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The presence of non-linear, time-variant loads in power networks introduces harmonics and other power quality issues in voltage and current waveforms. With the growing prevalence of power electronics, managing harmonic distortion has become a significant challenge in modern power distribution systems. This study aims to assess and analyze power quality at various locations within an academic institution (Sultan Qaboos University). The study encompasses the outputs of PV converters, uninterruptible power supplies (UPS), chillers with variable-speed motors, 11 kV/415 V transformers at both the College of Engineering and the Center of Information Systems, as well as two main substations supplying power to the university (33 kV/11 kV). Data collected—such as harmonic content in current and voltage waveforms and Total Harmonic Distortion (THD)—were meticulously analyzed to identify the factors affecting waveform quality. Measurements were conducted using advanced power quality instruments (Fluke 435-II), and the data were analyzed using MATLAB software. The study reveals that most results adhered to both the Oman grid code and international standards. The findings and methodology presented in this paper provide a critical benchmark for guiding standards compliance as Sultan Qaboos University, and other academic institution, undertakes the modernization of aging equipment and the expansion of new high-tech facilities. [ABSTRACT FROM AUTHOR]

Covid-19 was declared a global pandemic in 2019. The most practical method for continuing teaching and learning, particularly at Academic institutions, is to use Remote teaching and learning. There has been a significant shift from face-to-face teaching and learning to a fully online teaching and learning environment. Academic institutions must ensure that their curricula are consolidated and adjusted to accommodate online teaching and learning. Educators must adapt to new and creative techniques to engage students during Remote teaching and learning to meet the new normal in teaching and learning. This paper reviews the literature on 1) the obstacles that Academic institution educators encounter in Remote teaching and learning and 2) the techniques they employed to address those challenges during the Co-vid-19 outbreak. [ABSTRACT FROM AUTHOR]

It has been five years since the COVID-19 pandemic began in 2019, forcing universities to hastily adopt online teaching. This study focuses on two under-researched topics: whether the shift online may change universities' model to not require physical attendance and how students' socioeconomic status impacts their preferences around online versus in-person learning. The research hypotheses suggest that undergoing an online teaching experience positively influences preferences for online teaching, which in turn impacts the desire for institutional changes toward an online environment. Based on 1854 questionnaires completed at several academic institutions, we employed a mixed methods design. We performed Exploratory Factor Analysis (EFA) followed by Structural Equation Modeling (SEM) to test the models' goodness of fit and presented the Online Teaching Preference and Socioeconomic Effect (OTPSE) model. The findings show that students who felt their teaching improved through online classes preferred this format and chose universities without mandatory on-campus classes. Additionally, students from higher/middle socioeconomic backgrounds exhibited a greater preference for online learning than those from lower socioeconomic backgrounds. Overall, the results suggest that higher education leaders need thorough discussions on the topic. These findings may be valuable for education managers and policymakers when considering the implementation of sustainable education strategies, including the integration of online teaching methods. By understanding students' preferences and the factors that influence their choices, education managers can develop effective strategies to promote sustainable development in education systems. [ABSTRACT FROM AUTHOR]

Students believe mathematics is best learned by memorization; however, endorsing memorization as a study strategy is associated with a decrease in learning (Schoenfeld, 1989). When the world changed with the onset of the COVID-19 global pandemic, instruction transitioned to fully remote instruction where many assignments and examinations became open textbook, open note, and even open Internet. In this new world, did students change their beliefs about the role of memorization in learning? Did academic performance change? And did the relationship between memorization beliefs and academic performance change? The current study takes advantage of data collected in an online interactive statistics textbook used by courses before (in-person) and after (remote) the declaration of the COVID-19 pandemic at three institutions. Results from 2668 students who used the textbook showed that the UC institution had lower memorization belief scores compared to both the CSU and CCC institutions. Even when controlling for institution and chapter of the textbook, lower memorization belief scores were related to higher performance. Surprisingly, there were no significant differences in either memorization beliefs nor performance before and after transitioning to online remote instruction due to the pandemic. Although much of educational research is conducted in one institution, this kind of research can identify differences across institutional contexts to understand how learning can be affected by different teaching formats, including in-person and online/distance, brought on by disruptive social changes such as a global pandemic. [ABSTRACT FROM AUTHOR]

Students believe mathematics is best learned by memorization; however, endorsing memorization as a study strategy is associated with worse learning (Schoenfeld, 1989). When the world changed with the onset of the COVID-19 global pandemic, instruction transitioned to fully remote instruction where many assignments and examinations became open-textbook, open-note, and even open-internet. In this new world, did students change their beliefs about the role of memorization in learning? Did academic performance change? And did the relationship between memorization beliefs and academic performance change? The current study takes advantage of data (N = 2668) collected in an online interactive statistics textbook used by courses before (in-person) and after (remote) the declaration of the COVID-19 pandemic at three institutions, each representing a part of the California Master Plan for Higher Education (e.g., University of California, California State University, and California Community Colleges). Results showed that the UC institution had lower memorization belief scores compared to both the CSU and CCC institutions. Even when controlling for institution and chapter of the textbook, lower memorization belief scores were related to higher performance. Surprisingly, there were no significant differences in either memorization beliefs nor performance pre- and post-declaration of the pandemic. Although much of educational research is conducted in one institution, this kind of research can identify differences across institutional contexts to understand how learning can be affected by disruptive social changes such as a global pandemic.

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The presence of non-linear, time-variant loads in power networks introduces harmonics and other power quality issues in voltage and current waveforms. With the growing prevalence of power electronics, managing harmonic distortion has become a significant challenge in modern power distribution systems. This study aims to assess and analyze power quality at various locations within an academic institution (Sultan Qaboos University). The study encompasses the outputs of PV converters, uninterruptible power supplies (UPS), chillers with variable-speed motors, 11 kV/415 V transformers at both the College of Engineering and the Center of Information Systems, as well as two main substations supplying power to the university (33 kV/11 kV). Data collected—such as harmonic content in current and voltage waveforms and Total Harmonic Distortion (THD)—were meticulously analyzed to identify the factors affecting waveform quality. Measurements were conducted using advanced power quality instruments (Fluke 435-II), and the data were analyzed using MATLAB software. The study reveals that most results adhered to both the Oman grid code and international standards. The findings and methodology presented in this paper provide a critical benchmark for guiding standards compliance as Sultan Qaboos University, and other academic institution, undertakes the modernization of aging equipment and the expansion of new high-tech facilities.

Background: The authors have observed that studies on autonomy-supportive climates in academic settings mostly focus on educator-facilitated supportive environments that motivate students towards improved performance. Yet, little is known about how academic institutions teaching nursing can facilitate autonomy-supportive climates that enhance health sciences educators’ self-leadership practices. Aim: This article discusses ‘autonomy-supportive climate’, a factor that emerged as a self-leadership practice construct, and how it can be promoted in academic institutions to facilitate self-leadership practices in health sciences educators. Setting: The study was conducted in purposively selected academic institutions (N = 15) located in two provinces in South Africa. Methods: Quantitative methods were employed to describe the factor ‘autonomy-supportive climate’, which yielded as a self-leadership practice construct, from a broader mixed methods project that sought to formulate guidelines that could promote health sciences educators’ self-leadership. The data were analysed using exploratory factor analysis. Results: The construct ‘autonomy-supportive climate’ is one of the five constructs in the Self-leadership Practices Subscale that was found to be meaningful and valid, with its Cronbach alpha coefficient of 0.82 being the highest in the subscale. The perceptions of participants were that an autonomy-supportive climate promotes the facilitation of the educators’ self-leadership in a nursing education setting. Conclusion: An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance. Contribution: This study describes autonomy-supportive climate as a facilitator of self-leadership in health sciences educators. The study’s recommendations could assist institutions in facilitating a climate that strengthens educators’ self-leadership.

Introduction Tobacco smoking and secondhand smoke (SHS) are recognised risk factors for acute and chronic respiratory illness. Studies have reported an increasing smoking prevalence among university students across all levels of study. This study assessed SHS and self-reported respiratory symptoms among students in three academic institutions in Gaborone, Botswana. Methods A cross-sectional survey was carried out among students aged ≥18 years in three randomly selected universities in March 2019. Smoking status, exposure to SHS in the past 30 days and respiratory symptoms were assessed. Logistic regression was used to analyse respiratory symptoms among non-smoking students. Results Out of 450 students, current tobacco smoking was reported by 142 (32%) participants, with males 97 (68%) smoking the most. Exposure to SHS was highest at school (93%) followed by public places (89%) and home (48%). Exposed non-smokers exposed to SHS were 1.6 times (OR: 1.64, 95% CI: 1.35 –1.99) more likely to experience respiratory symptoms and 1.9 times (AOR: 1.91, 95% CI: 1.55 – 2.35) more likely to have headaches compared to non-exposed non smokers. Exposed non-smokers were also 3.6 times (AOR: 3.58, 95% CI: 2.50 – 5.11) more likely to feel irritated by tobacco particles in a place or car someone previously smoked in than non-smokers not exposed. Conclusions Exposure to SHS and self-reported respiratory symptoms are high. Non-smokers exposed to SHS were more likely to report respiratory symptoms and irritation compared to non-smokers not exposed. Further research is recommended to inform strengthening policies and strategies to reduce exposure to SHS in academic institutions.

Abstract Objective In an era of limited medical training funds and challenges for teaching centers to maintain their academic mission, the importance of accurate documentation to ensure commensurate coding and billing for services is critical. We sought to develop a practical program that would teach residents documentation skills with the goal of more accurately capturing the work being done in a tertiary care academic medical center. Methods A case–control study was performed. Otolaryngology inpatient and Emergency Department consultation notes at a single tertiary medical center were reviewed and knowledge gaps and shortcomings in documentation identified. Three short educational sessions were provided on documentation skills. During the same timeframe, templates in the electronic medical record were standardized to help maintain thoroughness of documentation within the consultation note. Results A total of 1476 consultations performed by the Otolaryngology department during a 9‐month period in FY17/18 (preintervention) were compared to a total of 1622 consultations performed during the same 9‐month period in FY19/20 (postintervention). The percent of billable consultations increased from 42.4% to 50.9% (p

PurposeThis study examines the impact of academic institutions on changes to students’ awareness and habits regarding a healthy lifestyle, specifically through nutrition and physical exercise, following the Covid-19 pandemic.Design and subjectsIn May 2020, quantitative online questionnaires were completed by 266 pre-service teachers (83.5% female), aged 19–63, who were studying at an academic institution in Israel.SettingThe questionnaire, which included health-related 15 items, as well as a number of demographic questions, was distributed via social media, academic mailing lists, and the researchers’ colleagues.MethodsThe respondents were asked to provide socio-demographic data and information regarding their health-related habits, such as smoking and exercising, at two timepoints: prior to the Covid-19 pandemic and during the first lockdown in Israel (March–May 2020).AnalysisStatistical analysis included paired t-tests, Wilcoxon and McNemar tests, Pearsons’s correlations, and hierarchical regressions.ResultsThe academic institution’s promoting of a healthy lifestyle, as perceived by students, was found to contribute to the explained variance (EPV) of their maintaining a healthy lifestyle, prior to and during the Covid-19 pandemic (R2 = 9.4%, p

Background: The authors have observed that studies on autonomy-supportive climates in academic settings mostly focus on educator-facilitated supportive environments that motivate students towards improved performance. Yet, little is known about how academic institutions teaching nursing can facilitate autonomy-supportive climates that enhance health sciences educators' self-leadership practices. Aim: This article discusses 'autonomy-supportive climate', a factor that emerged as a self- leadership practice construct, and how it can be promoted in academic institutions to facilitate self-leadership practices in health sciences educators. Setting: The study was conducted in purposively selected academic institutions (N = 15) located in two provinces in South Africa. Methods: Quantitative methods were employed to describe the factor 'autonomy-supportive climate', which yielded as a self-leadership practice construct, from a broader mixed methods project that sought to formulate guidelines that could promote health sciences educators' self- leadership. The data were analysed using exploratory factor analysis. Results: The construct 'autonomy-supportive climate' is one of the five constructs in the Self-leadership Practices Subscale that was found to be meaningful and valid, with its Cronbach alpha coefficient of 0.82 being the highest in the subscale. The perceptions of participants were that an autonomy-supportive climate promotes the facilitation of the educators' self-leadership in a nursing education setting. Conclusion: An academic institution could play a significant role in enabling self-leadership in educators, which would in turn improve their teaching performance. Contribution: This study describes autonomy-supportive climate as a facilitator of self-leadership in health sciences educators. The study's recommendations could assist institutions in facilitating a climate that strengthens educators' self-leadership. [ABSTRACT FROM AUTHOR]

Objective: In an era of limited medical training funds and challenges for teaching centers to maintain their academic mission, the importance of accurate documentation to ensure commensurate coding and billing for services is critical. We sought to develop a practical program that would teach residents documentation skills with the goal of more accurately capturing the work being done in a tertiary care academic medical center. Methods: A case–control study was performed. Otolaryngology inpatient and Emergency Department consultation notes at a single tertiary medical center were reviewed and knowledge gaps and shortcomings in documentation identified. Three short educational sessions were provided on documentation skills. During the same timeframe, templates in the electronic medical record were standardized to help maintain thoroughness of documentation within the consultation note. Results: A total of 1476 consultations performed by the Otolaryngology department during a 9‐month period in FY17/18 (preintervention) were compared to a total of 1622 consultations performed during the same 9‐month period in FY19/20 (postintervention). The percent of billable consultations increased from 42.4% to 50.9% (p <.001). Similarly, the percentage of consultations coding at a higher level of complexity rose from 51.6% to 59.5% (p =.002). This improvement led to an increase in consultation charges of more than $130,000. Conclusion: This study demonstrates that a simple documentation and coding curriculum and workflow interventions can lead to more thorough and improved consult documentation as evidenced by a significant increase in the percentage and complexity of billable Otolaryngology consultations at a tertiary academic center. Level of Evidence: 4. [ABSTRACT FROM AUTHOR]

The significance of Institutional Effectiveness is pivotal to the functioning of an academic institution. The mushrooming of private institutions in the Indian higher education space necessitates exploring its antecedents to ensure quality higher education is imparted by the institution. The purpose of this research endeavor is to explore the impact of Academic Leadership on Institutional Effectiveness with a mediating role of Campus Culture and Faculty Involvement in Decision Making. The study employed a cross-sectional research design and implemented a purposive sampling technique to collet primary data from 80 permanent faculties and 249 students of private engineering colleges located in the Karnataka state of India. Data was collected through a structured questionnaire and analyzed using Partial Least Square-Structural Equation Modeling. Hypothesis shows academic leadership and campus culture has high influence on institutional effectiveness. Faculty in decision making and campus culture partially mediates between academic leadership and institutional effectiveness. The results of FIMIX-PLS and PLS-MGA analysis shows the similarity in the results of total effect and path relationships. This paper provides theoretical foundations and empirical findings on conceptualizing the antecedents of institutional effectiveness. The outcomes of this research serve as significant input to policy makers and higher education institutions to facilitate enhancement of institutional effectiveness. [ABSTRACT FROM AUTHOR]

Introduction: Parkinson’s disease (PD) is a neurodegenerative disease with motor and non-motor manifestations that have been previously reported to affect patient quality of life (QoL). Our objective is to investigate the factors that contribute to QoL in a cohort of PD patients receiving care at a major academic institution. Methods: In this cross-sectional study of 124 participants (71.77% male, mean age 65.20, mean UPDRS-III score 11.25), we analyzed if certain clinical features such as UPDRS-III, QIDS-C, and total disease duration contributed to QoL as measured by two different metrics (PDQ-39 and EQ-5D) in PD patients at a university Movement Disorders Clinic. Results: Motor symptoms of PD, with the exception of tremor, as well as depression and specific depressive symptoms were significantly and positively correlated with lower QoL metrics for patients with Parkinson’s, with total depressive symptom severity (QIDS-C16 Total score) contributing most to QoL scores. Of the specific depressive and motor symptoms, anhedonia and rigidity contributed the most to QoL. Disease duration was significantly correlated with lower QoL for participants with Parkinson’s according to the QoL metric PDQ-39 but not ED-5D. Parkinson’s patients with access to high-quality healthcare are at risk for having diminished QoL due to both depressive and motor symptoms. Conclusion: While severity of motor symptoms certainly impacted QoL in our cohort, our findings suggest that depressive symptoms contribute more to impaired QoL than severe motor symptoms do. This phenomenon suggests that concomitant depression in PD as well as one’s psychological adjustment to disability may have a greater impact on QoL than severe motor symptoms.

The paper is devoted to the analyses of specific features of internationalization of academic research institutions, first of all at National Academy of Educational Sciences (NAES) of Ukraine. We conducted a brief observation of contemporary English language literature in the area of internationalization of academic institutions and evaluation of its effectiveness. We tried to analyze the situation with internationalization at academic institutions in situation of limited financial support and restrictions, connected with pandemic situation with COVID-19. Special stress was made on elaboration and implementation of successful strategy of internationalization with realistic, accurate and measurable dimensions of internationalization. Using as an example the Strategy of Internationalization of NAES of Ukraine, which was approved by the Presidium of NAES of Ukraine on March, 18, 2021, we observed the main dimensions of internationalization with the relevant indicators, which could be implemented in other academic institutions in Ukraine. Also, we compare some of these indicators with the indicators of internationalization at leading international university rankings (QS and THE).

Background: Vaccine hesitancy has seen an uprising over the decades, even though there have been many advances regarding vaccine-preventable diseases. Of late, vaccine hesitancy has resurged towards the coronavirus disease 2019 (COVID-19) vaccine. The SARS-CoV-2 virus has major effects on the human body and has led to the development of different vaccines, which have been shown to provide immunity against the novel coronavirus. Dentists are at an increased risk to COVID-19 because of the nature of their work. It is imperative to have high vaccination coverage for this group. Aim: The aim of this study is to determine vaccine hesitancy and drivers associated with vaccine hesitancy among dental students at a university in South Africa. Setting: A dental school in South Africa was chosen as the setting for this study. Methods: An analytical cross-sectional study was conducted by means of an anonymous, online, validated questionnaire to determine vaccine hesitancy. Results: Of the 205 dental students participated, 83.9% (n = 172) students were vaccine not hesitant. The main concerns regarding the vaccines were identified as safety and efficacy of the vaccine. Pressure by family or friends and the university to get vaccinated was evident. Conclusions: Vaccine hesitancy is high despite mandatory vaccination policies in South Africa. Specific drivers contributing to vaccine hesitancy were identified as doubt in the efficacy and safety of the vaccine. Contribution: This study has highlighted the prevalence of vaccine hesitancy among dental students at University of the Western Cape, prior to compulsory vacccination implementations.

BackgroundStudies have shown conflicting effects of resident involvement on outcomes after laparoscopic bariatric surgery. Resident involvement may be a proxy for a teaching environment in which multiple factors affect patient outcomes. However, no study has examined outcomes of laparoscopic bariatric surgery based on hospital teaching status.ObjectiveTo compare outcomes after laparoscopic Roux-en-Y gastric bypass (LRYGB) and laparoscopic sleeve gastrectomy (LSG) between teaching hospitals (THs) and nonteaching hospitals (NTHs).SettingRetrospective review of a national database in the United States.MethodsThe Nationwide Inpatient Sample database (2011-2013) was reviewed for obese patients who underwent LRYGB or LSG. Patient demographic characteristics and outcomes were analyzed according to hospital teaching status. Primary outcome measures included risk-adjusted inpatient mortality and serious morbidity.ResultsWe analyzed 32,449 LRYGBs and 26,075 LSGs. There were 35,160 (60.1%) cases performed at THs and 23,364 (39.9%) cases performed at NTHs. At THs, the distribution of LRYGB versus LSG cases was 20,461 (58.2%) versus 14,699 (41.8%), respectively; at NTHs, the distribution was 11,988 (51.3%) versus 11,376 (48.7%), respectively. For LRYGB, there were no significant differences between THs versus NTHs in mortality (AOR 1.14; P = 0.99), but there was an increase in odds of serious morbidity at THs (AOR 1.36; P

The part of higher education in the advancement of a general public is vital. It creates unmistakable abilities in the individual to serve the general public better. As per All India Survey on Higher Education (AISHE) report 2019-20 there are 65 universities with 4732 colleges having 164416 non-teaching staff is employed. The challenges of the 21st century bring the non- teaching staff to be in front of the process. Non-teaching staffs play vital role in the academic environment because they are in the technical and support side of the educational institution. It is very important that non-teaching staffs should also be knowledgeable with their role and participation in the process. Job performance is the most significant indicator in maximizing organizational performance. Satisfaction of employees has been in this way the central examination region, to improve the performance levels of associations. The study will examine the factorsinfluencing work environment and job characteristics on the job performance of non- teaching staff. Non-teaching staff employees are key parts in the present higher education. They are liable for the everyday tasks of a university. Non-teaching proficient employees in institutions and colleges are staffs who are utilized for the basic role of offering scholarly help, understudy administrations, and institutional help. Researchers have contended that non- teaching staff employees are critical to all scholarly offices and those institutions and colleges couldn't work without the help of these care staff individuals who manage the everyday activities. In an exploration did different issues that influence satisfaction was tended to. Descriptive survey research design will be adopted for this study. Along these lines this investigation will zero in on whether there are factors which impact job satisfaction among non-teaching staff in higher education foundations in Maharashtra. [ABSTRACT FROM AUTHOR]

Background: Vaccine hesitancy has seen an uprising over the decades, even though there have been many advances regarding vaccine-preventable diseases. Of late, vaccine hesitancy has resurged towards the coronavirus disease 2019 (COVID-19) vaccine. The SARS-CoV-2 virus has major effects on the human body and has led to the development of different vaccines, which have been shown to provide immunity against the novel coronavirus. Dentists are at an increased risk to COVID-19 because of the nature of their work. It is imperative to have high vaccination coverage for this group. Aim: The aim of this study is to determine vaccine hesitancy and drivers associated with vaccine hesitancy among dental students at a university in South Africa. Setting: A dental school in South Africa was chosen as the setting for this study. Methods: An analytical cross-sectional study was conducted by means of an anonymous, online, validated questionnaire to determine vaccine hesitancy. Results: Of the 205 dental students participated, 83.9% (n = 172) students were vaccine not hesitant. The main concerns regarding the vaccines were identified as safety and efficacy of the vaccine. Pressure by family or friends and the university to get vaccinated was evident. Conclusions: Vaccine hesitancy is high despite mandatory vaccination policies in South Africa. Specific drivers contributing to vaccine hesitancy were identified as doubt in the efficacy and safety of the vaccine. Contribution: This study has highlighted the prevalence of vaccine hesitancy among dental students at University of the Western Cape, prior to compulsory vacccination implementations. [ABSTRACT FROM AUTHOR]

Background: The rising incidence of thyroid cancer has been attributed to increased detection of papillary thyroid microcarcinoma (PTMC). Although some PTMCs are thought to harbor aggressive pathologic features, the clinical significance of these features remains unclear. This study examines factors associated with survival in this patient population.Study Design: Adults with PTMC, defined as papillary thyroid carcinoma ≤ 1.0 cm, who underwent thyroidectomy between 2004 and 2016, were identified in the National Cancer Database. Demographic and clinical variables were analyzed. The primary aim was to identify factors associated with survival. The secondary aim was to assess the association of microscopic margins on survival and to identify factors associated with margin positivity. Overall survival was estimated using Kaplan-Meier methods and compared using log rank tests. Cox proportional hazards and binary logistic regression models identified factors associated with survival and margin positivity, respectively.Results: Of 77,817 patients with PTMC, 13,507 met inclusion criteria; 2,649 (20%) of these patients presented with advanced features: extrathyroidal extension (n = 916, 7%), lymphovascular invasion (n = 398, 3%), lymph node involvement (n = 2,003, 15%), and distant metastasis (n = 39, <1%). Microscopic margin positivity was present in 906 patients and associated with increased risk of death (hazard ratio 1.58, 95% CI 1.04-2.41). Academic facilities (odds ratio [OR] 0.75, 95% CI 0.59-0.95) and operative volume (OR 0.98, 95% CI 0.97-0.98) were associated with decreased margin positivity.Conclusions: Positive margin status was significantly associated with increased risk of death for PTMC. Higher operative volume and treatment at academic centers were associated with lower rates of margin positivity and may help improve survival outcomes in PTMC patients with aggressive features. [ABSTRACT FROM AUTHOR]

There have been a lot of discussions on the socio-political context of the rise of theory, whereas the impact on theory from the market-oriented high education has not garnered enough attention. The inception and development of theory are closely related to the material conditions provided by the Western academia, such as intellectual traditions, academic practices, economic conditions, and cultural atmosphere. Some theoretical developments seem to have been prompted by the internal evolution of a theory itself, but they may also be initiated by external and institutional factors. The development of theory is not simply an ideological relay among theorists because it occurs not only in the minds of theorists, but also in the academic institution in reality under the effect of many external factors. The institutionalization, marketization and overindulgence in technology are the main challenges for theory today. [ABSTRACT FROM AUTHOR]

The COVID 19 pandemic causes a sudden change in human and organizational activities, especially the academic institution. Yet, it offers an opportunity to re-engineer and restructure the roadmap of education to effectively and efficiently continue to perform the constitutional mandate of delivering quality and accessible education. Thus, a qualitative study of online microprocessor course was conducted to explore and describe the perspectives of technology students on online learning. Seven (7) participants were selected using the data saturation sampling method. The main instrument of the study is the researcher using the interview method. The data were analyzed using the Colaizzi method of analyzing qualitative data. The findings revealed six (6) significant themes, including "Limited Knowledge & Skills on Other Available online platforms/Technology teaching," "available gadgets in online classes," "Available Internet Connectivity, Unsteadiness and Low speed of Internet connection," "Lack of human interaction and communication" Experiencing stressful atmosphere," and "Favorable to Face-to-face learning and Online learning." Online learning is accompanied by many barriers and challenges that hinder the teaching and learning process. The study recommends that the government and academic institutions establish/build a high-speed internet connection access to the students during online classes. Train and retrain teachers and faculty to different available online platforms to have comprehensive knowledge and skills in using technology in teaching. Lastly, train and retrain teachers and faculty in human relationships to improve handling and dealing with student issues and challenges. [ABSTRACT FROM AUTHOR]

This research examines how faculty members working in complex sociopolitical context cope with campus diversity. Through 20 focus groups comprised of faculty members representing all of the departments at one academic institution, we investigated the participants' experiences with student diversity. The findings show that the protracted Israeli–Palestinian conflict seeps into classroom interactions. This infiltration of the protracted conflict is particularly salient during escalations of the conflict. The participants feel they are unable to address these difficulties, experience isolation, fear, and a lack of support. The study expands understanding of how employees cope with political tensions in a real‐life setting. [ABSTRACT FROM AUTHOR]

This study reports concentrations of trace metals and the associated health risks in settled dust of different microenvironments of a university in Northeast India. Settled dust samples were collected from the most accessible indoor locations by the students of Tezpur University, a rural-residential university of mid Brahmaputra Valley of Assam. Collected samples were digested in an aqua regia–assisted microwave digestion system and analyzed for iron (Fe), nickel (Ni), zinc (Zn), cadmium (Cd), and lead (Pb) using atomic absorption spectroscopy (AAS). The highest concentration was obtained for Fe with a mean value of 1353.51 ± 123 mg/kg. Cadmium showed the lowest concentration with a mean value of 0.75 ± 0.57 mg/kg. Cadmium was the highly enriched element followed by Pb, Zn, and Ni. The metals mostly fall in the “extremely high enrichment” category. The study revealed that infiltrated soil or street dust, eroding wall paints, and automotive sources were the main contributing sources of the metals. The calculated Hazard Index (HI) value, 0.39, was lower than the acceptable HI value of 1 indicating no significant non-cancer risk to the students from exposure to these heavy metals at present. The study also found no carcinogenic risk on exposure to the metals present in the indoor dust samples. [ABSTRACT FROM AUTHOR]

The advancement of digital technologies has improved the information environment with more information being available and disseminated in electronic format. Electronic books have been used in the academic institutions, and academic users have recognised their potential in supporting scholarships. However, the increase in the acquisition of electronic books has brought about changes to the interface of academic institutions in the provision of electronic books to users. The aim of the study was to determine the use of electronic books among postgraduate students in the Department of Information Studies at the University of Zululand, South Africa. The study used the quantitative research method underpinned by a survey research design for the data collection. The findings show a high level of awareness of electronic books that are available at the institution and that are used by postgraduate students in learning and research. Postgraduate students access and use electronic books daily through some of the popular databases such as EBSCO Discovery Service, EBSCOhost and Emerald. However, most of the postgraduate students encountered many challenges that hinder the effective use of and access to electronic books, for example, limited access to the internet, the lack of information technology skills and the lack of training on the use of electronic books. The study recommends information and digital computer literacy training, continuous professional development, and workplace learning workshops on the access to and use of electronic books. [ABSTRACT FROM AUTHOR]

Abstract Introduction This research was focused on the ‘receiver’ end of the supply chain that has, in recent years, emerged as a novel area of investigation by European urban freight researchers. The paper explores the importance of procurement policy and mechanisms in a higher education establishment in order to drive a sustainable approach to inbound logistics. There is little known of the purchasing behaviour at individual level within such organisations. A localised city logistics Delivery Service Plan, within a ‘coherent campus strategy’ for an academic campus was established at Newcastle University, located at the centre of a medium size British city. Method Purchasing data and interviews with the purchasing manager demonstrated the current state of purchasing practice at the University, relative to the benchmarks established in the literature. In order to better understand the relationships between delivery services, the urban environment, and staff attitudes, a questionnaire was conducted with Newcastle University staff, addressing the purchasing of all goods to be delivered to the workplace. Result Multivariate analysis of cross-sectional data, as well as qualitative analysis, shows that variable frequency in demand can be explained by: job type; the different ways to raise a purchase order (PO); type of goods purchased; expected delivery times; and from where the PO originates. The findings suggest that training within specific staff roles would benefit the University’s urban freight coordination and management. We can also see that a very small core of people raise most of the orders and that, through them, it should be possible to influence the majority of orders. Lastly, demonstrating to the University’s Executive that employee views on private purchasing directly influence the practice, has convinced the board that changing purchasing behaviour towards freight efficiency is a feasible option for a sustainable institutional organisation. Conclusion The key contribution of this paper is demonstration of the important role of logistics receiver can make in delivering sustainable city logistics. This is especially true for large organisation with multi-sited and multi-level management (central vs local) that require multi-type of logistics in a city-centred bound historic built environment University. This paper shed light on identifying the key determinants of freight demand at University that can be managed and act as catalyst for accommodating urban freight in city planning.

Purpose - This study aims to determine the extent of implementation of income-generating projects (IGPs) of the University of Eastern Philippines (UEP). Design/methodology/approach - It uses a descriptive-correlational research design, involving 126 respondents, composed of 5 members of IGP Board of management, 11 managers and 110 clients. Frequency counts, percentages, ratios, weighted means and multiple regression analysis are used to treat and analyze the data gathered. The assessment of the extent of implementation of IGPs results in a high extent of implementation, indicating that the emergence and development of IGPs significantly improved the income-generating capacity of UEP. Findings - The test of the relationship between the extent of implementation and the profile of the IGPs in terms of length of operations prove that they are not significantly related, indicating that the length of operations has no direct influence on the implementation of the IGPs, and the extent of how IGPs are implemented does not largely depend on the number of staff the IGPs have. However, the average number of clients served is significantly related to the extent of implementation of IGPs. Originality/value - In determining whether a relationship existed between the extent of implementation of IGP and the profile of the staff, the results prove that except for the age of the staff, the educational attainment and the number of trainings and seminars attended are found to have a significant relationship.

Compared to their men counterparts, women do not rapidly climb up the leadership ladder due to a glass ceiling obstacle. This study aims to explore the inhibiting factors demotivating Africa women’s leadership pursuit in Science, Technology, Engineering, and Mathematics (STEM). A qualitative approach was adopted using online open-ended questions to seek narratives from African women leaders on their roles and experiences of a STEM career. Data were collected using a non-probability, purposive sample of African women leaders in STEM in African research institutes and universities. Forty-two women in leadership positions in 12 African countries participated in the study, which was content analyzed, seeking patterns and themes to explore the narratives. A common thread exists in the tone and life experiences of the African women leaders in STEM. Scholarship, supportive organizational structure, commitment, hard work, and tenacity were all experienced as enablers of the career path process and their attained positions. The education level contributed to a strong leadership position. Women experience less acceptance than males in STEM leadership as the organizational culture still devalues women in leadership positions in several African countries. The study’s contribution, limitations, recommendations, and managerial implications are discussed, with suggestions for further research are made.