, the expression of this gene is not induced by stress. This is reminiscent of other stress proteins that are regulated by post-transcriptional mechanisms such as the activation by second messengers like Ca. Further analysis of the expression of the gene using promoter - GUS fusions revealed expression in lateral root primordial. Studies at the Weizmann Institute identified a large number of genes whose expression is up-regulated by a specific cytosolic Ca burst evoked by CaM antagonists. Fewer genes were found to be down-regulated by the Ca burst. Among the up-regulated genes many are associated with early stress responses. Moreover, this study revealed a large number of newly identified Ca-responsive genes. These genes could be useful to investigate yet unknown Ca-responsive gene networks involved in plant response to stress.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Becker, G. W. Jr. University Loaned Normal Uranium Slug Disposition Study: University survey responses. Predecisional draft. Office of Scientific and Technical Information (OSTI), September 1992. http://dx.doi.org/10.2172/10141905.

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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, July 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Washington-Hoagland, Carlette, Dottie Persson, John Forys, Christine Walters, Toby Lyles, and Leo Clougherty. University of Iowa Libraries Undergraduate User Needs Assessment Study. Iowa City, Iowa: University of Iowa, June 1998. http://dx.doi.org/10.17077/wsxw-n0z9.

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Gehri, Suzanne B. Study War Once More: Teaching Vietnam at Air University. Fort Belvoir, VA: Defense Technical Information Center, November 1985. http://dx.doi.org/10.21236/ada164827.

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