scholarly journals “Not Just a Taxi”? For-Profit Ridesharing, Driver Strategies, and VMT

2018 ◽  
Author(s):  
Donald N. Anderson
Keyword(s):  
San Francisco ◽  
Ecological Impacts ◽  
Full Time ◽  
Location Services ◽  
For Profit ◽  
Ethnographic Interviews ◽  
Traffic Reduction ◽  
Taxi Service ◽  
Part Time ◽  
Demand Service

The spread of GPS-based location services using smartphone applications has led to therapid growth of new startups offering smartphone-enabled dispatch service for taxicabs, limousines,and ridesharing vehicles. This change in communicative technology has been accompanied by thecreation of new categories of car service, particularly as drivers of limousines and private vehicles usethe apps to provide on-demand service of a kind previously reserved for taxicabs. One of the mostcontroversial new models of car service is for-profit ridesharing, which combines the for-profit modelof taxi service with the overall traffic reduction goals of ridesharing. A preliminary attempt is heremade at understanding how for-profit ridesharing compares to traditional taxicab and ridesharingmodels. Ethnographic interviews are drawn on to illustrate the range of motivations and strategies usedby for-profit ridesharing drivers in San Francisco, California as they make use of the service. A rangeof driver strategies is identified, ranging from incidental, to part-time, to full-time driving. This makespossible a provisional account of the potential ecological impacts of the spread of this model of carservice, based on the concept of taxicab efficiency, conceived as the ratio of shared vs. unshared milesdriven.

Expanding Youth Professionals' Opportunities: The contribution that not-for-profit youth professionals can make in the corporate world

2004 ◽  
Vol 3 (1) ◽  
pp. 114-128
Author(s):  
Graeme Codrington
Keyword(s):  
Youth Culture ◽  
Ethical Issues ◽  
Full Time ◽  
Business World ◽  
For Profit ◽  
Corporate World ◽  
Not For Profit ◽  
Part Time ◽  
Corporate Business

This paper aims to expose youth professionals to a number of opportunities within the corporate business world. This will enable youth professionals to self-fund their ministries, as well as gain credibility and experience in their area of expertise. The paper will outline the need that the corporate world has with regards to an understanding of today's youth culture, as well as provide specific guidelines for youth professionals who wish to pursue part-time (or full-time) consulting work in the corporate world. The paper specifically ignores theological and ethical issues such work may provoke.

The Virtual University

2010 ◽  
pp. 32-39 ◽  
Author(s):  
David S. Stein ◽  
Hilda R. Glazer ◽  
Constance E. Wanstreet
Keyword(s):  
Adult Students ◽  
Independent Study ◽  
Doctoral Degrees ◽  
Full Time ◽  
Virtual University ◽  
For Profit ◽  
Virtual Universities ◽  
Academic Practices ◽  
Part Time ◽  
Traditional Institutions

By offering self-designed, guided independent study, for-profit virtual universities began as alternatives to traditional graduate education that emphasized full-time study and ignored the life demands of adult students. However, through the process of gaining accreditation, recognition by the academy, and acceptance in the marketplace, virtual universities now more closely resemble traditional institutions. Their challenge to traditional academic practices predominately rests with the use of electronic tools for learning and the access virtual universities provide thousands of part-time learners pursuing doctoral degrees.

The Virtual University

2010 ◽  
pp. 51-58
Author(s):  
David S. Stein ◽  
Hilda R. Glazer ◽  
Constance E. Wanstreet
Keyword(s):  
Adult Students ◽  
Independent Study ◽  
Doctoral Degrees ◽  
Full Time ◽  
Virtual University ◽  
For Profit ◽  
Virtual Universities ◽  
Academic Practices ◽  
Part Time ◽  
Traditional Institutions

By offering self-designed, guided independent study, for-profit virtual universities began as alternatives to traditional graduate education that emphasized full-time study and ignored the life demands of adult students. However, through the process of gaining accreditation, recognition by the academy, and acceptance in themarketplace, virtual universities now more closely resemble traditional institutions. Their challenge to traditional academic practices predominately rests with the use of electronic tools for learning and the access virtualuniversities provide thousands of part-time learnerspursuing doctoral degrees.

scholarly journals Finding a Researcher’s and a Teacher’s Voice in a Plethora of Responsibilities: A Duoethnography on Administrivia

2015 ◽  
Vol 24 (1) ◽  
Author(s):  
Joe Norris ◽  
Richard Sawyer
Keyword(s):  
High School ◽  
Secondary Schools ◽  
San Francisco ◽  
Doctoral Program ◽  
Faculty Members ◽  
Full Time ◽  
High School English ◽  
Twelfth Night ◽  
Part Time ◽  
Doctoral Work

“Some are born great; some achieve greatness; and some have greatness thrust upon them.” Twelfth Night, Act 3 Scene 4This article examines the differences and similarities between two faculty members as they discuss their entry into the academy after successfully teaching in secondary schools. Both brought with them the “maturity” gained from a work hiatus prior to continuing their education. Joe taught English and drama in Canada for 12 years and completed his masters part-time before embarking full-time on doctoral work. Rick taught high school English in San Francisco for seven years prior to enrolling in his doctoral program.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Women and Entrepreneurship – Albanian Case

2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Secondary Data ◽  
Special Focus ◽  
Full Time ◽  
Men And Women ◽  
Women’S Entrepreneurship ◽  
Part Time ◽  
Women's Entrepreneurship ◽  
The Difference

Women’s entrepreneurship is a powerful source, regarding to the women’s economic independence and empowerment, as well as regarding employment generation, economic growth and innovation, development and the reduction of poverty as well as one of the terms of gender equality. This poster presents the situation of women's entrepreneurship in Europe in comparative terms, with special focus in Albania. The paper has a descriptive nature. Describes three different plans in comparative terms; the representation of men and women in entrepreneurship, the representation of women in entrepreneurship in different countries of Europe and of Europe as a whole, as well as compare to gender quota. Through the processing of secondary data from various reports and studies, this poster concludes that although that the gender equality goal is the equal participation of men and women in all sectors, including the entrepreneurship, in this sector, gender gap it is still deep. Another significant comparative aspect, it is the difference between full and part –time women entrepreneurship. While in full time entrepreneurship in a convince way, men are those that dominate, in part time entrepreneurship clearly it’s evident the opposite trend, women's representation is much higher. It’s very interesting the fact, that the women’s entrepreneurship in Albania, presented in a significant optimistic situation, ranking in the second place, after Greece in the European level

THE USE OF INFORMATION TECHNOLOGY IN DISTANCE, PART-TIME AND FULL-TIME COURSES

2020 ◽  
pp. 41-50
Author(s):  
Almaziya G. Kataeva ◽  
◽  
Sergei D. Kataev ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Professional Competence ◽  
Time Frame ◽  
Full Time ◽  
Internet Resources ◽  
Modern Development ◽  
Grammatical Skills ◽  
Part Time ◽  
Time Courses

The modern development of society determines the forms and content of the process of teaching foreign languages. The quantity and quality of information in the field of mastering a foreign language is constantly growing as a means of sociocultural, linguistic and cultural and professional development of an individual. A foreign language is currently considered as an integral part of intercultural communication in various fields of objective reality and the development of a culture of interethnic communication. In the process of teaching a foreign language, technologies are becoming increasingly important which makes it possible to achieve the required level of communicative competence in speaking and writing in a shorter time frame and to recreate a virtual spatial temporal communication environment with native speakers. In this regard, the form of distance learning can be more and more prospective, being psychologically more comfortable for students and teachers; many of its elements can be integrated into other forms of training. The article exposes certain information technologies, the use of which increases the effectiveness of teaching a foreign language in distance, part-time and full-time courses. On the example of specific interactive multimedia Internet resources in the field of learning the German language, the urgent importance of using computerized teaching methods for acquiring and enhancing pronunciation, lexical and grammatical skills and knowledge with the aim of forming linguistic and cultural and professional competence of students is emphasized. At the same time, the article highlights importance of non-verbal forms of communication for achieving the desired effect of verbal communication, while relying on relevant audiovisual Internet resources.

Contemporary Trends in PSW Teaching: Challenges and Opportunity to Expand

2018 ◽  
Vol 9 (2) ◽  
pp. 60
Author(s):  
Kamlesh Kumar Sahu
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Time Course ◽  
Full Time ◽  
Private Institutions ◽  
Centre Of Excellence ◽  
Part Time ◽  
The Government ◽  
National Mental Health ◽  
Psychiatric Social Work

Psychiatric Social Work teaching has completed seven decades in India which was started with master course in medical and psychiatric social work at Tata Institute of Social Sciences, Mumbai in 1948 followed by various schools of social work across the country but unfortunately even after two year full time or part time course they are not counted as a mental health professional; still they need two more years of specialized training in mental health as Master of Philosophy in Psychiatric Social Work (M.Phil. PSW) which was offered in just a few institutions. Recently the Government of India formulated manpower development schemes under the national mental health programme to address the shortage of men power in mental health. Under this scheme, 25 centre of excellence in mental health are already stabilised and various post graduate departments were upgraded and M.Phil. PSW course is started or will be started. This figure is in raise in Government intuitions and few private institutions also. The prominence of social work in mental health is expected to enhance by this effort as highly trained social workers will be available to practice in the mental health field but there are some challenges to overcome to get the maximum outcome from this opportunity to expand.    Keywords:Psychiatric social work, mental health, men power development, India  Â

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