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9. Leadership Development in Academia in the UAE: Creating a Community of Learning

Author

Abdulla, Ayesha, Fenech, Roberta, Kinsella, Katrina, Hiasat, Lana, Chakravarti, Sriya, White, Timothy, and Rajan, Panthayil Babu

Abstract

Leadership development in academia is generating a lot of interest due to its idiosyncrasies and complexities, as well as recent studies highlighting the neglect of systematic leadership development in academia. The purpose of this qualitative research study is to discover the subjective experiences of academic leaders enrolled in leadership development. Following a leadership development program and focus groups, the main finding is that the subjective experience of academics enrolled in leadership development is positive, leading to greater knowledge, self-awareness, self-reflection, and the development of emotional intelligence, leadership styles, and skills in building high performing teams. The subjective experience is shaped by leadership development through experience, communication, and interaction with other leaders in a community of learning. Practical and theoretical implications, together with recommendations, in this study are a source of useful information for higher education institutions recognising the need to nurture the core competency of leadership within their academic cadre.

Published
2023
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10. The Effectiveness of Using Blended Learning Teaching and Learning Strategy to Develop Students' Performance at Higher Education

Author

Ayob, Hisham Hanfy, Daleure, Georgia, Solovieva, Nadia, Minhas, Wasif, and White, Timothy

Abstract

Purpose: The research aims to identify the effectiveness of using the blended learning strategy on achievement among students of higher colleges of technology in the United Arab Emirates (UAE), through the answer to the following question: Is there a statistically significant difference at the significance level (a = 0.05) in students' achievements in general studies courses at higher education attributed to the method of teaching (blended learning, traditional). Design/methodology/approach: The research applied a Quasi-experimental. The current research used two groups experimental group and controlled group across two phases: pilot study and experimental study. Phase 1 examined the difference between the pilot group and the nonpilot group at Sharjah colleges across three different courses: Fundamentals of Applied Mathematics, Professional Communication and Reporting and Basic Research Methods during the spring semester 2019 at Sharjah colleges. Phase 2 examined the difference between the experimental group (using blended learning during summer 2019) and the controlled group (learned the same courses during summer 2018) across three different courses and the same three courses. Findings: There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Fundamentals of Applied Mathematics (LSM 1000) course between the experimental and controlled groups. There is a statistically significant difference at significance level (a = 0.05) in students' achievements in the Professional Communication and Reporting (LSC 1103) in favor of the experimental group course at higher education attributed to the method of teaching (blended learning, traditional). There is no statistically significant difference at significance level (a = 0.05) in students' achievements in the Basic Research Methods (LSS 1123) between the experimental and controlled groups. Research limitations/implications: (1) The study is limited to students of Higher Colleges of Technology in the UAE; (2) The study is limited to the General Studies Department at Higher Colleges of Technology; and (3) The achievement test used in the study is a standardized test developed by the college. Originality/value: This research considered the first research to discuss the effectiveness of using blended learning where three teaching strategies are combined together (normal face-to-face classes, flipped classroom and online face-to-face classes) in students' achievement at higher education in the UAE.

Published
2023
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18. Ibrutinib and venetoclax as primary therapy in symptomatic, treatment-naïve Waldenström macroglobulinemia

Author

Castillo, Jorge J., Branagan, Andrew R., Sermer, David, Flynn, Catherine A., Meid, Kirsten, Little, Megan, Stockman, Katherine, White, Timothy, Canning, Alexa, Guerrera, Maria L., Kofides, Amanda, Liu, Shirong, Liu, Xia, Richardson, Kris, Tsakmaklis, Nicholas, Patterson, Christopher J., Hunter, Zachary R., Treon, Steven P., and Sarosiek, Shayna

Published
2024
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26. Integrated Interdisciplinary Science of the Critical Zone as a Foundational Curriculum for Addressing Issues of Environmental Sustainability

Author

White, Timothy, Wymore, Adam, Dere, Ashlee, Hoffman, Adam, Washburne, James, and Conklin, Martha

Abstract

Earth's critical zone (CZ) is the uppermost layer of Earth's continents, which supports ecosystems and humans alike. CZ science aims to understand how interactions among rock, soil, water, air, and terrestrial organisms influence Earth as a habitable system. Thus, CZ science provides the framework for a holistic-systems approach to teaching Earth surface and environmental science, especially related to environmental sustainability. Here, we describe efforts by an interdisciplinary team to create a full-semester, university curriculum that introduces upper-division students to CZ science. Course topics include a background in CZ science, key concepts and methods of CZ science, and units on land-atmosphere interactions, water budgets, landscape evolution, and biogeochemistry. The course culminates with a unit on human interactions within the CZ. Through interactive activities that use data sets from U.S. CZ observatories, the course emphasizes how a CZ framework is appropriate for teaching concepts across scientific disciplines, concepts of environmental sustainability, and the usefulness of CZ science for considering humanity's grand challenges. Materials can be integrated into existing courses or used as an independent course to maximize instructor flexibility; all materials were piloted in eight separate courses across a range of university settings. Although preassessments and postassessments of geoscience literacy did not show much change, students overwhelmingly agreed that they could use what they learned to help society overcome grand challenges. Thus, the holistic-systems approach advocated by CZ science and explored throughout this curriculum provides a unique opportunity to engage students in thinking about complex issues related to environmental sustainability.

Published
2017

32. Establishing an Effective Blended Learning Model: Teacher Perceptions from the United Arab Emirates

Author

Minhas, Wasif, White, Timothy, Daleure, Georgia, Solovieva, Nadia, and Hanfy, Hisham

Abstract

Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components should be combined, established, and delivered. Empirical evidence on teachers' perceptions of these elements is also limited. This qualitative study used focus groups to gather teacher perspectives of blended learning models, which produced three major themes related to professional development, student success, and blended courses. A sample of teacher from this group was most relevant to the study because they were involved in the implementation, and iterations, of blended learning at their HE institution for three semesters. Their experiences and perceptions provided highly relevant insights on what constitutes an effective blended leaning model. This study confirms previous empirical claims on the importance of professional development in increasing teacher efficacy. But also reveals the role of self-learning, informal communities of practice and their impact on changing teacher perceptions, which in turn improve efficacy. The study also highlights effective communication, course materials, course design and how blended learning environments are set-up, as crucial elements of an effective blended learning model. Teachers perceived these elements as the biggest influences on student success. This study provides important insights for educational institutions seeking to establish or improve their blended learning strategy and enhance student experience.

Published
2021
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35. Tree species diversity in managed Acadian forests of Eastern Canada.

Author

White, Timothy L., Adams, Greg W., Taylor, Anthony R., Gagnon, Rolland, Sherrill, Josh R., and McCartney, Andrew W.

Subjects
*SPECIES diversity, *COMMUNITY forests, *LAND tenure, *PUBLIC lands, *FOREST biodiversity, *SPECIES
Abstract

Maintaining forest diversity is an important value in long range management planning. This study was conducted in the ecologically diverse Acadian forest region in the Province of New Brunswick, Canada across 1.65 million hectares of publicly owned (Crown) and privately owned (Freehold) land. Tree species diversity using Hill numbers was evaluated across 21 forest type/age class combinations (groups) using 1691 sample plots to assess tree species richness (0D), typical species (1D), and abundant species (2D). Across the entire study area there were 0D = 31.0 total tree species observed, 1D = 11.5 typical species, and 2D = 7.0 abundant species. Among the 21 forest types/age class combinations, the Hill numbers ranged from 0D = 16.0–28.3, 1D = 5.6–11.5, and 2D = 3.5–8.4. A comparison of public and private land ownerships showed minor differences in tree species diversity at the landscape level. More intensively managed forest types (e.g., planted stands and naturally regenerated stands with silvicultural interventions) had similar levels of landscape-scale tree species diversity as comparable forest stands receiving no silvicultural interventions. This suggests that current management practices are maintaining tree species diversity across the landscape and highlights the importance of tailored management regimes for different forest types to support this diversity. [ABSTRACT FROM AUTHOR]

Published
2024
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36. Intrasaccular Treatment of Intracranial Aneurysms: A Comprehensive Review.

Author

Shao, Miriam M., White, Timothy G., Bassett, Jared B., Dowlati, Ehsan, Mehta, Shyle H., Werner, Cassidy, Golub, Danielle, Shah, Kevin A., Dehdashti, Amir R., Teron, Ina, Link, Thomas, Patsalides, Athos, and Woo, Henry H.

Subjects
*INTRACRANIAL aneurysms, *ENDOVASCULAR surgery, *ANEURYSMS
Abstract

Background: The endovascular treatment of complex intracranial aneurysms, such as wide-neck aneurysms (WNAs), remains a challenge. More established endovascular techniques, which include balloon-assisted coiling, stent-assisted coiling, and flow diversion, all have their drawbacks. Intrasaccular flow disruptor devices have emerged as a useful tool for the neurointerventionalist. Methods: Here, we discuss landmark studies and provide a comprehensive, narrative review of the Woven EndoBridge (WEB; Microvention, Alisa Viejo, CA, USA), Artisse (Medtronic, Irvine, CA, USA), Contour (Stryker, Kalamazoo, MI, USA), Saccular Endovascular Aneurysm Lattice Embolization System (SEAL; Galaxy Therapeutics Inc, Milpitas, CA, USA), Medina (Medtronic, Irvine, CA, USA), and Trenza (Stryker, Kalamazoo, MI, USA) devices. Results: Intrasaccular devices have proven to be effective in treating complex aneurysms like WNAs. Conclusions: Intrasaccular flow disruptors have emerged as a new class of effective endovascular therapy, and results of ongoing clinical studies for the newer devices (e.g., SEAL and Trenza) are much anticipated. [ABSTRACT FROM AUTHOR]

Published
2024
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37. Networks between Ireland and the Irish American Diaspora during the Northern Ireland Peace Process.

Author

White, Timothy J.

Subjects
*PEACE negotiations, *ROLE conflict, *THE Troubles, 1969-1994, *INTERNATIONAL relations, *DIASPORA
Abstract

This article explores the complex relationship between the network of actors in the United States and Ireland who sought to influence American foreign policy in the Northern Ireland peace process. These networks operated in civil society, representing numerous Irish American organizations linking corporate and church leaders and the media to members of the Irish American diaspora in government to influence the United States' diplomacy. These Irish American groups and individuals interested in influencing events in Northern Ireland were linked with a wide array of governmental and non-governmental actors in Ireland. Often, Americans were quite deferential to leaders and groups in Ireland and Northern Ireland who sought to mobilize the Irish diaspora in the United States for their cause. Thus, the United States' role in Ireland and Northern Ireland was not that of a hegemonic power but one of an empathetic actor responding to developments and cues provided by various actors in the Irish context. Transatlantic networking, made more possible due to technological changes in communication and transportation, facilitated increased exchanges of ideas, agents, and information. These networks allowed groups across the Atlantic to elicit support for local groups in Northern Ireland and mobilize the US government to play a political and diplomatic role in the conflict and peace process. Ultimately, the majority of Irish Americans moved from supporting the nationalist/republican side in the early years of the Troubles to becoming strong supporters of the peace process in the 1990s. [ABSTRACT FROM AUTHOR]

Published
2024
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41. Long-term follow-up of ibrutinib monotherapy in treatment-naive patients with Waldenstrom macroglobulinemia

Author

Castillo, Jorge J., Meid, Kirsten, Gustine, Joshua N., Leventoff, Carly, White, Timothy, Flynn, Catherine A., Sarosiek, Shayna, Demos, Maria G., Guerrera, Maria L., Kofides, Amanda, Liu, Xia, Munshi, Manit, Tsakmaklis, Nicholas, Xu, Lian, Yang, Guang, Branagan, Andrew R., O’Donnell, Elizabeth, Raje, Noopur, Yee, Andrew J., Patterson, Christopher J., Hunter, Zachary R., and Treon, Steven P.

Published
2022
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49. Reply to: Shark mortality cannot be assessed by fishery overlap alone

Author

Queiroz, Nuno, Humphries, Nicolas E., Couto, Ana, Vedor, Marisa, da Costa, Ivo, Sequeira, Ana M. M., Mucientes, Gonzalo, Santos, António M., Abascal, Francisco J., Abercrombie, Debra L., Abrantes, Katya, Acuña-Marrero, David, Afonso, André S., Afonso, Pedro, Anders, Darrell, Araujo, Gonzalo, Arauz, Randall, Bach, Pascal, Barnett, Adam, Bernal, Diego, Berumen, Michael L., Lion, Sandra Bessudo, Bezerra, Natalia P. A., Blaison, Antonin V., Block, Barbara A., Bond, Mark E., Bonfil, Ramon, Bradford, Russell W., Braun, Camrin D., Brooks, Edward J., Brooks, Annabelle, Brown, Judith, Bruce, Barry D., Byrne, Michael E., Campana, Steven E., Carlisle, Aaron B., Chapman, Demian D., Chapple, Taylor K., Chisholm, John, Clarke, Christopher R., Clua, Eric G., Cochran, Jesse E. M., Crochelet, Estelle C., Dagorn, Laurent, Daly, Ryan, Cortés, Daniel Devia, Doyle, Thomas K., Drew, Michael, Duffy, Clinton A. J., Erikson, Thor, Espinoza, Eduardo, Ferreira, Luciana C., Ferretti, Francesco, Filmalter, John D., Fischer, G. Chris, Fitzpatrick, Richard, Fontes, Jorge, Forget, Fabien, Fowler, Mark, Francis, Malcolm P., Gallagher, Austin J., Gennari, Enrico, Goldsworthy, Simon D., Gollock, Matthew J., Green, Jonathan R., Gustafson, Johan A., Guttridge, Tristan L., Guzman, Hector M., Hammerschlag, Neil, Harman, Luke, Hazin, Fábio H. V., Heard, Matthew, Hearn, Alex R., Holdsworth, John C., Holmes, Bonnie J., Howey, Lucy A., Hoyos, Mauricio, Hueter, Robert E., Hussey, Nigel E., Huveneers, Charlie, Irion, Dylan T., Jacoby, David M. P., Jewell, Oliver J. D., Johnson, Ryan, Jordan, Lance K. B., Joyce, Warren, Keating Daly, Clare A., Ketchum, James T., Klimley, A. Peter, Kock, Alison A., Koen, Pieter, Ladino, Felipe, Lana, Fernanda O., Lea, James S. E., Llewellyn, Fiona, Lyon, Warrick S., MacDonnell, Anna, Macena, Bruno C. L., Marshall, Heather, McAllister, Jaime D., Meÿer, Michael A., Morris, John J., Nelson, Emily R., Papastamatiou, Yannis P., Peñaherrera-Palma, Cesar, Pierce, Simon J., Poisson, Francois, Quintero, Lina Maria, Richardson, Andrew J., Rogers, Paul J., Rohner, Christoph A., Rowat, David R. L., Samoilys, Melita, Semmens, Jayson M., Sheaves, Marcus, Shillinger, George, Shivji, Mahmood, Singh, Sarika, Skomal, Gregory B., Smale, Malcolm J., Snyders, Laurenne B., Soler, German, Soria, Marc, Stehfest, Kilian M., Thorrold, Simon R., Tolotti, Mariana T., Towner, Alison, Travassos, Paulo, Tyminski, John P., Vandeperre, Frederic, Vaudo, Jeremy J., Watanabe, Yuuki Y., Weber, Sam B., Wetherbee, Bradley M., White, Timothy D., Williams, Sean, Zárate, Patricia M., Harcourt, Robert, Hays, Graeme C., Meekan, Mark G., Thums, Michele, Irigoien, Xabier, Eguiluz, Victor M., Duarte, Carlos M., Sousa, Lara L., Simpson, Samantha J., Southall, Emily J., and Sims, David W.

Published
2021
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50. Reply to: Caution over the use of ecological big data for conservation

Author

Queiroz, Nuno, Humphries, Nicolas E., Couto, Ana, Vedor, Marisa, da Costa, Ivo, Sequeira, Ana M. M., Mucientes, Gonzalo, Santos, António M., Abascal, Francisco J., Abercrombie, Debra L., Abrantes, Katya, Acuña-Marrero, David, Afonso, André S., Afonso, Pedro, Anders, Darrell, Araujo, Gonzalo, Arauz, Randall, Bach, Pascal, Barnett, Adam, Bernal, Diego, Berumen, Michael L., Lion, Sandra Bessudo, Bezerra, Natalia P. A., Blaison, Antonin V., Block, Barbara A., Bond, Mark E., Bonfil, Ramon, Braun, Camrin D., Brooks, Edward J., Brooks, Annabelle, Brown, Judith, Byrne, Michael E., Campana, Steven E., Carlisle, Aaron B., Chapman, Demian D., Chapple, Taylor K., Chisholm, John, Clarke, Christopher R., Clua, Eric G., Cochran, Jesse E. M., Crochelet, Estelle C., Dagorn, Laurent, Daly, Ryan, Cortés, Daniel Devia, Doyle, Thomas K., Drew, Michael, Duffy, Clinton A. J., Erikson, Thor, Espinoza, Eduardo, Ferreira, Luciana C., Ferretti, Francesco, Filmalter, John D., Fischer, G. Chris, Fitzpatrick, Richard, Fontes, Jorge, Forget, Fabien, Fowler, Mark, Francis, Malcolm P., Gallagher, Austin J., Gennari, Enrico, Goldsworthy, Simon D., Gollock, Matthew J., Green, Jonathan R., Gustafson, Johan A., Guttridge, Tristan L., Guzman, Hector M., Hammerschlag, Neil, Harman, Luke, Hazin, Fábio H. V., Heard, Matthew, Hearn, Alex R., Holdsworth, John C., Holmes, Bonnie J., Howey, Lucy A., Hoyos, Mauricio, Hueter, Robert E., Hussey, Nigel E., Huveneers, Charlie, Irion, Dylan T., Jacoby, David M. P., Jewell, Oliver J. D., Johnson, Ryan, Jordan, Lance K. B., Joyce, Warren, Keating Daly, Clare A., Ketchum, James T., Klimley, A. Peter, Kock, Alison A., Koen, Pieter, Ladino, Felipe, Lana, Fernanda O., Lea, James S. E., Llewellyn, Fiona, Lyon, Warrick S., MacDonnell, Anna, Macena, Bruno C. L., Marshall, Heather, McAllister, Jaime D., Meÿer, Michael A., Morris, John J., Nelson, Emily R., Papastamatiou, Yannis P., Peñaherrera-Palma, Cesar, Pierce, Simon J., Poisson, Francois, Quintero, Lina Maria, Richardson, Andrew J., Rogers, Paul J., Rohner, Christoph A., Rowat, David R. L., Samoilys, Melita, Semmens, Jayson M., Sheaves, Marcus, Shillinger, George, Shivji, Mahmood, Singh, Sarika, Skomal, Gregory B., Smale, Malcolm J., Snyders, Laurenne B., Soler, German, Soria, Marc, Stehfest, Kilian M., Thorrold, Simon R., Tolotti, Mariana T., Towner, Alison, Travassos, Paulo, Tyminski, John P., Vandeperre, Frederic, Vaudo, Jeremy J., Watanabe, Yuuki Y., Weber, Sam B., Wetherbee, Bradley M., White, Timothy D., Williams, Sean, Zárate, Patricia M., Harcourt, Robert, Hays, Graeme C., Meekan, Mark G., Thums, Michele, Irigoien, Xabier, Eguiluz, Victor M., Duarte, Carlos M., Sousa, Lara L., Simpson, Samantha J., Southall, Emily J., and Sims, David W.

Published
2021
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