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Showing 1 through 5 of 48 records.
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2007 - American Association of Colleges of Pharmacy Words: 242 words || 
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1. Wilkinson, Julie., Hobson, Eric. and Schweiger, Teresa. "Gauging curricular intent against program reality in an eight quarter service-learning experience" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p196089_index.html>
Publication Type: Abstract
Abstract: The South University School of Pharmacy embedded eight quarters of service-learning in its Doctor of Pharmacy’s early/intermediate professional practice experience program to introduce students to service and altruism as part of a pharmacy professional’s defining ethos, and to provide students leadership opportunities as mentors. Purpose: This assessment project’s focus is twofold: 1) assess the eight-quarter service-learning experience contributions to the development of student ability outcomes mapped to the Early and Intermediate Professional Practice Experiences as conceived in the school’s initial curricular plan, and 2) establish a baseline against which to assess forthcoming changes in the service-learning experience. Methods: The Class of 2008 was surveyed during Quarter Seven using a two-part, thirty-one item survey that elicited student perception of service-learning and introductory practice experience contributions to their development of PharmD curricular outcomes mapped to those experiences. Results: The work in progress indicates, not unexpectedly, that students perceive the intermediate professional practice experiences in quarter five (2, 4-week rotations) as more directly linked to their professional development than the service learning activity. Full results from the closed and open-ended response survey sections will be reported, as well as the model for on-going assessment of this curricular requirement. Implications: Recommendations for internal and external audiences will be presented to help programs with multi-term service-learning activity embedded in their experiential curricula consider programmatic adjustments that help students see service as valuable in their professional education, and to identify specific developmental gains they make via curricular-linked service.

2007 - American Council on the Teaching of Foreign Languages Words: 46 words || 
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2. Lovik, Thomas. and Rolleston, James. "AATG's Journals: The German Quarterly and Die Unterrichtspraxis/Teaching German" Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, Henry B. Gonzalez Convention Center, San Antonio, TX, Nov 12, 2007 <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p174619_index.html>
Publication Type: Session Presentation
Abstract: The editors of The German Quarterly (Rolleston) and Die Unterrichtspraxis/Teaching German (Lovik) will provide an update on the past year’s activities and developments. They will review the guidelines for submitting articles, discuss possible topics for future publications and advise the participants on successful submission of manuscripts.

2008 - American Sociological Association Annual Meeting Pages: 27 pages || Words: 5505 words || 
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3. Harrod, Wendy., Diamond Welch, Bridget., Archer, Patrick. and Turk, Jonathan. "Funded and Unfunded Research in Social Psychology Quarterly, 1975-2005" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Sheraton Boston and the Boston Marriott Copley Place, Boston, MA, Jul 31, 2008 Online <PDF>. 2019-04-25 <http://citation.allacademic.com/meta/p237653_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined funded and unfunded research published in Social Psychology Quarterly, from 1975 to 2005. We analyzed 973 articles using bibliometric and content analysis. Results show that 51% of articles acknowledge funding, and that the trend in funded articles is up slightly over the 31-year period. Funded and unfunded articles differ in topics, research methods, number of authors, and length. The funding status of the most prolific first authors and the most important articles are identified.

2011 - Southern Political Science Association Words: 1 words || 
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4. Clayton, Cornell. "Political Research Quarterly, Co-Editor" Paper presented at the annual meeting of the Southern Political Science Association, Hotel InterContinental, New Orleans, Louisiana, <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p483907_index.html>
Publication Type: Internal Paper

2015 - 59th Annual Conference of the Comparative and International Education Society Words: 257 words || 
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5. Collet, Bruce. "Meet the Editors Panel: Anthropology & Education Quarterly, Diaspora, Indigenous, and Minority Education" Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., <Not Available>. 2019-04-25 <http://citation.allacademic.com/meta/p976342_index.html>
Publication Type: Panel Paper
Abstract: This panel will feature editors from the journals Anthropology & Education Quarterly, and Diaspora, Indigenous, and Minority Education. The panel will first introduce the two journals to the audience by discussing aims, scopes, and readerships. The panel will then turn to submission guidelines, the peer review process, and publication timelines, followed by general questions from the audience. This is a very good workshop for junior scholars who want to learn more about peer reviewed journal outlets and expectations, as well as seasoned scholars who are looking for appropriate venues for their work.
Anthropology and Education Quarterly (AEQ) is the journal of the Council on Anthropology and Education, a professional association of anthropologists and educational researchers which is a section of the American Anthropological Association that meets at the AAA Annual Meeting. Anthropology & Education Quarterly is a peer-reviewed journal that draws on anthropological theories and methods to examine educational processes in and out of schools, in US and international contexts. Articles rely primarily on ethnographic research to address immediate problems of practice as well as broad theoretical questions.
Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival (DIME) is a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education. DIME is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed.

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