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1. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21

Author

University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas

Abstract

The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]

Published
2019

2. International Insights on Evaluating Teacher Education Programs. Evaluating and Improving Teacher Preparation Programs

Author

National Academy of Education (NAEd), Sato, Mistilina, and Abbiss, Jane

Abstract

In 2013, the National Academy of Education's (NAEd) report on teacher education program evaluation in the United States provided a substantial synthesis of how the nation approaches quality assurance for teacher education programs (Feuer et al., 2013). The United States, having no federal requirements for such quality assurance, proves to be a complex nation to characterize in generalized terms. The report raised the question of how other countries evaluate teacher education programs and whether their experiences can be relevant and informative in the U.S. context. The answer to this question was addressed in the 2013 report with only some brief illustrations of globally well-known jurisdictions. Since that report was released, some comparative analyses and syntheses of teacher education program evaluation approaches have been published, adding to a understanding of global trends in this area. this paper revisits the original question of how teacher education programs are evaluated in international contexts. While several international comparative studies of teacher education in general now exist, the researchers found that a focus on how programs are held accountable to quality assurance standards is a relatively unexplored area of comparative analysis. [For the 2013 report, "Evaluation of Teacher Preparation Programs: Purposes, Methods, and Policy Options," see ED565694.]

Published
2021

3. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael

Abstract

We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

Published
2016

4. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6

Author

National Science Foundation, National Science Board and White, Karen

Abstract

This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]

Published
2019

5. Fitts' Law as an Education Resource for Human-Computer Interaction in Computer Science Curricula

Author

Kapros, Evangelos

Abstract

Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.

Published
2018

6. Factors That Drive RTO Performance: An Overview. Synthesis Report

Author

National Centre for Vocational Education Research (NCVER) (Australia) and Misko, Josie

Abstract

This paper provides an overview of recent research on the factors that drive the performance of registered training organisations (RTOs), with a view to identifying areas for future research. Initially it explores the drivers of RTO performance; then discusses findings from available literature from Australia and from overseas, and discusses some implications for further research. The discussion is structured under the organising themes of: (1) high performance organisations and frameworks; (2) effectiveness and efficiency indicators of performance; (3) trials of RTO performance indicators; (4) international approaches (including for United State of America, United Kingdom, European Union, Germany, and New Zealand); and (5) concluding remarks. This is a companion piece to another National Centre for Vocational Education Research (NCVER) report, "Are We All Speaking the Same Language? Understanding "Quality" in the VET Sector", written by Tabatha Griffin (ED579516).

Published
2017

7. Differential Tuition Fees: Horses for Courses? HEPI Report 104

Author

Higher Education Policy Institute (HEPI) (United Kingdom) and Hillman, Nick

Abstract

In England, Scotland, Wales and Northern Ireland, the funding systems for full-time, first-time undergraduate students differ. Despite these differences, universities in each of the three parts of the United Kingdom (UK) with tuition fees--England, Wales and Northern Ireland--all share a common tendency to set them at the same (maximum) rate for full-time, first-time undergraduate students irrespective of the discipline or the institution. This paper summarises the debate about differential tuition fees in UK higher education. It includes the results of a survey among students about differential fees. It also argues that differential fees are unlikely to deliver the benefits their supporters claim.

Published
2018

8. Is it time to embrace building integrated Photovoltaics? A review with particular focus on Australia.

Author

Alim, Mohammad A., Tao, Zhong, Hassan, Md Kamrul, Rahman, Ataur, Wang, Baolin, Zhang, Chunwei, and Samali, Bijan

Subjects
*BUILDING-integrated photovoltaic systems, *COMMERCIAL building energy consumption, *RENEWABLE energy sources, *PHOTOVOLTAIC power generation, *ENERGY consumption of buildings, *SUSTAINABLE development, *SOLAR cells
Abstract

• Australia is behind in the race of solar power generation. • The usual energy payback period of a solar panel is about 10–15 years. • Large portions of energy are wasted because of the low quality invertor. • A selection procedure should be followed to choose BIPV systems. • Reducing initial capital costs and raising public awareness are necessary. Buildings consume a large quantity of energy. In May 2010, the European Union (EU) reported that around 40% of their energy consumption was related to building sectors, which is similar to the proportion of 39% in the United States. In Australia, buildings count 20% of its total energy consumption. Experts across the globe have been working in the development of new technologies, which not only reduce the building energy consumption but also harness energy from renewable sources. Building integrated photovoltaic (BIPV) system is one of the most popular techniques towards constructing a net-zero energy building through the utilisation of solar energy. In this review, we focus on the BIPV applications in Australia, where BIPV has not been prevailed as widely as might be expected despite the high solar irradiation in the country. This paper discusses recent advancements in BIPV systems and challenges that Australia is facing in order to adopt this technology. In addition, the current carbon emission issues in Australia are presented to build awareness among people, which will contribute towards adopting this technology. A range of experimental and numerical studies have been reviewed to identify the effectiveness of BIPV on building performances. This study also reports on the sustainability and economic feasibility of BIPV systems in terms of energy payback time and economical payback time, respectively. Based on this review, it is argued that BIPV is technically and economically feasible for Australia and its implementation might be started with solar roof tiles. [ABSTRACT FROM AUTHOR]

Published
2019
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9. Comparison of International Regulations for Written Medicine Information (WMI) on Prescription Medicines.

Author

Yuan, Hsiu-Chun Tony, Raynor, David K., and Aslani, Parisa

Subjects
DRUGS, MEDICAL information storage & retrieval systems, HEALTH policy, MEDLINE, ONLINE information services, PHARMACY information services, SYSTEMATIC reviews, GOVERNMENT regulation
Abstract

This paper presents a review of the literature, including government legislations, policies, guidelines, and recommendations available in the European Union, the United States of America, and Australia pertaining to the availability, development, and distribution of written medicine information (WMI) for prescription medicines. The online databases searched were Embase, International Pharmaceutical Abstracts, Medline, and PubMed, together with Google as the Internet search engine. The design and content of WMI documents have similarities and differences across all the 3 geographical regions. All the 3 regions have legislations in place to evaluate and regulate WMI documents for health care professionals (HCPs) and, to some degree, for patients; however, the degree of regulation varies between the 3 regions. The regulations around the content and information design of WMI impacts how well the WMI performs and consequently influences patients' knowledge and medication-taking behavior. Legislation in certain areas could be seen as more beneficial and can be implemented across the 3 regions. Furthermore, the required legislation on the evaluation of the content of WMIs can be seen in some areas to be more stringent and comprehensive, which when taken onboard across the 3 regions can be valuable when creating WMIs for both patients and HCPs. [ABSTRACT FROM AUTHOR]

Published
2019
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