From
[link] it can be observed that the respondents involved in the TX/UK Collaborative have generally more open attitudes. For example, a significantly greater proportion of TX/UK respondents participate in groupings with the express intention of collaborating. Furthermore, although both cohorts have a propensity to collaborate, those academics from within the TX/UK Collaborative have a higher propensity to value fields outside their areas of expertise.
Collaborative activities.
Academic research collaborations with industry
[link] presents weighted total of companies worked with by each cohort over the past four years, adjusted by size of cohort. The following key observations can be made from these data:
The above data present an encouraging perspective suggesting that on average each Control cohort Academic has been working with three companies while TX/UK counterparts have been working with ca. 4 companies.
This positive level of engagement demonstrates definite alignment between the activities of both academics and industrial partners.
Both the control and TX/UK participants see engagement as reciprocally relevant yet the TX/UK Participants are more engaged however this does not seek to consider any potential factors such as nature of the academics involved “e.g., Seniority”.
Weighted total number of companies worked with in past 4 years.
[link] represents the weighted percentage of respondents who have worked with companies over the past four years. The following observations can be made:
A far greater proportion of the TX/UK cohort engaged with companies over the course of this four-year phase, with a 45% higher propensity to be engaged with industry.
It can be highlighted that in both cohorts that there is nowhere near a majority, meaning that there is still significant work to be done for academic-industrial collaboration to become fully embedded across the institutions.
Percentage of respondents who worked with companies over the past four years.
[link] presents the “the repeat business” phenomenon to investigate whether collaborations lead to further work. The following key observations can be made:
Collaborations from both cohorts have lead to follow on business. However it can not be drawn from the data as to whether this stems from limited or significant prior work. Those which lead to further work demonstrate that value found by both partners leading to ongoing relationships.
It can be seen that there is an 80% greater likelihood of repeat engagement with the TX/UK Collaborative participants. This represents a significant advantage for developing strong relationships.
How many of these collaborations at completion have led to follow on research collaborations.
Over the course of the past four years there has been significant investment in facilities across the Swansea University campus.
[link] represents percentage of follow-on collaborations from each cohort based on the facilities, which they work within over the past four years. It can be seen that:
The role of facilities in enabling collaboration appears greater amongst TX/UK respondents. Within the TX/UK cohort that there is a 93% greater emphasis on the facilities which the cohort work with being a facilitator to further collaborations.
The importance of facilities to enable collaboration is however remarkably low, suggesting that other factor(s) are of significantly greater importance
However, with this is in mind, it can still be seen that within both cohorts that the facilities are recognised by the stakeholders as enabling.
Inclusive to this it could be said that the facilities are important to both the academics and industry.
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
Got questions? Join the online conversation and get instant answers!
Receive real-time job alerts and never miss the right job again
Source:
OpenStax, A study of how a region can lever participation in a global network to accelerate the development of a sustainable technology cluster. OpenStax CNX. Apr 19, 2012 Download for free at http://cnx.org/content/col11417/1.2
Google Play and the Google Play logo are trademarks of Google Inc.
Notification Switch
Would you like to follow the 'A study of how a region can lever participation in a global network to accelerate the development of a sustainable technology cluster' conversation and receive update notifications?
