Relevant bibliographies by topics / University settings

Academic literature on the topic 'University settings'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "University settings"

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Sahadevan, Salil. "Building Intuitive Capabilities in University Settings." Change: The Magazine of Higher Learning 54, no. 2 (March 4, 2022): 59–64. http://dx.doi.org/10.1080/00091383.2022.2030166.

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Greco, Margherita. "Video remote interpreting in university settings." Translation and Translanguaging in Multilingual Contexts 6, no. 2 (May 12, 2020): 149–60. http://dx.doi.org/10.1075/ttmc.00050.gre.

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Abstract The motivation for the project was the necessity of finding solutions to situations characterized by difficulty in communication, such as trading between different countries, immigrants unable to speak the language, or between hearing and deaf people who use sign language. These and other cases can be solved thanks to interpreting services. Yet because of educational commitments of professionals, organizational time, budget, and locations, it is not always possible to avail of an on-site interpreter. In this context, technology offers a solution through remote interpretation. The present draws inspiration from the research project “VEASYT Live! for conference: linguistic and technological solutions for the supply of video remote interpreting services in conference settings”. The work was financed by the European Social Fund and took place between 2016 and 2017 in the Linguistic and Cultural Compared Studies Department of Ca’ Foscari University of Venice in partnership with VEASYT srl, a company that developed a video remote interpreting (VRI) service in both vocal languages and Italian Sign Language. The aim of the research is to develop VRI for conference situations such as seminars, conferences and academic lectures.
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Rizekova, Iveta. "Position of Transversal Competencies in University Settings." XLinguae 8, no. 4 (2015): 31–45. http://dx.doi.org/10.18355/xl.2015.08.04.31-45.

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Hedgcock, John S. "Academic Evaluation: Review Genres in University Settings." Journal of English for Academic Purposes 11, no. 2 (June 2012): 166–67. http://dx.doi.org/10.1016/j.jeap.2011.07.001.

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Juris, Jill, Skye Leedahl, and Natalie Douglas. "IMPLEMENTATION RESEARCH: INTERGENERATIONAL PROGRAMS ACROSS UNIVERSITY SETTINGS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 265. http://dx.doi.org/10.1093/geroni/igac059.1051.

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Abstract Implementing intergenerational programs within university settings has been associated with benefits for all generations involved, which often includes young children, university students, and older adults. However, from conceptualization to pilot testing to evaluation, challenges and opportunities present themselves. This symposium will highlight implementation realities for intergenerational programs within higher education settings. This symposium will specifically address dimensions of: geography (rural versus urban), modality (such as in-person, virtual, or a mix), community/university partnerships, and scholarship for faculty balancing instruction and research demands. Addressing stages of implementation, the papers reflect a continuum from pre-planning to pilot to more advanced stages of implementation. First, Lisa Borrero will highlight challenges and opportunities of conceptualizing fully online intergenerational programming, including the pre-implementation planning, execution, and evaluation stages.The second paper from Ladan Ghazi Saidi will describe pre-implementation tasks completed to establish interest in intergenerational programming in a rural setting, as well as challenges stemming from the pandemic. Third, Jill Juris and colleagues will highlight an online intergenerational technology program offered from a rural Western North Carolina university that began implementation during the pandemic.Fourth, Rachel Scrivano and colleagues will describe a community-based participatory research method that bridged the gap between expectations and reality of implementing a 5-year intergenerational program focused on healthy food access. The fifth paper from Skye Leedahl and colleagues will discuss the implementation experiences of an intergenerational, reverse mentoring, technology program that has evolved for seven years at a Rhode Island public university and utilizes community partners from across the state.
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Phelps, Rosemary E. "University and College Counseling Centers." Counseling Psychologist 20, no. 1 (January 1992): 24–31. http://dx.doi.org/10.1177/0011000092201004.

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Typically university and college counseling centers have been viewed as viable work settings for counseling psychologists. The selection of this type of setting is often encouraged for new professionals, especially those interested in clinical work This article examines some important issues for new counseling psychology professionals to consider when choosing this type of work setting. The issues are discussed in terms of professional and personal issues. The professional issues examined in the article include specialized training, implementation of the scientist-practitioner model, competency issues, practice issues, and ethical/legal issues. Developmental issues, racial/ethnic differences, and gender differences are also explored. Recommendations and coping strategies are presented for all of the issues.
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Chase, Wendy, and Lucinda Soares Gonzales. "Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome." Perspectives of the ASHA Special Interest Groups 1, no. 13 (March 31, 2016): 122–29. http://dx.doi.org/10.1044/persp1.sig13.122.

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This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.
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Bailey, Rita L. "Strengthening Connections Between University Classrooms and Clinical Settings." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 19, no. 1 (March 2010): 26–29. http://dx.doi.org/10.1044/sasd19.1.26.

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Abstract The continued evolution of evidence-based practice in dysphagia is enhanced when connections between university classrooms and clinical settings are strengthened. Suggestions for facilitating improved lines of communication and interaction between these two important entities are provided.
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Mboka, Abu K. "University Students’ Relationship-Based Mentoring in School Settings." International Journal of Offender Therapy and Comparative Criminology 62, no. 8 (June 29, 2017): 2271–91. http://dx.doi.org/10.1177/0306624x17712327.

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How university students perform the tasks of mentoring, and the kinds of activities that are successful and unsuccessful in relationship-based mentoring interactions when mentors are instructed to “first establish relationships and then use the relationship to promote prosocial thinking and behaviors,” remains an unfamiliar area of youth mentoring. Thus, the purpose of this study is to develop some understanding of steps criminal justice majors took and the behavioral goals and objectives they pursued during their semester-long mentoring interactions with primary, middle, and high school pupils within a local school district. Conventional content analysis methods were used to systematically identify, classify, and code themes and patterns of self-reported activities. Results show that student-mentors overwhelmingly engaged in activities that addressed known risk factors associated with antisocial thinking, attitudes, and behaviors. The results provide insights into the dynamics of this form of mentoring that emphasizes the importance of healthy relationships between protégés and mentors and advance reasons for further investigation of the effectiveness of a relationship-based mentoring approach.
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Kingsley, Jonathan, Jacqueline O'Brien, and Aisling Bailey. "Coffee consumers in university settings and planetary health." Lancet Planetary Health 2, no. 11 (November 2018): e463-e464. http://dx.doi.org/10.1016/s2542-5196(18)30220-1.

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Dissertations / Theses on the topic "University settings"

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Smith, Kia Antionetta. "Human capital : concepts of diversity in corporate and university settings /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136446.

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Humphrey, Sharon McNeel. "A study of the influence of preschool settings on school achievement." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-102923.

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Carnahan, Christina. "Teaching students with Autism in group settings increasing teacher efficiency and student learning /." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179420087.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Title from electronic thesis title page (viewed July 21, 2007). Includes abstract. Keywords: autism; instructional context Includes bibliographical references.
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Skulmowski, Alexander, and Günter Daniel Rey. "Measuring Cognitive Load in Embodied Learning Settings." Universitätsbibliothek Chemnitz, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-227345.

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In recent years, research on embodied cognition has inspired a number of studies on multimedia learning and instructional psychology. However, in contrast to traditional research on education and multimedia learning, studies on embodied learning (i.e., focusing on bodily action and perception in the context of education) in some cases pose new problems for the measurement of cognitive load. This review provides an overview over recent studies on embodied learning in which cognitive load was measured using surveys, behavioral data, or physiological measures. The different methods are assessed in terms of their success in finding differences of cognitive load in embodied learning scenarios. At the same time, we highlight the most important challenges for researchers aiming to include these measures into their study designs. The main issues we identified are: (1) Subjective measures must be appropriately phrased to be useful for embodied learning; (2) recent findings indicate potentials as well as problematic aspects of dual-task measures; (3) the use of physiological measures offers great potential, but may require mobile equipment in the context of embodied scenarios; (4) meta-cognitive measures can be useful extensions of cognitive load measurement for embodied learning.
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Huang, Lei [Verfasser]. "Communication between Chinese students and German university teachers in academic settings / Lei Huang." Gießen : Universitätsbibliothek, 2018. http://d-nb.info/1153334690/34.

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KRESTELICA, Dragana, and dkrestel@student ecu edu au. "AN EXPLORATORY CROSS-CULTURAL INVESTIGATION OF THE ORGANISATIONAL STRATEGIES EMPLOYED TO PREVENT AND AMELIORATE WORKPLACE BULLYING IN UNIVERSITY SETTINGS." Edith Cowan University. Business And Law: School Of Management, 2005. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0004.html.

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Workplaces abound in conflict. Individuals within organisations are therefore vulnerable to a wide range of intimidating interactional tactics. These tactics can have an extremely negative impact upon individual workers and upon subsequent organisational performance. Consequentially, the diverse forms of organisational social harassment, and specifically bullying, place a large financial burden upon both organisations and nations. Therefore, the identification of strategies used to prevent and ameliorate workplace bullying and an examination that highlights their comparative success or failure is of great importance for all employers, employees and government. This study focuses upon those strategies used to prevent and ameliorate such workplace bullying and investigates their impact.
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Turner, Karen Mary Thomas. "Parenting and family support in primary care settings /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17454.pdf.

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So, Jeong-Hwa. "Rhetorical perspectives on the large settings of Catechism Chorales in J. S. Bachs Clavierubung III." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1216409097.

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Thesis (Dr. of Musical Arts)--University of Cincinnati, 2008.
Advisors: David Carson Berry (Committee Chair), Roberta Gary (Committee Member), Bryan Mock (Committee Member) Title from electronic thesis title page (viewed Oct. 4, 2008). Includes abstract. Keywords: Clavierubung III; Catechism Chorales; J. S. Bach's Lutheran philosophy on Music; Musica poetica Includes bibliographical references.
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Soufleris, Dawn Meza. "From home to hall| The transitional experiences of homeschooled students entering residential university settings." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613104.

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Research regarding homeschooled students and their transition to college has been focused on two distinct areas: their academic performance and success integrating into a university community. The purpose of this study was to analyze the transition experiences of students who were homeschooled prior to attendance at a residential university campus compared to students who were conventionally educated and attending the same university. My research uses a sociological framework and a qualitative comparative research design to focus on the ability of students from different educational backgrounds to garner social capital, network with peers, manage "rite of passage" experiences (such as dating and exposure to substance use) and nurture friendships. I interviewed 50 students: 25 students who had been homeschooled prior to college entrance and 25 conventionally educated students who attended the same university. Interview data were supplemented by focus group data from 13 homeschooled students. Using social capital, socialization, college student adjustment as theoretical frameworks, my findings challenge assumptions that homeschooled students' lack of formal school-related social exposure prior to attending college typically leads to adjustment problems in the university environment. There were some differences in assimilation experiences and the strategies used in the transition when comparing homeschooled versus conventionally educated students. However, the homeschooled students who transitioned to the university environment were socially engaged with others, both in the residential community and in co-curricular activities, on par with their conventionally educated peers. My findings suggest that, despite receiving their earlier education outside of formal settings that characterize conventional education, many homeschooled students have the skill development, social exposure and capacity to transition successfully to a residential university setting. Homeschooled students' ability to develop social capital, nurture social networks and assimilate into a collective community challenges the position of homeschooling opponents, who assume negative impacts due to insular relationships, lack of routine experience with age peers and limited access to conventional social opportunities. These empirical findings have implications for sociological research, homeschooling families, and critics and proponents of home-based education.

Keywords: homeschool, transition, social capital development, socialization, college student adjustment, student engagement.

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Crumrine, Kristi. "Are Speech-Language Pathologists Prepared To Work In Palliative Care Settings By University Curricula?" Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586454010332233.

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Books on the topic "University settings"

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Supporting multiculturalism and gender diversity in university settings. Hershey PA: Information Science Reference, an imprint of IGI Global, 2015.

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

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Developing learning professionals: Integrating experiences in university and practice settings. Dordrecht: Springer, 2011.

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Debora, Downey, ed. Augmentative and alternative communication in acute and critical care settings. San Diego: Plural Pub., 2008.

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1968-, Byrne Lorraine, ed. Goethe, musical poet, musical catalyst: Proceedings of the Conference hosted by the Department of Music, National University of Ireland, Maynooth, 26 & 27 March 2004. Dublin: Carysfort Press, 2004.

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Professional women at work: Interactions, tacit understandings, and the non-trivial nature of trivia in bureaucratic settings. Westport, Conn: Bergin & Garvey, 1994.

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1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.

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Joseph, Jones. Familiar features in new settings: Key issues in Canadian freight transportation policy : paper presented at the Canadian Freight Transportation Policy Forum, Queen's University, Kingston, Ontario, Canada, November 1991. [Kingston, Ont: s.n.], 1991.

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Lloyd, P. J. Calculating costs and setting fees for university tuition. Melbourne: University of Melbourne,Dept. of Economics, 1988.

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Coate, L. Edwin. Implementing total quality management in a university setting. Corvallis, Or: Oregon State University, 1990.

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Book chapters on the topic "University settings"

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Ciao, Anna C., Olivia C. Ohls, and Bethany R. Munson. "Prevention in Nonschool/University Settings." In Encyclopedia of Feeding and Eating Disorders, 1–7. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-087-2_144-1.

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Ciao, Anna C., Olivia C. Ohls, and Bethany R. Munson. "Prevention in Nonschool/University Settings." In Encyclopedia of Feeding and Eating Disorders, 683–89. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-104-6_144.

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Marquez, Martha Gonzalez. "About University and Postgraduate Settings." In The Marriage and Family Therapy Career Guide, 91–98. New York, NY: Routledge, 2016. Includes bibliographical references and index.: Routledge, 2016. http://dx.doi.org/10.4324/9781315723044-11.

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Spiring, F. A. "TQM in two Canadian university settings." In Total Quality Management, 454–57. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0539-2_80.

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Way, Catherine, and Anna Jopek-Bosiacka. "Institutional translation training in university settings." In Institutional Translator Training, 135–50. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003225249-10.

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Dafouz, Emma. "English-medium Instruction in Multilingual University Settings." In The Routledge Handbook of Language Awareness, 170–85. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-11.

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Cheng, Michelle Wing-tung, and Samuel Kai Wah Chu. "A Review of Current University Residential Settings." In Evolving Landscape of Residential Education, 3–12. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8906-2_1.

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Zotter, Deanne, and Justine Reel. "Effective Prevention Programs in College and University Settings." In Eating Disorders and Obesity, 241–63. Alexandria, VA, USA: American Counseling Association, 2015. http://dx.doi.org/10.1002/9781119221708.ch11.

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Slemp, Gavin R. "University Settings: A New Frontier for Positive Education." In Future Directions in Well-Being, 141–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56889-8_25.

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Jelonek, Magdalena. "Structural-institutional settings and university to work transition." In Universities and the Labour Market, 80–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003161486-6.

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Conference papers on the topic "University settings"

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Rani, Sukma, Hendriati Agustiani, Maya R. Ardiwinata, and R. Urip Purwono. "Work Engagement and Organizational Commitment in Private University." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008590904640468.

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Magnusson, Lars, and Sarfraz Iqbal. "Implications of EU-GDPR in Low-Grade Social, Activist and NGO Settings." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.188.

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Abdulrhim, Sara Hamdi, Mohamed Izham Mohamed Ibrahim, Sowndramalingam Sankaralingam, Mohammed Issam Diab, Mohamed Abdelazim Mohamed Hussain, Hend Al Raey, Mohammed Thahir Ismai, and Ahmed Awaisu. "The Perspectives of Healthcare Professionals and Patients on the Value of Collaborative Care Model for Diabetes in Primary Healthcare settings in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0178.

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Background: Diabetes mellitus (DM) is one of the top health priorities in Qatar due to its high prevalence of 15.5%, which is projected to increase to 29.7% by 2035. DM management is still challenging despite healthcare advancement, warranting the need for a comprehensive Collaborative Care Model (CCM). Therefore, we aim to evaluate the value of CCM in DM care at a primary healthcare (PHC) setting in Qatar. Methodology: This study was a qualitative exploration of healthcare professionals’ (HCPs’) and patients’ perspectives on the value of CCM provided at the center. Twelve patients and twelve HCPs participated in semi-structured one-toone interviews. Qualitative data were analyzed and interpreted using a deductive coding thematic analysis process. Results: The interviews resulted in 14 different themes under the predefined domains: components of CCM (five themes), the impact of CCM (three themes), facilitators of CCM provision (three themes), and barriers of CCM provision (three themes). The majority of the participants indicated easy access to and communication with HCPs at QPDC. Participants appreciated the extra time spent with HCPs, frequent follow-up visits, and health education, which empowered them to self-manage DM. Generally, participants identified barriers and facilitators related to patients, HCPs, and healthcare system. Conclusion: The providers and users of CCM had an overall positive perception and appreciation of this model in PHC settings. Barriers to CCM such as unpleasant attitude and undesirable attributes of HCPs and patients, unsupportive hospital system, and high workload must be addressed before implementing the model in other PHC settings.
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Mirza, Abdulrahman A., and Khaled Alghathbar. "Acceptance and Applications of Smart Cards Technology in University Settings." In 2009 International Conference on Dependable, Autonomic and Secure Computing (DASC). IEEE, 2009. http://dx.doi.org/10.1109/dasc.2009.108.

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Elobaid, Elnaiem Ali, Fadhil Sadooni, and Hamad Al Saad. "Tectonic and Geologic Settings of Halul and Al-Alyia Offshore Islands, Examples of Different Evolution Models, Within the Emergence of the Arabian Gulf Geosyncline: A Review." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0044.

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The Arabian Gulf represents a significant water body and strategic pathway, which has pronounced regional and international benefits. This research investigated the evolution of the Arabian Gulf geosyncline. Furthermore, it explored the formation, geologic and tectonic settings of Halul and Al-Alyia offshore Islands, as examples of two different evolution models, within the emergence framework. The Arabian Gulf geosyncline has been emerged during the Cenozoic Era (Late Miocene-Pliocene Epoch), situated in the northeastern collisional marginal part of the Arabian Plate, as a foredeep geosyncline or basin, squeezed or crammed between the stable Arabian Plate and the mobile Euro-Asian Plate, along the subduction zone, within Zagros Mountain Fold Thrust Belt. Halul Island is situated to the northeast of the Greater Doha City and has great national economic value. It has a unique shape, elongated domal structure, oriented from South-West to North-East. The tectonic setting of Halul Island is classified as salt diapirism. The surface geology of this Island is dominated by carbonate rocks, mainly limestone and dolomitic limestone, and some igneous rock, such as basalt and Tholeiite. Al-Alyia Island is an integral part of the mainland. It is situated within the Greater Doha City's vicinity, in the eastern coastal zone. The Island is oriented from south-east to north-west. It is characterized by a gentle slope and low relief topography. The main rocks forming the island is the limestone and dolomitic limestone of the Simsima /Umm Bab Member of the Upper Dammam Formation of Tertiary age. This fact suggests that the island has a similar geologic setting to the mainland. This study revealed that the Halul Island evolution model is completely different from the evolution model of Al-Alyia Island, as Halul Island is a typical example model of salt dome Island, and remnants of the infracambrian salt basin, while Al-Alyia Island represents a different sedimentation model. This research has been carried out as part of the Environmental Science Center (ESC), Qatar University research agenda.
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Abdulrhim, Sara Hamdi, Sownd Sankaralingam, and Mohamed Izham. "The Impact of Pharmacist Care on Diabetes Outcomes in Primary Care Settings: An Umbrella Review of Systematic Reviews." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0174.

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Objective: To systematically review published systematic reviews (SRs) examining the impact of pharmacist interventions in multidisciplinary diabetes care teams on diabetes-related clinical, humanistic, and economic outcomes in primary care settings. Methods: PubMed, EMBASE, Scopus, Database of Abstracts of Reviews of Effects, Cochrane Library, Joanna Briggs Institute (JBI) Database, Google Scholar, and PROSPERO were searched from inception to 2018. Studies published in English evaluating the effect of pharmacist interventions on diabetes outcomes were included. Two independent reviewers were involved in the screening of titles and abstracts, selection of studies, and methodological quality assessment. Results: Seven SRs were included in the study. Three of them included only randomized controlled trials, while the rest involved other study designs. Educational interventions by clinical pharmacists within the healthcare team were the most common types of interventions reported across all SRs. Pharmacist’s interventions compared to usual care resulted in favorable significant improvements in hemoglobin A1c (HbA1c), fasting blood glucose, blood pressure, body mass index, total cholesterol, lowdensity lipoprotein, high-density lipoprotein and triglycerides in more than 50% of the SRs. Improvement in HbA1c was the mostly reported clinical outcome of pharmacist intervention in the literature (reported in six SRs). Pharmacist’s interventions led to significant cost-saving ($8–$85,000 per person per year), cost-utility, and cost-benefit (benefit-to-cost ratio range from 1:1 to 8.5:1) versus usual care. Pharmacist’s interventions improved patients’ quality of life (QoL) in three SRs; however, no conclusion can be drawn due to the use of diverse QoL assessment tools. Conclusion: Most SRs support the benefit of pharmacist care on diabetes-related clinical, humanistic, and economic outcomes in primary care settings. Improvements in diabetes outcomes can significantly reduce the burden of diabetes on the healthcare system. Hence, the incorporation of pharmacists into multidisciplinary diabetes care teams is beneficial and should be strongly considered by clinicians and health policymakers.
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Benneworth, Paul, and Aard Groen. ""No longer the sparkling new idea": Anchoring university entrepreneurship programmes in academic, entrepreneurial and regional policy networks." In 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/1.268484824.

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This paper is concerned with what makes a good university entrepreneurship programme (UEP), in particular with which features are necessary to allow UEPs to thrive within university settings. The paper begins from the paradox that UEPs are part of university’s extended development periphery, and always risk being eliminated because they do not deliver core university outputs, teaching and research. The paper seeks to understand under what conditions UEPs can thrive, using a case study of one UEP, the Temporary Entrepreneurs Scheme (the TOP programme) of the University of Twente in the Netherlands, which has recently celebrated its silver jubilee, and offers a good example of a UEP which has evolved to continue to meet stakeholder needs. The paper identifies three main stakeholder groups whose needs UEPs must meet, university management, regional economic policy makes, and enterprising entrepreneurs. The paper identifies how UEPs can respond to those three groups needs, and concludes by setting out the ways in which UEPs can meet those needs, providing the basis for a more nuanced understanding of what constitutes a good UEP.
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Benneworth, Paul, and Aard Groen. ""No longer the sparkling new idea": Anchoring university entrepreneurship programmes in academic, entrepreneurial and regional policy networks." In 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/2.268484824.

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This paper is concerned with what makes a good university entrepreneurship programme (UEP), in particular with which features are necessary to allow UEPs to thrive within university settings. The paper begins from the paradox that UEPs are part of university’s extended development periphery, and always risk being eliminated because they do not deliver core university outputs, teaching and research. The paper seeks to understand under what conditions UEPs can thrive, using a case study of one UEP, the Temporary Entrepreneurs Scheme (the TOP programme) of the University of Twente in the Netherlands, which has recently celebrated its silver jubilee, and offers a good example of a UEP which has evolved to continue to meet stakeholder needs. The paper identifies three main stakeholder groups whose needs UEPs must meet, university management, regional economic policy makes, and enterprising entrepreneurs. The paper identifies how UEPs can respond to those three groups needs, and concludes by setting out the ways in which UEPs can meet those needs, providing the basis for a more nuanced understanding of what constitutes a good UEP.
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Hara, Tenshi, Felix Kapp, Iris Braun, and Alexander Schill. "Comparing Tool-supported Lecture Readings and Exercise Tutorials in Classic University Settings." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005451402440252.

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Kondo, Masayuki. "The influence of institutional settings on university-industry R&D collaboration." In Technology (ICMIT 2008). IEEE, 2008. http://dx.doi.org/10.1109/icmit.2008.4654346.

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Reports on the topic "University settings"

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Candrilli, Sean D., and Samantha Kurosky. The Response to and Cost of Meningococcal Disease Outbreaks in University Campus Settings: A Case Study in Oregon, United States. RTI Press, October 2019. http://dx.doi.org/10.3768/rtipress.2019.rr.0034.1910.

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Invasive meningococcal disease (IMD) is a contagious bacterial infection that can occur sporadically in healthy individuals. Symptoms are typically similar to other common diseases, which can result in delayed diagnosis and treatment until patients are critically ill. In the United States, IMD outbreaks are rare and unpredictable. During an outbreak, rapidly marshalling the personnel and monetary resources to respond is paramount to controlling disease spread. If a community lacks necessary resources for a quick and efficient outbreak response, the resulting economic cost can be overwhelming. We developed a conceptual framework of activities implemented by universities, health departments, and community partners when responding to university-based IMD outbreaks. Next, cost data collected from public sources and interviews were applied to the conceptual framework to estimate the economic cost, both direct and indirect, of a university-based IMD outbreak. We used data from two recent university outbreaks in Oregon as case studies. Findings indicate a university-based IMD outbreak response relies on coordination between health care providers/insurers, university staff, media, government, and volunteers, along with many other community members. The estimated economic cost was $12.3 million, inclusive of the cost of vaccines ($7.35 million). Much of the total cost was attributable to wrongful death and indirect costs (e.g., productivity loss resulting from death). Understanding the breadth of activities and the economic cost of such a response may inform budgeting for future outbreak preparedness and development of alternative strategies to prevent and/or control IMD.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Ripoll, Santiago, Tabitha Hrynick, Ashley Ouvrier, Megan Schmidt-Sane, Federico Marco Federici, and Elizabeth Storer. 10 Ways Local Governments in Multicultural Urban Settings can Support Vaccine Equity in Pandemics. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.016.

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At national and aggregate levels, COVID-19 vaccination across G7 countries appears successful. To date, 79.4% of the total population of G7 countries have received a first dose, 72.9% a second, and 45.4% a booster shot (28th April 2022 data). In France, 80.6% of the total population has had a first dose, 78.2 % have had two doses, and 55.4% have had their booster jabs (28th of April 2022 data). In the UK, 79.3% of the total population has received one dose, 74.1% a second one, and 58.5% have received a booster. In Italy, 85.2% of the total population has had a first dose, 80.4% have had two doses, and 66.5% have had their booster jabs (28th of April 2022 data). These figures indicate enthusiasm across G7 countries for COVID-19 vaccines. Yet high overall vaccination rates at the national level, disguise significant in-country disparities. For example, by the end of 2021, less than 50% of residents of the Northern Districts of Marseille were vaccinated, compared with over 70% in wealthier neighbourhoods. In the Ealing borough of Northwest London, 70% of the eligible population has had a first dose – which is almost 10% percent below the national average (4th of April 2022 data). Disparities are also seen in other urban metropolises across the G7. This brief investigates these disparities through the lens of “vaccine (in)equity”, focusing on the role of local actors. It builds on ethnographic and qualitative research carried out in the Northern Districts of Marseille and ongoing research engagement around vaccine equity in Ealing (Northwest London), as well as qualitative research carried out in Italy among networks of healthcare providers, intercultural mediators, and civil society organizations that collaborated during the COVID-19 campaign in the Emilia Romagna region and in Rome. This brief is based on research conducted between October and December 2021 in Marseille and ongoing engagement in Ealing which started in May 2021. It identified how local governments, health actors, community groups and residents play key roles in shaping vaccine (in)equity. This brief was developed for SSHAP by Santiago Ripoll (IDS), Tabitha Hrynick (IDS), Ashley Ouvrier (LaSSA), Megan Schmidt-Sane (IDS), Federico Federici (UCL) and Elizabeth Storer (LSE). It was reviewed by Eloisa Franchi (Università degli Studi di Pavia) and Ellen Schwartz (Hackney Council Public Health). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210038). Research was based at the Institute of Development Studies (IDS), University of Susssex, and the Laboratoire de Sciences Sociales Appliquées (LaSSA). The brief is the responsibility of SSHAP.
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Goldstein, Neal. Epidemiology Blog of Neal D. Goldstein, PhD, MBI. Neal D. Goldstein, 2023. http://dx.doi.org/10.17918/goldsteinepi.

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Musings on topics related to epidemiology, epidemiological methods, public and clinical health. Written by Neal D. Goldstein, PhD, MBI. Dr. Goldstein is an Associate Professor of Epidemiology at the Drexel University Dornsife School of Public Health. With a background in biomedical informatics, he focuses on computational approaches in complex data settings, especially electronic health records and disease surveillance, to understand infectious disease transmission. This has been demonstrated through his work with blood borne pathogens (HIV and hepatitis C), COVID-19, vaccine preventable diseases, and healthcare associated infections.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Morris, Julia, Julia Bobiak, Fatima Asad, and Fozia Nur. Report: Accessibility of Health Data in Rural Canada. Spatial Determinants Lab at Carleton University, Department of Health Sciences, February 2021. http://dx.doi.org/10.22215/sdhlab/2020.4.

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To inform the development of an interactive web-based rural health atlas, the Rural Atlas team within the Spatial Determinants Lab at Carleton University, Department of Health Sciences carried out two sets of informal interviews (User Needs Assessment and Tool Development). These interviews were conducted in order to obtain insight from key stakeholders that have been involved in rural health settings, rural health policy or advocacy, or the development of health mapping tools. Interviews took place via video-conferencing software with participants in the spring of 2020.The following report provides a brief summary of the findings of both sets of interviews.
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Hamada, Amal. Networking on Anti-Sexual Harassment Efforts across Egyptian Universities. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/ids.2021.024.

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This paper explores efforts across Egyptian universities to enhance responsiveness and accountability for addressing and mitigating sexual harassment on campus. Though not a new phenomenon, harassment in Egyptian universities differs from other places in terms of scale, frequency, aggressiveness and the characteristics of perpetrators and survivors within the university settings. The paper is divided into three parts. The first part unpacks the research question and tries to build the relationship between the main concepts of collective action, accountability and networking. The second part presents the methodology with a particular focus on action research. The third part analyses the findings of the research.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.
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