Academia. CompBioMed’s activities will naturally target academia, including students, researchers, and professors. Our dissemination channels, organized events, and event participation (described in Sections 8 and 9) will reach a wide range of academic audiences. This will be strengthened through our academic core partners: University College London, the University of Amsterdam, the University of Edinburgh, SURFsara, Barcelona Supercomputing Center, the University of Oxford, the University of Geneva, the University of Sheffield, Leibniz-Rechenzentrum, University of Bologna, and Universitat Xxxxxx Xxxxx. Our ever-growing list of associate partners also includes many academic institutions, including Brunel University, University of Leeds, the VPH Institute, Zayed University, Heidelberg Institute for Theoretical Studies, University Católica de Murcia, National Academy of Sciences Armenia and the The Hartree Centre along with many others. The strong relationships we have with these partners will be leveraged to disseminate CompBioMed’s mission and activity.
Academia. CompBioMed’s activities will naturally target academia, including students, researchers, and professors. Our dissemination channels, organized events, and event participation (described in Sections 8 and 9) will reach a wide range of academic audiences. This will be strengthened through our academic core partners: University College London, the University of Amsterdam, the University of Edinburgh, SURFsara, Barcelona Supercomputing Center, the University of Oxford, the University of Geneva, the University of Sheffield, and Universitat Xxxxxx Xxxxx. Our ever-growing list of associate partners also includes many academic institutions, including Birmingham City University, Brunel University, Rugers University, Leibniz Supercomputing Centre, University of Leeds, the VPH Institute, Zayed University, Heidelberg Institute for Theoretical Studies, and the Hartree Centre. These will be leveraged to disseminate CompBioMed’s mission and activity.
Academia. Academia pricing is available for educational institutions like universities, colleges, any kind of schools and their employees.
Academia utilization of Software is strictly for learning, non-commercial, non-profit use. Customer is using Software as a registered member of an academic organization, such as universities, public and certified private schools.
Academia a well-known M&E professional working in the region (one representative). Government representatives (two representatives). Donor representative (one representative based on interest, contribution to the Program, and presence on the ground). The Bank’s regional VPU (one representative). One government membership (and potentially the donor membership) will overlap with that of the Board. The Regional VPU representative membership could also overlap with that of the Board, if the VPU is on the Board. The Professional Association and Academic memberships may be represented by the same individual. The RAC will be chaired by one of the government representatives.
Academia. Academic members of CAJU will automatically be part of an informal “Academic Members Forum” (AMF) to be established as an informal group, which will organize and implement the representation of the academic members within CAJU in line with the SBA. The secretariat of the European Aeronautics Science Network (EASN) may facilitate, moderate, document and manage this process, in collaboration with the Program Office of the Joint Undertaking and the other non-academic members. The involvement of the secretariat of EASN in this process should ensure a neutral position when positions within the AMF are prepared. The representatives within the governing bodies of CAJU will be determined only and exclusively by those academic entities that will formally accede and become private Members to the CAJU and based on the above mentioned criteria and following an election with equal voting rights. All decisions will be based on consensus in all matters. The Terms of Reference of the Academic Members' Forum will include the following: • Selection of the academic representative in the Governing Board • Selection of the academic representative(s) in the bodies and sub-groups of the Technical Committee, where applicable; • Information and preparation of positions for the Governing Board • Information and preparation of positions for the Technical Committee
Academia. The objective is to engaged the research that it is done at the University with the real economy. Whenever possible, project partners will produce and publish papers in specialised journals, and will present the work that has been done, the results obtained, descriptions of the study areas and the innovative methods followed by the work done in the framework of the project. - The specific objetives are : Attendance to specialised events Scientific publications/other publications Organization of a workshop on Circular Economy
Academia. The ERAP vs. academia debate that came about in 1963 is another example that it was the right choice for SDS to embrace the totality of oppressions (or strategies, in this case) rather than a single issue or strategy. The ERAP "impulse,"17 with a philosophical undertone first introduced in a speech by Xxxx Xxxxxx at the Spring 1963 SDS conference and then brought up again in the paper America and the New Era, called for shifting the focus from the university and students as the source of radical change to the poor and the ghettoes. "Thousands of students turned from theory to action, from classrooms to slums, going south to register voters in impoverished black communities, organizing unemployed workers in decaying inner cities, running tutorial projects for black high-school students in the North…"18 Sale outlines what he thinks was the root of this particular tension/debate: What makes this especially important is that it stands in polar opposition to The Port Huron Statement's ideas of what universities and students can be and do – and the tension between these two impulses will continue throughout the decade to be faced by activist students: Is the university "a potential base and agency in a movement of social change" (The Port Huron Statement) or is it "ultimately committed to the nourishment of a…system in which the Cold War is inextricably rooted" (Potter)?…Are students operating in the university truly agents of social change, or must they leave the campuses and operate in the "real" world outside? (85) This tension introduces yet another debate on the left that I call reform vs. revolution -- should activists work with what they have, trying for more easy wins, or should they reject it all as inadequate and try to change the underlying systems? Although I do not necessarily believe the implications of Xxxxxx'x speech stood "in polar opposition to" Huron, since reform can be part of revolution (see final section below),
Academia. As mentioned earlier, the value of receiving an undergraduate degree is increasingly emphasized and more individuals are obtaining higher education than ever before. Many older individuals claim that college was ‘the best four years of their lives.’ I would argue that, on average, current college students and recent graduates do not echo the same sentiment. An important part of understanding mental health in college students is analyzing the role of an institution and its norms. In our capitalistic society, universities have begun to operate more like businesses; their primary goal is to generate revenue streams, which can contend with the more traditional motivation to expand and nurture young people’s minds (Xxxxxxxxxx, 2020). Academic culture increasingly prioritizes research productivity because success on these metrics attracts revenue and prestige; thus, a culture of high stress, competition, and insufficient work- life balance has ensued. In particular, college students face a wide variety of academic demands and stressors on top of social and extracurricular activities. Many students drown in work and become accustomed to emphasizing productivity and hard work over their mental, emotional, and physical health needs. Major life adjustments and developmental milestones occurring alongside an extreme pressure to succeed in academic and social settings is a source of psychological distress. National surveys indicate that academic stress is highly common; for example, in the 2013 National College Health Assessment, 87% of college students reported that they felt “overwhelmed by all [they] had to do'' (National College Health Assessment, 2013) and in 2020, 87% of college students reported academics as a significant source of stress (Xxxxxxx, 2022). The available literature suggests that the following variables are associated with academic stress: financial concerns, social interaction, lack of social support, time management issues (Xxxxx, 2008), enormous amounts of work, unfavorable pedagogical approaches (Xxxxxxxx et al., 2015), as well as high expectations from parents or students themselves (Ang & Xxxx, 2006). High stress, and more particularly chronic stress, is associated with anxiety, depression, burnout, and overall diminished wellbeing (Xxxxxx et al., 2006; Xxxxxxx, 1997). This academic culture can also precipitate feelings of imposter syndrome and perpetuate mental health stigma, as students feel that everyone around them is productive and succ...
Academia one (1);
