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Letteratura scientifica selezionata sul tema "Academics"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 1 agosto 2024

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Articoli di riviste sul tema "Academics"

Nyeko, Kizito Emmanuel, e Ngui Kwang Sing. "Academic Entrepreneurs and Entrepreneurial Academics: Are They the Same". International Journal of Social Science and Humanity 5, n. 12 (2015): 1050–55. http://dx.doi.org/10.7763/ijssh.2015.v5.603.

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Reid, Tom. "Academics and Intellectual Property: Treading the Tightrope". Deakin Law Review 9, n. 2 (1 novembre 2004): 759–74. http://dx.doi.org/10.21153/dlr2004vol9no2art262.

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Most Australian universities still uphold the tradition that an academic's work is performed for the greater public good, and that it is therefore necessary to donate back at least the copyright in the academic's scholarly work to the academic, so that the work may be freely disseminated. However, faced with tighter and tighter budgets, the same universities are increasingly turning to commercial partnerships to add to their revenue. The intellectual property created by academics in the course of their employment, if commercially exploited, is potentially a valuable source of revenue to the university. As a result, there is the prospect of growing conflict between academics and their universities over copyright ownership, and the erosion of the tradition of academic ownership of copyright in scholarly works. Simultaneously, the notion that an academic is paid for the whole of his or her time is being eroded by the trend toward sessional teaching. Nevertheless, the recent case Victoria University v Wilson illustrates that an academic can still owe fiduciary duties to his or her university capable of covering work performed outside the academic's scope of employment.

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Brown, Stephen, Lyn Murphy e Kay Hammond. "Learning Management System Adoption by Academics". Journal of Open, Flexible and Distance Learning 25, n. 2 (3 marzo 2022): 55–65. http://dx.doi.org/10.61468/jofdl.v25i2.477.

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An academic’s adoption of online learning during the 2020 lockdown required new levels of engagement with the learning management system (LMS). In this position piece, we suggest that academics are pivotal to online course development, and they should determine alternative means of instruction and assessment during any transition to online learning. We present two models of an academic’s interactions with the LMS and propose that the academic’s engagement with the LMS, and their willingness to be in partnership with experts in e-learning, should remain central to their university’s strategic development. The 2020 lockdown presented both challenges and opportunities to academics regarding their engagement with the LMS and online teaching—we suggest that the role of the academic is critical for successful implementation of the post-pandemic online ambitions of New Zealand universities.

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Alemu, Sintayehu Kassaye. "Transnational Mobility of Academics: Some Academic Impacts". Center for Educational Policy Studies Journal 10, n. 2 (24 giugno 2020): 77–100. http://dx.doi.org/10.26529/cepsj.464.

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This paper deals with the short- and long-term transnational mobility of academics and some of its impacts, an issue not well addressed in the literature. Through a qualitative literature review, the paper aims to answer the question: What are some of the academic impacts of the transnational mobility of academics? Transnational academic mobility is academic travel across borders of states and is one aspect of the new internationalisation of higher education. It is presented in terms of the roles of academics in teaching-learning experiences as well as knowledge production and transfer. The discussion extends to unpacking the impacts of the transnational mobility of academics in relation to institutional affiliation and academic status and profile. These issues are emphasised because they are major academic issues of transnational academics. From these perspectives, mobile academics have gained benefits but sometimes also faced challenges.

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Libaers, Dirk, e Tang Wang. "Foreign-born academic scientists: entrepreneurial academics or academic entrepreneurs?" R&D Management 42, n. 3 (27 maggio 2012): 254–72. http://dx.doi.org/10.1111/j.1467-9310.2012.00682.x.

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Buranakul, Sophia, Carl Grundy-Warr, Ben Horton, Lisa Law, Jonathan Rigg e May Tan-Mullins. "THE ASIAN TSUNAMI, ACADEMICS AND ACADEMIC RESEARCH". Singapore Journal of Tropical Geography 26, n. 2 (luglio 2005): 244–48. http://dx.doi.org/10.1111/j.0129-7619.2005.00216.x.

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Hassan, Aminuddin, Peter Tymms e Habsah Ismail. "Academic productivity as perceived by Malaysian academics". Journal of Higher Education Policy and Management 30, n. 3 (agosto 2008): 283–96. http://dx.doi.org/10.1080/13600800802155184.

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Waterman, Stanley. "Academic freedom and the freedom of academics". Journal of Geography in Higher Education 16, n. 1 (gennaio 1992): 115–19. http://dx.doi.org/10.1080/03098269208709181.

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Mooken, Malida, e Roger Sugden. "The Capabilities of Academics and Academic Poverty". Kyklos 67, n. 4 (9 ottobre 2014): 588–614. http://dx.doi.org/10.1111/kykl.12069.

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Welsh, John. "Policing Academics: TheArkhèof Transformation in Academic Ranking". Critical Horizons 19, n. 3 (2 luglio 2018): 246–63. http://dx.doi.org/10.1080/14409917.2018.1485251.

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Tesi sul tema "Academics"

McShane, Kim. "Technologies transforming academics : academic identity and online teaching". University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.

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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.

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Larson, Daniel Scott. "Academics and Athletics: The Academic Reform Policy in the NCAA". Marietta College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1114631788.

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Graham, Patricia E. Mahon Hawkins Peggy L. "Nursing students' perception of how prepared they are to assess patient's spiritual needs". Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
Presented to the faculty of the graduate program at College of Saint Mary in partial fullfillment of requirements for the degree of Doctorate in Education with an emphasis in Health Professions Education under the supervision of Peggy Hawkins, PhD, RN, BC, CNE. Includes bibliographical references.

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Gabriel, L. Sue. "Intimate partner violence the lived experience of an individual's perception of the holistic severing of one's self from an intimate partner relationship /". Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation presented in fulfillment of requirements for the degree of Doctor in Healthcare Education. Includes bibliographical references.

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Humphreys, Jo Ann. "Academic and non-academic predictors of future success on the NCLEX-RN licensure examination for nurses". Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
A dissertation submitted to the doctoral program of College of Saint Mary in partial fulfillment of the requirements for the degree of Doctorate in Education with an emphasis on Health Professions Education. Includes bibliographical references.

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Piskac, Ellen M. Hawkins Peggy L. "Characteristics of retained nursing faculty". Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.
Presented to the faculty of College of Saint Mary in partial fulfillment of requirements for the degree of Doctor of Education. Under the supervision of Peggy Hawkins. Includes bibliographical references.

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Ehrlich, Jeff. "The emotional impact on native and non-native employees who stay after an internal appointment of a leader in a higher education institution". Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository/.

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Smid, Mary Kay. "Nursing student's self efficacy following participation in a service learning teaching activity". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Mary Kay Smid to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.

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Roberts-Andersen, Janet Patricia Hawkins Peggy L. Morin Patricia J. Erhlich Donna. "The perceived role of physician office health coaches in delivering chronic care to patients in a primary care clinic group in the midwest a phenomenological qualitative study /". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Janet Patricia Roberts-Andersen to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor of Education with an emphasis on Health Professions Education. This dissertation has been accepted by the faculty of Saint Mary by: Peggy L. Hawkins, PhD, RN, BC, CNE, Professor, Health Professions ; Pat Morin, PhD, RN ; Donna Erhlich, PhD. Includes bibliographical references.

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Leibold, Nancyruth Hawkins Peggy L. Morin Patricia J. McKinney-Williams Angela. "The effect of a school nurse led education intervention on blood pressure and physical activity levels in adolescents". Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Nancyruth Leibold to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This disseratation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, RN, PhD, chair ; Patricia J. Morin, RN, PhD, committee member ; Angela McKinney-Williams, PhD, committee member. Includes bibliographical references.

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Più fonti

Libri sul tema "Academics"

Debowski, Shelda. Developing Academics. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315693583.

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Gasman, Marybeth, a cura di. Academics Going Public. New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315616872.

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Ghose, Subhas Chandra. Academics and politics. New Delhi: Northern Book Centre, 1993.

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Axyonova, Vera, Florian Kohstall e Carola Richter, a cura di. Academics in Exile. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839460894.

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Restrictions on academic freedom, persecution and armed conflict have forced many scholars into exile. So far, the professional trajectories of these scholars and their contributions to knowledge exchange have not been studied comprehensively. The contributors to this volume address the situations and networks of scholars in exile, the challenges they face in their host countries and the opportunities they use. These issues are highly relevant to discussions about the moral economies of higher education institutions and support programs. Although the contributions largely focus on Germany as a host country, they also offer telling examples of forced mobility in the Global South, including both contemporary and historical perspectives.

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Francisco, Ronald A. Finance for Academics. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3244-9.

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Sanaky, Hujair A. H. Jogja academics underground. Panggungharjo, Sewon, Bantul, Yogyakarta: Kaukaba, 2012.

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Hawks, Andre. My academic experience: A guide to scholarships, academics, and education. Calistoga, CA: A. Hawks, 2004.

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Chachage, C. S. L., 1955- e Codesria, a cura di. Academic freedom and the social responsibilities of academics in Tanzania. Dakar: Council for the Development of Social Sciences Research in Africa, 2008.

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1948-, Eliæson Sven, e Kalleberg Ragnvald, a cura di. Academics as public intellectuals. Newcastle: Cambridge Scholars, 2008.

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Hills, P. J. (Philip James), 1933-, a cura di. Time management for academics. Dereham: Peter Francis, 1999.

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Capitoli di libri sul tema "Academics"

Mittemeijer, Eric J. "Academia, Academics and Academic Careers". In How Science Runs, 81–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90095-3_7.

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Zeilinger, Julie. "Academics". In College 101, 47–72. 2^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233701-3.

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Boettcher, Michelle L., e Cristóbal Salinas. "Academics". In Law and Ethics in Academic and Student Affairs, 218–35. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442707-15.

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Zeilinger, Julie, e Anna Koppelman. "Academics". In College 101: A Girl's Guide to Freshman Year, 47–71. 3^a ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003408932-3.

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Risam, Roopika. "Insurgent Academics". In The SAGE Handbook of Media and Migration, 119–26. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526476982.n18.

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Killick, David. "Global Academics". In Internationalization and Diversity in Higher Education, 62–94. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-52617-5_4.

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Peters, Scott J., Heidi Erstad e Michael S. Matthews. "Advanced Academics". In From Giftedness to Gifted Education Reflecting Theory in Practice, 267–82. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235262-12.

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Lipton, Briony. "Academics anonymous". In Social Beings, Future Belongings, 43–58. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315200859-4.

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Sama, Linda M., Mark Egan, Victor J. Friedman, David R. Jones, Nicholas D. Rhew e Sarah Robinson. "Meandering academics". In Doing Academic Careers Differently, 13–22. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003267553-4.

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Westa, Sina. "What Does Academic Freedom Mean for Academics?" In The University as a Critical Institution?, 75–92. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-116-2_5.

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Atti di convegni sul tema "Academics"

Gunathilake, Sasankaa. "The Workplace Challenges Encountered by Female Academics in Sri Lanka". In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/vwes5011.

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Gender equality in academia is a challenge endured globally with the under-representation of females in leadership and decision-making positions. Despite the numerous and diverse efforts taken by the universities to encourage gender equality, women in academia struggle to overcome the challenge of inequality. Around the world, the gendered academic organizational climate as well as the day-to-day interactions cause a major impact not only on female participation within academia but also on how they perceive their future in academic institutions. This research presents the results of a survey conducted with 48 female academics in Sri Lanka attempting to study female academics’ experience with gendered challenges in academia. The research concluded that female academics are challenged in building networks and in reaching their desired career goals. It also revealed that there is a difference in the level of challenges faced by female academics in Sri Lanka depending on their marital status and childcare responsibilities. To prevent the withdrawal of female academics from the field and improve their satisfaction, it is crucial for academic institutions and the relevant authorities to understand the sources of these challenges in academia and implement effective solutions to create a better working environment for women academics in the country.

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Li, Zhuang, e Haiyan Han. "Comparative analysis of scientometric-based interface design research". In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002908.

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In order to analyze the current situation and cutting-edge trends of interface design research in Chinese and international academia, as well as the respective research characteristics and paradigm differences between Chinese and foreign academia. VOSviewer and CiteSpace metrological visualization software were integrated to visualize and analyze the literature related to interface design research included in CNKI and Web of Science databases in terms of keyword co-occurrence, keyword clustering , keyword highlighting and highly cited literature by drawing knowledge maps. The results of the study show that the Chinese academic research on interface design focuses on the topics of graphical user interface, human-computer interaction, user experience, and usability, while the international academic research focuses on usability evaluation, intelligent user interface, adaptive user interface and augmented reality, etc. In terms of future research trends, the Chinese academic community focuses on user experience, eye tracking, visual design and other directions, while the international academic community starts to explore the direction of natural interaction from physical interaction, focusing on user experience, gesture recognition, natural user interface and other directions. In terms of research paradigms, the differences between Chinese and international academics are more significant, Chinese academics focus on qualitative research, while international academics focus on quantitative empirical research.

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Sarnecky, William G. "A Slippery Slope of Authorship and Attribution: The Atelier Model and the Design/Build Conundrum". In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.10.

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Focusing on the atelier model and design/build pedagogy, this paper explores the question of authorship and attribution in academia. While the legalities of copyright and authorship in architectural practice have been addressed legislatively and through adjudication, there is no analog to this clarification for academics. Defining authorship of creative work in academia often remains a murky question, particularly when students and instructors work together. This uncertainty poses a particular problem for academicsin pursuit of tenure where academic andcreative authorship remain the primary form of currency. Case studies of three design/build projects at different scales will shed light on the complicated relationship between teacher, student and the creative work emerging from the atelier model.

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Lengua, Ismael, Larisa Dunia, José Alfonso Antonino Daviub e Guillermo Peris-Fajarnés. "Estudio de la autopercepción del rendimiento académico de los estudiantes universitarios de primer curso". In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8906.

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El rendimiento academic es un factor importante en los logros academicos, motivación, etc. del estudiante y la Universidad. Los resultados academics de los estudiantes como de la Universidad en si resultan en u notas/ indicadores de calidad que representan el éxito de ambos. El rendimiento academico de los estudiantes no solo se refleja en las atitud del alumno y en su futuro, pero tambien en los resultados de los docents y en la Universidad en si. 17 estudiantes del primer ingreso participaron en el studio. Los resultados han concluido que un 65% de los estudiantes consideran que sus logros academicos son sus logros personales. 59% consideran que se preparan muy bin las disciplinas y un 41% son indiferentes con sus estudios. Solo un 47% de los estudiantes consideran que los métodos de studio son adecuados y 29% son indiferentes. Un 50% de los estudiantes son inseguros de sus capacidades y conocimientos. La inseguridad es un factor importante en el rendimiento academico ya que de ella depende la motivación y la tranquilidad durante las pruebas evaluativas, etc

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Davey, Bill, e Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics". In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

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El-Nasr, Magy Seif. "Academics without borders". In FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3337722.3341872.

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Dermentzi, Eleni, Savvas Papagiannidis, Carlos Osorio e Natalia Yannopoulou. "Academics’ Intention to Adopt SNS for Engagement Within Academia". In 12th International Conference on Web Information Systems and Technologies. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005733102190228.

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Schier, Mark A. "How do we value academic time?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0120.

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The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.

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Pillay, Nischolan, e Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education". In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?

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Di Ruscio, Davide, Dimitrios Kolovos, Louis Rose e Samir Al-Hilank. "ACadeMics tooling with Eclipse". In the workshop. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2491279.2491280.

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Rapporti di organizzazioni sul tema "Academics"

Cary, Dakota. Academics, AI, and APTs. Center for Security and Emerging Technology, marzo 2021. http://dx.doi.org/10.51593/2020ca010.

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Six Chinese universities have relationships with Advanced Persistent Threat (APT) hacking teams. Their activities range from recruitment to running cyber operations. These partnerships, themselves a case study in military-civil fusion, allow state-sponsored hackers to quickly move research from the lab to the field. This report examines these universities’ relationships with known APTs and analyzes the schools’ AI/ML research that may translate to future operational capabilities.

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Wolff, Christine, Roger Schonfeld e Alisa Rod. UK Survey of Academics 2015. Ithaka S+R, giugno 2016. http://dx.doi.org/10.18665/sr.282736.

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Bokore, Nimo. Effective Community Project Planning for Academics. Carleton University, agosto 2019. http://dx.doi.org/10.22215/lerrn-2019-01.

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Kline, James. Star Academics: Do They Garner Increasing Returns? Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.2709.

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Deryugina, Tatyana, Olga Shurchkov e Jenna Stearns. COVID-19 Disruptions Disproportionately Affect Female Academics. Cambridge, MA: National Bureau of Economic Research, gennaio 2021. http://dx.doi.org/10.3386/w28360.

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Zackari, Karin. Academics as Critics: New Trends in Thailand. Critical Asian Studies, maggio 2022. http://dx.doi.org/10.52698/puzd7174.

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Franzoni, Chiara, Giuseppe Scellato e Paula Stephan. The Mover's Advantage: Scientific Performance of Mobile Academics. Cambridge, MA: National Bureau of Economic Research, novembre 2012. http://dx.doi.org/10.3386/w18577.

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Flores, Miguel, e Panagiotis Arsenis. Survey report: Engaging students and academics with online learning. The Economics Network, ottobre 2020. http://dx.doi.org/10.53593/n3346a.

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Avery, Christopher, Brian Cadman e Gavin Cassar. Academics vs. Athletics: Career Concerns for NCAA Division I Coaches. Cambridge, MA: National Bureau of Economic Research, marzo 2016. http://dx.doi.org/10.3386/w22120.

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Mattoon, Joseph S. Reengineering Pilot Training Academics: Improving Information Flow Among Training Processes. Fort Belvoir, VA: Defense Technical Information Center, luglio 1997. http://dx.doi.org/10.21236/ada327925.

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