Bibliografie tematiche / Faculty of Asian Studies

Letteratura scientifica selezionata sul tema "Faculty of Asian Studies"

Autore: Grafiati

Pubblicato: 27 luglio 2024

Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Faculty of Asian Studies"

Chen, Huan, Hoyoung Anthony Ahn e Ronald E. Taylor. "Constant Learning, Reflecting, and Adjusting Experiences of Asian Scholars in U. S. Advertising Education". Journal of Intercultural Communication 19, n. 3 (10 novembre 2019): 1–15. http://dx.doi.org/10.36923/jicc.v19i3.789.

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Both Asian advertising graduate students and faculty members attending higher academic courses or working in U.S.A. face cultural and linguistic challenges that may cause real difficulties in their lives in their host country of U.S.A. Systematic research is needed to address those challenges and to expand our theoretical understanding of diversity in advertising education. Such research may help Asian graduate students and scholars to succeed in U.S. higher education. Hence, a phenomenological study was conducted to explore Asian advertising faculty members’ experiences as educators and scholars in the U.S. A broad research question of the study is “What is Asian faculty members’ lived experience of being advertising faculty members in U.S. higher education?” In order to answer the research question, sixteen in-depth interviews were used to collect data. Findings revealed three major themes regarding Asian scholars’ experience in U.S. advertising education: “Being a Student: Adjusting to U.S. Educational System,” “Being a Teacher: Building Confidence,” and “Being an Asian Teacher: ‘I am Who I am’.” Theoretical and practical implications are offered.

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Bańczerowski, Jerzy. "AZJATYCKI PRZEŁOM W POZNAŃSKIEJ NEOFILOLOGII ZE SZCZEGÓLNYM UWZGLĘDNIENIEM SINOLOGII". Scripta Neophilologica Posnaniensia 19 (15 dicembre 2019): 25–37. http://dx.doi.org/10.14746/snp.2019.19.02.

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The initial events accompanying the foundation of sinology at the Adam Mickiewicz University (AMU) in Poznań are called to mind against the background of the Asiatic context. The appearance of east Asian studies at AMU, including Chinese, Japanese, and Korean studies, was a necessary academic enterprise serving the intercultural development of the Faculty of Modern Languages and Literature. In this respect, these studies made this faculty comparable with the corresponding faculties at other universities in Poland. The role of the Institute of Linguistics in this philological breakthrough has been emphasized, and certain personal experiences of the author have been recollected. The proposal concerning the establishment of the Faculty of Asian and African Studiesat AMU has been briefly justified.

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Kurambayev, Bahtiyar, e Eric Freedman. "Central Asian Journalism Studies: Is There a Pathway From Conference Paper to Journal Publication?" Asia Pacific Media Educator 31, n. 1 (6 maggio 2021): 63–78. http://dx.doi.org/10.1177/1326365x211009644.

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This exploratory study analyses growing pressures on faculty in Central Asia to publish research in high-quality international journals and how faculty attempt to meet publishing mandates from institutions and ministries motivated to join world rankings. This is important because of the scarcity of Central Asian scholarship in peer-reviewed journalism and mass communication (J&MC) journals due to the exceptional challenges faculty face publishing their work internationally. This study, the first of its kind for international J&MC scholarship, draws on a survey and qualitative interviews with faculty who presented research on J&MC topics at one or more Central Eurasian Studies Society (CESS) conferences from 2015 to 2019. The study selected CESS because it is one of the few academic and international venues focused on the region. It found that a third of conference papers were subsequently published. Among paper authors who did not publish, many cite heavy teaching and administrative workloads, weak methodological and theoretical exposure, and unfamiliarity with international standards of research writing. The article discusses the findings in relation to the growing number of predatory journals, escalating demands on faculty to publish internationally, Western-centric disciplinary journals, and insufficient research support from their institutions and ministries.

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Sy, Cherry Lou, Annie Ho, Niara Johnson, Joshua Leonard, Amanda Lopez e Bridge Squitire. "Why Bother with Asian American Studies? Reflections on a Documentary Research Project". Ethnic Studies Review 45, n. 1 (2022): 73–81. http://dx.doi.org/10.1525/esr.2022.45.1.69.

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This document catalogs the reflections of a team of students and one faculty member who researched the history of demands for an Asian American Studies program at Brooklyn College. The authors explain their initial interests in the Asian American Studies Program project, describe their learning process as well as the research methods used. They discuss how their commitment to the project transformed during the research process, as well as their reactions to the final documentary video product, Why Is There No Asian American Studies Program at Brooklyn College.

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Yusof, Radduan, Mohd Idham Mohd Yusof, Farah Adilla Ab Rahman e Dwi Harsono. "Review on Southeast Asian Sustainable Development Goals (SDGs) Localisation Strategies". Environment-Behaviour Proceedings Journal 7, n. 19 (31 marzo 2022): 315–21. http://dx.doi.org/10.21834/ebpj.v7i19.3260.

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There is a scarcity of research on the localisation strategies for the Southeast Asian Sustainable Development Goals (SDGs). The ROSES review approach recommends 17 papers from the SCOPUS Journal for a Systematic Literature Review on discovering Southeast Asian SDG localisation strategies. Green initiatives and policy measures, stakeholder collaborations, and participatory procedures were revealed to be three primary themes in Southeast Asia’s SDG localisation efforts after further thematic analysis of the articles. Due to a paucity of country reporting, the findings cannot be generalised. However, it is still significant, and additional research into SDG localisation is needed. Keywords: SDGs ; Localisation : ASEAN eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i19.3260

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Birrell, Anne M. "Kurt W. Radtke: Poetry of the Yuan dynasty. (Faculty of Asian Studies Monographs, n.s., no. 5) vii, 364 pp. Canberra: Australian National University, Faculty of Asian Studies, 1984." Bulletin of the School of Oriental and African Studies 51, n. 3 (ottobre 1988): 594. http://dx.doi.org/10.1017/s0041977x00117057.

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Kiang, Peter Nienchu, Shirley Suetling Tang, Kim Soun Ty, Parmita Gurung, Ammany Ty e Nia Duong. "Hira Makes a Sound: Sustaining High-Impact AANAPISI Innovation in an Asian American Studies Environment before and beyond the COVID-19 Anti-Asian Hate Pandemic". Education Sciences 13, n. 2 (26 gennaio 2023): 128. http://dx.doi.org/10.3390/educsci13020128.

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This article first describes two high-impact, foundational examples in Asian American Studies over three decades that successfully established and sustained inclusive and equitable educational environments at an urban, public, and federally designated Asian American and Native American and Pacific Islander Institution (AANAPISI) research university. Secondly, the article introduces the purpose, process, and product of a fresh programmatic example of cross-generational, community-centered storytelling initiated during the contemporary dual-pandemic period of COVID-19 and anti-Asian hate. Through these examples, we argue that AANAPISIs with longstanding Asian American Studies curricular and pedagogical commitments to transformative educational praxis can offer especially valuable insights for U.S. higher education precisely because the purposeful, strategic attention to developing equitable, inclusive learning environments is so well-developed. Within our own context, we specifically highlight the impacts and importance of developing long-term ecologies to support culturally sustaining curricula and storytelling co-production processes led by core faculty with students and alumni. These examples are particularly salient for under-resourced, predominantly commuter institutions where student engagement with faculty and peers in classroom environments is so vital.

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Witenstein, Matthew A. "Bicultural negotiation of South Asian immigrant female faculty in the US academy". Diaspora, Indigenous, and Minority Education 14, n. 4 (26 marzo 2020): 191–204. http://dx.doi.org/10.1080/15595692.2020.1740981.

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Poonsri, Ranwarat, e Ramita Tuayrakdee. "Southeast Asian Literature in English: Gender and Political Issues in Laotian, Burmese and Vietnamese Short Stories". J-Lalite: Journal of English Studies 3, n. 1 (30 giugno 2022): 28. http://dx.doi.org/10.20884/1.jes.2022.3.1.5708.

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In teaching Southeast Asian literature in English in Thailand, a lecturer presented a brief historical background of each country. After lecturing on each country’s literature background, the students were assigned to write the reflection essays on short stories studied in class. Then, a lecturer summarized the issues discussed in class and from students’ reflection essays. This article is resulted from the case study of teaching modern Southeast Asian Literary Works in English at IAC international studies ASEAN-CHINA program, Faculty of Liberal Arts, Thammasat university, Thailand. A lecturer and students discovered gender and political issues in Laotian, Burmese and Vietnamese short stories. Laotian and Vietnamese short stories A Bar at the Edge of Cemetery and The Khaki Coat represent writers’ attitudes towards their communist/socialist government. Laos and Vietnam share social problems such as poverty-famine, economic inequality and class struggle. Additionally, Laotian, Burmese and Vietnamese short stories also portray gender issues such as gender inequality, women’s liberation movements, and the effects of war on women.

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Sueyoshi, Amy, e Sutee Sujitparapitaya. "Why Ethnic Studies". Ethnic Studies Review 43, n. 3 (2020): 86–102. http://dx.doi.org/10.1525/esr.2020.43.3.86.

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While the United States wrestles with a college completion crisis, the Division of Institutional Research at San Francisco State University found a high correlation between Ethnic Studies curriculum and increased student retention and graduation rates. Majors and minors in the College of Ethnic Studies graduated within six years at rates up to 92%. Those who were neither majors nor minors in Ethnic Studies also boosted their graduation rates by up to 72% by taking just a few courses in Africana Studies, American Indian Studies, Asian American Studies, Latina/Latino Studies, or Race and Resistance Studies. Faculty in the College of Ethnic Studies demonstrated significant levels of high impact instruction in the National Survey of Student Engagement (NSSE) and senior exit surveys as compared with their colleagues across the university.

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Tesi sul tema "Faculty of Asian Studies"

Ozbas, Mustafa. "Historical Origins Of Academic Orientalism In Russia". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607040/index.pdf.

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The objective of this thesis is to examine the history of Oriental studies in Russia from the beginning of the first Russian interaction with Oriental societies to the end of the 19th century. In particular, the thesis attempts to explain under what conditions Russia had started conducting research on the language, history, geography and culture of the East and how Russian Oriental studies evolved from the practical aims to the academic goals. The central hypothesis of this thesis is that there is a close relationship between Russian Oriental studies and Russia&rsquo
s expansion to the East. Therefore, this thesis is an attempt to understand effects of Russian diplomatic, religious, military and of course academic goals on the Oriental studies.

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Xu, Yue. "The status of and associations between professional development, job satisfaction and anticipated jobretention of young faculty members in China's private colleges". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/74.

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The purpose of this study was to (a) determine which types of professional development (PD) opportunities exist for young faculty members in private colleges in China, the extent to which they participate in them, and their perceptions of how helpful each type is; (b) gauge faculty members' level of job satisfaction and anticipated job retention; and (c) measure the degree to which these perceptions of PD helpfulness, job satisfaction, and anticipated job retention are associated. An on-line survey was completed by 732 full-time faculty members in Shanghai, 35 years or younger, who responded to demographic items; job satisfaction items adapted from the Job Descriptive Index and the Job In General measures; anticipated job retention items; and a collection of items developed by the researcher regarding the availability of, participation in, and perceived helpfulness of various types of PD. Guskey (2000)'s theory of professional development provides the theoretical framework, identifying seven major PD models: training, study groups, mentoring, observation/assessment, involvement in a development/improvement process, inquiry/action research, and individually guided activities. Results of the study indicated that : 1) Guskey's (2000) model of professional development is widespread and applicable in Chinese private colleges although web-based learning should be added; 2) young faculty members in Shanghai's private colleges are least satisfied with pay and most satisfied with colleagues and supervision; 3) over half the faculty members agreed that they were thinking about moving to public colleges; 4) the helpfulness of professional development accounts for 30.1% of the variance (a large effect) in job satisfaction and 7.2% of the variance (a small-medium effect) in job retention, beyond that accounted for by salary and discipline; and, 5) there is an indirect effect of PD helpfulness perceptions on anticipated job retention via job satisfaction. Additional findings pertaining to specific types of PD are presented along with a discussion of the implications for practice and suggestions for further research. The extent to which a variety of types of PD being used in Shanghai are perceived to be helpful may be, in part, leading to increasing young faculty members' job satisfaction and anticipated retention in Chinese private colleges.

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Shen, Courtney. "Reclaiming Our Asian American/Pacific Islander Identity for Social Justice and Empowerment (Raise)| An Empowerment Circle for East Asian, South Asian, Southeast Asian, and Pacific Islander College-Aged Women". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640919.

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This dissertation outlines the literature and methods used to create the Women’s RAISE Circle, a culturally-specific intervention for Asian American/Pacific Islander (AAPI) women in a university or college setting. The term Asian American/Pacific Islander women is used to indicate inclusivity of women from all of the AAPI ethnic communities. The acronym RAISE represents the rationale and purpose of the circle: “ Reclaiming our Asian American/Pacific Islander Identity for Social justice and Empowerment.” Thus, the RAISE Circle provides a space for AAPI women to voice their concerns related to experiences of racism, sexism, and other forms of oppression. Included activities also seek to promote an exploration of personal and interpersonal experiences with intersecting identities and engagement in difficult conversations about oppression, power, and privilege. As an empowerment group, the RAISE Circle aims to help participants feel empowered to bring their concerns to the broader community and continue working for social justice for AAPI people. This dissertation includes the RAISE Circle Facilitator’s Handbook and Primer, indications for use, limitations, and implications for the future.

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Bidgood, Lee, e Banjo Romantika Band. "ETSU BLUE Faculty Show". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1069.

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Suh, Clara J. "Asian American women entrepreneurs". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90107.

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Thesis: M.C.P., Massachusetts Institute of Technology, Department of Urban Studies and Planning, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 81-83).
There are an estimated 620,300 firms owned by Asian American women nationwide, and they contribute $105 billion to the U.S. economy. They are also active in Greater Boston's innovation and entrepreneurship communities. This thesis explores the entrepreneurial narratives of eight women whose small-medium enterprises (SMEs) are concentrated in the professional, scientific and technical industries. My focus is on the following questions: 1) What are the conditions under which Asian American women entrepreneurs are successful? 2) Does their collective entrepreneurial narrative display any unique characteristics? Through in-depth interviews with individual entrepreneurs, I explore these questions and identify emergent themes that add to our understanding of the realities and challenges that entrepreneurship affords. These themes include the transition from the corporate world to entrepreneurship, the early start-up stages of building a business and the role of network structures. Later themes address the broader role that Asian American women entrepreneurs play in their local communities and civic society.
by Clara J. Suh.
M.C.P.

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Zhang, Yongfang. "Experimental Justification for Using Computers in Chinese Composition Courses for Foreign Learners: An Investigation of the Perspective of Readers". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392044648.

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Singh, Sumitra. "Phytochemical and biological studies on Asian plants". Thesis, University of Strathclyde, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249201.

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Lé, Lan Xuân. "Imaginaries of the Asian modern". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54504.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2009.
"June 2009." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 114-125).
In an age of globalization, texts increasingly migrate not only out of their native medium, but their native countries as well. Within the East Asian region, a booming television program trade circulates television texts, both as programs and as formats for re-making within the native culture industry. In this paper, I examine the program Hana Yori Dango, a Japanese manga turned television program that has been produced in Taiwan, Japan, and recently Korea. In particular, the Korean adaptation called Boys over Flowers, which simultaneous caters to a national and export market, exists in cultural and historical tension with the originating authority of the Japanese version. Texts then, in this process of industrial adaptation and cultural indigenization, may be understood as contact zones where asymmetries of historical power battle. Examining the mismatch of Korean form and Japanese narrative in this television melodrama, the narrative traversal of modern spaces, and the reparative capacity of nostalgia in fiction, I expose a contested process of adaptation that defies the easy descriptor of "hybridity." Reading the text historically and comparatively, I locate not only the cultural specificities and anxieties that mark this program as Korean, but also the phantom of a common, regional imaginary of the Asian modern.
by Lan Xuan Le.
S.M.

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Choi, Marie. "Korean National and Korean American Social Behavior and Stigma Towards Epilepsy". Thesis, California State University, Los Angeles, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10980850.

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The social behavior and stigma of epilepsy in Korean nationals and Korean Americans throughout California are studied. This study seeks to explore the cultural differences in the social behavior of participants, their thoughts about epilepsy, their familiarity, social order, stigma, and educational knowledge about epilepsy between the Korean national and Korean American society. It argues that Americanization has influenced a positive change in the portrayal of neurological disorder and disease. The method of data collections and analysis were done through convenience sampling with the use of mixed methods. 56 face to face semi-structured audio recorded interviews were done to collect data. The findings of my study came to be of little difference between the two cultures. My hypothesis of the more Americanized a person is the more understanding, less stigmatic with fair social behavior towards epilepsy was correct but only at a baseline level. The key findings that education, cultural outlook and time gap were the main reasons of these results. Link and Phelan’s model of stigmatization holds strongly toward the outlook of stigmatism and Americanization in the Korean national and Korean American cultures. In this research paper my created hypothesis will be backed up by theories and history of epilepsy, the methods of how I approached the interviews, the questions asked, how the results came to be, and the conclusion of if my hypothesis was correct or incorrect.

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Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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Libri sul tema "Faculty of Asian Studies"

Wiles, Royce. Honours theses and Master of Arts theses (1965-97) held in the Faculty of Asian Studies, Australian National University. Canberra?]: publisher not identified, 1998.

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Erni, John Nguyet, e Siew Keng Chua, a cura di. Asian Media Studies. Oxford, UK: Blackwell Publishing Ltd, 2005. http://dx.doi.org/10.1002/9780470774281.

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Russia) Istorii͡a vostokovedenii͡a: tradit͡sii i sovremennostʹ (Conference) (2nd 2014 Moscow. Istorii︠a︡ vostokovedenii︠a︡: Tradit︠s︡ii i sovremennostʹ : Materialy II vserossiĭskoĭ shkoly-konferent︠s︡ii, Moskva, 17-18 senti︠a︡bri︠a︡ 2014 g., Otdel aspirantury IV RAN = History of Oriental Studies : traditions and modernity : Proceedings of Second All-Russian School-Conference, Moscow, 17-18 September 2014, Faculty of postgraduate studies. Moskva: IV RAN, 2015.

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1961-, Huang Guiyou, a cura di. Asian American literary studies. Edinburgh: Edinburgh University Press, 2005.

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H, Golay Frank, Reynolds Craig J e McVey Ruth Thomas, a cura di. Southeast Asian studies: Reorientations. Ithaca, N.Y: Cornell Southeast Asia Program Publications, 1998.

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Studies, Association for Asian, a cura di. Bibliography of Asian studies. Ann Arbor, Mich: Association for Asian Studies, 1998.

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L, Possehl Gregory, a cura di. South Asian archaeology studies. New Delhi: Oxford & IBH Pub. Co., 1992.

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Bengal Studies Conference (22nd 1988 Bucknell University). Asian studies conference papers. [Ann Arbor, Mich.]: UMI, 1989.

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University, Australian National, a cura di. Asian studies WWW virtual library: The Internet guide to Asian studies. Canberra, Australia: Coombs Computing Unit, ANU, 1994.

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University College Dublin. Faculty of Agriculture., a cura di. Postgraduate studies: [1987] : Faculty of Agriculture. Dublin: University College Dublin, Faculty of Agriculture, 1987.

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Capitoli di libri sul tema "Faculty of Asian Studies"

Bozichaeva, Vasila. "Equity in Assessment in Tajikistan: Language Minority Students and Students with Disabilities in Higher Education". In The Steppe and Beyond: Studies on Central Asia, 181–205. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8517-3_10.

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AbstractThe assessment system determines the learning achievements of students. A developed education system employs an assessment policy that benefits the most diverse groups of students. This chapter examines the perspective of faculty and students in three higher education institutions in Tajikistan regarding how students from minority languages and those with disabilities experience the assessment policy. Using ten semi-structured interviews with lecturers and 215 questionnaires completed by students, this study revealed that the assessment tools and forms do not recognize the needs of students from minority languages and students with disabilities. This is due to the limited implementation of inclusive education. Assessment policy developers should acknowledge these issues and adopt an equity-minded assessment policy.

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Khaydarov, Sherzod. "Political Economy Analysis of Factors Influencing the Expansion of Russian International Branch Campuses in Uzbekistan". In The Steppe and Beyond: Studies on Central Asia, 207–26. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8517-3_11.

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AbstractThe research explores the factors influencing the expansion of Russian international branch campuses (IBCs) in Uzbekistan through a critical discourse analysis of relevant policy documents and interviews with university administration and faculty at three IBCs. The study brings a critical political economy perspective to a field that is framed within a knowledge economy paradigm and highlights the under-researched perspective of the Central Asia region with a focus on Russian IBCs. The study investigates two key questions: (1) What are the policy agendas of Uzbekistan in inviting Russian universities to establish branch campuses and what are the policy agendas of the home country and (2) How do the administrative and academic staff of Russian IBCs perceive the contributions of these branches to the development of higher education in Uzbekistan? The findings indicate that Uzbekistan’s main policy targets included fulfilling the shortage of university places, training professionals for industry purposes, internationalizing and integrating with other countries, and enhancing the Russian language, whereas Russia appears more interested in political influence, supporting the compatriots, and training the labour force for industry sectors.

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Douglass, Barbara Jean A. "Faculty Trainings". In Critical Concepts in Queer Studies and Education, 87–94. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-55425-3_10.

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Nicholls, C. S., e Marrack Goulding. "Asian Studies". In The History of St Antony’s College, Oxford, 1950–2000, 80–101. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780230598836_6.

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Vohra, Ashok, e Kotta Ramesh. "Asian Studies*". In On Education and the Philosophy of Education, 20–24. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003439943-4.

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Cho, Lily. "Asian Canadian Futures". In Postcolonial Studies, 316–30. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119118589.ch19.

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Liang, Mingxuan. "Asian Women Faculty in the Transnational Context". In The Experiences of International Faculty in Institutions of Higher Education, 44–56. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003081562-5.

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Tanigawa, Yoshihiro. "Towards a “holistic view” of faculty development". In Whole Person Education in East Asian Universities, 271–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003137252-19.

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Baldakhov, Ulan, e Irina Heim. "Institutional Reform in Kazakhstan". In Euro-Asian Studies, 3–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37389-4_1.

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Ziyadin, Sayabek, Raigul Doszhan e Gulvira Akybayeva. "Development of the e-Tourism Industry in Kazakhstan". In Euro-Asian Studies, 237–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37389-4_10.

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Atti di convegni sul tema "Faculty of Asian Studies"

Berthet, Maximilien, Saeko Kawataki, Kozue Okamura, Mizuki Ishida e Karthik Varada. "Understanding and Promoting Gender Diversity Among Senior Faculty at the University of Tokyo: A Student Action Project". In The Asian Conference on Cultural Studies 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2187-4751.2020.8.

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Sonprint, Aileenda, Komkrit Chomsuwan e Wisitsree Wiyaratn. "Development of Informative Reports for Analysis of Student Admission, Case Studies for the Faculty of Industrial Education and Technology, KMUTT". In The Asian Conference on Education 2023. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2186-5892.2024.29.

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Nuryanta, Nanang, Soemarta, Nur Aedi e Aan Komariah. "Urgency of Decision-Making Theory in Practical Leadership Process: Case Study at Faculty of Islamic Studies, Islamic University of Indonesia Yogyakarta". In 2nd Southeast Asian Academic Forum on Sustainable Development (SEA-AFSID 2018). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210305.067.

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Philippov, A. V., e M. A. Azarkina. "Japan in the Middle of the 19th Century through the Eyes of Russian Traveler Ivan Goncharov (Based on the Library Collections of the Faculty of Asian and African Studies, St. Petersburg State University)". In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-7-0-45-58.

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The article analyzes the perception of Japan in the middle of the 19th century through the eyes of the Russian writer Ivan Goncharov. As secretary of Yevfimiy Putyatin’s mission (who concluded the first Russian-Japanese treaty in 1855), he kept travel notes, which later turned into a famous essay about a trip to Japan. The study is based on a rare edition of “Russians in Japan”, published in 1855, a few years before the appearance of the famous book “Frigate Pallada”. Goncharov’s notes marked the beginning of a new stage of awareness about Japan in the Russian Empire. His impressions added new colors to the portrayal of the country of Rising Sun, which Russians already knew from notes about the captivity of Vasily Golovnin (1816) and the three-volume work of the famous German Japanologist Philipp Franz von Siebold (1854). The valuable edition of Goncharov’s notes from the Library of the Faculty of Asian and African Studies of St. Petersburg State University (with an inscription from the author to Putyatin) differs from the text in the “Frigate Pallada” that was subjected to severe revision. Unlike this later version, this one, in many ways, resembles the unredacted travel notes made by Gonncharov during the Putyatin’s mission. Also, Iosif Goshkevich, who mastered the Japanese language during his stay in the country, accompanied Yevfimiy Putyatin as an interpreter. “Russian-Japanese Dictionary” (in fact, it is a Japanese-Russian dictionary) was published by him in collaboration with Tachibana Kosai in 1857. Two copies of this dictionary are available in the faculty’s Library (with autographs). One was a gift from Nicholas of Japan, and another - from the faculty teacher Kurono Yoshibumi. The authors aim to familiarize the general public with these rarities of the Library, which date back to the time of the conclusion of the first treaty between Russia and Japan and are directly related to the beginning of Russia’s in-depth acquaintance with Japan.

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Petrova, Maria. "TRADITIONS OF STUDYING AND TEACHING MODERN MONGOLIAN LITERATURE AT ST. PETERSBURG STATE UNIVERSITY". In 10th International Conference "Issues of Far Eastern Literatures (IFEL 2022)". St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063770.30.

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Study of Mongolian literature at St. Petersburg University began in the 19th century. In 1855, as part of the reorganization of Oriental studies in Russia, Faculty of Oriental Languages was transferred from Kazan to St. Petersburg. A. M. Pozdneev (1851–1920) was the first to systematically study Mongolian literature at the department. Academician B. Ya. Vladimirtsov (1884–1931) significantly developed and deepened research in the field of Mongolian literature. An outstanding academician S. A. Kozin (1879–1956) made a huge contribution to the study of Mongolian literature. From 1937 to 1976 T. A. Burdukova (1912–1987) taught at the Department of Mongolian Philology. In 1953, after completing her postgraduate studies at the Department of Mongolian Philology, L. K. Gerasimovich (1923–2015) began her teaching career. In 1987, M. P. Petrova (born 1964) was hired as an assistant at the Department of Mongolian Philology. For more than half a century of the existence of the Faculty of Asian and African Studies within the walls of St. Petersburg University, the Department of Mongolian Philology (later — department of Mongolian Studies and Tibetology) has developed a strong tradition of studying and teaching new and latest Mongolian literature. And today we can talk about the presence at St. Petersburg State University of its own scientific school of research into the history of the development of literature of the Mongolian-speaking peoples of the world.

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van Egmond, Marieke, e Ulrich Kühnen. "Cultural Diversity in Meta-Cognitive Beliefs about Learning: Within-European Similarities and Differences?" In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2014. http://dx.doi.org/10.4087/lyou4695.

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Previous work on cross-cultural differences in the domain of education, has primarily studied Western (European) and Asian cultures or comparisons thereof. Current internationalization trends in higher education however call for a greater understanding of possible within-European cultural differences in the domain of learning. The current paper therefore addresses the question how culture influences the beliefs of Western and Eastern European students. The studies are based on the theory that the beliefs of students and faculty in the Western cultural context can be characterized as primarily ‘mind oriented’, whereas previous research has indicated that the beliefs of East-Asian academics has a stronger ‘virtue orientation’. In the mind orientation, the development of one’s cognitive thinking skills is at the heart of the concept of learning. In the virtue orientation, learning is primarily seen as a process of social and moral development of the person. Since the psychological literature has not yet reached a consensus on the degree and domains in which cultural differences emerge across the Eastern and Western European regions, a two-fold survey study was conducted in the Eastern European countries of Poland and Russia; and the Western European countries of the Netherlands and Germany. Students from both European regions were found to endorse mind oriented beliefs about learning more strongly than virtue oriented ones on the level of both attitudes and behavioral intentions, pointing to a striking cross-cultural similarity across the European region in the domain of beliefs about learning.

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Pavaloiu, Ionel bujorel, Sebastian marius Rosu, Anamaria Neagu e George Dragoi. "IBM INNOV8 BUSINESS SIMULATION GAMES FOR E-LEARNING". In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-078.

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The authors present in this paper the environment, the development and the results of the Serious Games exploitation for Master's level teaching, where the studied games are proposed by IBM in its INNOV8 Smarter Scenarios. The students that are using the system are enrolled at the Faculty of Engineering in Foreign Languages from the University POLITEHNICA of Bucharest in the Master program of Business Administration and Engineering. The particularities of this academic program come from the teaching activities given in English to students from different countries (from Europe, Africa and Asia) and with very different backgrounds (in engineering, economic studies, sciences). The INNOV8 games are based on IBM's Smarter Planet real-world examples: Smarter Traffic (regulate the flow of traffic in a city), Smarter Supply Chain (maximize efficiency and profitability while reducing carbon emissions) and Smarter Customer Service (maximize customer satisfaction and revenue). They introduce students to Business Process Management (BPM) fundamentals, from early discovery and modeling stage to analysis, optimization and monitoring. The interdisciplinary nature of BPM make the introduction and the study of its concepts particularly difficult. The traditional teaching methods are inefficient because the majority of students have a narrow understanding of business processes, a lack of modelling awareness and no practical experience. Simulation-based training enables the development of management skills much faster than the classical learning and offers insight into the business that is studied. Data collected from 2011 to 2015 is used to analyze the value of simulation games in education, the degree of satisfaction for the students, the perceived usefulness and the most important features of business simulation games, as well as the results obtained by the students considering different criteria

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Kim, Mikyong. "Workload and Compensation: How Satisfied Are Asian Faculty?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895261.

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Lacerna, Antoniette, e Helen Rigor. "Technology Adoption in Graduate Education: Basis for Faculty Development Plan". In The Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2186-5892.2022.29.

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Wang, Xinxin. "The "Silent" Asian American Faculty Group: Chinese International/Immigrant Faculty Experiences in U.S. Education Schools". In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2006804.

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Rapporti di organizzazioni sul tema "Faculty of Asian Studies"

Diamant, Neil J., e Shawn Bender. Where Are All the College Faculty? Editorial Inequity in East Asian Studies Journals. Critical Asian Studies, maggio 2022. http://dx.doi.org/10.52698/ypuz9807.

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Milliman, John D. Geological/Geophysical Studies in East Asian Marginal Seas. Fort Belvoir, VA: Defense Technical Information Center, settembre 2001. http://dx.doi.org/10.21236/ada625846.

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Cooper, Danielle, Katherine Daniel, Jade Alburo, Deepa Banerjee, Tomoko Bialock, Hong Cheng, Su Chen et al. Supporting the Changing Research Practices of Asian Studies Scholars. Ithaka S+R, giugno 2018. http://dx.doi.org/10.18665/sr.307642.

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Milliman, John D., e Jesse McNinch. Geological/Geophysical Studies in East Asian Marginal Seas, FY2002. Fort Belvoir, VA: Defense Technical Information Center, agosto 2002. http://dx.doi.org/10.21236/ada627424.

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Tian An, Wong. Should Southeast Asian Studies exist? Field notes from an interloper. Critical Asian Studies, aprile 2022. http://dx.doi.org/10.52698/ffxt6632.

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Stanislaus, Warren. The Great Reset: Afro-Japanese Pasts, Futures & Digital Scholarship in Asian Studies. Critical Asian Studies, febbraio 2021. http://dx.doi.org/10.52698/ghfl5398.

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Dahl, Peter H. Mid-Frequency Environmental and Acoustic Studies from SW06, and Applications to Asian Littoral Waters. Fort Belvoir, VA: Defense Technical Information Center, settembre 2009. http://dx.doi.org/10.21236/ada531700.

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Dahl, Peter H. Mid-frequency Environmental and Acoustic Studies From SW06, and Applications to Asian Littoral Waters. Fort Belvoir, VA: Defense Technical Information Center, settembre 2008. http://dx.doi.org/10.21236/ada533053.

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Bunn, Amoret L., Terri B. Miley, Paul W. Eslinger, Charles A. Brandt e Bruce A. Napier. Uranium in the Near-shore Aquatic Food Chain: Studies on Periphyton and Asian Clams. Office of Scientific and Technical Information (OSTI), dicembre 2007. http://dx.doi.org/10.2172/1048622.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, luglio 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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