2,015 research outputs found

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Childhood Anxiety: The Feasibility of a School Staff Intervention and the Role of Peer Victimisation

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    Background: Anxiety is the most common childhood mental health difficulty and is likely to persist into adulthood without intervention. The aims of this thesis were twofold, firstly to examine the role that peer victimisation plays in anxiety development and its maintenance, and then to evaluate a newly developed school staff intervention that intends to support and prevent the escalation of childhood anxiety difficulties. Methods: A meta-analysis was conducted to examine the bidirectional effects between several types of peer victimisation and anxiety symptomatology among children and adolescents. The type of anxiety was also examined as a moderator to determine its influence. The empirical study explored the feasibility and acceptability of a newly developed psychoeducation intervention on childhood anxiety for school staff. The intervention was based on cognitive behavioural approaches and aimed to provide an overview of mild to moderate anxiety difficulties, along with strategies that could be implemented by staff within the school setting. Results: 14 studies were included in the meta-analysis, and bidirectional effects were found between all types of peer victimisation and anxiety symptoms. Relational forms of peer victimisation were shown to predict social anxiety symptoms to a greater extent than anxiety symptoms more generally. It was also found that general anxiety symptoms moderated overt types of victimisations more so than social anxiety. The empirical study recruited 76 participants in total, who rated the intervention as engaging, useful and appropriate. Participants also reported an improvement in their knowledge of childhood anxiety and increased confidence in applying anxiety strategies in their work. Preliminary efficacy findings showed that school staff responses to children’s anxious behaviours were significantly different following the intervention, as they were more likely to adopt responses and strategies supported by cognitive behavioural theory. Conclusions: Given the findings, it has been observed that peer victimisation and childhood anxiety in schools are closely linked. Psychoeducation interventions for school staff have been shown to be a feasible and acceptable method in increasing knowledge around anxiety and aids the application of strategies that may support anxious children and prevent the escalation of anxiety difficulties at school

    The Opportunities and Challenges of Female Entrepreneurial Leadership in Modern China

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    Female entrepreneurial leadership is becoming one of China’s economic development dynamics. However, the opportunities and challenges for female entrepreneurial leaders are still underdeveloped in research. Thus, this study seeks to analyse the opportunities and challenges of female entrepreneurial leadership by utilising the interpretive methodology from the perspective of cultural psychology and subsequently introducing the concept of “cultural gateway." Specifically, cultural tightness and looseness together often form a cultural gateway towards female entrepreneurial leaders. This study makes contributions to the research on female entrepreneurial leadership in five aspects. Firstly, a family-oriented culture is explored as a new finding compared with extant research. Secondly, the concept of a ‘cultural gateway’ is proposed to systematically interpret how the opportunities and challenges formulate. This means that the status of a cultural gateway, such as closed or open, correspondingly becomes a challenge or opportunity for female entrepreneurial leaders. Thirdly, the concept of ‘gender gateway’ is inferred from the concept of ‘cultural gateway’ to interpret gender inequality, which can contribute to understanding Chinese feminism. Based on this point of view, this study proposes that Chinese feminism is a transcendence of ‘gender gateway’. Fourthly, a model of female entrepreneurial leadership for identifying challenges and opportunities is constructed as a contribution to cultural psychology. Particularly, this model reorganises the four levels of Culture Cyle (i.e., Individuals, Interactions, Institutes, and Ideas) into the relationship between psychological adaptation (at the Individuals level) and cultural gateway (at the levels of Interactions, Institutes, and Ideas). Cultural gateways and psychological adaptations usually interact together and formulate a coupling structure. In this situation, the psychological adaptation of female entrepreneurial leaders needs to match the cultural gateway. Both of these determinants will create real opportunities for female entrepreneurial leaders if they are matched. Conversely, if both are mismatched, the determinants will challenge female entrepreneurial leaders. Fifthly, this study proposes that female entrepreneurial leadership is a practical path for women to realise a transcendence of both self and cultural gateway. Specifically, this study finds that geographic cultures with the properties of cultural tightness and looseness influence the opportunities and challenges of female entrepreneurial leadership. In detail, cultural tightness geographically exists in socioeconomic-developing areas, and cultural looseness exists in socioeconomic-developed areas. Thus, this study recommends that those Chinese women who are in the areas with cultural tightness need to learn from and reference the female entrepreneurial leaders who have business foresight and are successful in the areas with cultural looseness to realise their entrepreneurial visions. Generally, this study recommends that policymakers, female entrepreneurial leaders, non-entrepreneurial women, and Westerners transcend the self or cultural gateways with different solutions to seize opportunities and deal with challenges

    Honors Colleges in the 21st Century

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    Table of Contents Acknowledgments Introduction | Richard Badenhausen Part I: Honors College Contexts: Past and Present CHAPTER ONE Oxbridge and Core Curricula: Continuing Conversations with the Past in Honors Colleges | Christopher A. Snyder CHAPTER TWO Characteristics of the 21st-Century Honors College | Andrew J. Cognard-Black and Patricia J. Smith Part II: Transitioning to an Honors College CHAPTER THREE Should We Start an Honors College? An Administrative Playbook for Working Through the Decision | Richard Badenhausen CHAPTER FOUR Beyond the Letterhead: A Tactical Toolbox for Transitioning from Program to College | Sara Hottinger, Megan McIlreavy, Clay Motley, and Louis Keiner Part III: Administrative Leadership CHAPTER FIVE “It Is What You Make It’’: Opportunities Arising from the Unique Roles of Honors College Deans | Jeff Chamberlain, Thomas M. Spencer, and Jefford Vahlbusch CHAPTER SIX The Role of the Honors College Dean in the Future of Honors Education | Peter Parolin, Timothy J. Nichols, Donal C. Skinner, and Rebecca C. Bott-Knutson CHAPTER SEVEN From the Top Down: Implications of Honors College Deans’ Race and Gender | Malin Pereira, Jacqueline Smith-Mason, Karoline Summerville, and Scott Linneman Part IV: Honors College Operations CHAPTER EIGHT Something Borrowed, Something New: Honors College Faculty and the Staffing of Honors Courses | Erin E. Edgington and Linda Frost CHAPTER NINE Telling Your Story: Stewardship and the Honors College | Andrew Martino Part V: Honors Colleges as Leaders in the Work of Diversity, Equity, Inclusion, and Access CHAPTER TEN Cultivating Institutional Change: Infusing Principles of Diversity, Equity, and Inclusion into Everyday Honors College Practices | Tara M. Tuttle, Julie Stewart, and Kayla Powell CHAPTER ELEVEN Positioning Honors Colleges to Lead Diversity and Inclusion Efforts at Predominantly White Institutions | Susan Dinan, Jason T. Hilton, and Jennifer Willford CHAPTER TWELVE Honors Colleges as Levers of Educational Equity | Teagan Decker, Joshua Kalin Busman, and Michele Fazio CHAPTER THIRTEEN Promoting the Inclusion of LGBTQ+ Students: The Role of the Honors College in Faith-Based Colleges and Universities | Paul E. Prill Part VI: Supporting Students CHAPTER FOURTEEN Who Belongs in Honors? Culturally Responsive Advising and Transformative Diversity | Elizabeth Raisanen CHAPTER FIFTEEN Fostering Student Leadership in Honors Colleges | Jill Nelson Granger Part VII: Honors College Curricular Innovation CHAPTER SIXTEEN Honors Liberal Arts for the 21st Century | John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, and Muhammad H. Zaman CHAPTER SEVENTEEN Honors Colleges, Transdisciplinary Education, and Global Challenges | 423 Paul Knox and Paul Heilker Part VIII: Community Engagement CHAPTER EIGHTEEN Teaching and Learning in the Fourth Space: Preparing Scholars to Engage in Solving Community Problems | Heidi Appel, Rebecca C. Bott-Knutson, Joy Hart, Paul Knox, Andrea Radasanu, Leigh E. Fine, Timothy J. Nichols, Daniel Roberts, Keith Garbutt, William Ziegler, Jonathan Kotinek, Kathy Cooke, Ralph Keen, Mark Andersen, and Jyotsna Kapur CHAPTER NINETEEN Serving Our Communities: Leveraging the Honors College Model at Two-Year Institutions | Eric Hoffman, Victoria M. Bryan, and Dan Flores About the Authors About the NCHC Monograph Serie

    Development of an Interpersonally Grounded Construction Management Curriculum Foundation Model

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    Purpose: Education is the driving force of higher education institution(s) (HEIs) globally and is critical for student employability and practitioner recruitment. Yet, against this backdrop, research in the field is limited and hitherto, investigations into construction management curriculum development are scant. This research presents a foundational design specification for construction management programme curriculum development and aims to engender wider polemic debate as well as stimulate new insight into current higher education employability preparation practice. Methodology: The overarching epistemology adopts interpretivist, pragmatic and post-positivist philosophical stances to critically analyse extant literature, secondary data and primary data on the foundational skills/competencies of construction management education. Abductive reasoning forms the overarching basis of a new emergent curriculum model that maps interpersonal skills and highlights the critical foundational skills and competencies necessary. Findings: Research findings illustrate that construction management curriculum development lacks a cohesive community of practice and curriculum agenda. Importantly, it appears that although the modern construction manager needs an appreciation of digital technologies under the umbrella of Industry 4.0, their interpersonal skills and competencies were observed to far outweigh and exceed these. Premised upon these findings, the curriculum foundation model developed delineates the four key interpersonal skills and competencies construction management programmes should utilise for developing their curriculum. Originality: This novel research unearths the lack of a cohesive curriculum agenda within construction management education, highlights the importance of interpersonal skills and competencies within the role of construction manager and based upon this, presents a curriculum foundation model

    INSAM Journal of Contemporary Music, Art and Technology 10 (I/2023)

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    Having in mind the foundational idea not only of our Journal but also the INSAM Institute itself, the main theme of this issue is titled “Technological Aspects of Contemporary Artistic and Scientific Research”. This theme was recognized as important, timely, and necessary by a number of authors coming from various disciplines. The (Inter)Views section brings us three diverse pieces; the issue is opened by Aida Adžović’s interview with the legendary Slovene act Laibach regarding their performance of the Wir sing das Volk project at the Sarajevo National Theater on May 9, 2023. Following this, Marija Mitrović prepared an interview with media artist Leon Eckard, concerning this artist’s views on contemporary art and the interaction between technology and human sensitivity. An essay by Alexander Liebermann on the early 20th-century composer Erwin Schulhoff, whose search for a unique personal voice could be encouraging in any given period, closes this rubric. The Main theme section contains seven scientific articles. In the first one, Filipa Magalhães, Inês Filipe, Mariana Silva and Henrique Carvalho explore the process and details of technological and artistic challenges of reviving the music theater work FE...DE...RI...CO... (1987) by Constança Capdeville. The second article, written by Milan Milojković, is dedicated to the analysis of historical composer Vojislav Vučković and his ChatGPT-generated doppelganger and opera. The fictional narrative woven around the actual historical figure served as an example of the current possibilities of AI in the domain of musicological work. In the next paper, Luís Arandas, Miguel Carvalhais and Mick Grierson expand on their work on the film Irreplaceable Biography, which was created via language-guided generative models in audiovisual production. Thomas Moore focuses on the Belgium-based Nadar Ensemble and discusses the ways in which the performers of the ensemble understand the concept of the integrated concert and distinguish themselves from it, specifying the broadening of performers’ competencies and responsibilities. In her paper, Dana Papachristou contributes to the discussion on the politics of connectivity based on the examination of three projects: the online project Xenakis Networked Performance Marathon 2022, 2023Eleusis Mystery 91_Magnetic Dance in Elefsina European Capital of Culture, and Spaces of Reflection offline PirateBox network in the 10th Berlin Biennale. The penultimate article in the section is written by Kenrick Ho and presents us with the author’s composition Flou for solo violin through the prism of the relationship between (historically present) algorithmic processes, the composer, and the performer. Finally, Rijad Kaniža adds to the critical discourse on the reshaping of the musical experience via technology and the understanding of said technology using the example of musique concrète. In the final Review section, Bakir Memišević gives an overview of the 13th International Symposium “Music in Society” that was held in Sarajevo in December 2022

    Interdisciplinarity in the Age of the Triple Helix: a Film Practitioner's Perspective

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    This integrative chapter contextualises my research including articles I have published as well as one of the creative artefacts developed from it, the feature film The Knife That Killed Me. I review my work considering the ways in which technology, industry methods and academic practice have evolved as well as how attitudes to interdisciplinarity have changed, linking these to Etzkowitz and Leydesdorff’s ‘Triple Helix’ model (1995). I explore my own experiences and observations of opportunities and challenges that have been posed by the intersection of different stakeholder needs and expectations, both from industry and academic perspectives, and argue that my work provides novel examples of the applicability of the ‘Triple Helix’ to the creative industries. The chapter concludes with a reflection on the evolution and direction of my work, the relevance of the ‘Triple Helix’ to creative practice, and ways in which this relationship could be investigated further

    Imagine your perfect park: how would it be? A qualitative study on the preferences, barriers and facilitators of green spaces' use by adolescents in a southern European urban context

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    Os espaços verdes são elementos essenciais das cidades. Estes espaços contribuem significativamente para a saúde e bem-estar dos adolescentes no meio urbano, constituindo modos de intervenção custo-efetiva para a redução das iniquidades em saúde e a transformação de cidades resilientes às alterações climáticas. No que concerne o planeamento e design dos espaços verdes urbanos, as necessidades e interesses dos adolescentes tendem a ser negligenciados. Foi objetivo deste estudo identificar facilitadores, barreiras e promotores de uso de espaços verdes urbanos pelos adolescentes da Área Metropolitana do Porto. Foi realizado um estudo qualitativo com recolha de dados através de grupos focais. Os participantes foram selecionados da coorte Geração XXI (G21) e foram estratificados de acordo com estatuto socioeconómico. Os dados foram analisados tematicamente, usando-se uma abordagem dedutivo-indutiva. A proximidade e multifuncionalidade dos espaços verdes urbanos foram os facilitadores de uso mais citados pelos adolescentes; enquanto que elevada pressão de visitantes, falta de vegetação e falta de manutenção foram identificados como importantes barreiras. Os adolescentes destacaram a necessidade de aumentar em número e tamanho os espaços verdes na Área Metropolitana do Porto, potenciando simultaneamente a sua multifuncionalidade através da provisão de equipamentos.Green spaces are an essential element in cities. They can significantly contribute to adolescents' health and wellbeing in the urban setting, being at the same time a cost-effective intervention to reduce health inequities and contributing to climate-resilient cities. Adolescents needs and desires regarding the planning and design of urban green spaces tend to be neglected. We aimed to identify facilitators, barriers and promoters of use of urban green spaces by adolescents in the Porto Metropolitan Area. A focus group design was used. Participants were selected from the Generation XXI cohort (G21) and were stratified according to their socioeconomic status. Data were analyzed thematically using a deductive-inductive approach. Proximity and multifunctionality of urban green spaces were the most cited facilitators of use, by adolescents; whilst high visitors' pressure, lack of vegetation and lack of maintenance were identified as important barriers. Adolescents enhance the need to increase the number and size of urban green spaces in the Porto Metropolitan Aera, while potentiating their multifunctionality by means of equipment provision
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