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Artykuły w czasopismach na temat "Harvard University. Personnel Office"
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Strong, Ned. "Internationalization at Harvard". Higher Learning Research Communications 3, nr 2 (4.06.2013): 4. http://dx.doi.org/10.18870/hlrc.v3i2.117.
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Founded by European colonists in 17th century New England, Harvard University has historic international roots. By the mid 1900’s it had become an international powerhouse attracting top students, academics and scientists from around the world. Yet, the University is international almost by default as it has reacted to world affairs. Looking toward the future, President Drew Faust has outlined a strategy to become “intentionally global”. One model, begun ten years ago, serves as an example for the future. In 2002 the University established its first overseas office designed to represent the entire institution. The theory was that a modest local infrastructure would encourage students and faculty to expand international collaborations and make a difference in the region benefiting from this presence. The results have been highly successful. The Regional Office in Santiago Chile, representing Argentina, Bolivia, Chile, Peru, and Uruguay, has catalyzed engagement of over 3000 faculty and students in the last ten years. Over 50 significant collaborative research programs have benefitted thousands of preschool children, pioneered new approaches to disaster relief, improved health care, revolutionized public housing, and led to scientific breakthroughs. This model of a small physical footprint exerting large academic influence will be one of the central strategies as Harvard looks toward the future.
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Sullivan, Virginia, i R. Kent Young. "Editorial: An Argument for having Office-Support Studies in the University System". Canadian Journal of Higher Education 20, nr 3 (31.12.1990): 1–15. http://dx.doi.org/10.47678/cjhe.v20i3.183082.
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The authors argue that, rather than abandoning education in secretarial/office administration disciplines, universities should be leading the educational trans- formation required to prepare personnel to exploit the potential of computer- based technologies. Four points support the argument. First, computer-based office technologies capture data and make it available to creative users who can use itfor innovative purposes. This "informating" process requires intellective skill development for all knowledge workers including office-support personnel. Second, the rapid changes being forced on organizations require flexible, intellectually developed personnel to support manager-leaders in the tasks of maintaining competitiveness in the 1990s and beyond. Third, as the stereotypical authoritarian, boss-secretary relationship changes toward a partnership relation- ship, office-support personnel will need the intellectual foundation provided by a university education. Finally, as a key contributor to the knowledge-intensive information management team, office-support personnel require a university education to ensure career mobility as they mature in their skills.
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Raines, Lisa J. "{BLR 861} Patent and Trademark Office - Animal Patenting - Harvard University". Biotechnology Law Report 7, nr 6 (listopad 1988): 470–559. http://dx.doi.org/10.1089/blr.1988.7.470.
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Carpenter, Kenneth E. "The Harvard University Library: A National Resource". Alexandria: The Journal of National and International Library and Information Issues 9, nr 2 (sierpień 1997): 127–41. http://dx.doi.org/10.1177/095574909700900204.
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Harvard University is a decentralized university, with each of its nine faculties basically responsible for its own financial well-being. The library operates within the framework of this decentralization. The term ‘Harvard University Library’ therefore has two different meanings. In one seise it refers to those who are responsible for carrying out certain functions where coordination is required. Specifically, the University Library provides a unified catalogue for the c.90 library units throughout the university. It also manages the Harvard Depository, which helps to ease the space problem, and provides certain preservation services to the decentralized libraries. The Harvard University Archives is a University Library institution, and there are also University Library functions in the areas of personnel and publications. The decentralized library system began to be developed in the 19th century. Not only do the libraries not share common funding or administration; they have varied purposes and types of reader. Short-term access for outsiders is possible in almost all of the libraries. A distinguishing feature of the library is its international collections, whose development began to be emphasized at the very aid of the 19th century. The library's digital initiatives are largely aimed at providing better service to the library's readers.
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Mudrák, József. "A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XI. rész". Gerundium 9, nr 2 (13.03.2019): 127–44. http://dx.doi.org/10.29116/gerundium/2018/2/9.
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The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XI: University Library. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XI presents the complete list pertaining to the University Library from director-general to janitor.
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Constant, Caroline. "Josep Luís Sert: Harvard University Campus Planning and Buildings, 1956–1968". Joelho Revista de Cultura Arquitectonica, nr 7 (25.12.2016): 38–53. http://dx.doi.org/10.14195/1647-8681_7_3.
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Leadership roles in the Harvard University Planning Office and the Cambridge City Planning Commission prompted Josep Lluìs Sert to adapt the utopian proclivities he formulated as President of the Congrès Internationaux d’Architecture Moderne (CIAM) to American social and cultural realities. The Harvard planning report of 1960 in turn provided a theoretical basis for Sert’s architectural designs for the university, particularly his firm’s Center for the Study of World Religions (1959–61), Holyoke Center (1958–67), and Peabody Terrace (1962–62). All were developed with landscape architects Sasaki, Walter and Associates and built in the campus periphery 1. Although acclaimed in the architectural media, the latter two examples provoked considerable controversy locally, as this account elaborates.
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Var, Levent, i Ahmet Dinc. "Examination of Stress States and Lifestyle Habits of Academic and Administrative Personnel Holding Office at Universities". International Journal of Higher Education 7, nr 6 (3.12.2018): 36. http://dx.doi.org/10.5430/ijhe.v7n6p36.
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The purpose of this research is to examine the relation between the stresses and some lifestyle habits of academic and administrative personnel holding office at Ahi Evran University. 368 personnel in total as being 252 academic and 116 administrative personnel working holding office at Ahi Evran University had participated in this study. In the study, “Health - Exercise and Physical Activity Consciousness Level” questionnaire, developed by Dolasır Tuncel and Tuncel (2009), had been used as data collection tool. SPSS 22,0 packaged software had been used in the statistical analysis of data obtained, and the results had been evaluated at significance level of p<0,05. As the result of the research, by the comparison of states of regular exercise and being stressful among the academic and administrative personnel, significance had been determined at a level of .000 (p<0.001) for regular exercise, and of .021 (p<0.05) for being stressful. Moreover, when the relation among frequent tension, stressful workplace environment, alcohol consumption, regular exercise and smoking of academic and administrative personnel, a relation at high level in positive direction had been determined between frequent tension and stressful workplace environment (r=,723, p<0.001), a relation at very low level in positive direction had been determined between frequent tension and alcohol consumption (r=,124, p<0.001), and a relation at low level in positive direction had been determined between smoking and alcohol consumption (r=,422, p<0.001). Thus, it is being observed that the stress states of academic and administrative personnel holding office at Ahi Evran University are being affected depending on the workplace environment, and that the alcohol consumption of the personnel is increasing as the cigarette consumption increases.
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Mudrák, József. "A Debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990. VII. rész". Gerundium 8, nr 2 (19.07.2017): 93–120. http://dx.doi.org/10.29116/gerundium/2017/2/8.
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The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part Vii: Institute of Biology. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the So-Called „Central Units” between January 1, 1950, and December 31, 1990, was assembled on the basis of the personal cards and personal files archived in the Personnel Department of the Rector’s Office. As the 1950s has not furnished sufficiently with documents data was supplemented by the annually arrangedmaterial of the Personnel Office. Even so, however, the existing material fails to be complete by making impossible to realize the archontology with perfect accuracy. Part VII presents the complete list of the Institute of Biology from institute head to janitor.
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Mudrák, József. "A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XIII. rész". Gerundium 9, nr 4 (18.03.2019): 107–31. http://dx.doi.org/10.29116/gerundium/2018/4/7.
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The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XIII : Directorate / Directorate-General for Economic Affairs. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XIII presents the complete list pertaining to the Directorate for Economic Affairs from director-general to coadjutor.
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Mudrák, József. "A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XII. rész". Gerundium 9, nr 3 (18.03.2019): 127–46. http://dx.doi.org/10.29116/gerundium/2018/3/8.
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The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XII : Teacher Training Gramm ar School and Teacher Training Primary School. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XII presents the complete list pertaining to the teacher training grammar school and teacher training elementary school.
Książki na temat "Harvard University. Personnel Office"
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Harvard University. Personnel manual. Cambridge, Mass: s.n., 2004.
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Harvard University. Personnel manual. Cambridge, Mass: s.n., 2007.
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Harvard University. Office of News and Public Affairs. Teaching and learning at Harvard University. Cambridge, Mass: Harvard University Office of News and Public Affairs, 1997.
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Harvard University. Office of News and Public Affairs. Collecting all the right stuff. Cambridge, Mass: Office of News and Public Affairs, 1997.
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Vanderpool, Joan. Different needs, different visions: A history of international education at Harvard University Graduate School of Education 1966-1996. [S.l: s.n., 1996.
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Schank, Roger C. Designing world class e-learning: How IBM, GE, Harvard Business School, and Columbia University are succeeding at e-learning. New York: McGraw-Hill, 2002.
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Viegener, Rodolfo. Interview with Rodolfo Viegener, interviewed by Andrea Lluch, Buenos Aires, Argentina. Boston, MA: Harvard Business School, 2008.
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Appen, Sven von. Interview with Sven Von Appen, interviewed by Andrea Lluch, Santiago, Chile. Boston, MA: Harvard Business School, 2008.
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Educational Resources Information Center (U.S.), red. Preparation of rural personnel to serve young children with disabilities and their families: A multi-university consortium : awarded to Utah State University by the U.S. Department of Education, Office of Special Education and Rehabilitative Services : project period 09/01/95 through 08/31/1999. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.
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Office, General Accounting. Foreign assistance: Harvard Institute for International Development's work in Russia and Ukraine : report to the Chairman, Committee on International Relations, House of Representatives. Washington, D.C: The Office, 1996.
Znajdź pełny tekst źródłaCzęści książek na temat "Harvard University. Personnel Office"
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Keller, Morton, i Phyllis Keller. "Governing". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0023.
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As soon as he became president, Bok set out to modernize Harvard’s central administration. His first move, recruiting a core of professional administrators, met with universal approval. In principle the administration simply provided services: financial, legal, health, information technology, food, real estate, personnel, development, government relations. But in practice this meant replacing Conant’s and Pusey’s low-keyed central “holding company” with a much more assertive, take-charge body of managers. As the number and agendas of the new bureaucrats grew, so did the tension between the faculty and the administration, between the more centralized direction of the University’s affairs and the venerable each-tub-on-its-own-bottom Harvard tradition. When Bok took office, the Harvard Corporation consisted of two recently elected academics, Charles Slichter of Illinois and John Morton Blum of Yale; two lawyers, Bostonian senior fellow Hooks Burr and Hugh Calkins of Cleveland; Socony-Mobil executive Albert Nickerson of New York; and Harvard’s treasurer, State Street banker George Bennett. By the time he left in 1991, all of them were gone, replaced by a heterogeneous mix ranging from Boston-New York businessmen (Gillette CEO Colman Mockler, Time publisher Andrew Heiskell, venture capitalist Robert G. Stone, Jr.) to Henry Rosovsky, the Corporation’s first Jewish fellow and its first Harvard faculty member since 1852, and Washington lawyer Judith Richards Hope, the first female fellow. Brahmin Boston had no representative on the Corporation that Bok bequeathed to his successor. During this time, too, three new treasurers came in quick succession: George Putnam, another State Street banker; Roderick MacDougall, a Bank of New England executive; and Ronald Daniel, a former partner in the conspicuously non-Old Boston consulting firm of McKinsey and Company. Across the board, old boys gave way to non-Brahmin newcomers. As both Harvard and its bureaucracy grew, the Corporation became more detached from the mundane realities of University governance. Streaming in from points south and west, the fellows met every two weeks on Monday mornings for a heavy schedule of reports, discussions, and meetings with the president and his chief administrative officers.
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Ocampo, Luis Moreno. "The Appointment and the First Days". W War and Justice in the 21st Century, 17—C1.N32. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197628973.003.0002.
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Abstract This chapter discusses the process to appoint Luis Moreno Ocampo as the first ICC’s chief prosecutor. It presents his practice in Argentina as the deputy prosecutor of the “Trial of the Juntas” in 1985, other relevant cases as a national prosecutor, his international activities on anticorruption, and his experience as a visiting professor at Stanford University and Harvard University. It also describes Moreno Ocampo’s planning before taking office as the first chief prosecutor. How do establish priorities? At the same time, he had to recruit the personnel, define the policies, consolidate political and civil society support, and launch cases. The chapter discusses his meetings with experts, diplomats, NGOs, and Sergio Vieira de Mello, the UN High Commissioner for Human Rights.
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Aston, Nigel. "Oxford personnel". W Enlightened Oxford, 247—C6P91. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780199246830.003.0007.
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Abstract Chapter 6 is the first of four denoted by themes of institutional presence and interaction. This one looks at University office-holders and their relations to the polity and politics of Hanoverian Britain. The careers of all the Chancellors and some of the Vice Chancellors are treated, as well as selective college and hall heads and senior tutors. Their laxity could inflict serious damage on the institution, especially struggling for tokens of official favour under the first two Georges. Their influence reached a climax in the 1790s with Cyril Jackson, Dean of Christ Church, university reformer and close to Pitt the Younger’s wartime administration. The chapter also considers those with formal roles and power inside the University (the college Visitors and successive Bishops of Oxford before 1836). All these, stood in the centre of intersecting patronage networks, and exercised political influence in and beyond the University.
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Keller, Morton, i Phyllis Keller. "Managing Harvard". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0011.
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Harvard’s evolution from a Brahmin to a meritocratic university involved alterations in its governance as well as the makeup of its students and faculty. The cozy, we-happy-few atmosphere of the past began to give way to more professional administration. As a chemist accustomed to overseeing a laboratory and working systematically on problems, Conant rejected Eliot’s and Lowell’s style of running the University “largely ‘under their hats.’ ” His close associate Calvert Smith recalled that he devoted the pre-World War II years to seeking “a modus operandi adaptable to the present size and complexity of the institution, which at the same time still fitted in with the traditional precedents.” But the embedded culture of a venerable, decentralized university made change difficult. Looking back in 1952, Conant concluded that administration at Harvard was not very different from what it had been in Lowell’s day. He saw the central administration “as a sort of holding company responsible for the activities of some 20-odd operating companies.” There were occasional ineffective attempts to draw up a Harvard organizational chart, but as Corporation Secretary David Bailey conceded, “the difficulties of setting down complex relationships in black and white have always prevented their being cast in final form.” The University, he thought, “is suffering from acute decentralization.” For all his commitment to institutional change, Conant relied as did his predecessors on graduates of the College with strong institutional loyalties. When he assumed office in 1933, he brought in Jerome Greene to be both his and the Corporation’s secretary. Until his retirement in 1943, this consummate civil servant was Conant’s closest counselor on alumni and other matters. Greene’s successor was A. Calvert Smith, a classmate of Conant. Smith had strong public relations skills, honed by several decades in the wilds of New York’s investment and banking world, not unlike Greene’s background. Soon after he came into office Conant made John W. Lowes, the son of Higginson Professor of English John Livingston Lowes, his financial vice president. But it was not easy to work this new position into the existing Harvard structure, especially with power-seeking Treasurer William Claflin on the scene. When Lowes left for military service in September 1941, Conant told him his position would not exist when he returned.
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Calitz, Andre P., Margaret D. Cullen i Carlien Jooste. "A Strategic Model to Promote University of Choice Decisions Among the International Students". W Advances in Business Strategy and Competitive Advantage, 260–84. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8169-8.ch012.
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The internationalisation of higher education has become increasingly important for many higher education institutions (HEIs) globally. To recruit national and international students, HEIs must invest in effective digital marketing and recruitment strategies. This study investigated the development of a strategic university of choice model that can assist universities in the recruitment of international students. A survey was completed by 306 international students studying at a South African university. The factors identified in this study included academic programme and quality, visa requirements, country/city attractiveness, lectures in English, costs, student life, safety and security, university location, university reputation, and assistance from the international office. The strategic university of choice model could assist university marketing personnel to develop a focused, targeted, and cost-effective digital marketing and recruitment strategy to recruit international students.
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Lambros, Katina M., Bonnie Kraemer, Jennica L. Paz, Teresa Tran i Jasmine Kaur Lehal. "Interdisciplinary Support Teams to Enhance Social Emotional and Behavioral Outcomes for Students With Disabilities". W Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, 396–419. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6438-0.ch020.
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This chapter highlights Project BEAMS (Behavioral Emotional and Mental Health Supports in Schools), an interdisciplinary personnel preparation program at San Diego State University. Project BEAMS is a five-year training grant funded by the Office of Special Education Programs (OSEP) to improve the preparation of school psychologists (SP) and special educators (SE) to deliver intensive, yet coordinated, interventions to address behavior and mental health. This chapter describes the training components and collaborative learning activities (e.g., core research-based courses, monthly project seminars, clinical practicum, summer institutes, and co-attendance at research conferences) that enable special educators and school psychologists to form teams that enhance academic, social-emotional, and behavioral outcomes for students with disabilities.
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Orlans, F. Barbara, Tom L. Beauchamp, Rebecca Dresser, David B. Morton i John P. Gluck. "Patenting animals: the harvard “oncomouse”". W The Human Use Of Animals, 89–102. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195119077.003.0004.
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Abstract On April 12, 1988, Harvard University received the first patent ever issued for a multicellular living organism. Harvard applied for the patent after two researchers, Dr. Philip Leder and Dr. Timothy Stewart, developed the “oncomouse.” The mouse was genetically engineered to make it unusually susceptible to cancer.1 The United States Patent Office extended the patent beyond the genetically altered mice created by the Harvard scientists to cover any mammalian species in which the same genetic techniques were performed.2 To produce the oncomouse, Leder and Stewart first extracted a gene (the “oncogene”) linked to cancer in many mammals, including humans. They then inserted the oncogene into a fertilized mouse egg, using a technique called microinjection. Next, they implanted the fertilized egg into an adult female mouse made receptive to pregnancy through hormonal treatment. The female mouse gave birth to offspring with the oncogene as part of their genetic makeup. Because they possess genes from sources other than their natural parents, the oncomice are called “transgenic” animals. The oncogene becomes part of the genetic material that the transgenic animals may pass on to their own offspring.
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Keller, Morton, i Phyllis Keller. "The Faculty of Arts and Sciences". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0024.
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The changes of style and sensibility in Harvard’s governance during the last third of the twentieth century had close parallels in the academic realm. The faculty, like the bureaucracy, became more professional, more specialized, more worldly. Nevertheless, in most respects Harvard’s academic fundamentals in the magic year 2000 were pretty much what they had been half a century before. Faculty autonomy, the disciplinary pecking order, the tension between teaching and research, the sheer intellectual quality, range, and vigor of the place: these remained alive and well. Harvard changed more between 1940 and 1970 than it did between 1970 and 2000. The Faculty of Arts and Sciences traditionally was Harvard’s academic core. Medical School administrator Henry Meadow spoke in 1974 of the “religious” feeling that the FAS departments were the heart of the University, their faculty the real Harvard professors. By the end of the century that was a less self-evident proposition. The crisis of the late 1960s, the intellectual and career problems afflicting the humanities and the social sciences, and Derek Bok’s ideal of a more socially engaged and useful University eroded FAS’s privileged place. Yet the College and the Arts and Sciences departments still made the largest claim on the University’s assets and on its public reputation. The FAS deanships of Paul Buck in the 1940s and McGeorge Bundy in the 1950s gave their office a place in Harvard affairs second only to the president. John Dunlop, appointed to stanch the flow of institutional blood after the events of 1969, made way in 1973 for fellow economist Henry Rosovsky, who held the post until 1984 and then came back for a fill-in year in 1990. Rosovsky’s was one of the notable deanships in Harvard’s history, and he played a major role in the University’s glissade from meritocracy to worldliness. Like his predecessors Buck, Bundy, Ford, and Dunlop, Rosovsky had not gone to Harvard College. Unlike them he was Harvard’s first Jewish, and foreign-born, dean. He came to the United States in 1940, a thirteen- year-old refugee from Hitler’s Europe, and went to college at William and Mary.
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McCormack, Virginia F., Marlissa Stauffer, Kate Fishley, JoAnn Hohenbrink, John R. Mascazine i Ted Zigler. "Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates". W Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 917–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch050.
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This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.
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LaLonde, Kate B., Kristal E. Ehrhardt, Sarah Summy, Stephanie Peterson, Rena VanDerwall i Alan Poling. "Interdisciplinary Training in Special Education and Behavior Analysis to Meet the Needs of Students With Autism Spectrum Disorder". W Handbook of Research on Interdisciplinary Preparation for Equitable Special Education, 130–54. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6438-0.ch007.
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This chapter describes the value of providing interdisciplinary graduate training in special education and behavior analysis to prepare professionals to meet the high intensity needs of students with autism spectrum disorder (ASD). Within the chapter, we provide a detailed description of the development, goals, and implementation of a master's-level interdisciplinary training program. The program was developed by special education and behavior analysis faculty at Western Michigan University (WMU). Scholars admitted into the program obtained a master's degree in special education or behavior analysis and met the requirements to become a Board Certified Behavior Analyst (BCBA). Special education scholars also met the requirements for a teaching endorsement in ASD. The program was supported by a personnel preparation grant funded by the Department of Education, Office of Special Education Programs (OSEP; Ehrhardt et al., 2017) and directed by Kristal Ehrhardt.
Streszczenia konferencji na temat "Harvard University. Personnel Office"
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Trocin, Alina. "HUMAN RESOURCES IN BACK OFFICE E-LEARNING SERVICES. CURRENT TRENDS". W eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-069.
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This paper aims to bring to the attention of those interested in topics such as human resources in the back office services for e-learning systems, in the context of globalization and new technology, the role of performance and skills of back office personnel to maintain competitive advantage. Any bank, tourism company, university and public institution refers primarily to human resources, how was recruited and selected personnel for these services, how was trained and how were motivated and paid the persons working in this type of service, and also if it was developed a continuous learning for their careers through e-learning systems. Back office services are a specific socio-economic phenomenon of modern civilization, firmly anchored in society and influenced its development. Speaking of large segments and fully responding to their needs, is detached by high dynamism, both nationally and internationally. The complexity of back office services for e-learning systems places it in a central place, forced to engage in one way or another in all other activities related to tertiary industry. In fact, the services of universities who provides alternative to classical learning, face to face (e-learning), need to have qualified personnel in back office; the connected people at the system need different competencies for the back office staff. It is noteworthy that the main source of promoting the image of a university is the act of teaching, which depends on the talent and readiness of teaching staff involved in e-learning training. The resources used when providing education service at distance entitle us to believe that teaching staff into relationship with students beneficiaries of e-learning systems might be considered as back office personnel.
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Alekseyev, Jesslyn, Madeline Chmielinski, Emmanuel Mallea, Jo Kurucar, Vincent Mancuso i Robert Seater. "Fun as a Strategic Advantage: Applying Lessons in Engagement from Commercial Games to Military Logistics Training". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002399.
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Games have been identified as a potential solution to improving learning outcomes in educational settings. Game environments offer many elements to augment traditional classroom learning such as lectures and static reading assignments. They enable players to explore concepts through repeat play in a low-risk environment, and can integrate feedback into gameplay to enable students to evaluate their own performance. Commercial games leverage a number of features to engage players and hold their attention; they typically use enticing graphics and visual elements, and break game play down for new players. But do those methods have a place in instructional environments with a captive and motivated audience? Our experience and measures suggest that yes; applying lessons in engagement from commercial games can help students become more invested in their learning. Though the military may not prioritize fun, they are interested in leveraging potentially effective training methods.MIT Lincoln Laboratory worked with the Office of Naval Research Global TechSolutions (ONR Global TechSolutions), the Marine Corps University Expeditionary Warfighting School (MCU EWS), and the Marine Corps Expeditionary Energy Office (E2O) to develop an interactive, web-based serious game prototype that teaches the principles of logistics and their trade-offs. Developed from a proposal by Marine Corps Captains, the game’s overarching objective was to improve the education and training of Marine Corps University students on the topic of energy management and logistics. Throughout development, MIT LL conducted game assessments at regular intervals, both with internal personnel and Marine Corps University students to validate project goals and guide development. A final test was conducted at the conclusion of development to measure usability against earlier results to measure learning outcomes, and examine the impact of engagement on learning outcomes as well as user reported experience. The game was tested with 12 students and 4 non-student personnel, who represented a mix of operations, logistics, and other disciplines. Students were split between “engaged” (7 students) and “de-engaged” conditions (5 students), where the “de-engaged” condition replaced introductory movies with equivalent static content, and removed decorative elements. Game rules, game information, user support information, and user workflows did not change between the conditions. Though testing was conducted throughout with a relatively small sample size, qualitative and quantitative measures suggest results relevant to how game-based and digital learning tools are designed. Reported usability increased considerably throughout development with less coaching and support, including during development phases focused almost exclusively on improving engagement and applying lessons from entertainment games. In the final assessment, those in the “engaged” condition reported higher usability scores as expected, but also reported making less mistakes and finding play easier. Additionally, those in the “engaged” condition reported finding stronger connections between the principles of logistics presented, indicating that there is a connection between engaging features and learning outcomes. Though more research is needed to see if results hold up more broadly, these results indicate that the integration of engaging features can improve engagement and perception as well as potentially improving learning outcomes even with communities that may not traditionally prioritize engagement.
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Brunk, Angie, i Daniel Ireton. "Failures in library website accessibility: A problem of accountability". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001645.
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Not every library can have an accessibility expert on staff while redesigning their website. Every library can, however, develop their own informed personnel. At Kansas State University Libraries, a task force focused on developing and maintaining a new website formed, coinciding with the hire of a librarian who is disabled and experienced in human factors, user experience, and accessibility. This provided an opportunity not only for improved accessibility, but a more nuanced understanding of the needs and experiences of disabled patrons. In this process we learned that lack of accountability is often a significant barrier to libraries designing an accessible website. To successfully design an accessible website, accessibility must be a priority from the beginning of the design process rather than a checklist and fixes applied at the end of the process. A common hurdle to an organization adopting an accessibility focused approach to design is the lack of personnel dedicated specifically to accessibility. All too often, this responsibility becomes dispersed among a team of designers, by which accessibility becomes an afterthought. To paraphrase Bandura (1990), if everybody is in charge, nobody is in charge. At least one person must be tasked with developing knowledge of accessibility and advocating for the needs of disabled users. While everyone on the team responsible for web content development should possess some basic knowledge of Web Content Accessibility Guidelines (WCAG), one person needs to have primary responsibility and accountability. If this individual does not currently have a grounding in disability theory, then developing a basic understanding of disability theory should be their priority. Our literature review would serve as a solid foundation. Just as usability testing should be done with human users, accessibility should be tested by people who both will use the website and use assistive and adaptive technology on a regular basis. Finding disabled users for testing can present some ethical dilemmas. In the United States, for example, information about a student’s disability status is protected by both FERPA AND HIPAA. While this does present a challenge, it is possible to overcome this challenge and find disabled users in an ethical manner. It should be understood when testing website accessibility, the real question is not, for example, “can a blind person use my website,” but rather, “can a person who uses magnification or a screen reader use my website.” Any office or organization on campus that works with disabled students can assist with recruiting volunteers and snowball sampling can be used from there. In this paper we argue that designating one person, who will be held accountable, as responsible for accessibility and advocating for the needs of disabled users is an essential step in creating an accessible library web presence. In addition, we present a viable pathway for a non-expert in accessibility to develop sufficient competency to serve as an advocate for disabled users in the web development process.Bandura, A. (1990) Selective activation and disengagement of moral control. Journal of Social Issues, 46(1), 27-46.