Academic literature on the topic 'Unit: Centre for Academic Development'
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Journal articles on the topic "Unit: Centre for Academic Development"
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Daşdemir, İkramettin, and Kemal Doymuş. "The effect of using animation on primary science and technology course students' academic achivement, retention of knowledge and scientifi c process skills." Pegem Eğitim ve Öğretim Dergisi 2, no. 3 (September 1, 2012): 33–42. http://dx.doi.org/10.14527/c2s3m4.
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This study was conducted to determine the effect of the use of the animation on the academic achievements of the students, retention of this achievement, and the development of scientific process skills in the unit of division of cells of the science and technology course of the 8 th grade basic education and to find out the student's views. The sampling of the research was made up of by 37 students studying in a primary school in the city centre in Erzurum who were divided into Experiment Group (EG) (n = 17) and Control Group (CG) (n = 20 ). The study was carried out in 2010-2011 education year. While animation assisted student centred teaching approach was used with the students in the experiment group, student centred teaching approach was used with the students in the control group. As a result of the study, it was found that the use of animation in the basic education 8th grade science and technology course in the unit of division of cells had positive effects on the academic achievements of the students, retention of this achievement, and the development of scientific process skills. Moreover, it was determined that the students in the experiment group expressed positive views about the use of animations.
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Escaf, Marnie, Petrina McGrath, and Judy Costello. "An Innovative Approach to Goal Setting and Reporting in a Complex Organization." Healthcare Management Forum 22, no. 3 (September 1, 2009): 15–19. http://dx.doi.org/10.1016/s0840-4704(10)60097-x.
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Managing multiple priorities and achieving sustainable outcomes is a challenge for leaders across health care organizations. One academic health science centre set about to address this challenge through the development of an innovative annual goal and objectives process that aligned every unit/department around organizational priorities. The results have enabled exceptional outcomes for individuals, teams, patients/families and the organization as a whole.
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Mundy, Amrit, and Judy Chan. "8. Visualizing Boundaries and Embodying Conflicts: Lessons Learned From a Theatrical Professional Development Program." Collected Essays on Learning and Teaching 6 (June 17, 2013): 41. http://dx.doi.org/10.22329/celt.v6i0.3764.
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In the 2011-2012 academic year, the Organizational Development and Learning unit and the Centre for Teaching, Learning and Technology at the University of British Columbia co-developed an interactive theatre project, Conflict Theatre, to engage in discussion around conflict with our audience and to allow us to explore, engage with, and build resilience around workplace conflict in a University staff development context. The objectives of this essay are to narrate our thinking and experiences in developing and performing the interactive theatre sketches, and to share personal reflections from a range of Conflict Theatre participants.
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McGloin, Colleen, Anne Marshall, and Michael Adams. "Leading the Way: Indigenous knowledge and Collaboration at the Woolyungah Indigenous Centre." Journal of University Teaching and Learning Practice 6, no. 2 (April 1, 2009): 38–53. http://dx.doi.org/10.53761/1.6.2.4.
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This paper derives from collaborative research undertaken by staff at the Woolyungah Indigenous Centre, into our own teaching practice. It articulates a particular strand of inquiry emanating from the research: the importance of Indigenous knowledges as this is taught at Woolyungah in the discipline of Indigenous Studies. The paper is a reflection of Woolyungah’s pedagogical aims, and its development as a Unit that seeks to embed other knowledges into the realm of critical inquiry within subjects taught at the Unit. It also reflects student responses to our pedagogy. The writers are Indigenous and non-Indigenous and have collaborated with all teaching staff involved to present this work as a starting point for discussions about the emerging discipline of Indigenous Studies, its rigour as an academic field of inquiry and our commitment as educators to the inclusion of Indigenous knowledges in our programme.
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Sterner, Thomas, Yonas Alem, Francisco Alpízar, Cyndi Spindell Berck, Carlos Alberto Chavez Rebolledo, Johane Dikgang, Stephen Kirama, et al. "The Environment for Development Initiative: lessons learned in research, academic capacity building and policy intervention to manage resources for sustainable growth." Environment and Development Economics 19, no. 3 (June 2014): 367–91. http://dx.doi.org/10.1017/s1355770x1400014x.
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AbstractThis article reviews the history of the Environment for Development (EfD) initiative, its activities in capacity building and policy-oriented research, and case studies at its centres in Chile, China, Costa Rica, Ethiopia, Kenya, South Africa and Tanzania. EfD promotes research-based policies to manage natural resources as engines of development. Since 1991, the Swedish International Development Cooperation Agency (Sida) has provided funding for students from developing countries to earn a PhD at the Environmental Economics Unit (EEU) of the University of Gothenburg. Returning home, these economists face institutional and academic gaps that limit the adoption of research-based policies. In response, the first EfD centre was founded in 2004, and six more followed. Research focuses on agriculture, climate, fisheries, parks, wildlife, forestry, energy and policy design. This has yielded 200 peer-reviewed articles. Successful policy outcomes depend on relationships with policy makers, community involvement in livelihood strategies, strengthened institutional support, interdisciplinary approaches, and dissemination of research results.
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Lyner‑Cleophas, Marcia, Lizelle Apollis, Ilse Erasmus, Melanie Willems, Latashe Poole, Meagan Minnaar, and Pippa Louw. "Disability Unit Practitioners at Stellenbosch University: Covid‑19 Pandemic Reflections." Journal for Students Affairs in Africa 9, no. 1 (May 31, 2021): 223–34. http://dx.doi.org/10.24085/jsaa.v9i1.1440.
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As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (Covid‑19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of Covid‑19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs’ reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the Covid‑19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.
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Melegrito, J., B. Granberg, and K. Hanrahan. "MP26: Development and evaluation of a novel emergency physician fan-out mechanism at an urban centre for use in mass casualty incidents." CJEM 21, S1 (May 2019): S51. http://dx.doi.org/10.1017/cem.2019.161.
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Background: Understaffing in mass casualty incidents limits flow in the overwhelmed emergency department, which is further compounded by inefficient use of those same human resources. Process mapping analysis of a “Code Orange” exercise at a tertiary academic hospital exposed the failures of telephone-based emergency physician fan-out protocols to address these issues. As such, a quality improvement and patient safety initiative was undertaken to design, implement, and evaluate a new mass casualty incident fan-out mechanism. Aim Statement: By February 2019, emergency physician fan-out will be accomplished within 1 hour of Code Orange declaration, with a response rate greater than 20%. Measures & Design: Process mapping of a Code Orange simulation highlighted telephone fan-out to be ineffective in mobilizing emergency physicians to provide care in mass casualty incidents: available staff were pulled from their usual duties to help unit clerks unsuccessfully reach off-duty physicians by telephone for hours. Stakeholders subsequently identified automation and computerization as a compelling change idea. A de-novo automated bidirectional text-messaging system was thus developed. Early trials were analyzed for process measures including fan-out speed, unit clerk involvement, and physician response rate, with further large-scale tests planned for early 2019. Evaluation/Results: Only 50% of telephone fan-out was completed after a 2-hour exercise despite 3 staff supplementing the 2 on-shift unit clerks, with a 4% physician response rate. In contrast, data from initial trials of the automated system suggest that full fan-out can be performed within 1 hour of Code Orange declaration and require only 1 unit clerk, with text-messages projected to yield higher physician response rates than telephone calls. Early findings have thus far affirmed stakeholder sentiments that automating fan-out can improve speed, unit clerk efficiency, and physician response rate. Discussion/Impact: Automated text-message systems can expedite fan-out protocol in mass casualty incidents, relieve allied health staff strain, and more reliably recruit emergency physicians. Large-scale trials of the novel system are therefore planned for early 2019, with future expansion of the protocol to other medical personnel under consideration. Thus, automated text-message systems can be implemented in urban centres to improve fan-out efficiency and aid overall emergency department flow in mass casualty incidents.
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Tan, Kok Hian, Mor Jack Ng, Wan Shi Tey, Hak Koon Tan, and Bernard Chern. "Survey on academic medicine culture, enablers & barriers in a newly formed academic department in Singapore." Journal of Hospital Administration 5, no. 5 (July 7, 2016): 30. http://dx.doi.org/10.5430/jha.v5n5p30.
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Objective: A positive culture of academic medicine is important for improving healthcare, research and medical education. This study seeks to assess academic medicine culture, enablers and barriers with a multi-dimensional structured survey, in a newly formed academic department from the perspectives of faculty and staff.Methods: Thirteen dimensions relating to academic medicine culture were identified after focused group discussions. Each dimension contains four relevant questions with answers on a 5-point Likert scale. This web-based questionnaire survey was conducted for senior and junior physicians within SingHealth Duke-NUS Obstetrics & Gynecology (OBGYN) academic department in 2011. This unit was started within the academic medical centre formed by SingHealth, and Duke-NUS which is a medical school jointly established by Duke University and National University of Singapore (NUS). Gaps were identified and addressed with various initiatives. A second survey in 2012 and a third survey in 2013 were conducted to assess the change in culture.Results: In the first survey, the top three favorable dimensions (highest percentage of composite positive response) were: Supervisor and Departmental Support for Academic Medicine (64.0%); Academic Faculty Development (57.9%); and Communications & Feedbacks on Academic Medicine (57.3%). The bottom three dimensions which were areas for improvements were: Academic Clinical Staffing Issue (23.8%); Relating Clinical Service to Research & Education (33.2%); and Academic Teamwork across Institutions (36.3%). In the second survey, there was overall improvement for 12 of the 13 dimensions. In the third survey, there was overall improvement for all the 13 dimensions compared to the first survey.Conclusions: There were positive changes, likely contributed by initiatives within the department to engage staff and to address gaps in various aspects of academic medicine culture.
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Rakhade, R. D. "Selection of 3D Printer for Innovation Centre of Academic Institution Based on AHP and TOPSIS Methods." International Journal for Research in Applied Science and Engineering Technology 9, no. 12 (December 31, 2021): 1872–80. http://dx.doi.org/10.22214/ijraset.2021.39638.
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Abstract: This paper describes a computer-based tool for the selection of 3D printer for educational propose by using Multi Attribute Decision Making (MADM) strategies particularly Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). In education, 3D printing technologies facilitate improved learning, skills development, and increased student and teacher engagement with the subject matter. Furthermore, 3D printing sparks greater creativity and collaboration in solving problems, to settle on a best option for teaching learning process tasks into account. MADM methods are interpretative processes which are well suited in choice of different 3D printers. This work suggests AHP and TOPSIS to judge 3D printer alternatives for choice of method, based on the AHP and TOPSIS methodology, ranks available techniques by a score resulting from the composition of priorities at different levels, each considering homogeneous and independent evaluation criteria. In this work proposes a comprehensive list of key factors that have a significant influence on 3D printer selection. In this work type of material used for printing considered as common for all printers such as ABS (Acrylonitrile Butadiene Styrene), PLA (Polylactic Acid), PET or Polyethylene terephthalate etc. A total of 09 sub-criteria have been identified and grouped under three main criteria, namely, (i) Physical Characteristics (ii) Economic consideration, (iii) Operational Requirements. These entire criteria area unit extracted from on-line literature and skilled opinion. Result of study shows that 3D Printer one (ET4 PRO 3IDEA model) was designated because the best suited for Innovation Centre Academic Institution. Keywords: 3D printer, MADM method, AHP method, TOPSIS method, Innovation Centre, Academic Institution
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Boehm, Leanne M., Matthew F. Mart, Mary S. Dietrich, Brittany Work, William T. Wilson, Geraldine Walker, and Susan E. Piras. "Effects of social influence and implementation climate and leadership on nurse-led early mobility behaviours in critical care." BMJ Open Quality 11, no. 2 (June 2022): e001885. http://dx.doi.org/10.1136/bmjoq-2022-001885.
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IntroductionEarly mobility (EM), initiating and advancing physical activity in the earliest days of critical illness, has been described as the most difficult component of the ABCDEF bundle to implement and coordinate. Successful implementation of EM in clinical practice requires multiple targeted implementation strategies.ObjectiveDescribe the associations of nurses’ EM attitudes, subjective norms, perceived behavioural control, intention, and implementation climate and leadership with self-reported and documented EM behaviour in the intensive care unit (ICU).DesignThis was a two-site, descriptive, cross-sectional study to explore nurses’ perception of the factors influencing EM adherence.SettingThree ICUs (medical, surgical and cardiovascular) in an academic medical centre and two ICUs (medical/surgical and cardiovascular) in a regional medical centre in middle Tennessee.PatientsCritically ill adults.InterventionsNone.Main outcome measuresA 34-item investigator-developed survey, Implementation Leadership Scale, and Implementation Climate Scale were administered to ICU nurses. Survey development was informed by a Theory of Planned Behavior based elicitation study and implementation science frameworks.ResultsThe academic medical centre had markedly lower EM documentation. We found no difference in nurses’ EM attitudinal beliefs, social influence, facilitators, and barriers at both sites. Nurses perceived moderate social influence to perform EM similarly across sites and considerable control over their ability to perform EM. We did note site differences for implementation climate and leadership and objective EM adherence with the regional community medical centre demonstrating statistically significant relationships of implementation climate and leadership with self-report and documented EM behaviours.ConclusionsWe identified contextual differences in implementation climate and leadership influence when comparing nurse EM behaviours. Streamlined documentation, leadership advocacy for interprofessional coordination and manpower support, and multicomponent context-based implementation strategies could contribute to better EM adherence.
Dissertations / Theses on the topic "Unit: Centre for Academic Development"
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Wentzel, Zurina. "The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC." University of the Western Cape, 1992. http://hdl.handle.net/11394/8477.
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Magister Educationis - MEdSince the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
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Irianto, Bambang. "An investigation of current problems facing the Science Teachers' Development and Training Centre in Indonesia." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13035.
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The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.
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Tanner, Lisa. "Effects of early acoustic stimulation of prepulse inhibition in mice [electronic resource] / by Lisa Tanner." University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000070.
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Professional research project (Au.D.)--University of South Florida, 2003.Title from PDF of title page.
Document formatted into pages; contains 20 pages.
Includes bibliographical references.
Text (Electronic thesis) in PDF format.
ABSTRACT: The purpose of this study was to determine the effects of an atypical pattern of early acoustic stimulation on auditory development. Previous human research suggests that the acoustic environment of pre-term human infants in the Neonatal Intensive Care Unit (NICU) negatively affects some aspects of auditory development. Animal research suggests that premature auditory stimulation interrupts auditory development. Because mice are born before their auditory systems are developed, they make an excellent model for research on fetal and postnatal plasticity of the auditory system. The premature auditory state of newborn mice is similar to that of the NICU pre-term infant, albeit, natural for mice C57 mouse pups were exposed to an augmented acoustic environment (AAE) of a nightly 12-hour regiment of 70 dB SPL noise burst, beginning before age 12 days (onset of hearing) and lasting for one month.
ABSTRACT: The prepulse inhibition (PPI) of mice exposed to the AAE was compared to that of non-exposed mice to observe short-term and long-term effects. Results showed that the prepulse inhibition of the AAE exposed mice did not differ significantly from that of the non-exposed mice. However, it is possible that the measurement used, PPI, may not have been appropriate or that the AAE may not have been an appropriate simulation of the NICU environment.
System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.
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Wannenburg, Lindy. "Capacity building of professional nurses in unit management at an academic hospital in Gauteng." Thesis, 2015. http://hdl.handle.net/10210/14081.
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Jambwa, Nyasha Tafara. "Aloe leaf materials as excipients for controlled release multiple unit drug delivery systems." 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000368.
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M. Tech. Pharmaceutical Sciences.Investigates the potential of A. ferox and A. vera gel and whole leaf extract materials alone or in combination with Carbopol® 971P NF and HPMC as excipients in a multi-unit controlled release matrix type system.
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Simo, Jean Pierre. "The effectiveness of the entrepreneurial development programme implemented by the Soshanguve Manufacturing Technology Demonstration Centre." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001882.
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M. Tech. Business AdministrationThe aim of this research is to investigate the effectiveness of the entrepreneurial development programme (EDP) implemented by the Soshanguve Manufacturing Technology Demonstration Centre (SMTDC) in supporting existing and nascent entrepeneurs to establish and grow their small manufacturing venture. South Africa, like most developing countries, has a high unemployment rate, low economic growth and a dismal early-stage entrepreneurial activity. EDP's are developed to assist aspiring entrepreneurs in successfully starting and managing their ventures.
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Pedro, Manuel Freitas. "The design of an artisan training centre in Mamelodi, Pretoria." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001237.
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M. Tech. Architecture (Professional)Aims to investigate opportunities that could arise out of designing a facility of this nature to take advantage of the scarce skills shortage, and by placing the proposed facility within a township area will necessitate research into the dynamics of designing in such an area. Therefore the issues of concern which will be investigated will be: the shortage of skilled artisans ; community ownership; and the rehabilitation of a degraded site.
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Matshaba, Thabiso Donald. "A penological perspective on unit management as a rehabilitation tool for youth offenders." Thesis, 2011. http://hdl.handle.net/10500/5748.
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The purpose of this study was to evaluate the implementation of the components of unit management, namely; architecture, case management, risk management and human rights in South African Youth Development Centres. The concept of unit management in correctional centres was adopted by the South African Correctional system in March 1995. However, the formal introduction of the concept was announced by the former Minister of Correctional Services, Dr. Sipho Mzimela, on 16th February 1996. The implementation of unit management was viewed as a vehicle for service delivery in South African correctional centres. Moreover, this concept was also viewed as a strategic move to ensure that corrections and the rehabilitation of inmates, as the core business of the department, are achieved.
In an attempt to assess the application of unit management at South African Youth Development Centres, and how unit management influences the rehabilitation of sentenced youth offenders, a descriptive study was conducted to obtain knowledge and perspective from the available literature. In addition to a descriptive study, the researcher employed a quantitative methodology. Using the quantitative approach, data was collected by means of a structured questionnaire. In the case of coding and data analysis, a Statistical Analysis System (SAS) was utilized. In sum, Frequency Tables and Bar Charts were used to simplify the analysis per section and category. The findings from this study revealed that the conditions of detention at Youth Development Centres, specifically the level of overcrowding, influence of old correctional centre structures and the absence of custodial therapists contribute to the violence, violation of basic human rights and failure to rehabilitate youth offenders in these centres. Moreover, the findings also indicate that any efforts to implement the unit management approach proactively fails due to the abovementioned conditions in Youth Development Centres.Unit management as a rehabilitation tool for youth offenders
Department of Penology
D.Litt. et Phil. (Penology)
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Lee, JaeYoung. "Development of Traffic Safety Zones and Integrating Macroscopic and Microscopic Safety Data Analytics for Novel Hot Zone Identification." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6127.
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Traffic safety has been considered one of the most important issues in the transportation field. With consistent efforts of transportation engineers, Federal, State and local government officials, both fatalities and fatality rates from road traffic crashes in the United States have steadily declined from 2006 to 2011.Nevertheless, fatalities from traffic crashes slightly increased in 2012 (NHTSA, 2013). We lost 33,561 lives from road traffic crashes in the year 2012, and the road traffic crashes are still one of the leading causes of deaths, according to the Centers for Disease Control and Prevention (CDC). In recent years, efforts to incorporate traffic safety into transportation planning has been made, which is termed as transportation safety planning (TSP). The Safe, Affordable, Flexible Efficient, Transportation Equity Act – A Legacy for Users (SAFETEA-LU), which is compliant with the United States Code, compels the United States Department of Transportation to consider traffic safety in the long-term transportation planning process.
Although considerable macro-level studies have been conducted to facilitate the implementation of TSP, still there are critical limitations in macroscopic safety studies are required to be investigated and remedied. First, TAZ (Traffic Analysis Zone), which is most widely used in travel demand forecasting, has crucial shortcomings for macro-level safety modeling. Moreover, macro-level safety models have accuracy problem. The low prediction power of the model may be caused by crashes that occur near the boundaries of zones, high-level aggregation, and neglecting spatial autocorrelation.
In this dissertation, several methodologies are proposed to alleviate these limitations in the macro-level safety research. TSAZ (Traffic Safety Analysis Zone) is developed as a new zonal system for the macroscopic safety analysis and nested structured modeling method is suggested to improve the model performance. Also, a multivariate statistical modeling method for multiple crash types is proposed in this dissertation. Besides, a novel screening methodology for integrating two levels is suggested. The integrated screening method is suggested to overcome shortcomings of zonal-level screening, since the zonal-level screening cannot take specific sites with high risks into consideration. It is expected that the integrated screening approach can provide a comprehensive perspective by balancing two aspects: macroscopic and microscopic approaches.Ph.D.
Doctorate
Civil, Environmental and Construction Engineering
Engineering and Computer Science
Civil Engineering
Books on the topic "Unit: Centre for Academic Development"
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Toronto (Ont.). Planning and Development Dept. Official plan part II: World Trade Centre. [Toronto]: Planning and Development Dept., 1986.
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Rao, G. N. CDS M. Phil theses: 1975/76-1989/90 : a review. Thiruvananthapuram: Centre for Development Studies, 1996.
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Anton, Trant, Curriculum Development Unit (Ireland), and Shannon Curriculum Development Centre, eds. The future of the curriculum: Papers to celebrate the 25th anniversary of the CDVEC Curriculum Development Unit and the Shannon Curriculum Development Centre. [Dublin]: CDVEC Curriculum Development Unit, 1998.
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Cardiff Institute of Higher Education. Faculty of Art and Technology. School of Electronics and Systems Design. HND Electronic Engineering: Electronic product manufacture: assignment 1, design and development of a power supply unit. Cardiff: CIHE, 1994.
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National Conference on Rapid and Virtual Prototyping and Applications (4th 2003 Buckinghamshire Chilterns University College). Fourth National Conference on Rapid and Virtual Prototyping and Applications: 20 June 2003, Centre for Rapid Design and Manufacture, Buckinghamshire Chilterns University College, UK, Lancaster Product Development Unit, Lancaster University, UK. Bury St Edmunds: Professional Engineering Pub., 2003.
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Angotti, Franco, Giuseppe Pelosi, and Simonetta Soldani, eds. Alle radici della moderna ingegneria. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-6453-142-7.
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The subject around which the contributions in this volume gravitate is the creation of a higher institute of engineering studies in Florence in the late nineteenth-century. On the eve of the unification of Italy, Florence was a promising centre for a Polytechnic, in view of the experience of the Corpo di Ingegneri di Acque e Strade, the precocious railway building, the importance of the mining sector and the solidity of the Istituto Tecnico Toscano. Despite this, unlike what took place in Milan and in Turin, the Istituto Tecnico Toscano was not transformed into a Polytechnic for the training of engineers. The reasons for this non-development can be traced to the lack of "industrialist" propensities in the managerial group that emerged victorious from the "peaceful revolution" of 1859, to a desire for independence from the national academic system built on the Casati law, and to a local demand for engineering skills that was less dynamic than expected. Consequently, the prevailing winds were those of "normalisation" blowing from the government, the universities and the most prestigious Colleges of Engineers. Nevertheless, Florence continued to represent an important technological centre, especially in relation to railway infrastructures, public works, and the mechanical engineering industries (for example Pignone and Galileo). In the end it was not until one hundred years after unification that the city finally became the seat of a Faculty of Engineering.
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Centred on Learning: Academic Case Studies on Learning Centre Development. Ashgate Publishing, 2003.
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Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.
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Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.
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Oyston, Edward. Centred on Learning: Academic Case Studies on Learning Centre Development. Taylor & Francis Group, 2018.
Find full textBook chapters on the topic "Unit: Centre for Academic Development"
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Hong, David S., Kathrina L. Marcelo-Lewis, and Patricia LoRusso. "Practicalities of Setting Up a Phase I Clinical Trial Unit Within an Academic Center." In Phase I Oncology Drug Development, 71–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47682-3_4.
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Hussain, Fazal, Saud Alhayli, and Mahmoud Aljurf. "Data Unit, Translational Research, and Registries." In The Comprehensive Cancer Center, 157–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82052-7_16.
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AbstractResearch is the only way to challenge the existing standards of care; a dynamic and multidimensional process encompassing innovative therapeutic modalities, techniques, and interventions to optimize outcomes and quality of life of cancer patients. Cancer research has emerged as one of the core competencies for the standardization, accreditation, and academic standing of any comprehensive cancer center. Data unit is the center of gravity and the hub of research and development (databases, registries, translational research, randomized control trials) in a quality cancer care facility. Quality assurance, ethical conduct, and monitoring of research are the hallmarks of a center of excellence in galvanizing the research efforts and optimizing the quality outcomes.
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Lowe, Tom. "The Centre for Student Engagement: A Research and Development Center for Students, Faculty, and Staff at the University of Winchester." In The Palgrave Handbook of Academic Professional Development Centers, 269–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_17.
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Jamison-McClung, Denneal. "Mentorship, Sponsorship, and Professional Networking." In Uprooting Bias in the Academy, 175–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85668-7_10.
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AbstractCreating an ecosystem of mentorship and sponsorship requires institutional commitment and the collaboration of faculty and administrators from diverse backgrounds. From 2012 to 2018, the UC Davis ADVANCE Mentorship and Networking Initiative (MNI) partnered with the campus leadership to implement several programs and activities to support mentorship, sponsorship, and professional networking for STEM women faculty across career levels. During this award period, pilot programs aimed to provide strong mentorship for newly recruited faculty, including scholars affiliated with the Center for Multicultural Perspectives on Science (CAMPOS) as well as mid-career faculty, with the intention of scaling efforts across campus units. MNI committee projects included piloting “Launch Mentoring Committees” for 43 new faculty, support for faculty-led “New Faculty Network” monthly networking mixers, implementation of the Associate Professor Network listserv, annual co-hosting of the Fall Welcome for Women Faculty, and development of the ADVANCE Scholar Award Distinguished Lecture and Networking Reception. Though all MNI programs and activities were well-received, both faculty mentors and mentees evaluated the Launch Mentoring Committees especially positively. This program emerged as a recommended best practice for engaging new faculty and building a sense of community that crosses disciplinary and intersectional boundaries.
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Komppula, Raija, and Elli Vento. "Challenges and opportunities for development of social tourism in Finland." In Social tourism: global challenges and approaches, 30–40. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0004.
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Abstract This chapter presents a case study concerning the practices of social tourism in Finland, with a focus on the challenges and opportunities for development. Representatives of four social tourism associations and the Funding Centre for Social Welfare and Health Organisations (STEA) were interviewed, and their perceptions of the major challenges and opportunities for the future development investigated. Also, the interviewees' opinions of the stimulus model/host-related social tourism, as well as some alternative forms of social tourism implementation that have not been adopted in the Finnish system, were surveyed. The understanding gained can create a basis for, for instance, academic and sociopolitical discussions, further social tourism analysis, and future development and cooperation inside the operational field.
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Komppula, Raija, and Elli Vento. "Challenges and opportunities for development of social tourism in Finland." In Social tourism: global challenges and approaches, 30–40. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789241211.0030.
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Abstract This chapter presents a case study concerning the practices of social tourism in Finland, with a focus on the challenges and opportunities for development. Representatives of four social tourism associations and the Funding Centre for Social Welfare and Health Organisations (STEA) were interviewed, and their perceptions of the major challenges and opportunities for the future development investigated. Also, the interviewees' opinions of the stimulus model/host-related social tourism, as well as some alternative forms of social tourism implementation that have not been adopted in the Finnish system, were surveyed. The understanding gained can create a basis for, for instance, academic and sociopolitical discussions, further social tourism analysis, and future development and cooperation inside the operational field.
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Fisher, William P., and A. Jackson Stenner. "Metrology for the Social, Behavioral, and Economic Sciences." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement, 217–22. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_17.
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AbstractA metrological infrastructure for the social, behavioral, and economic sciences has foundational and transformative potentials relating to education, health care, human and natural resource management, organizational performance assessment, and the economy at large. The traceability of universally uniform metrics to reference standard metrics is a taken-for-granted essential component of the infrastructure of the natural sciences and engineering. Advanced measurement methods and models capable of supporting similar metrics, standards, and traceability for intangible forms of capital have been available for decades but have yet to be implemented in ways that take full advantage of their capacities. The economy, education, health care reform, and the environment are all now top national priorities. There is nothing more essential to succeeding in these efforts than the quality of the measures we develop and deploy. Even so, few, if any, of these efforts are taking systematic advantage of longstanding, proven measurement technologies that may be crucial to the scientific and economic successes we seek. Bringing these technologies to the attention of the academic and business communities for use, further testing, and development in new directions is an area of critical national need.
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Reddel, Tim, Kelly Hand, and Lutfun Nahar Lata. "Influencing Social Policy on Families through Research in Australia." In Family Dynamics over the Life Course, 297–312. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_14.
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AbstractThere is an emerging academic and public policy discourse about better research engagement, impact and policy translation. In this chapter we examine the place of research in making ‘real world’ impact on the social policies and practices affecting Australian families, especially the transmission of (dis)advantage over the life course and across generations. We begin by briefly reflecting on the influence of ‘policy research’ in shaping Australia’s early social development through the 1907 Basic Wage Case by Justice Higgins (The Harvester judgement), which placed the intersection of work and family life at the centre of economic and social policy debates. While historical, these reforms laid the foundations for what can be seen as tentative life course social policy frameworks engaged in the dynamics of family life from birth to death, changing family structures, and increasing economic and gender inequality. We then examine selected historical and contemporary social policy episodes consistent with the book’s central themes where research from academia, the public sector and civil society has been impactful in key national and state-based policy systems such as social security, balancing work and family, child care, addressing gender inequality and support for vulnerable and complex families.
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Kleifgen, Jo Anne, Charles K. Kinzer, Daniel L. Hoffman, Kristin Gorski, Jean Kim, Andrea Lira, and Briana Ronan. "An Argument for a Multimodal, Online System to Support English Learners' Writing Development." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, 171–92. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5982-7.ch009.
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This chapter describes a technology-centered intervention project to demonstrate the benefits of a multimodal, Web-based platform, STEPS to Literacy, for teaching academic writing to Latina/o adolescent learners of English. After laying out a theoretical and empirical rationale, the authors provide details about the design features and instructional approach that support student writing. Next, an example is given of the use of STEPS in the classroom, in which eighth-grade students with the teacher's guidance analyze multimodal documents, take notes, and write an essay for a unit on the Civil Rights Movement. A summary of the benefits of such an online system for academic writing development is outlined, and a set of points for teachers to consider for planning and implementation in the classroom concludes the chapter.
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Mazanec, Polly, Rebekah Reimer, Jessica Bullington, Patrick J. Coyne, Herman Harris, Mary Catherine Dubois, Catherine Rogers, and Jennifer Aron. "Interdisciplinary Palliative Care Teams." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 89–97. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0007.
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This chapter defines the composition and roles of interdisciplinary team members on a palliative care team. The team has the responsibility to deliver patient-centered, family-focused care based on the recommendations from the National Consensus Project Guidelines for Quality Palliative Care. Within this chapter, interdisciplinary team members from an academic medical center discuss their respective roles on the team and describe how these roles supported a patient and family case study. The chapter provides an overview of the four most common models of palliative care delivery: inpatient consult teams, with or without a palliative care unit; ambulatory palliative care teams; community-based palliative care teams; and hospice teams. An introduction to essential considerations in the development of a palliative care team and the important components for maintaining a healthy, functional team are described.
Conference papers on the topic "Unit: Centre for Academic Development"
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SAIDA, MASAO, YASUHISA HIRATA, and KAZUHIRO KOSUGE. "DEVELOPMENT OF PASSIVE TYPE DOUBLE WHEEL CASTER UNIT BASED ON FEASIBLE BRAKING FORCE AND MOMENT SET." In Proceedings of the Tohoku University Global Centre of Excellence Programme. IMPERIAL COLLEGE PRESS, 2012. http://dx.doi.org/10.1142/9781848169067_0057.
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O'Leary, Paul, T. J. McDonald, Derek O'Byrne, and Chris O'Riordan. "Development of an Academic Risk Model to support Higher Education Quality Assurance." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11261.
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This paper presents a model of risk management in higher education, to support the quality assurance framework and the activities, more generally, of a Higher Education Institute. Its purpose is to define the Institute’s approach to academic risk and its management and to inform decision-making. Academic risk is defined and contextualized in terms of published literature. Decision-making and judgement is at the centre of all academic activities and accordingly inherent risk will always exist, through the exercise of judgement, the operation of academic policies and procedures and through compliance. A normative model of academic risk assessment is proposed, based on three levels: isolated academic risk, repeated academic risk and systemic academic risk. This is followed by a proposed model for action according to the level of risk. Finally the operation of the model in our higher education institute is presented.
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Foutz, Brittany, and Brian Polkinghorn. "Academic and Professional Mobility and its Transformative Potential." In Sustainable on the Go: Sustainable and Inclusive Internationalization Virtual Conference. York University Libraries, 2021. http://dx.doi.org/10.25071/10315/38628_02.
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With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.
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JITARU, Oana, Roxana AXINTE, and Cristina VATAVU. "THE ROLE OF PERSONAL DEVELOPMENT IN STUDENTS ADAPTING TO THE ACADEMIC LIFE." In SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE. Publishing House of “Henri Coanda” Air Force Academy, 2022. http://dx.doi.org/10.19062/2247-3173.2021.22.10.
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In this article we describe the results obtained in an activity of evaluation of a personal development program addressed to students in the first year of study. It was carried out within a project financed by the Scholarship Scheme for Universities, concluded between the Ministry of National Education through the Management Unit of Externally Funded Projects and the Faculty of Electrical Engineering, Energy and Applied Informatics, “Gheorghe Asachi” Technical University of Iasi. The specific objectives of the project pursued three intervention components: motivation (M), networking (R) and workload (V). These have been directly correlated with other identified aspects (individual failure, academic failure) that lead to school dropouts and low academic performance. In order to achieve the objectives, the project presented a proposed activity plan for a target group of 80 students for one year of implementation). The activities proposed within the project represent punctual educational interventions on the factors that influence school dropout and academic performance. The evaluated program, the results of which we present here, was subordinated to the objectives related to the motivation of the students and their relationship skills and pursued personal development through creativity and socio-emotional education in students. This dimension of the programme was chosen because a major need existing on the labour market is the need to educate young people to have the attitude of a winner and to find solutions to problems .The behavioural acquisitions of the students, within the personal development programme through creativity and social-emotional education were: flexible, generative thinking in solving problems; acquiring coping strategies; optimisation of personal and academic life.
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Shobeiri, Sanaz. "Age-Gender Inclusiveness in City Centres – A comparative study of Tehran and Belfast." In SPACE International Conferences April 2021. SPACE Studies Publications, 2022. http://dx.doi.org/10.51596/cbp2021.xwng8060.
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Extended Abstract and [has] the potential to stimulate local and regional economies” (p.3). A city centre or town centre has been recognised as the beating heart and public legacy of an urban fabric either in a small town, medium-sized city, metropolis or megalopolis. Within this spectrum of scales, city centres’ scopes significantly vary in the global context while considering the physical as well as the intangible and the spiritual features. Concerns such as the overall dimensions, skyline, density and compactness, variety of functions and their distribution, comfort, safety, accessibility, resilience, inclusiveness, vibrancy and conviviality, and the dialectics of modernity and traditionalism are only some examples that elucidate the existing complexities of city centres in a city of any scale (overall dimension) (for further details see for instance Behzadfar, 2007; Gehl, 20210; Gehl and Svarre, 2013; Hambleton, 2015; Lacey et al., 2013; Madanipour, 2010; Roberts, 2013). Regardless of the issue of the context, Gehl (2010) define city centres as interconnected with new concepts such as “better city space, more city life” and “lively and attractive hub for the inhabitants” (pp. 13–15). Roberts (2006) explains the notion of a city centre or town centre as a space “in which human interaction and therefore creativity could flourish”. According to her, the point can realise by creating or revitalising 24-hour city policies that can omit the “‘lagerlout’ phenomenon, whereby drunken youths dominated largely empty town centres after dark” (pp. 333–334). De Certeau (1984) explains that a city and subsequently a city centre is where “the ordinary man, a common hero [is] a ubiquitous character, walking in countless thousands on the streets” (p. V). Paumier (2004) depicts a city centre particularly a successful and a vibrant one as “the focus of business, culture, entertainment … to seek and discover… to see and be seen, to meet, learn and enjoy [which] facilitates a wonderful human chemistry … for entertainment and tourism These few examples represent a wide range of physical, mental and spiritual concerns that need to be applied in the current and future design and planning of city centres. The term ‘concern’, here, refers to the opportunities and potentials as well as the problems and challenges. On the one hand, we —the academics and professionals in the fields associated with urbanism— are dealing with theoretical works and planning documents such as short-to-long term masterplans, development plans and agendas. On the other hand, we are facing complicated tangible issues such as financial matters of economic growth or crisis, tourism, and adding or removing business districts/sections. Beyond all ‘on-paper’ or ‘on-desk’ schemes and economic status, a city centre is experienced and explored by many citizens and tourists on an everyday basis. This research aims to understand the city centre from the eyes of an ordinary user —or as explained by De Certeau (1984), from the visions of a “common hero”. In a comparative study and considering the scale indicator, the size of one city centre might even exceed the whole size of another city. However, within all these varieties and differences, some principal functions perform as the in-common formative core of city centres worldwide. This investigation has selected eight similar categories of these functions to simultaneously investigate two different case study cities of Tehran and Belfast. This mainly includes: 1) an identity-based historical element; 2) shopping; 3) religious buildings; 4) residential area; 5) network of squares and streets; 6) connection with natural structures; 7) administrative and official Buildings; and 8) recreational and non-reactional retail units. This would thus elaborate on if/how the dissimilarities of contexts manifest themselves in similarities and differences of in-common functions in the current city centres. With a focus on the age-gender indicator, this investigation studies the sociocultural aspect of inclusiveness and how it could be reflected in future design and planning programmes of the case study cities. In short, the aim is to explore the design and planning guidelines and strategies —both identical and divergent— for Tehran and Belfast to move towards sociocultural inclusiveness and sustainability. In this research, due to the COVID-19 Pandemic, the studies of the current situation of inclusiveness in Belfast city centre have remained as incomplete. Thus, this presentation would like to perform either as an opening of a platform for potential investigations about Belfast case study city or as an invitation for future collaborations with the researcher for comparative studies about age-gender inclusiveness in city centres worldwide. In short, this research tries to investigate the current situation by identifying unrecognised opportunities and how they can be applied in future short-to-long plans as well as by appreciating the neglected problems and proposing design-planning solutions to achieve age-gender inclusiveness. The applied methodology mainly includes the direct appraisal within a 1-year timespan of September 2019 – September 2020 to cover all seasonal and festive effects. Later, however, in order to consider the role of the COVID-19 Pandemic, the direct appraisal was extended until January 2021. The complementary method to the direct appraisal is the photography to fast freeze the moments of the ordinary scenes of the life of the case study city centres (John Paul and Caponigro Arts, 2014; Langmann and Pick, 2018). The simultaneous study of the captured images would thus contribute to better analyse the age-gender inclusiveness in the non-interfered status of Tehran and Belfast. Acknowledgement This investigation is based on the researcher’s finding through ongoing two-year postdoctoral research (2019 – 2021) as a part of the Government Authorised Exchange Scheme between Fulmen Engineering Company in Tehran, Iran and Queen’s University Belfast, Northern Ireland. The postdoctoral research title is “The role of age and gender in designing inclusive city centres – A comparative study of different-scale cities: Tehran and Belfast” in School of Natural and Built Environment of the Queen’s University of Belfast and is advised by Dr Neil Galway in the Department of Planning. This works is financially supported by Fulmen Company as a sabbatical scheme for eligible company’s senior-level staff. Keywords: Age-gender, Inclusiveness, Sociocultural, City Centre, Urban Heritage, Tehran, Belfast
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Charaleal, Blessy Biji, and Andrew Khodabukus. "P-94 How does length of stay differ for discharge outcomes in the academic palliative care unit (APCU) in the liverpool university hospitals NHS foundation trust: a service evaluation." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress, Recovering, Rebounding, Reinventing, 24–25 March 2022, The Telford International Centre, Telford, Shropshire. British Medical Journal Publishing Group, 2022. http://dx.doi.org/10.1136/spcare-2022-scpsc.115.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.
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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.
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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Hand, Brian, Jee Suh, and Gavin Fulmer. "UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end015.
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"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the theoretical underpinning of such environments. To better understand the complexity involved in helping promote teacher change, the researchers implemented a professional development program that focused on asking teachers to examine their orientation to learning and how this influenced their pedagogical approaches. The knowledge generation approach, Science Writing Heuristic (SWH) approach, was the focus of the professional development as the work was centered on improving science teaching and learning. The professional development program focused on examining cognitive learning theory, the use of epistemic tools of argument, language and dialogue, the development of pedagogical approaches and development of teaching units that aligned with school curricula. The K-5 teachers were drawn from two states and were involved in 10 days of professional development – 6 during the summer and 4 during the academic year. To study teacher transition to these environments the researchers developed three new survey instruments focus on epistemic tools that are utilized in these environments: argument, dialogue and language. The teachers also completed an epistemic orientation for generative environments survey. Teachers completed these survey instruments every six months across the three years of the project. This presentation focuses on the first year of participation in the project as this represents the critical transition time for teachers in moving to implement the SWH approach within their classrooms. Using Latent Transition Analysis the 95 participating teachers were classified into three initial profiles. During the first six months there were transitions from both low to medium, and medium to high implementation. However, the reasons for the transitions were different. Low to medium transition was around improvements in orientation and dialogue, while for medium to high the transition was around understanding argument. The transitions during the second six months shifted to be centered much more on orientation, than epistemic tools. Once teachers transition to a new profile, they remain at that level or potentially move to the highest profile."
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Raut, Gagee, and Navid Goudarzi. "North Carolina Wave Energy Resource: Hydrogen Production Potential." In ASME 2018 Power Conference collocated with the ASME 2018 12th International Conference on Energy Sustainability and the ASME 2018 Nuclear Forum. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/power2018-7388.
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Growing concerns about global warming and depletion of fossil fuel have resulted in exploring alternative energy solutions such as renewable energy resources. Among those, marine and hydrokinetic and in particular wave energy have drawing more interest. Ocean waves are predictable, less variable, and offer higher energy density values. As per National Oceanic and Atmospheric Administration (NOAA), North Carolina ranks 6th with total 484 km coastline length. In this work, six-year National Data Buoy Center (NDBC) wave data from five stations along the North Carolina shore including Wilmington Harbor, Mansonboro Inlet, Oregon Inlet, and Duck FRF (17 and 26 m) are collected. The wave parameters such as wave height and period are analyzed and the potential wave power density values are calculated. The power production from the resource is estimated using wave energy converters. Storing excess energy in the form of hydrogen can be used for a variety of applications. Hence, the cost-performance analysis using the cost per unit method is conducted to obtain the maximum and average hydrogen production from the studied site. The results will be useful to a wide range of development activities in both academia and industry.
Reports on the topic "Unit: Centre for Academic Development"
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Renaud, Alexander, Michael Forte, Nicholas Spore, Brittany Bruder, Katherine Brodie, Jessamin Straub, and Jeffrey Ruby. Evaluation of Unmanned Aircraft Systems for flood risk management : results of terrain and structure assessments. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45000.
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The 2017 Duck Unmanned Aircraft Systems (UAS) Pilot Experiment was conducted by the US Army Engineer Research and Development Center (ERDC), Coastal and Hydraulics Laboratory, Field Research Facility (FRF), to assess the potential for different UAS to support US Army Corps of Engineers coastal and flood risk management. By involving participants from multiple ERDC laboratories, federal agencies, academia, and private industry, the work unit leads were able to leverage assets, resources, and expertise to assess data from multiple UAS. This report compares datasets from several UAS to assess their potential to survey and observe coastal terrain and structures. In this report, UAS data product accuracy was analyzed within the context of three potential applications: (1) general coastal terrain survey accuracy across the FRF property; (2) small-scale feature detection and observation within the experiment infrastructure area; and (3) accuracy for surveying coastal foredunes. The report concludes by presenting tradeoffs between UAS accuracy and the cost to operate to aid in selection of the best UAS for a particular task. While the technology and exact UAS models vary through time, the lessons learned from this study illustrate that UAS are available at a variety of costs to satisfy varying coastal management data needs.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Lozynskyi, Maryan. Main Features of Publishing Activities of the Ivan Franko National University of Lviv (end of the 1990s – first two decades of the 21st c.). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11392.
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The article desribes the main features of the publishing activity of the Ivan Franko National University of Lviv from the end of the 1990s and in the first two decades of the 21st century. The aim of the author was to show this activity with the help of stages of formation of the Publishing Centre at the University. For this purpose, he used historical method, the methods of analysis, synthesis, content analysis etc. One of the important landmarks of the end of the 20th century in the publishing activity of the Ivan Franko National University of Lviv which has its traditions in the past was the foundation of the mentioned Publishing Centre on the basis of Editing and Publishing Department, Machine Offset and Polygraphic Laboratories. This process was favoured by the administration of the University which supported the transfer of printing base to another building of the University. Professionals with respective qualification level and experience in the sphere of publishing and printing were gathered there. Another stage of the development of the Publishing Centre of the Ivan Franko National University of Lviv was the creation in 2006 of the Publishing Board within the University which became a generator of ideas on the development of scientific book publishing and actively cooperated with printing enterprises of Ukraine (the author of the article was a member of this board). The administration of the Ivan Franko National University of Lviv provided a substantial financial support for publication of educational and scientific literature of different genres and on different topics for educational needs both of the University itself and Ukrainian educational sphere in general. As a result of active publishing activity, the Publishing Centre of the Ivan Franko National University of Lviv since 1996 has published more than 4.5 million copies of publications whose authors are members of the academic community of the University. Among the significant publications of the Publication Centre of the last two decades the article notes Ivan Franko (10 volumes, authors – R. Horak and Ya. Hnativ), Encyclopedia. The Ivan Franko National University of Lviv (2 volumes), Social Geography (2 books, author – Prof. O. Shabliy) and others. The results of the activities of the Publication Centre of the Ivan Franko National University of Lviv were demonstrated during participation at Book Forums and other events in the publication and printing sphere. This article permits researchers in Humanities to analyze and evaluate the achievements and at the same time problems of the scientific publication activity of the Ivan Franko National University of Lviv.
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Niles, John, and J. M. Pogodzinski. TOD and Park-and-Ride: Which is Appropriate Where? Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1820.
Full textAbstract:
Despite the sharp drop in transit ridership throughout the USA that began in March 2020, two different uses of land near transit stations continue to be implemented in the United States to promote ridership. Since 2010, transit agencies have given priority to multi-family residential construction referred to as transit oriented development (TOD), with an emphasis on housing affordability. In second place for urban planners but popular with suburban commuters is free or inexpensive parking near rail or bus transit centers, known as park-and-ride (PnR). Sometimes, TOD and PnR are combined in the same development. Public policy seeks to gain high community value from both of these land uses, and there is public interest in understanding the circumstances and locations where one of these two uses should be emphasized over the other. Multiple justifications for each are offered in the professional literature and reviewed in this report. Fundamental to the strategic decision making necessary to allocate public resources toward one use or the other is a determination of the degree to which each approach generates transit ridership. In the research reported here, econometric analysis of GIS data for transit stops, PnR locations, and residential density was employed to measure their influence on transit boardings for samples of transit stops at the main transit agencies in Seattle, Los Angeles, and San José. Results from all three cities indicate that adding 100 parking spaces close to a transit stop has a larger marginal impact than adding 100 housing units. Previous academic research estimating the higher ridership generation per floor area of PnR compared to multi-family TOD housing makes this show of strength for parking an expected finding. At the same time, this report reviews several common public policy justifications for TOD as a preferred land development emphasis near transit stations, such as revenue generation for the transit agency and providing a location for below-market affordable housing where occupants do not need to have a car. If increasing ridership is important for a transit agency, then parking for customers who want to drive to a station is an important option. There may also be additional benefits for park-and-ride in responding to the ongoing pandemic.
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Hicks, Jacqueline. Environmental Challenges of Digital Transformation in Developing Countries. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.107.
Full textAbstract:
This rapid review synthesises the literature on the environmental risks of four different aspects of digital transformation in developing countries: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. The overall message which runs throughout the diverse literatures and results is that it is not digital technologies that create environmental risks or opportunities, but how they are used. Efficiency gains derived from digital transformation may yet lead developing countries down existing unsustainable development paths if not accompanied by careful, context-dependent policy. For policy-makers seeking to mitigate environmental risks, this means putting the context of digital use at the centre of analysis rather than the technologies themselves. However, the research literature covers more specific aspects of digital transformation. In practice, this report defines digital transformation as: ICT adoption, digitally-enabled energy efficiency, ride-hailing apps, and big data use. These topics were chosen after an initial scoping review of available literature, and because they exemplify a range of the different types of potential digital effects. The literature on the environmental risks of digital transformation is huge and conflicting. This is problematic because it could be easy to cherry pick preferred research results. Several studies noted that there is less research on developing countries than developed countries, but the evidence base is still large. As an evidence review, this report focused on the academic literature, but there is also a large grey literature. Some of the literature has a gender aspect, not covered in this report.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.