Collaborative effort to increase the physiotherapist’s competency in rehabilitation of torture survivors

Thank you for this opportunity to share perspectives from our work within the Physiotherapy and Refugees Education Project, PREP, an Erasmus+ funded project within the KA2 strategic partnership program. Researchers, educators, students, and clinicians within institutions of higher education, health services and humanitarian organisations, have worked together in this project to define competencies that physiotherapists need in working with refugees. Based on this, we have made a course openly available for physiotherapists worldwide. A central aim of the work in PREP has been the creation of a network in which educators, students and clinicians can meet, discuss, and learn from each other. We welcome everyone who shares our interest to join us in this network. In this perspective paper, we want to share our thoughts and opinions on how such a collaboration can be used for building competence. We will discuss topics that are central for physiotherapists working with victims of torture, and finally, we will discuss what we believe are the important next steps within physiotherapy to be able to support this group.

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Theoretical bases of introduction of internet technologies in the conditions of digitalization of institutions of higher education

LAPLAGE EM REVISTA ◽

10.24115/s2446-6220202173a1409p.324-333 ◽

2021 ◽

Vol 7 (3A) ◽

pp. 324-333

Author(s):

Olha Yablonska ◽

Vitalii Honcharuk ◽

Maksym Yablonskyy ◽

Sergiy Karikov ◽

Oleksandra Brukhovetska ◽

...

Keyword(s):

Higher Education ◽

University Education ◽

Institutions Of Higher Education ◽

Internet Technologies ◽

Internet Resources ◽

Internet Users ◽

The Creation ◽

Use Of Internet ◽

Theoretical Foundations

The article reveals the scientific and theoretical foundations, structures, classification and types of Internet technologies in higher education; the features of orientations and attitudes of subjects of university education on the use of Internet technologies in modern conditions are highlighted; studied the audience of Internet users in the universities of Ukraine; revealed the substantive and procedural aspects of the joint pedagogical activity of the teacher and students in the creation and implementation of Internet projects; methodological recommendations were developed for the implementation of Internet resources in the teacher's practical activities.

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Propuesta de creación de un centro de transferencia de tecnología en la Universidad Politécnica de Gómez Palacio

Revista Gestión Universitaria ◽

10.35429/jum.2019.10.3.35.44 ◽

2019 ◽

pp. 35-44

Author(s):

Claudia Rocio Tovar-Rosas ◽

Luis Roberto Garza-Moya ◽

Josué Mizraim Arreola-Burciaga ◽

Jessica Astridt Delgadillo-Alvarado

Keyword(s):

Higher Education ◽

Technology Transfer ◽

New Technologies ◽

Daily Life ◽

New Products ◽

Active Participation ◽

Institutions Of Higher Education ◽

Social Commitment ◽

The People ◽

The Creation

Currently, most of the students of the different Institutions of Higher Education have a social commitment, which is to develop new technologies that contribute improvements in the daily life of the people. The main objective of this proposal is to create an interface that measures the needs of the company and translates them into areas of opportunity and development for universities and to implement projects in the classroom aimed at industries and thereby bring innovations to processes, products, among others. Currently, at the Polytechnic University of Gómez Palacio, students from five different specialties are being worked on, which innovate in the creation of new products, which can be patented or implemented in the industry. Another important feature to highlight is the fact that currently there is no way to protect the authorship of students, in addition to the fact that when delivering completed projects completely, the use that will be given to these products is unknown. It is for this reason that the creation of a technology transfer center is proposed; with it, it would be promoting the innovation of projects and active participation of companies, with the support of the institution.

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BEYOND ALLIANCE FOR KNOWLEDGE – STRONGER TOGETHER

Revista Prâksis ◽

10.25112/rpr.v3i0.1967 ◽

2019 ◽

Vol 3 ◽

pp. 24

Author(s):

Harald Mikkelsen

Keyword(s):

Applied Sciences ◽

Higher Education ◽

Quality Assurance ◽

Applied Science ◽

Strategic Partnership ◽

Institutions Of Higher Education ◽

Academic Environments ◽

Global Challenges ◽

New Concepts ◽

University College

The Beyond Alliance for Knowledge between Hämeenlinna University of Applied Science, Feevale University and VIA University College is a strategic partnership between three institutions of higher education focused on applied sciences. The alliance was founded in 2017 based on the intention of cooperation in ways in which 1 + 1 + 1 equals more than three. In a world of full of global challenges, it is important to us at VIA, as well as to our partners, to go beyond what each of us can do alone.From my chair as Rector of VIA University College, the alliance is of great importance in relation to creating outlook for our academic environments, e.g. in the form of quality assurance, how to conduct research and new concepts. We are a globally oriented institution and being a part of the Beyond Alliance for Knowledge contributes to the internationalisation of our entire organisation. The staff directly involved in projects under the alliance, carry the knowledge and inspiration they gain back into activities and teaching at home – for the benefit of both colleagues and students, as well as VIA as such.

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Plantation Politics and Neoliberal Racism in Higher Education: A Framework for Reconstructing Anti-Racist Institutions

Teachers College Record ◽

10.1177/016146811812001412 ◽

2018 ◽

Vol 120 (14) ◽

pp. 1-20

Author(s):

Dian Squire ◽

Bianca C. Williams ◽

Frank Tuitt

Keyword(s):

Higher Education ◽

North America ◽

Higher Education Institutions ◽

Institutional Logics ◽

Cultural Norms ◽

Institutions Of Higher Education ◽

Social Existence ◽

Black Bodies ◽

The Creation ◽

Ongoing Project

Overcoming the deeply embedded anti-Black racism and colonial heritage of North America is an ongoing project. Scholars have yet to explicate fully the ways that racism and colonialism are foundational to the construction of institutions of higher education. Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. To better explore the applicability of this theory, the authors share an example of the parallel between slave plantations and contemporary universities called “The Oxymoronic Social Existence of Whites (or Neoliberalism as the New Slave Code)” and its implications for campus practice toward racial liberation. The authors argue that the institutional logics of colonialism and imperialism— which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.

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Not All Are Created Equal

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol4.iss5.542 ◽

2016 ◽

Vol 4 (5) ◽

pp. 92-108

Author(s):

Aldemaro Romero ◽

Michael Nate

Keyword(s):

Higher Education ◽

North Dakota ◽

Rhode Island ◽

Environmental Science ◽

Environmental Studies ◽

Absolute Number ◽

Institutions Of Higher Education ◽

Environmental Programs ◽

The Creation ◽

Unifying Principles

Environmental academic programs in U.S. institutions of higher education have traditionally lacked definition of their nature and unifying principles. In order to ascertain how these programs are presently constituted in U.S. institutions of higher education, we surveyed 1050 environmental programs/departments between November 2013 and March of 2014. The states with the highest number of those programs/departments were New York (100), Pennsylvania (92), California (76), Ohio (56), Massachusetts (54), while those with the lowest numbers are Oklahoma, and Utah (4), Delaware (3), Arkansas, Hawaii, South Dakota, and Wyoming (2), North Dakota (1), and Idaho (0). However, when the state population is taken into account and the number of programs per 1,000,000 inhabitants is calculated, the results vary greatly for the ones that were at the top in absolute numbers but remain basically the same for those that were at the bottom in absolute number. Thus, the states with the highest number of programs/departments per 1,000,000 inhabitants are Vermont (30.364), Montana (15.160), Maine (15.056), the District of Columbia (14.957), Alaska (14.080), and Rhode Island (10.451), and at the bottom we find Idaho (0), Arkansas (0.686), Oklahoma (1.066), Texas (1.352), Florida (1.436), Utah (1.447), Hawaii (1.470), and North Dakota (1.487). The names Environmental Science and Environmental Studies are, by far, the most common ones being applied to these programs, accounting for 52.40% of the programs in our study. Environmental programs are also housed in departments of Biology/Ecology/Conservation (9.93%), Policy/Analysis/Planning (7.19%), and Geology (4.79%). Between 1900 (the year of the first program was created) and 1958, only 14 programs were established. For the period 1959-1999, there is a dramatic increase in the number of programs. There are two big "waves" in the creation of programs: one between 1965 and 1976 (with a high peak in 1970) and another starting 1988 and, probably, continuing to this date, with a peak in 1997. Representatives of the programs surveyed cited students and faculty demand and job market opportunities as the most common reasons behind the creation of these programs. The high diversity of names and emphases found in this study is consistent with the premise that Environmental Studies is a field where there is a lack of unifying principles and clarity of what environmental studies programs should be.

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A Toolkit for Advancing Age Inclusivity in Higher Education

Innovation in Aging ◽

10.1093/geroni/igab046.860 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. 224-224

Author(s):

Joann Montepare ◽

Kimberly Farah

Keyword(s):

Higher Education ◽

Global Network ◽

Institutions Of Higher Education ◽

Campus Leaders ◽

Aging Populations ◽

The Creation ◽

Guiding Principles

Abstract The pioneering Age-Friendly University (AFU) initiative, endorsed by GSA’s Academy for Gerontology in Higher Education (AGHE), calls for institutions of higher education to respond to shifting demographics and the needs of our aging populations through more age-friendly programs, practices, and partnerships. Over 70 institutions have joined the AFU global network and adopted the 10 AFU guiding principles. In support of the initiative, a GSA-AGHE-AFU workgroup was organized to develop strategies to help GSA members and their campuses explore how they can be more age-inclusive and create pathways to joining the AFU network. One outcome of the workgroup’s efforts was the creation “Tools for Advancing Age Inclusivity in Higher Education”, designed with support from AARP. In this symposium, workgroup members describe this suite of tools which can be used by faculty, students, administrators, and other campus leaders. Montepare will introduce the symposium with an overview of the AFU network and the workgroup’s goals. Morrow-Howell and Schumacher will discuss tools for “Making the Case” with examples from efforts on their campuses. Porter and Bergman will describe tools for “Getting Started” and how campuses can begin to mobilize age-friendly efforts. Andreoletti and June will share tools for “Gaining Momentum” with tips for creating age-friendly campus connections and collaborations. Silverstein and Gugliucci will describe tools for “Assessing and Tracking Success” that can be used at any stage of the process for exploring a campus’s age-friendliness. Information about joining the AFU network will be provided.

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