Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Citation (2016), "Subject Index", University Partnerships for International Development (Innovations in Higher Education Teaching and Learning, Vol. 8), Emerald Group Publishing Limited, Bingley, pp. 267-270. https://doi.org/10.1108/S2055-364120160000008026 Publisher: Emerald Group Publishing Limited Copyright © 2017 Emerald Group Publishing Limited INDEX Aboriginal, 159–162, 163, 166, 167 Academic-practitioner exchange, 103 Action research, 142, 146–148, 149 Animal, 14, 208, 209, 211–218, 223, 224 Assessment, 9, 43, 55, 74, 79, 82, 88, 89, 103, 148, 150, 163, 182, 216, 238, 239, 241 Beirut Arab University, 12, 40, 41, 45, 50, 52 Boundary spanners, 154 Campus–community partnership, 193, 194, 195 Capacity building, 40, 46, 86, 88, 106, 154, 180, 188, 216 Case study, 12, 59–74, 192 Catholic Relief Services, 199, 200 Challenges, 11, 14, 51, 64, 68, 70, 73, 96–98, 110, 124, 126, 127, 130, 131, 132, 142, 152, 153, 154, 176, 183, 186–187, 200, 217, 223, 230, 240 Civic engagement, 23, 193 Co-creation, 147 Collaboration, 5–6, 7, 8, 9, 10, 41, 43, 53, 55, 65, 77–89, 111, 112, 129, 142, 144–146, 162, 167, 176, 187, 192, 194, 196, 199, 201, 202, 204, 214, 216, 218, 219, 224, 230, 233 Commitment, 7, 8, 27, 56, 101, 111, 129, 142, 151–152, 174, 192 Community partner, 192, 195, 199 Community-based learning, 14, 193, 195, 198–201, 204 Community-based research, 128, 167 Cooperative alliance, 142 Cooperative education, 230, 232, 233, 234, 242, 244 Critical awareness, 24, 84 Critical pedagogy, 23, 24, 32 Cross border collaboration, 11 Cross cultural, 61, 62, 71, 72, 142, 148–151, 233 Cross culture competence, 233 Cultural immersion, 26, 131, 239 Culturally competent, 232, 233 Culture, 7, 27, 28, 66, 66, 86, 211, 217 Curriculum design, 54, 184–185 Curriculum development, 45, 84 Dialogue, 5, 10, 54, 111, 202, 203, 221 Disability, 158, 175 Diversity, 11, 24, 25, 26, 67, 98, 103, 114, 148, 163, 164, 166, 199, 232 Education, 23, 24, 28, 45, 61, 81, 82, 83, 96, 103, 105, 106, 108, 176–177, 194, 203, 213, 218 Educational inequities, 21 Employability, 40, 42 Engaged citizens, 24 Engaged curriculum, 25, 29–30, 32, 34 Enterprise, 39–56, 99, 100, 105, 107, 112 Entrepreneurship, 12, 39–56, 102, 108 Environmental health, 209, 217, 218, 222 Equity, 4, 11, 20, 22, 23, 29, 32 Ethics, 13, 86, 157–170, 222, 223 European Union, 40, 41, 42, 94, 114n1 Expectations, 10, 43, 54, 65, 66, 129, 130, 187, 193, 195, 200, 239 Experiential learning, 15, 23, 24, 26, 32, 80, 181, 182, 192, 198, 199, 230, 233, 240, 242, 244 Extra Curricula Activities, 11, 39–56 Faculty, 5, 8, 9, 29–34, 39–56, 63, 65, 66, 68, 73, 80, 87, 131, 132, 192, 195, 199, 200, 202, 232, 233, 235, 239, 240, 241 Faculty-led, 229–244 Faith-based, 192, 195, 204 First Nations, 159, 164, 165, 166 Global, 20, 22, 61, 71, 72, 237, 238 Global citizens, 11, 19–34, 236 Global citizenship, 11, 20–25, 27, 29, 32–34 Global learning, 11, 20, 22, 23, 25, 26, 28, 33, 34 Global learning outcomes, 22, 24, 25, 26, 27, 29 Global organization development, 146–148 Global partnerships, 200 Global professional development, 33, 84 Global service learning, 20, 21, 23, 24, 25, 30–32, 80 Global training, 78 Governance, 4, 10, 125, 132, 161, 165, 166, 213, 218 Governments, 59–74, 177, 215 Graduate start-ups, 45 Green economy, 12, 13, 94, 95–96, 99, 102, 106, 107, 114n5 Green innovation, 12, 93–115 Health-educators, 173–188 High impact, 24, 29, 81, 233 Higher education, 4, 5, 6, 7, 9, 11, 14, 15, 21, 24, 30, 31, 40, 42, 43, 45, 53, 54, 55, 59–74, 81–83, 89, 105, 135, 142, 173–188, 193, 194, 200, 214, 230, 231, 244 Human, 14, 69, 79, 212, 213, 215, 216, 217, 218, 221, 223, 224 Human development, 81, 82, 83 Indigenous, 157–170 Intellectual skills, 79, 89 Interfaith, 199 International, 10, 79, 87 International collaboration, 12, 40, 53–56, 176 International cooperation, 41 International development, 3–15, 62, 72, 78, 79, 81–84, 86, 87, 174 International Partnership for Service Learning And Leadership, 63 International service learning, 12, 31, 59–74 Inuit, 159, 164, 165, 166 Justice, 22, 29, 161, 196, 199 Kamilaroi, 160 Knowledge creation, 112 Language, 9, 26, 31, 62, 66, 71, 153, 211, 240 Leadership, 4, 30, 64, 67, 194, 197, 216, 219, 224 Learning, 24, 31, 54, 55, 126, 127, 146, 180, 182 Learning and teaching, 12, 185–187 Learning cycle, 24, 242 Learning network, 93–115, 195 Learning outcomes, 25, 79, 142, 164, 180, 185 Lebanon, 40, 41, 42, 44, 45, 46, 48, 54 Liberal arts, 79, 80, 81–84, 88, 89 Liberia, 64–69, 73, 74 Medical schools, 124, 125, 136, 137 Mental Health, 173–188, 196 Non-campus towns, 125, 127 Non-Governmental Organizations, 79 Nuremberg trial, 158 Nutritional experiments, 159 Organization development, 142, 146–148 Participatory research, 142, 151, 187 Partnerships, 3–15, 19–34, 59–74, 79–82, 84, 85, 87, 89, 125, 126, 127–130, 133–135, 141–155, 157–170, 173–188, 191–204, 230, 241, 242–244 Pedagogical developments, 25, 33, 62 Pedagogy, 32, 41, 60, 61, 62, 63 Policy analysis, 12, 68, 70, 71, 72 Post-colonial, 176–177 Pre-departure preparation, 65, 66 Private sector partnership, 141–155 Psychosocial, 177, 179 Reciprocity, 10, 162, 187, 194, 195, 200, 204 Reflection, 27, 28, 62, 64, 67, 70, 71, 74, 147, 154–155, 197, 198, 199, 200, 201, 239, 243 Reflective learning, 62, 180, 185, 187, 243 Reform, 4, 95, 144 Reports, 68, 102, 126, 159, 164, 174, 194, 232 Research, 5, 62, 65, 72, 74, 88, 103, 127, 128, 129, 152, 161, 166, 218, 219, 224, 230, 235 Service learning, 11, 14, 20, 24, 29, 30, 32, 33, 34, 59–74, 78, 83, 86, 194, 195, 202, 233 Short-term study abroad, 70, 229–244 Small and Medium-Sized Enterprises, 94, 104 Social accountability, 130, 131, 132, 133, 137 Social change, 14, 23, 24, 27, 86, 201 Social change model, 193, 196, 197, 204 Social justice, 11, 12, 14, 19–34, 192, 193, 195, 200, 201, 204 Social justice education, 11, 20–23, 30 Stakeholders, 4, 6, 7, 9, 10, 15, 49, 63, 65, 68, 69, 70, 73, 88, 101, 102, 104, 109, 112, 124, 127, 133, 134, 215, 216, 217, 218, 224 Strategic partnerships, 8, 142 Strategies, 25, 110, 132, 142, 150, 152, 153, 169, 177 Student Business Clubs, 45 Students, 13, 14, 21, 24, 27, 28, 30, 31, 39–56, 66, 70, 71, 72, 74, 86, 129, 145, 151, 185, 199, 200, 201, 204, 218, 219, 238, 239, 243 Study abroad, 11, 12, 20, 21, 24, 25, 26–29, 31–34, 61–63, 64, 78, 79, 80, 82, 88, 230, 232, 233, 235, 236, 237, 239, 240, 242 Sustainability, 28, 56, 86, 95, 96, 102, 103, 111, 113, 130, 152, 212 Sustainable development, 12, 41, 85, 94, 95, 99–102, 103 Teaching, 5, 7, 12, 14, 23, 26, 31, 33, 41, 43, 46, 48, 53, 54, 55, 56, 68, 126–127, 129, 130, 134, 180–182, 185–186, 188, 193, 216, 223, 234, 236, 239 TEMPUS, 40, 41, 42, 44, 53, 54, 56 Transformative learning, 23, 32, 70 Tuberculosis, 159 Undergraduate, 14, 26, 30, 43, 136, 233, 234 University of Cincinnati, 14, 230–234, 241, 242, 244 University partnerships, 3–15, 209, 230 University-community engagement, 124 Values, 7, 11, 61, 84, 86, 89, 146, 147, 151, 161, 162, 168, 180, 195, 197, 201, 233 Book Chapters Prelims Part I: Concepts and Principles Pioneering Approaches in University Partnerships: An Introduction to University Partnerships for International Development Educating Global Citizens through International Partnerships for Social Justice Part II: Successful Practices Project ASPIRE: Engaging Students and Faculty in Extra Curricula Activities to Support Enterprise and Entrepreneurship Teaching International Service-Learning Partnerships between Higher Educational Institutions and Governments: A Case Study International Collaborations and Global Engagement: NGOs/IGOs and Universities Looking to Make an Impact beyond the Classroom Capitalizing on SME Green Innovation Capabilities: Lessons from Irish-Welsh Collaborative Innovation Learning Network From Lancelot to Lapland: Implications of Engaged Rural Universities Reaching across Borders: A University-Private Sector Partnership in Building Capacity for Health Services in Rural Mexico The Ethics of University and Indigenous Research Partnerships Building Capacity in the Zambian Mental Health Workforce through Engaging College Educators: Evaluation of a Development Partnership in Higher Education (DelPHe) project Enhancing Learning through Community-Based Partnership One Health Learn by Doing: Faculty-Led Short-Term Study Abroad – Designing and Developing Experiences About the Authors Author Index Subject Index
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,012 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle