32,470 research outputs found
Multi-stakeholder involvement and urban green space performance
This study aimed to identify the main factors influencing urban green space performance. Therefore, a conceptual framework on the relations of multi-stakeholder involvement (MSI) and the performance was conducted by a mixed-method approach. The study covered all urban green space projects (UGSPs) published in international journals as its population which were obtained from three main databases: ISI Web of Knowledge, Scopus and Picarta. Using a few combinations of keywords, 29 relevant journals were identified, which included 42 UGSPs as the main units of analysis in this study. A content analysis was used to determine the contribution of MSI to the performance of urban green space. The main internal (state, private, society, planning/design, implementation, maintenance, input for management, and financial support) and external (regulation, good leadership and financial support) MSI indicators were further identified. The findings showed that the main indicators that significantly influence urban green space performance are 'state, society, implementation and regulation'. The study concluded that the state plays a critical role in the UGSPs' performance although it is not the only actor. The influential role of the state and society should also be considered since most of green space projects are non-profit oriented. 'Society' involvement also contributes to the performance and 'regulation' is also needed as a legal basis for green space development and management. To validate the conceptual framework and mixed-method approach developed here, it is recommended that more studies should be conducted to compare the relationship of the MSI and the UGSPs' performance in different categories
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Some Examples of Best Practice in Open Educational Resources
The examples of best practice in Open Educational Resources (OER) that follow typify a change in learning and teaching practices that has been ushered in with the development of and increased access to Information and Communication Technologies (ICT). These developments have been occurring over the past fifteen to twenty years in tertiary educational institutions around the world. Open courseware, open access, open practices, that use OER, have become a state of the art orientation towards teaching and learning for many teaching and research practitioners and students. This is the case above all in the area of distance education, where online and electronic delivery of courses has become commonplace.
Of course, debates have arisen over the nature of open learning, open educational resources, open courseware, open access, open practices. What do such terms mean? What implications does 'open' have for tertiary education, for educators, authors and researchers, and for students? What theory can underpin OER? What does OER mean in relation to distance education? What does online and open education mean for studentlecturer relations (Anderson, 2011)? Such debates are not unusual in educational theory. If they follow the pattern of other educational debates, they will reach their peak, ferment, be dismissed and glossed over, be resurrected, be transformed. Whatever the case, they occupy an important place in the pedagogical imagination, particularly in light of the marketing of education within a global context. And marketing is an important issue in itself: funding, sustainability, advertising and promotion, all have implications for the integrity of teaching and learning, and for attracting students. Along with this is the idea of the student as a consumer or as a client, language transferred across from the consumerist society in which many of us live.
OER does not exist in a morally neutral world. This is reflected in the socio-ethical concerns of the four cases of OER practices presented. Each of the four providers of OER is deeply aware of their social obligations to indigenous and/or disadvantaged groups within their sphere of educational influence and interest. A recurring theme is that education ought to be available to everyone, that such education ought to be the best available, and that it ought to be free. This amounts to what could be seen as profound idealism. Such idealism is especially evident in the documentation and web-sites of Athabasca and OpenLearn.
That said, the examples of practice in OER discussed here reveal implicit assumptions about the ubiquitous nature of information and communication technologies. It is not the case that information and communication technologies are available equally, or even at all, in every place in the world. Class, race, ethnic and gender distinctions operate in many societies. These distinctions preclude universal availability of education of any kind to every social group, never mind those that rely on computers and computer technologies (themselves dependent on the availability of electricity and other services regarded as basic to the privileged in affluent societies). Nor is it the case that everyone actually wants a tertiary education. These are debates not addressed here. Further information about each subject in these examples of OER adoption can be found by following up the bibliographic information.
The examples of practice in OER are an explicit result of the availability of open access to various web-sites and documents on the web. Hence, there is a direct relation between what each institution aims to do and the possibility of producing a document such as this: open-ness in terms of freely available enabled this research and is an indication of what can be done within an educational research environment that is committed to collaboration and dissemination of information and insight.
Four examples of best practice in OER are explored in this document. They are: Athabasca Open CourseWare from Athabasca University in Canada, OpenLearn initiative from the Open University in the United Kingdom, Otago Polytechnic OER from the Otago Polytechnic in New Zealand, and OpenCourseWare UOC from the Universitat Oberta de Catalunya (Open University of Catalunya) in Spain. Each example follows a similar structure. A rationale for choosing these examples was that these were successful cases of OER adoption at the time of this research. Also, it is believed that these institutions represented a diverse range of educational providers located in different countries and continents. Thus, they also provide a diverse, and so richer, range of insights in relation to the adoption of OER.</p
Human experience in the natural and built environment : implications for research policy and practice
22nd IAPS conference. Edited book of abstracts. 427 pp. University of Strathclyde, Sheffield and West of Scotland Publication. ISBN: 978-0-94-764988-3
The Faculty Notebook, September 2003
The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost
Maintaining places of social inclusion : Ebola and the emergency department
We introduce the concept of places of social inclusionâinstitutions endowed by a society or a community with material resources, meaning, and values at geographic sites where citizens can access services for specific needsâas taken-for-granted, essential, and inherently precarious. Based on our study of an emergency department that was disrupted by the threat of the Ebola virus in 2014, we develop a process model to explain how a place of social inclusion can be maintained by custodians. We show how these custodiansâin our fieldsite, doctors and nursesâexperience and engage in institutional work to manage different levels of tension between the value of inclusion and the reality of finite resources, as well as tension between inclusion and the desire for safety. We also demonstrate how the interplay of custodiansâ emotions is integral to maintaining the place of social inclusion. The primary contribution of our study is to shine light on places of social inclusion as important institutions in democratic society. We also reveal the theoretical and practical importance of places as institutions, deepen understanding of custodians and custodianship as a form of institutional work, and offer new insight into the dynamic processes that connect emotions and institutional work
Open educational resources : conversations in cyberspace
172 p. : ill. ; 25 cm.Libro ElectrĂłnicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone --
Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] --
Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] --
Discussion highlights / Paul Albright --
Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman --
A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic --
Free and open source software (FOSS) and OER --
A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén --
Why individuals and institutions share and use OER / Jan Hylén --
Discussion highlights / Alexa Joyce --
Priorities for action. Open educational resources : the way forward / Susan D'Antoni
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A Comprehensive Analysis on the Healthcare Systems in Latin America
This comprehensive report summarizes and analyzes the current state of healthcare in Latin America, specifically in the countries of Mexico, Brazil, the Northern Triangle (El Salvador, Guatemala, and Honduras), the Andean Region (Ecuador, Peru, and Bolivia) and the Rioplatense Region (Uruguay, and Argentina). Each country's healthcare system is examined in depth, in terms of health infrastructure, the healthcare providing industry, and the effects of healthcare on the countries' respective populations.Mosser, Michael W.International Relations and Global Studie
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Freeing up access to learning: the role for Open Educational Resources
The internet revolution of the last few years has had an impact on how we all live our lives. So it is not surprising that this is also a time of change in attitudes towards how we learn. Free access to information through computer networks has expanded, and part of that information flow are materials designed to help people learn. In addition there are many further online resources that help the learning process, even if that was not the original aim. However, there are risks in this evolution in access to information both for the end user, who can be confused by the options available to them, and to those involved in providing education, who may see their traditional role changing and becoming harder to perform. This situation provides the background for a growing movement to directly consider how education can be provided in a freer and more open way. This has been termed âOpen Educational Resourcesâ (OER). The exact definition of the term depends on interpretation, however a useful statement was provided as an outcome from an event organized by UNESCO in 2002 as:
âOER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use or re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge (Atkins, Brown and Hammond, 2007, p4).â
Arguably the only difference between an online learning object and an open educational resource is the declaration that it is open. This may be true but that turns out to be a powerful difference. By being open the content can be accessed by any learner who can do so, it can be taken and run in new contexts, it can be reworked by others and adapted for local needs (with the result shared back if desired), it can be made part of shared pool of resources, it can be the shared point of reference for collaboration, and it can be the key to building policies that work in different domain
Intellectual Property Management in Health and Agricultural Innovation: Executive Guide
Prepared by and for policy-makers, leaders of public sector research establishments, technology transfer professionals, licensing executives, and scientists, this online resource offers up-to-date information and strategies for utilizing the power of both intellectual property and the public domain. Emphasis is placed on advancing innovation in health and agriculture, though many of the principles outlined here are broadly applicable across technology fields. Eschewing ideological debates and general proclamations, the authors always keep their eye on the practical side of IP management. The site is based on a comprehensive Handbook and Executive Guide that provide substantive discussions and analysis of the opportunities awaiting anyone in the field who wants to put intellectual property to work. This multi-volume work contains 153 chapters on a full range of IP topics and over 50 case studies, composed by over 200 authors from North, South, East, and West. If you are a policymaker, a senior administrator, a technology transfer manager, or a scientist, we invite you to use the companion site guide available at http://www.iphandbook.org/index.html The site guide distills the key points of each IP topic covered by the Handbook into simple language and places it in the context of evolving best practices specific to your professional role within the overall picture of IP management
Worship & sightseeing: building a partnership approach to a ministry of welcome
This paper explores diverse opportunities for partnerships between the sacred and secular at religious sites. It identifies ways in which tourism suppliers can work collaboratively with sacred sites to enable sites to meet the demands of contemporary secular and sacred stakeholders. In the review of contemporary literature we consider supply and demand issues, site management, key components of partnership, ecumenical co-creation resources, cost-benefit and marketing needs. The paper is predicated on the provision of information and interpretation services for guidance, and development of all of these services. Methodologically, a participant observation approach was employed to confirm that tourism fits the strategic intent of religious leaders. We consider that partnership at a national, diocesan and parish level is an important part in effective tourism development. Elements of community involvement; capacity building and in-community development through engaging stakeholders are discussed. The balance achieved between stakeholders is important, and in our context the balance between local government and the tourism industry, and between active partners and the passive policy community, reflects the aims of the sacred and the private sector key partners, and the wider social capacity building aspects of community development agendas and government
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