scholarly journals Usability as a Method for Assessing Discovery

2009 ◽  
Vol 28 (4) ◽  
pp. 181 ◽  
Author(s):  
Tom Ipri ◽  
Michael Yunkin ◽  
Jeanne M. Brown
Keyword(s):  
Working Group ◽  
Las Vegas ◽  
Student Responses ◽  
Final Project ◽  
Usability Test ◽  
The University

The University of Nevada Las Vegas Libraries engaged in three projects that helped identify areas of its website that had inhibited discovery of services and resources. These projects also helped generate staff interest in the Usability Working Group, which led these endeavors. The first project studied student responses to the site. The second focused on a usability test with the Libraries’ peer research coaches and resulted in a presentation of those findings to the Libraries staff. The final project involved a specialized test, the results of which also were presented to staff. All three of these projects led to improvements to the website and will inform a larger redesign.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

16th and 17th Workshops of the International Association of Vegetation Science Working Group for the European Vegetation Survey (Rome, Italy, 22-26 March 2007; Brno, Czech Republic, 1-5 May 2008)

2008 ◽  
pp. 131-133
Author(s):  
T. M. Lysenko ◽  
Yu. A. Semenishchenkov
Keyword(s):  
Czech Republic ◽  
Working Group ◽  
International Association ◽  
Botanical Garden ◽  
European Countries ◽  
Vegetation Survey ◽  
Vegetation Science ◽  
The University ◽  
Science Working

22-26 March 2007 in Rome (Italy), in the Botanical garden of the University «La Sapienza» hosted the 16th meeting of the Working group «Review of the Vegetation of Europe» of the International Association of Vegetation Science (IAVS). These meetings are held every spring in one of the European countries and dedicated to various topics.

scholarly journals Proceedings of the Second Meeting of the EURO Working group on Operational Research (OR) in Agriculture and Forest Management

2006 ◽  
Vol 144 (5) ◽  
pp. 467-472 ◽  
Author(s):  
L. M. PLÀ
Keyword(s):  
Forest Management ◽  
Research Methods ◽  
Working Group ◽  
European Association ◽  
Operational Research ◽  
Agricultural Science ◽  
Or In Agriculture ◽  
The University ◽  
Broad Meaning ◽  
Research Institute

This working group, which is concerned with operational research methods and applications to agricultural science in its broad meaning (i.e. including Forest Management and Fisheries), was formed in 2003 within the European Association of Operational Research Societies (EURO). The first meeting of the group was held at the former Silsoe Research Institute two years ago. The next meeting will be held in 2007 within the XXII EURO Conference in Prague. The group intends to start regular meetings at approximately yearly intervals in association with the EURO Conferences. The second meeting of the working group, chaired by Dr. L. M. Plà of the University of Lleida and organized as a stream within the XXI EURO Conference, was held at the University of Iceland in Reykjavík from 3rd–5th July 2006 where the following papers were read.

scholarly journals Anti-Oppressive Composition Pedagogies

2019 ◽  
Vol 115 ◽  
pp. 1-4
Author(s):  
Julia Havard ◽  
Erica Cardwell ◽  
Anandi Rao
Keyword(s):  
Working Group ◽  
Community Building ◽  
University Of California ◽  
Community Transformation ◽  
Institutional Collaboration ◽  
Multiple Levels ◽  
Composition Pedagogies ◽  
The University

The project of creating an anti-oppressive composition issue began with multi-disciplinary, multi-institutional collaboration between Julia Havard, Erica Cardwell, Anandi Rao, Juliet Kunkle and Rosalind Diaz, who crafted a call for community-building and community-transformation: to build tools, resources, and spaces for transforming our classrooms, specifically our writing classrooms; and to approach the teaching of composition in community, with accountability, and with urgency. This collaboration started as a working group at the University of California Berkeley, Radical Decolonial Queer Pedagogies of Composition, as a number of instructors at multiple levels of the academic heirarchy struggled with the differences between our writing classrooms and our research. Following Condon and Young (2016), Inoe (2015), and Gumbs (2012), our editing team wanted to create a context and process for rich unraveling of  un-teaching oppressive systems through composition. 

scholarly journals The Emergency Pedagogy Atelier: the Afghanistan case. A first practice of social engagement starting from the voices of the protagonists

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Giuseppe Annaconti ◽  
Anna Paola Paiano ◽  
Elena Zizioli ◽  
Alessandro Vaccarelli
Keyword(s):  
Social Engagement ◽  
Working Group ◽  
Gender Issues ◽  
End Users ◽  
Institutional Framework ◽  
General Interest ◽  
Pedagogical Practice ◽  
Specific Context ◽  
Depth Study ◽  
The University

The article presents the first "Emergency pedagogy atelier" organized by the University of Salento with the collaboration of the Roma Tre University and the University of L'Aquila and with the participation of the founder of the NGO PenPath operating in Afghanistan and connected from here. The initiative was created to propose and verify the effectiveness and functionality of a format conceived in the context of the Siped Emergency Pedagogy working group. The initiative aimed to integrate the more traditionally seminar dimension of in-depth study and dissemination of educational issues with that of the opening of a space-time of direct and live contact with subjects and realities in emergency. Thanks to their direct intervention, it was intended to focus on specific issues which, particularly felt in the context of an emergency, are however of significant general interest. Three, therefore, the central passages: 1) the clarification, in paragraph 1, of the formal horizon (the lenses) with which to look at the phenomenon covered by the Pedagogical Atelier in more and, therefore, the specification of the opportunity to think and engage in a field of reflection and pedagogical practice specifically dedicated to emergency; 2) the definition, in paragraph 2, of a revisable and implementable model for the realization of the meeting where the presence of testimonies, documentation, glimpses of life in an emergency, as well as the activation of systems for monitoring the experience by end users; 3) the centering, also starting from the institutional framework of action of privileged witnesses (paragraph 3), of focused themes (gender issues and education of girls) of particular importance not only for the hosted context but also, for transposition, for reality closest to us (paragraph 4) and in any case not unrelated to the issues dealt with for the specific context in emergency.

IMPLANTATION OF THE TUTORIAL ACTION PLAN “GET READY FOR THE BACHELOR'S DEGREE FINAL PROJECT” FOR THE UNIVERSITY DEGREES

2016 ◽  
Author(s):  
María Alba Martinez Burgos ◽  
María Fernández-Cabezas ◽  
María Encarnación Morales ◽  
Margarita López-Viota ◽  
José Luis Arias ◽  
...  
Keyword(s):  
Action Plan ◽  
Bachelor's Degree ◽  
Final Project ◽  
The University

An International Health/Medical Informatics Programs Database

1994 ◽  
Vol 33 (03) ◽  
pp. 327-329
Author(s):  
D. J. Protti ◽  
J. V. Douglas ◽  
M. J. Ball
Keyword(s):  
Medical Informatics ◽  
Working Group ◽  
International Health ◽  
Education And Training ◽  
University Of Maryland ◽  
Critical Issues ◽  
The University ◽  
And Training

Abstract:The University of Maryland at Baltimore has established a database of health/medical informatics programs worldwide. Since 1991, IMIA’s Working Group on Education and Training in Medical Informatics has provided guidance on critical issues of policy and purpose. At the Heidel-berg/Heilbronn Working Conference in 1992 on Health/Medical Informatics education, representatives to WG1 and participants made suggestions regarding database intent, structure, and attributes.

scholarly journals Response Tokens and Their Sequential Action in the Teacher Third Turn (Note 1) A Conversation Analysis Case Study in the EFL Classroom

2020 ◽  
Vol 12 (2) ◽  
pp. 26
Author(s):  
Asma Ebshiana
Keyword(s):  
Conversation Analysis ◽  
Large Study ◽  
Analysis Framework ◽  
Student Responses ◽  
Sequential Action ◽  
The Third ◽  
Naturally Occurring ◽  
Change Of State ◽  
The University

In classroom settings, students` responses are regularly evaluated through the ubiquitous three-part sequence. It is through this pattern that teachers encourage student participation. Usually, the teacher uses response tokens such as “Okay”, Right” /” Alright”, “Mhm” “Oh”, in the third turn slot. These tokens are crucial and recurrent because they show where the teacher assesses the correctness or appropriateness of the students’ responses either end the sequence or begin a turn which ends the sequence. Moreover, such tokens have an impact on the sequence expansion and on the students’ participation. This article is a part of a large study examining the overall structure of the three-part sequence in data collected in an English pre-sessional programme (PSP) at the University of Huddersfield. The present article focuses on the analysis of naturally occurring data by using Conversation Analysis framework, henceforth (CA). A deep analysis is performed to examine how response tokens as evaluative responses are constructed sequentially in the third turn sequence as a closing action, whilst considering how some responses do not act as a closing sequence, since they elaborate and invite further talk. The results of response tokens have shown that they are greatly multifaceted. The analysis concluded that not all responses do the same function in the teacher’s third turn. Apart from confirming and acknowledging the student responses and maintaining listenership, some invite further contribution, others close and shift to another topic that designates closing the sequence, and some show a “change of state”. Their functions relate to their transitions, pauses and their intonation in the on-going sequence. 

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