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Статті в журналах з теми "Academic settings"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Sudicky, Petr, and Veronika Nenickova. "iPAD in academic settings: A pilot project." Applied Technologies and Innovations 10, no. 4 (November 24, 2014): 141–46. http://dx.doi.org/10.15208/ati.2014.21.

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2

Alfred, Petra, Carita Devilbiss, Donald Headley, Valerie Rice, Conne Bazley, Karen Jacobs, Nancy Vause, and Nancy Vause. "Human Factors Applications in Academic Settings." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 16 (October 2009): 1022–25. http://dx.doi.org/10.1177/154193120905301605.

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Анотація:

Members of this panel will discuss their work in applying Human Factors/Ergonomics in a unique field of application: Academia. Each panel member will give a short presentation describing how they have applied Human Factors/Ergonomics within academia to include: ensuring an adequate auditory environment, safety and injury prevention, office ergonomics, reducing attrition, examining backpack weight and laptop computer use of students, and “brain training” to reduce the effects of stress and improve academic performance. Each panelist will also talk about the role they envision for Human Factors/Ergonomics professionals within academic settings, from kindergarten through university level programs.

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3

Rashid, Umar, and Aaron Quigley. "Ambient Displays in Academic Settings." International Journal of Ambient Computing and Intelligence 1, no. 2 (April 2009): 31–38. http://dx.doi.org/10.4018/jaci.2009040104.

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4

Langhout, Regina Day, Francine Rosselli, and Jonathan Feinstein. "Assessing Classism in Academic Settings." Review of Higher Education 30, no. 2 (2007): 145–84. http://dx.doi.org/10.1353/rhe.2006.0073.

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5

Bowman, Richard F. "Conversational Competence in Academic Settings." Clearing House: A Journal of Educational Strategies, Issues and Ideas 87, no. 4 (June 5, 2014): 175–79. http://dx.doi.org/10.1080/00098655.2014.902798.

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6

Iyengar, Ravi. "Drug Discovery in Academic Settings." Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine 77, no. 4 (July 2010): 325–26. http://dx.doi.org/10.1002/msj.20190.

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7

Sethy, Satya Sundar. "‘Academic Freedom’ in Indian Higher Education Settings." Asian Journal of University Education 17, no. 2 (June 6, 2021): 39. http://dx.doi.org/10.24191/ajue.v17i2.9022.

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The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic freedom in Indian higher education set up. It examines the relationship between ‘academic freedom’ and ‘university autonomy’. The paper submits that ‘academic freedom’ in Indian higher education institutions is not to be viewed as ‘legal freedom’. The paper adopts qualitative methodology that subsumes descriptive, evaluative and interpretative approaches to derive its conclusion for academics consideration and further critical examination.

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8

Živčić-Bećirević, Ivanka, Sanja Smojver-Ažić, and Tamara Martinac Dorčić. "Determinants of Procrastination in Academic Settings." Drustvena istrazivanja 4, no. 1 (2015): 47–67. http://dx.doi.org/10.5559/di.24.1.03.

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9

Pajares, Frank. "Self-Efficacy Beliefs in Academic Settings." Review of Educational Research 66, no. 4 (December 1996): 543–78. http://dx.doi.org/10.3102/00346543066004543.

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10

Leventhal, Gerald. "Psychology’s Adaptation to Academic Medical Settings." Journal of Clinical Psychology in Medical Settings 12, no. 3 (September 2005): 199–201. http://dx.doi.org/10.1007/s10880-005-5738-3.

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11

Obeid, Nabeel, Danni Lu, Jie Yang, Lizhou Nie, Salvatore Docimo, Andrew Bates, Mark Talamini, Konstantinos Spaniolas, and Aurora Pryor. "Bariatric Case Mix in Academic vs. Non-Academic Practice Settings." Surgery for Obesity and Related Diseases 13, no. 10 (October 2017): S140—S141. http://dx.doi.org/10.1016/j.soard.2017.09.310.

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12

Kirpitchenko, Liudmila. "Comparing Experiences of Academic Mobility and Migration." Comparative Sociology 13, no. 2 (May 8, 2014): 215–34. http://dx.doi.org/10.1163/15691330-12341301.

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Abstract Academic mobility and accompanying migration have become increasingly evident as manifestations of globalization and internationalization of education worldwide. This paper aims to provide some insights into intercultural communication in academia by comparing experiences of students and academics who partake in academic mobility or/and academic migration. It seeks to reflect on how differences in cultural patterns impact on the integrational experiences and outcomes of academic learning and everyday interactions. Two contrasting cultural patterns of collectivism and individualism are explored, as they are displayed in intercultural interactions among migrants and hosting societies. To expose this contrast effectively, this paper focuses on the Russian-speaking mobile academics and compares their intercultural experiences in academia of two countries—Italy and Australia. In-depth interviews were conducted with twenty-two academic migrants or/and mobile academics on their experiences, views and perceptions of intercultural integration in two diverse settings. This paper explores diverse aspects of intercultural dialogue and compares perceptions of intercultural integration and feelings of wellbeing. It analyses evolving empirical manifestations of cosmopolitanism in everyday intercultural interactions and argues that postmodern cosmopolitan milieu facilitates intercultural integration and enables knowledge transfer and creation of shared cultural meanings.

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13

Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm, and Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege." ILR Review 72, no. 5 (December 10, 2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.

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Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.

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14

Beatty, Shelley, Kim Clark, Jo Lines, and Sally-Anne Doherty. "TLABs: A Teaching and Learning Community of Practice – What is it, Does It Work and Tips for Doing One of Your Own." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 136–47. http://dx.doi.org/10.53761/1.17.5.9.

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Анотація:

Communities of Practice are an increasingly common tool used to support novice academics in higher education settings. Initiated in 2015 at a Western Australian University, TLABs is an acronym for ‘Teaching and Learning for Level A and B’ academic staff and was designed to build a community of practice to mentor junior academics; help them develop their teaching skills; and enhance academic careers. The paper describes the nature of TLABs; how it is experienced from the perspective of participants and provides recommendations for implementing a successful teaching and learning community of practice in a higher education setting.

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15

Dewey, Martin. "Transnational Education in the Anglophone University: A Viewpoint Article." RELC Journal 52, no. 2 (June 19, 2021): 323–33. http://dx.doi.org/10.1177/00336882211009612.

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Анотація:

This viewpoint article provides a critical reflection on the gatekeeping and academic language practices of Anglophone universities, evaluating these in light of the promotional claims universities make about internationalization and global reach. I then consider the arguments put forward in each of the main articles in this special issue from this critical perspective, connecting the authors’ accounts of EMI practices in transnational higher education contexts with the language requirements and practices of the Anglophone university. I argue that there is considerable overlap between the concerns of stakeholders in EMI settings and those of international students and academics in Anglophone universities in a UK setting. I find that the English language requirements for admissions as well as orientations to academic language in higher education curricula can in EMI settings and ‘international’ Anglophone universities alike be underpinned by language ideological positions that do not reflect an especially global outlook, and that remain in many senses tethered to ‘native’ language and ‘native’ academic discourse norms.

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16

Allingham, Sue. "New academic year." Early Years Educator 23, no. 15 (October 2, 2022): 10–11. http://dx.doi.org/10.12968/eyed.2022.23.15.10.

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Анотація:

I am writing this piece in the middle of August for publication in the October edition. Moving into the Autumn Term is an interesting time, whichever part of the sector we work in. It is a time of change and transition across settings. Children may be moving on to new settings, or staying on in their existing one but missing friends or siblings who have moved on. New journeys may be taken daily and there will be new adults to build relationships with.

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17

Yanaprasart, Patchareerat, and Georges Lüdi. "Diversity and multilingual challenges in academic settings." International Journal of Bilingual Education and Bilingualism 21, no. 7 (April 4, 2017): 825–40. http://dx.doi.org/10.1080/13670050.2017.1308311.

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18

Schleppegrell, Mary J., and Catherine L. O'Hallaron. "Teaching Academic Language in L2 Secondary Settings." Annual Review of Applied Linguistics 31 (March 2011): 3–18. http://dx.doi.org/10.1017/s0267190511000067.

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Анотація:

Research on instruction in academic language in second language (L2) secondary settings is currently emerging as a focus in applied linguistics. Academic language refers to the disciplinary registers that students encounter in the secondary years, and using academic language calls for advanced proficiency in complex language across subject areas, posing challenges for teacher preparation. In this article we summarize recommendations from syntheses of research on adolescent L2 learners and then present reports of recent studies that describe instructional approaches that illuminate the recommended practices in contexts where students who speak languages other than English are learning school subjects in English. Three key instructional dimensions are highlighted: that teachers need knowledge about how language works in their subject areas, that academic language development calls for careful planning across a unit of instruction, and that students need support for engagement in classroom activities that promote the simultaneous learning of language and content. To prepare teachers for this work, secondary teacher education needs to incorporate a focus on language–content relationships in each disciplinary area. More research is needed to better understand and support academic language development, and we call for collaboration and dialogue between educational researchers and applied linguists concerned with these issues.

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19

McArt, Ebba W. "Research facilitation in academic and practice settings." Journal of Professional Nursing 3, no. 2 (March 1987): 84–91. http://dx.doi.org/10.1016/s8755-7223(87)80072-8.

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20

TUCKER, MIRIAM E. "Diabetes Protocols Work in Academic, Community Settings." Hospitalist News 1, no. 6 (September 2008): 1–2. http://dx.doi.org/10.1016/s1875-9122(08)70135-4.

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21

Baxley, E. G., and S. Weir. "ADVANCED ACCESS IN ACADEMIC SETTINGS: DEFINITIONAL CHALLENGES." Annals of Family Medicine 7, no. 1 (January 1, 2009): 90–91. http://dx.doi.org/10.1370/afm.953.

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22

REDMOND, SONJIA PARKER. "Mentoring and Cultural Diversity in Academic Settings." American Behavioral Scientist 34, no. 2 (November 1990): 188–200. http://dx.doi.org/10.1177/0002764290034002007.

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23

Martín Rojo, Luisa, and Clara Molina. "Cosmopolitan stance negotiation in multicultural academic settings." Journal of Sociolinguistics 21, no. 5 (November 2017): 672–95. http://dx.doi.org/10.1111/josl.12265.

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24

Hartley, James. "Notetaking in non-academic settings: a review." Applied Cognitive Psychology 16, no. 5 (2002): 559–74. http://dx.doi.org/10.1002/acp.814.

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25

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

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26

Smith, Nick L. "The roles of evaluation in academic settings." Evaluation and Program Planning 13, no. 4 (January 1990): 425–27. http://dx.doi.org/10.1016/0149-7189(90)90031-q.

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27

Cauthen, T. W. "Developing Socially Responsible Leaders in Academic Settings." New Directions for Higher Education 2016, no. 174 (June 2016): 69–78. http://dx.doi.org/10.1002/he.20190.

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28

Christmas, Colleen, Samuel C. Durso, Steven J. Kravet, and Scott M. Wright. "Advantages and Challenges of Working as a Clinician in an Academic Department of Medicine: Academic Clinicians' Perspectives." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 478–84. http://dx.doi.org/10.4300/jgme-d-10-00100.1.

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Abstract Background The provision of high-quality clinical care is critical to the mission of academic and nonacademic clinical settings and is of foremost importance to academic and nonacademic physicians. Concern has been increasingly raised that the rewards systems at most academic institutions may discourage those with a passion for clinical care over research or teaching from staying in academia. In addition to the advantages afforded by academic institutions, academic physicians may perceive important challenges, disincentives, and limitations to providing excellent clinical care. To better understand these views, we conducted a qualitative study to explore the perspectives of clinical faculty in prominent departments of medicine. Methods Between March and May 2007, 2 investigators conducted in-depth, semistructured interviews with 24 clinically excellent internal medicine physicians at 8 academic institutions across the nation. Transcripts were independently coded by 2 investigators and compared for agreement. Content analysis was performed to identify emerging themes. Results Twenty interviewees (83%) were associate professors or professors, 33% were women, and participants represented a wide range of internal medicine subspecialties. Mean time currently spent in clinical care by the physicians was 48%. Domains that emerged related to faculty's perception of clinical care in the academic setting included competing obligations, teamwork and collaboration, types of patients and productivity expectations, resources for clinical services, emphasis on discovery, and bureaucratic challenges. Conclusions Expert clinicians at academic medical centers perceive barriers to providing excellent patient care related to competing demands on their time, competing academic missions, and bureaucratic challenges. They also believe there are differences in the types of patients seen in academic settings compared with those in the private sector, that there is a “public” nature in their clinical work, that productivity expectations are likely different from those of private practitioners, and that resource allocation both facilitates and limits excellent care in the academic setting. These findings have important implications for patients, learners, and faculty and academic leaders, and suggest challenges as well as opportunities in fostering clinical medicine at academic institutions.

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29

Casarett, David J. "Differences Between Patients Referred to Hospice from Academic vs. Non-Academic Settings." Journal of Pain and Symptom Management 21, no. 3 (March 2001): 197–203. http://dx.doi.org/10.1016/s0885-3924(00)00260-8.

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30

Evanovich, Lauren L., and Laura Kern. "Precorrection: Preventing Predictable Problem Behaviors in School Settings." Beyond Behavior 27, no. 2 (April 23, 2018): 90–98. http://dx.doi.org/10.1177/1074295618769892.

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Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as part of a multi-intervention approach with self-management.

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31

Smith, Kimberly G., Grayson Hill, Gidget Brown, Kendra Hudson, and Karen McVay. "Providing Aphasia Therapy Across Health Care Settings: Clinical Simulation in the Academic Classroom." Perspectives of the ASHA Special Interest Groups 6, no. 3 (June 25, 2021): 566–80. http://dx.doi.org/10.1044/2021_persp-20-00230.

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Анотація:

Purpose The purpose of this study was to examine whether a free, video-based simulation activity implemented in a first-year graduate speech-language pathology class would improve students' confidence with assessment and treatment of persons with aphasia across health care settings. Method Assessment of a fictional patient with aphasia was presented for four settings: acute care, inpatient rehabilitation, home health, and outpatient rehabilitation in video format. Goals were written collaboratively, and therapy techniques were practiced in small groups with direction from clinical instructors. Pre- and posttests assessed change in students' confidence with assessment and treatment of patients with aphasia across health care settings. Students also listed the factors a speech-language pathologist should consider that would impact a patient's functional rehabilitation in any health care setting. Results Students' confidence improved from pre to post for each clinical skill and health care setting presented in the simulation activity. The simulation activity did not, however, affect the speech-language pathology students' ability to identify factors that would impact a patient's functional rehabilitation across health care settings, such as patient motivation and comorbidities. Conclusion Overall, the results suggest that a free, accessible video-based simulation can be used to facilitate student learning, when challenges such as cost and accessibility limit the use and implementation of simulation and standardized patient experiences in university settings.

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32

Carr, Amanda Nichole (Mandi), Roy Neville Kirkwood, and Kiro Risto Petrovski. "Effective Veterinary Clinical Teaching in a Variety of Teaching Settings." Veterinary Sciences 9, no. 1 (January 5, 2022): 17. http://dx.doi.org/10.3390/vetsci9010017.

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Анотація:

This review explores different modalities for clinical teaching of veterinary learners globally. Effective clinical teaching aims to prepare graduates for a successful career in clinical practice. Unfortunately, there is scant literature concerning clinical teaching in veterinary medicine. Our intent for this review is to stimulate and/or facilitate discussion and/or research in this important area. We discuss the different forms that veterinary clinical teaching can take, depending on their setting, which can be university-based clinical activities, work-based in commercial clinical practices, or in a traditional academic setting with little to no real-time exposure to clients and patients. We suggest that each of these modalities has a place in clinical teaching of veterinary learners at any point in the curriculum but that a mix of these approaches will likely provide an improved experience for the learner. Further, we discuss strategies to improve clinical teaching in these different settings. Potential strategies related to the teaching skills of clinical instructors could include training in delivery of clinical teaching in a variety of learning settings, and instructors’ official recognition, including opportunities for career progression. Potential strategies to improve clinical teaching in different teaching settings would vary with the learning settings. For example, in traditional academic settings, case-based learning with incorporation of simulation models is one proposed strategy. The involvement of learners in ‘teach-others’ is a strategy for both traditional academic and clinical settings. Finally, clearly addressing Day One competencies is required in any clinical teaching setting.

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33

James, Mark O., and John M. Swales. "Genre Analysis: English in Academic and Research Settings." Modern Language Journal 76, no. 2 (1992): 238. http://dx.doi.org/10.2307/329786.

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34

Campbell, Malcolm B., and Burton R. Clark. "The Academic Profession: National, Disciplinary, and Institutional Settings." History of Education Quarterly 28, no. 3 (1988): 484. http://dx.doi.org/10.2307/369108.

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35

Stopp, G. Harry. "The Internal IRB Structure: Models in Academic Settings." IRB: Ethics and Human Research 7, no. 6 (November 1985): 9. http://dx.doi.org/10.2307/3563705.

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36

Tarantola, Daniel, and Sofia Gruskin. "Health and Human Rights Education in Academic Settings." Health and Human Rights 9, no. 2 (2006): 297. http://dx.doi.org/10.2307/4065412.

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37

Konuk, Sümeyye. "E-mail Literacy in Higher Education Academic Settings." International Journal of Education and Literacy Studies 9, no. 3 (August 1, 2021): 29. http://dx.doi.org/10.7575/aiac.ijels.v.9n.3p.29.

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Анотація:

The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.

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38

Pufahl, Ingrid, and John M. Swales. "Genre Analysis: English in Academic and Research Settings." Language 69, no. 1 (March 1993): 223. http://dx.doi.org/10.2307/416471.

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39

Horn, Sierk A. "Non-English Nativeness As Stigma in Academic Settings." Academy of Management Learning & Education 16, no. 4 (December 2017): 579–602. http://dx.doi.org/10.5465/amle.2015.0194.

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40

Kolendo, Joanna. "The Extra Credit Consultation in Two Academic Settings." Reference Librarian 57, no. 3 (February 16, 2016): 247–53. http://dx.doi.org/10.1080/02763877.2016.1129246.

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41

Master, Peter. "Genre analysis: English in academic and research settings." Journal of Pragmatics 17, no. 3 (March 1992): 286–89. http://dx.doi.org/10.1016/0378-2166(92)90010-9.

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42

Hughes, John R., and William C. Wadland. "Recruitment in private versus academic primary care settings." Controlled Clinical Trials 10, no. 3 (September 1989): 352. http://dx.doi.org/10.1016/0197-2456(89)90184-0.

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43

Schweinle, Amy, Julianne C. Turner, and Debra K. Meyer. "Understanding Young Adolescents' Optimal Experiences in Academic Settings." Journal of Experimental Education 77, no. 2 (December 2008): 125–46. http://dx.doi.org/10.3200/jexe.77.2.125-146.

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44

Ryan, Anna, Kimberley Hokin, Terry Judd, and Simone Elliott. "Supporting student academic integrity in remote examination settings." Medical Education 54, no. 11 (August 26, 2020): 1075–76. http://dx.doi.org/10.1111/medu.14319.

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45

Lalos, Alexander T., and Coleman I. Smith. "Contrasting the academic and nonacademic hepatology practice settings." Clinical Liver Disease 9, no. 6 (June 2017): 144–46. http://dx.doi.org/10.1002/cld.638.

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46

Owen, Julie E. "Peer educators in classroom settings: Effective academic partners." New Directions for Student Services 2011, no. 133 (March 2011): 55–64. http://dx.doi.org/10.1002/ss.384.

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