187,820 research outputs found
Role and relevance of Business Incubators in ICT led global educational system: case for Eco-Enterprise Village
No full textFollowing paper presents the case of Business Incubators (BIs) as future educational and learning centres. It explores the question of how feasible and relevant is this concept andt how they can be designed to deliver educational & training programmes that meet the requirement of knowledge economy by suitably preparing youth to face the challenges of the global market. Business Incubators are businesses aiming at nurturing and establishing other businesses. They are considered to be an excellent tool for Small and Micro Enterprises (SMEs) development. Targeted assistance at small entrepreneurs & start-up businesses- help them grow and graduate to mature enterprises. According to ILO estimates 300 million jobs have to be created world over in the next 5 years. As many as 45 million young people enter the job market annually, at a global level. There are three different kinds of BIs and they are public, private, and university based BIs and are commonly classified by ownership. In the IT-led global knowledge village, there are seamless potentials for study, earning a degree and education outside of the college campuses. Virtual campuses are the reality today. What are needed then would be centres for imparting practical lessons on commercialising the knowledge, innovative ideas, and technical skills. Also it is important to impart real training in starting, managing, making profit and pursuing the growth of enterprises & ventures that a youth entrepreneur could launch. In the knowledge economy, BIs can be real learning centres. Also, technological and academic oriented knowledge & literacy is not the only skill required for attaining success, set-up a business or getting a well-paying job in the new knowledge based global economy. But what is required are a set of skills called 21st century skills, which can be well delivered through BIs, when they are turned as educational centres. The paper also presents a BI model, which has an objective of building businesses with a strategic orientation towards environment and sustainable development. The BI design presented is called as Eco-Enterprise Village.Business Incubators; Micro, Small and Medium Enterprises; Information & Communication Technology; Education and Training; Eco Enterprise Incubator
Role and relevance of business incubators in ICT led global educational system: case for eco-enterprise village
No full textFollowing paper presents the case of Business Incubators (BIs) as future educational and learning centres. It explores the question of how feasible and relevant is this concept andt how they can be designed to deliver educational & training programmes that meet the requirement of knowledge economy by suitably preparing youth to face the challenges of the global market. Business Incubators are businesses aiming at nurturing and establishing other businesses. They are considered to be an excellent tool for Small and Micro Enterprises (SMEs) development. Targeted assistance at small entrepreneurs & start-up businesses- help them grow and graduate to mature enterprises. According to ILO estimates 300 million jobs have to be created world over in the next 5 years. As many as 45 million young people enter the job market annually, at a global level. There are three different kinds of BIs and they are public, private, and university based BIs and are commonly classified by ownership. In the IT-led global knowledge village, there are seamless potentials for study, earning a degree and education outside of the college campuses. Virtual campuses are the reality today. What are needed then would be centres for imparting practical lessons on commercialising the knowledge, innovative ideas, and technical skills. Also it is important to impart real training in starting, managing, making profit and pursuing the growth of enterprises & ventures that a youth entrepreneur could launch. In the knowledge economy, BIs can be real learning centres. Also, technological and academic oriented knowledge & literacy is not the only skill required for attaining success, set-up a business or getting a well-paying job in the new knowledge based global economy. But what is required are a set of skills called 21st century skills, which can be well delivered through BIs, when they are turned as educational centres. The paper also presents a BI model, which has an objective of building businesses with a strategic orientation towards environment and sustainable development. The BI design presented is called as Eco-Enterprise Village.Business Incubators; Micro, Small and Medium Enterprises; Information & Communication Technology; Education and Training; Eco Enterprise Incubator
Student equity performance in Australian higher education: 2007 to 2014
No full textThis NCSEHE Briefing Note provides an update on domestic undergraduate student enrolment and equity outcomes from 2007 to 2014, following Koshy and Seymour (2014). It focuses on undergraduate outcomes for Table A providers, given policy changes in recent years to Australian undergraduate education that affect them, including the full deregulation of undergraduate places in 2012 under the Demand Driven System (DDS). It reports on the number of domestic undergraduates between 2007 and 2014 in the 38 ‘Table A providers’ in Australian higher education and enrolments in seven equity groups:
Low Socio-Economic Status (‘low SES’) students;
Students with Disability;
Indigenous Students;
Women in Non-Traditional Areas;
Regional Students;
Remote Students; and
Non-English Speaking Background (NESB) students (also referred to as ‘Culturally and Linguistically Diverse’ or ‘CALD’ students).
In each equity group, results are reported for the national system in total, by institutional groupings, by state and territory, and by regional or metropolitan status, for each year. All reporting is for domestic undergraduates in each given year. The institutional groupings in 2014 were as follows:
The Group of Eight: Australian National University (ANU), Melbourne, Monash, Sydney, New South Wales (UNSW), Queensland (UQ), Western Australia (UWA), and Adelaide.
The Australian Technology Network (ATN): Curtin University, University of Technology, Sydney (UTS), RMIT University (RMIT), Queensland University of Technology (QUT), and University of South Australia (UniSA).
The Innovative Research Universities (IRU): Murdoch, Flinders, Griffith, James Cook (JCU), La Trobe, Charles Darwin University (CDU) and Newcastle. (Note: Newcastle left the IRU in December 2014).
Regional Universities Network: Southern Cross, New England (UNE), Federation, Sunshine Coast (SCU), CQUniversity Australia (CQU), and Southern Queensland (USQ).
The Unaligned Universities: Other Table A providers) – Macquarie, Wollongong, Deakin, Charles Sturt (CSU), Tasmania, Australian Catholic University (ACU), Canberra, Edith Cowan University (ECU), Swinburne, Victoria, Western Sydney (WSU) and The Batchelor Institute (Batchelor)
(Note: Batchelor and CDU entered into a collaborative partnership in 2012 which has seen CDU take delivery of most undergraduate programs.)
In addition, an analysis is reported for universities on the basis of their campus location and infrastructure, as per Koshy and Phillimore (2013):
Regionally Headquartered: Institutions with a major regional – CSU, Southern Cross, UNE, Federation, CQU, JCU, USQ, Tasmania, CDU, and Batchelor.
Metropolitan Institutions with Regional Campuses: Institutions with one or more regional campus – Newcastle, Sydney, Wollongong, Deakin, La Trobe, Monash, RMIT, Melbourne, QUT, UQ, SCU, Curtin, ECU, Murdoch, UWA, Flinders, Adelaide, UniSA, and ACU.
No Regional Campuses: Metropolitan Institutions with no regional campus: ANU, Sydney, UNSW, Griffith, Macquarie, Canberra, Swinburne, Victoria and WSU.
All student data reported or derived for the purposes of this document are sourced from Students: Selected Higher Education Statistics 2014 (Appendix 2: Equity Data), published by the Australian Government Department of Education and Training (2015)
sj-pdf-1-ppc-10.1177_09673911211048607 – Supplemental Material for Microwave-assisted oxidative coupling of thiols using polystyrene supported bromoderivatives of 2-oxazolidone
No full textSupplemental Material, sj-pdf-1-ppc-10.1177_09673911211048607 for Microwave-assisted oxidative coupling of thiols using polystyrene supported bromoderivatives of 2-oxazolidone by Anjaly Mathew, Beena Mathew and Ebey P Koshy in Polymers and Polymer Composites</p
Action research for improving practice : a practical guide/ Koshy
No full textxvi, p. 125.: ill.; 21 c
Tonsillectomy among children with low baseline acute throat infection consultation rates in UK general practices: a cohort study.
No full textOBJECTIVE: To investigate the effectiveness of tonsillectomy in reducing acute throat infection (ATI) consultation rates over 6 years' follow-up among children with low baseline ATI consultation rates.
DESIGN: Retrospective cohort study.
SETTING: UK general practices from the Clinical Practice Research Datalink.
PARTICIPANTS: Children aged 4-15 years with ≤3 ATI consultations during the 3 years prior to 2001 (baseline). 450 children who underwent tonsillectomy (tonsillectomy group) and 13 442 other children with an ATI consultation (comparison group) in 2001.
MAIN OUTCOME MEASURES: Mean differences in ATI consultation rates over the first 3 years' and subsequent 3 years' follow-up compared with 3 years prior to 2001 (baseline); odds of ≥3 ATI consultations at the same time points.
RESULTS: Among children in the tonsillectomy group, the 3-year mean ATI consultation rate decreased from 1.31 to 0.66 over the first 3 years' follow-up and further declined to 0.60 over the subsequent 3 years' follow-up period. Compared with children who had no operation, those who underwent tonsillectomy experienced a reduction in 3-year mean ATI consultations per child of 2.5 (95% CI 2.3 to 2.6, p<0.001) over the first 3 years' follow-up, but only 1.2 (95% CI 1.0 to 1.4, p<0.001) over the subsequent 3 years' follow-up compared with baseline, respectively. This equates to a mean reduction of 3.7 ATI consultations over a 6-year period and approximates to a mean annual reduction of 0.6 ATI consultations per child, per year, over 6 years' follow-up. Children who underwent tonsillectomy were also much less likely to experience ≥3 ATI consultations during the first 3 years' follow-up (adjusted OR=0.12, 95% CI 0.08 to 0.17) and the subsequent 3 years' follow-up (adjusted OR=0.24, 95% CI 0.14 to 0.41).
CONCLUSIONS: Among children with low baseline ATI rates, there was a statistically significant reduction in ATI consultation rates over 6 years' follow-up. However, the relatively modest clinical benefit needs to be weighed against the potential risks and complications associated with surgery
Eating the elephant whole or in slices: views of participants in a smoking cessation intervention trial on multiple behaviour changes as sequential or concurrent tasks
No full textBackground: This paper explores smoking cessation participants’ perceptions of attempting weight management alongside smoking cessation within the context of a health improvement intervention implemented in Glasgow, Scotland.
<p/>Methods: One hundred and thirty-eight participants were recruited from smoking cessation classes in areas of multiple deprivation in Glasgow and randomised to intervention, receiving dietary advice, or to control groups. The primary outcome of the study was to determine the % change in body weight. Semi-structured interviews were conducted with a purposive sample of 15 intervention and 15 control participants at weeks 6 (during the intervention) and 24 (at the end of the intervention). The current paper, though predominantly qualitative, links perceptions of behaviour modification to % weight change and cessation rates at week 24 thereby enabling a better understanding of the mediators influencing multiple behaviour change.
<p/>Results: Our findings suggest that participants who perceive separate behaviour changes as part of a broader approach to a healthier lifestyle, and hence attempt behaviour changes concurrently, may be at comparative advantage in positively achieving dual outcomes.
<p/>Conclusions: These findings highlight the need to assess participants’ preference for attempting multiple behaviour changes sequentially or simultaneously in addition to assessing their readiness to change. Further testing of this hypothesis is warranted
Action research for improving practice: a pratical guide
No full textAction research has become increasingly popular as a mode of research among practitioners.xvi, 136 p.: ill.; 25 cm
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
