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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34763387 coauthored" data-work_id="34763387" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34763387/Vulnerabilities_complicities_and_injustices_Tim_adical_actions_for_change_in_the_neoliberal_academy_Tim_adical_Writing_Collective">Vulnerabilities, complicities and injustices: 'Tim- adical' actions for change in the neoliberal academy Tim-adical Writing Collective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Early career academics face their own particular set of issues when it comes to struggling with the neoliberal university. In this note, we consider how our responses to the neoliberalization of academia – whether in teaching, research or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34763387" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Early career academics face their own particular set of issues when it comes to struggling with the neoliberal university. In this note, we consider how our responses to the neoliberalization of academia – whether in teaching, research or other activities – promote justice or not. Rather than theorize justice in the abstract, our goal is to tease apart the injustices, vulnerabilities and complicities of our workplaces. We draw upon our individual experiences, which span six institutions across six countries, to explore how mundane choices and everyday actions might enable us to resist the neoliberal pressures on our work and our labour. We do this by acknowledging that there is a real possibility that we come to embody neoliberalism in our choices, decisions and habits. That is, we are disciplined and become self-disciplining in turn, in order to survive. We explore this tension through a series of experiential vignettes that help to frame our everyday resistance as 'tim-adical' action, both radical and timid at the same time.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34763387" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="96b460d3aa485b039302886036ab4f84" rel="nofollow" data-download="{"attachment_id":54622348,"asset_id":34763387,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54622348/download_file?st=MTczMjcyNjQyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="359635" href="https://independent.academia.edu/KDBirch">Kean Birch</a><script data-card-contents-for-user="359635" type="text/json">{"id":359635,"first_name":"Kean","last_name":"Birch","domain_name":"independent","page_name":"KDBirch","display_name":"Kean Birch","profile_url":"https://independent.academia.edu/KDBirch?f_ri=1131312","photo":"https://0.academia-photos.com/359635/95383/139953723/s65_kean.birch.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34763387">+3</span><div class="hidden js-additional-users-34763387"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uni-wuerzburg.academia.edu/MaritRosol">Marit Rosol</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://otago.academia.edu/SophieBond">Sophie Bond</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uva.academia.edu/TinaHarris">Tina Harris</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34763387'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34763387').html(); 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word &quot;surfactant&quot; is derived from the term &quot;surface active agent&quot;. Chemically synthesized surfactants are widely used in many industries such as pharmaceutical, cosmetic and food industry but are expensive and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28358155" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The word &quot;surfactant&quot; is derived from the term &quot;surface active agent&quot;. Chemically synthesized surfactants are widely used in many industries such as pharmaceutical, cosmetic and food industry but are expensive and toxic in many aspects that is why biologically produced biosurfactants replace the use of surfactants. Biosurfactant have gained importance in different fields owing to various properties such as higher bio-degradability and lower toxicity. Here we are focusing on the types and applications of biosurfactants in various industries, as environmental compatibility becoming an increasingly important factor in the selection of industrial chemicals and the use of biosurfactants is increasing. Biosurfactants are classified into high molecular weight and low molecular weight molecules categories. Low-mass surfactants include glycolipids, lipopeptides and phospholipids, whereas high-mass surfactants include polymeric and particulate surfactants. Biosurfactants a...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28358155" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1c02b0b6eaaf4af9d9a84ceb595d8835" rel="nofollow" data-download="{"attachment_id":48692796,"asset_id":28358155,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48692796/download_file?st=MTczMjcyNjQyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7921189" href="https://independent.academia.edu/saminaimtiaz">samina imtiaz</a><script data-card-contents-for-user="7921189" type="text/json">{"id":7921189,"first_name":"samina","last_name":"imtiaz","domain_name":"independent","page_name":"saminaimtiaz","display_name":"samina imtiaz","profile_url":"https://independent.academia.edu/saminaimtiaz?f_ri=1131312","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-28358155">+1</span><div class="hidden js-additional-users-28358155"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/JameelaAkhtarCMG">Jameela Akhtar CMG</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-28358155'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-28358155').html(); 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is derived from the term \u0026quot;surface active agent\u0026quot;. Chemically synthesized surfactants are widely used in many industries such as pharmaceutical, cosmetic and food industry but are expensive and toxic in many aspects that is why biologically produced biosurfactants replace the use of surfactants. Biosurfactant have gained importance in different fields owing to various properties such as higher bio-degradability and lower toxicity. Here we are focusing on the types and applications of biosurfactants in various industries, as environmental compatibility becoming an increasingly important factor in the selection of industrial chemicals and the use of biosurfactants is increasing. Biosurfactants are classified into high molecular weight and low molecular weight molecules categories. Low-mass surfactants include glycolipids, lipopeptides and phospholipids, whereas high-mass surfactants include polymeric and particulate surfactants. Biosurfactants a...","downloadable_attachments":[{"id":48692796,"asset_id":28358155,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7921189,"first_name":"samina","last_name":"imtiaz","domain_name":"independent","page_name":"saminaimtiaz","display_name":"samina imtiaz","profile_url":"https://independent.academia.edu/saminaimtiaz?f_ri=1131312","photo":"/images/s65_no_pic.png"},{"id":16839273,"first_name":"Jameela Akhtar","last_name":"CMG","domain_name":"independent","page_name":"JameelaAkhtarCMG","display_name":"Jameela Akhtar CMG","profile_url":"https://independent.academia.edu/JameelaAkhtarCMG?f_ri=1131312","photo":"https://0.academia-photos.com/16839273/7765976/8705290/s65_jameela_akhtar.cmg.jpg"}],"research_interests":[{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div 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class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37929465/THE_INFLUENCE_OF_PEER_GROUP_ON_THE_ACADEMIC_PERFORMANCE_OF_SECONDARY_SCHOOL_STUDENTS">THE INFLUENCE OF PEER GROUP ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, for research questions were formulated. Does peer group influence have... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37929465" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, for research questions were formulated. Does peer group influence have great on the academic performance of students? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have varied effects on the academic performance of male and female students? Does age determine the extent of peer group influence of academic performance of students? The research instrument used to elicit responses for the purpose of this study was the questionnaire made up of four sections. The population sample was taken from four (4) secondary schools in Oredo Local Government Area of Edo State and the findings of this research study were. Peer group influence has significant effect on the academic performance of secondary school students. Peer influence has significantly varied effects on the academic performance of male and female students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37929465" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0233d77cc90e9b0759a2ba26f76fc5e0" rel="nofollow" data-download="{"attachment_id":57942168,"asset_id":37929465,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57942168/download_file?st=MTczMjcyNjQyNiw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="98693622" href="https://independent.academia.edu/godfreymalila">godfrey malila</a><script data-card-contents-for-user="98693622" type="text/json">{"id":98693622,"first_name":"godfrey","last_name":"malila","domain_name":"independent","page_name":"godfreymalila","display_name":"godfrey malila","profile_url":"https://independent.academia.edu/godfreymalila?f_ri=1131312","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37929465 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37929465"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37929465, container: ".js-paper-rank-work_37929465", }); });</script></li><li class="js-percentile-work_37929465 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37929465; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37929465"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37929465 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37929465"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37929465; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37929465]").text(description); $(".js-view-count-work_37929465").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37929465").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37929465"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1131312" href="https://www.academia.edu/Documents/in/Academic">Academic</a><script data-card-contents-for-ri="1131312" type="text/json">{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37929465]'), work: {"id":37929465,"title":"THE INFLUENCE OF PEER GROUP ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS","created_at":"2018-12-06T21:46:19.404-08:00","url":"https://www.academia.edu/37929465/THE_INFLUENCE_OF_PEER_GROUP_ON_THE_ACADEMIC_PERFORMANCE_OF_SECONDARY_SCHOOL_STUDENTS?f_ri=1131312","dom_id":"work_37929465","summary":"This study was designed and carried out to find out the influence of peer groups on the academic performance of secondary school students. To achieve this purpose, for research questions were formulated. Does peer group influence have great on the academic performance of students? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have any effect on academic performance of children from broken homes? Does peer influence have varied effects on the academic performance of male and female students? Does age determine the extent of peer group influence of academic performance of students? The research instrument used to elicit responses for the purpose of this study was the questionnaire made up of four sections. The population sample was taken from four (4) secondary schools in Oredo Local Government Area of Edo State and the findings of this research study were. Peer group influence has significant effect on the academic performance of secondary school students. 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class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15903177/The_Devil_is_in_the_Third_Year_A_Longitudinal_Study_of_Erosion_of_Empathy_in_Medical_School">The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical School</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15903177" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f41309f73da4347477ddd70dc4fac45b" rel="nofollow" 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class="u-positionAbsolute" data-has-card-for-ri-list="15903177"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4413" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a>, <script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44886" href="https://www.academia.edu/Documents/in/Empathy">Empathy</a>, <script data-card-contents-for-ri="44886" type="text/json">{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99364" href="https://www.academia.edu/Documents/in/Undergraduate_medical_education">Undergraduate medical education</a>, <script data-card-contents-for-ri="99364" type="text/json">{"id":99364,"name":"Undergraduate medical education","url":"https://www.academia.edu/Documents/in/Undergraduate_medical_education?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="158597" href="https://www.academia.edu/Documents/in/Iron">Iron</a><script data-card-contents-for-ri="158597" type="text/json">{"id":158597,"name":"Iron","url":"https://www.academia.edu/Documents/in/Iron?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15903177]'), work: {"id":15903177,"title":"The Devil is in the Third Year: A Longitudinal Study of Erosion of Empathy in Medical 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2275838" data-work_id="2275838" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2275838/Design_innovation_and_the_boundaries_of_the_firm">Design, innovation and the boundaries of the firm</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper's purpose is to make a first attempt at analysing the design function from a variety of disciplinary perspectives: economic, sociological and management. It explores what design is, and compares it to R&D and technological... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2275838" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper's purpose is to make a first attempt at analysing the design function from a variety of disciplinary perspectives: economic, sociological and management. It explores what design is, and compares it to R&D and technological innovation. It surveys the literature on technological innovation and considers its usefulness in understanding and analysing the design function. It then examines the organisation and location of design activities in relation to manufacturing firms, referring to empirical studies of a number of contrasting sectors of industry in various countries, as well as to an historical analysis of the evolution of the design function.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2275838" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b720b564762fb208b5f4302f39addb62" rel="nofollow" data-download="{"attachment_id":50688862,"asset_id":2275838,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50688862/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2872283" href="https://westminster.academia.edu/ShirenMaru">Shiren Maru</a><script data-card-contents-for-user="2872283" type="text/json">{"id":2872283,"first_name":"Shiren","last_name":"Maru","domain_name":"westminster","page_name":"ShirenMaru","display_name":"Shiren Maru","profile_url":"https://westminster.academia.edu/ShirenMaru?f_ri=1131312","photo":"https://0.academia-photos.com/2872283/947451/1186661/s65_shiren.maru.jpg"}</script></span></span></li><li class="js-paper-rank-work_2275838 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2275838"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2275838, container: ".js-paper-rank-work_2275838", }); 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It explores what design is, and compares it to R\u0026D and technological innovation. It surveys the literature on technological innovation and considers its usefulness in understanding and analysing the design function. It then examines the organisation and location of design activities in relation to manufacturing firms, referring to empirical studies of a number of contrasting sectors of industry in various countries, as well as to an historical analysis of the evolution of the design function.","downloadable_attachments":[{"id":50688862,"asset_id":2275838,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2872283,"first_name":"Shiren","last_name":"Maru","domain_name":"westminster","page_name":"ShirenMaru","display_name":"Shiren Maru","profile_url":"https://westminster.academia.edu/ShirenMaru?f_ri=1131312","photo":"https://0.academia-photos.com/2872283/947451/1186661/s65_shiren.maru.jpg"}],"research_interests":[{"id":5547,"name":"Policy","url":"https://www.academia.edu/Documents/in/Policy?f_ri=1131312","nofollow":false},{"id":15282,"name":"Technological 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href="https://www.academia.edu/22091409/The_Effects_of_Sleep_Loss_and_Fatigue_on_Resident_Physicians_A_Multi_Institutional_Mixed_Method_Study">The Effects of Sleep Loss and Fatigue on Resident???Physicians: A Multi-Institutional, Mixed-Method Study</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22091409" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7dcd3c1a1f97439a683ea2a8de13ec61" rel="nofollow" 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Development","url":"https://www.academia.edu/Documents/in/Faculty_Development?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18773820]'), work: {"id":18773820,"title":"Faculty Development as an Instrument of Change: A Case Study on Teaching Professionalism","created_at":"2015-11-21T14:39:08.540-08:00","url":"https://www.academia.edu/18773820/Faculty_Development_as_an_Instrument_of_Change_A_Case_Study_on_Teaching_Professionalism?f_ri=1131312","dom_id":"work_18773820","summary":null,"downloadable_attachments":[{"id":40247585,"asset_id":18773820,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59332,"first_name":"Abraham","last_name":"Fuks","domain_name":"mcgill","page_name":"AbrahamFuks","display_name":"Abraham Fuks","profile_url":"https://mcgill.academia.edu/AbrahamFuks?f_ri=1131312","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2919,"name":"Organizational Culture","url":"https://www.academia.edu/Documents/in/Organizational_Culture?f_ri=1131312","nofollow":false},{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education?f_ri=1131312","nofollow":false},{"id":5976,"name":"Institutional Change","url":"https://www.academia.edu/Documents/in/Institutional_Change?f_ri=1131312","nofollow":false},{"id":6668,"name":"Faculty Development","url":"https://www.academia.edu/Documents/in/Faculty_Development?f_ri=1131312","nofollow":false},{"id":28808,"name":"Quebec","url":"https://www.academia.edu/Documents/in/Quebec?f_ri=1131312"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1131312"},{"id":96047,"name":"Case Study","url":"https://www.academia.edu/Documents/in/Case_Study?f_ri=1131312"},{"id":99364,"name":"Undergraduate medical education","url":"https://www.academia.edu/Documents/in/Undergraduate_medical_education?f_ri=1131312"},{"id":204088,"name":"Academic Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine?f_ri=1131312"},{"id":458190,"name":"Organizational Innovation","url":"https://www.academia.edu/Documents/in/Organizational_Innovation?f_ri=1131312"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1131312"},{"id":740122,"name":"Professional Competence","url":"https://www.academia.edu/Documents/in/Professional_Competence?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_27938870" data-work_id="27938870" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/27938870/Empathy_Decline_and_Its_Reasons_A_Systematic_Review_of_Studies_With_Medical_Students_and_Residents">Empathy Decline and Its Reasons: A Systematic Review of Studies With Medical Students and Residents</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/27938870" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bdb7468b4ced10794c0ce0b03d985d13" rel="nofollow" data-download="{"attachment_id":48247543,"asset_id":27938870,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48247543/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52220566" href="https://independent.academia.edu/ChristianScheffer">Christian Scheffer</a><script data-card-contents-for-user="52220566" type="text/json">{"id":52220566,"first_name":"Christian","last_name":"Scheffer","domain_name":"independent","page_name":"ChristianScheffer","display_name":"Christian Scheffer","profile_url":"https://independent.academia.edu/ChristianScheffer?f_ri=1131312","photo":"https://0.academia-photos.com/52220566/22363619/21575182/s65_christian.scheffer.jpg"}</script></span></span></li><li class="js-paper-rank-work_27938870 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="27938870"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 27938870, container: ".js-paper-rank-work_27938870", }); });</script></li><li class="js-percentile-work_27938870 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x 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$(".js-view-count-work_27938870").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_27938870").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="27938870"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="44057" href="https://www.academia.edu/Documents/in/Curriculum">Curriculum</a>, <script data-card-contents-for-ri="44057" type="text/json">{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="44886" href="https://www.academia.edu/Documents/in/Empathy">Empathy</a>, <script data-card-contents-for-ri="44886" type="text/json">{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="62445" href="https://www.academia.edu/Documents/in/Medical_Students">Medical Students</a>, <script data-card-contents-for-ri="62445" type="text/json">{"id":62445,"name":"Medical Students","url":"https://www.academia.edu/Documents/in/Medical_Students?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="204088" href="https://www.academia.edu/Documents/in/Academic_Medicine">Academic Medicine</a><script data-card-contents-for-ri="204088" type="text/json">{"id":204088,"name":"Academic Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27938870]'), work: {"id":27938870,"title":"Empathy Decline and Its Reasons: A Systematic Review of Studies With Medical Students and Residents","created_at":"2016-08-22T05:02:49.499-07:00","url":"https://www.academia.edu/27938870/Empathy_Decline_and_Its_Reasons_A_Systematic_Review_of_Studies_With_Medical_Students_and_Residents?f_ri=1131312","dom_id":"work_27938870","summary":null,"downloadable_attachments":[{"id":48247543,"asset_id":27938870,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52220566,"first_name":"Christian","last_name":"Scheffer","domain_name":"independent","page_name":"ChristianScheffer","display_name":"Christian Scheffer","profile_url":"https://independent.academia.edu/ChristianScheffer?f_ri=1131312","photo":"https://0.academia-photos.com/52220566/22363619/21575182/s65_christian.scheffer.jpg"}],"research_interests":[{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=1131312","nofollow":false},{"id":44886,"name":"Empathy","url":"https://www.academia.edu/Documents/in/Empathy?f_ri=1131312","nofollow":false},{"id":62445,"name":"Medical Students","url":"https://www.academia.edu/Documents/in/Medical_Students?f_ri=1131312","nofollow":false},{"id":204088,"name":"Academic Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine?f_ri=1131312","nofollow":false},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1131312"},{"id":704648,"name":"Clinical Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18654641" data-work_id="18654641" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18654641/The_Effects_of_Sleep_Loss_and_Fatigue_on_Resident_Physicians_A_Multi_Institutional_Mixed_Method_Study">The Effects of Sleep Loss and Fatigue on Resident???Physicians: A Multi-Institutional, Mixed-Method Study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To identify and model the effects of sleep loss and fatigue on resident-physicians&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional lives and personal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18654641" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To identify and model the effects of sleep loss and fatigue on resident-physicians&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional lives and personal well-being. In 2001-02, 149 residents at five U.S. academic health centers and from six specialties (obstetrics-gynecology, emergency medicine, family medicine, internal medicine, pediatrics, surgery) were recruited for the study. Residents were all in good standing in their programs. In a mixed-methods design, focus groups consisted of an average of seven (range, three to 14) individuals in the same year of training and residency program, for a total of 60 interns and 89 senior residents. Trained moderators conducted focus groups using a standardized, semistructured discussion guide. Participants also completed a 30-item quantitative questionnaire assessing sleepiness and workplace sleep attitudes that included the Epworth Sleepiness Scale (ESS). Residents described multiple adverse effects of sleep loss and fatigue on learning and cognition; job performance, including professionalism and task performance; and personal life, including personal well-being and relationships with spouse or significant other and family. Only 16% of the sample scored within the &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;normal&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; range on the ESS; 84% scored in the range for which clinical intervention is indicated. Sleepiness was consistent across institution, specialty, years of training, age, gender, marital status, and having children. More residents perceived that sleep loss and fatigue had major impact on their personal lives during residency, leaving many personal and social activities and meaningful personal pleasures deferred or postponed. Sleep loss and fatigue also had major impact on residents&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; abilities to perform their work. This finding further substantiates the growing concern about the potential impact on professional development. These observations should be taken into account in developing new training guidelines and educational interventions for housestaff.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18654641" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f83c727ba5e8853b6e9ed8d65fcfccad" rel="nofollow" data-download="{"attachment_id":42148455,"asset_id":18654641,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42148455/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38729008" href="https://healthsciences-ucla.academia.edu/AlonAvidan">Alon Avidan</a><script data-card-contents-for-user="38729008" type="text/json">{"id":38729008,"first_name":"Alon","last_name":"Avidan","domain_name":"healthsciences-ucla","page_name":"AlonAvidan","display_name":"Alon Avidan","profile_url":"https://healthsciences-ucla.academia.edu/AlonAvidan?f_ri=1131312","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_18654641 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18654641"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18654641, container: ".js-paper-rank-work_18654641", }); });</script></li><li class="js-percentile-work_18654641 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18654641; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18654641"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18654641 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18654641"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18654641; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18654641]").text(description); $(".js-view-count-work_18654641").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18654641").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18654641"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="607" href="https://www.academia.edu/Documents/in/Emergency_Medicine">Emergency Medicine</a>, <script data-card-contents-for-ri="607" type="text/json">{"id":607,"name":"Emergency Medicine","url":"https://www.academia.edu/Documents/in/Emergency_Medicine?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4193" href="https://www.academia.edu/Documents/in/Focus_Groups">Focus Groups</a>, <script data-card-contents-for-ri="4193" type="text/json">{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a>, <script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4376" href="https://www.academia.edu/Documents/in/Family_Medicine">Family Medicine</a><script data-card-contents-for-ri="4376" type="text/json">{"id":4376,"name":"Family Medicine","url":"https://www.academia.edu/Documents/in/Family_Medicine?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18654641]'), work: {"id":18654641,"title":"The Effects of Sleep Loss and Fatigue on Resident???Physicians: A Multi-Institutional, Mixed-Method Study","created_at":"2015-11-19T15:03:05.044-08:00","url":"https://www.academia.edu/18654641/The_Effects_of_Sleep_Loss_and_Fatigue_on_Resident_Physicians_A_Multi_Institutional_Mixed_Method_Study?f_ri=1131312","dom_id":"work_18654641","summary":"To identify and model the effects of sleep loss and fatigue on resident-physicians\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional lives and personal well-being. In 2001-02, 149 residents at five U.S. academic health centers and from six specialties (obstetrics-gynecology, emergency medicine, family medicine, internal medicine, pediatrics, surgery) were recruited for the study. Residents were all in good standing in their programs. In a mixed-methods design, focus groups consisted of an average of seven (range, three to 14) individuals in the same year of training and residency program, for a total of 60 interns and 89 senior residents. Trained moderators conducted focus groups using a standardized, semistructured discussion guide. Participants also completed a 30-item quantitative questionnaire assessing sleepiness and workplace sleep attitudes that included the Epworth Sleepiness Scale (ESS). Residents described multiple adverse effects of sleep loss and fatigue on learning and cognition; job performance, including professionalism and task performance; and personal life, including personal well-being and relationships with spouse or significant other and family. Only 16% of the sample scored within the \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;normal\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; range on the ESS; 84% scored in the range for which clinical intervention is indicated. Sleepiness was consistent across institution, specialty, years of training, age, gender, marital status, and having children. More residents perceived that sleep loss and fatigue had major impact on their personal lives during residency, leaving many personal and social activities and meaningful personal pleasures deferred or postponed. Sleep loss and fatigue also had major impact on residents\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; abilities to perform their work. This finding further substantiates the growing concern about the potential impact on professional development. These observations should be taken into account in developing new training guidelines and educational interventions for housestaff.","downloadable_attachments":[{"id":42148455,"asset_id":18654641,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38729008,"first_name":"Alon","last_name":"Avidan","domain_name":"healthsciences-ucla","page_name":"AlonAvidan","display_name":"Alon Avidan","profile_url":"https://healthsciences-ucla.academia.edu/AlonAvidan?f_ri=1131312","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":607,"name":"Emergency Medicine","url":"https://www.academia.edu/Documents/in/Emergency_Medicine?f_ri=1131312","nofollow":false},{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups?f_ri=1131312","nofollow":false},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1131312","nofollow":false},{"id":4376,"name":"Family 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href="https://www.academia.edu/900955/OSCE_checklists_do_not_capture_increasing_levels_of_expertise">OSCE checklists do not capture increasing levels of expertise</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/900955" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7d7d1c64f70cad2481597b973fdd7495" rel="nofollow" data-download="{"attachment_id":5896467,"asset_id":900955,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen 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href="https://www.academia.edu/Documents/in/Clinical_research">Clinical research</a>, <script data-card-contents-for-ri="66110" type="text/json">{"id":66110,"name":"Clinical research","url":"https://www.academia.edu/Documents/in/Clinical_research?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="66911" href="https://www.academia.edu/Documents/in/Career_Development">Career Development</a>, <script data-card-contents-for-ri="66911" type="text/json">{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="70596" href="https://www.academia.edu/Documents/in/Minority_Groups">Minority Groups</a><script data-card-contents-for-ri="70596" type="text/json">{"id":70596,"name":"Minority 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Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1131312"},{"id":597212,"name":"Career Mobility","url":"https://www.academia.edu/Documents/in/Career_Mobility?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13515560 coauthored" data-work_id="13515560" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13515560/Teaching_Communication_in_Clinical_Clerkships_Models_from_the_Macy_Initiative_in_Health_Communications">Teaching Communication in Clinical Clerkships: Models from the Macy Initiative in Health Communications</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13515560" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="365f2021f2428731d827db5d61e5a5e5" rel="nofollow" data-download="{"attachment_id":45249611,"asset_id":13515560,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45249611/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span 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js-additional-users-13515560"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://nyu.academia.edu/AdinaKalet">Adina Kalet</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-13515560'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-13515560').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_13515560 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13515560"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13515560, container: ".js-paper-rank-work_13515560", }); });</script></li><li class="js-percentile-work_13515560 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13515560; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13515560"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13515560 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13515560"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13515560; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13515560]").text(description); $(".js-view-count-work_13515560").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13515560").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13515560"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="961" href="https://www.academia.edu/Documents/in/Health_Communication">Health Communication</a>, <script data-card-contents-for-ri="961" type="text/json">{"id":961,"name":"Health Communication","url":"https://www.academia.edu/Documents/in/Health_Communication?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4413" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a>, <script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4455" href="https://www.academia.edu/Documents/in/Medical_Education">Medical Education</a><script data-card-contents-for-ri="4455" type="text/json">{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13515560]'), work: {"id":13515560,"title":"Teaching Communication in Clinical Clerkships: Models from the Macy Initiative in Health Communications","created_at":"2015-07-01T14:46:34.670-07:00","url":"https://www.academia.edu/13515560/Teaching_Communication_in_Clinical_Clerkships_Models_from_the_Macy_Initiative_in_Health_Communications?f_ri=1131312","dom_id":"work_13515560","summary":null,"downloadable_attachments":[{"id":45249611,"asset_id":13515560,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32776171,"first_name":"Mack","last_name":"Lipkin","domain_name":"independent","page_name":"MackLipkin","display_name":"Mack 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Competence","url":"https://www.academia.edu/Documents/in/Clinical_Competence?f_ri=1131312"},{"id":886597,"name":"Objective Structured Clinical Examination (OSCE)","url":"https://www.academia.edu/Documents/in/Objective_Structured_Clinical_Examination_OSCE_?f_ri=1131312"},{"id":901876,"name":"Sensitivity and Specificity","url":"https://www.academia.edu/Documents/in/Sensitivity_and_Specificity?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"},{"id":1960845,"name":"Western Reserve","url":"https://www.academia.edu/Documents/in/Western_Reserve?f_ri=1131312"},{"id":2294038,"name":"Clinical clerkship","url":"https://www.academia.edu/Documents/in/Clinical_clerkship?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20781271" data-work_id="20781271" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20781271/Burnout_and_Serious_Thoughts_of_Dropping_Out_of_Medical_School_A_Multi_Institutional_Study">Burnout and Serious Thoughts of Dropping Out of Medical School: A Multi-Institutional Study</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20781271" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a305cebeafe499e6e238e41c35a88102" rel="nofollow" data-download="{"attachment_id":41558681,"asset_id":20781271,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41558681/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42066475" href="https://uchospitals.academia.edu/willharper">will harper</a><script data-card-contents-for-user="42066475" type="text/json">{"id":42066475,"first_name":"will","last_name":"harper","domain_name":"uchospitals","page_name":"willharper","display_name":"will harper","profile_url":"https://uchospitals.academia.edu/willharper?f_ri=1131312","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20781271 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20781271"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20781271, container: ".js-paper-rank-work_20781271", }); });</script></li><li class="js-percentile-work_20781271 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20781271; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20781271"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20781271 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20781271"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20781271; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20781271]").text(description); $(".js-view-count-work_20781271").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20781271").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20781271"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3217" href="https://www.academia.edu/Documents/in/Depression">Depression</a>, <script data-card-contents-for-ri="3217" type="text/json">{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4455" href="https://www.academia.edu/Documents/in/Medical_Education">Medical Education</a>, <script data-card-contents-for-ri="4455" type="text/json">{"id":4455,"name":"Medical Education","url":"https://www.academia.edu/Documents/in/Medical_Education?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7470" href="https://www.academia.edu/Documents/in/Quality_of_life">Quality of life</a><script data-card-contents-for-ri="7470" type="text/json">{"id":7470,"name":"Quality of life","url":"https://www.academia.edu/Documents/in/Quality_of_life?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20781271]'), work: {"id":20781271,"title":"Burnout and 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Medicine","url":"https://www.academia.edu/Documents/in/Academic_Medicine?f_ri=1131312"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=1131312"},{"id":437772,"name":"Odds ratio","url":"https://www.academia.edu/Documents/in/Odds_ratio?f_ri=1131312"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1131312"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=1131312"},{"id":794433,"name":"Student Dropouts","url":"https://www.academia.edu/Documents/in/Student_Dropouts?f_ri=1131312"},{"id":1034181,"name":"Cross Sectional Studies","url":"https://www.academia.edu/Documents/in/Cross_Sectional_Studies?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"},{"id":1294607,"name":"Logistic Models","url":"https://www.academia.edu/Documents/in/Logistic_Models?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17314462" data-work_id="17314462" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17314462/Assessing_Student_Mental_Health_at_the_Vanderbilt_University_School_of_Medicine">Assessing Student Mental Health at the Vanderbilt University School of Medicine</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">To determine the prevalence rates of four major categories of mental illness among medical students and to examine associations between these illnesses and a range of demographic variables. The authors invited all 330 first-, second-, and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17314462" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">To determine the prevalence rates of four major categories of mental illness among medical students and to examine associations between these illnesses and a range of demographic variables. The authors invited all 330 first-, second-, and third-year medical students at Vanderbilt University School of Medicine to participate in a survey during winter 2008-2009. Students completed an anonymous written questionnaire assessing the prevalence of depression, anxiety, eating disorders, and alcohol and drug use disorders. Additionally, the authors obtained student demographic information to investigate variations in rates of illness based on interindividual differences. Most students (301; response rate: 91.2%) completed the survey. The authors found that depression and anxiety were more prevalent in the Vanderbilt medical student population than in their nonmedical peer group. The authors found that 37 (12%) of the students were borderline for possible alcohol abuse and 3 (1%) were problem drinkers, 1 (0.3%) had a possible drug abuse disorder, and 3 (1%) had possible eating disorders. Whereas exercising one to three times per week was associated with lower rates of both depression and anxiety, having a family history of mental illness was associated with higher eating disorder scores and anxiety. There was an association between gender and all disorders. Insight into the prevalence of mental health disorders in the medical student population and the variables that may influence them provides important information for medical schools as they develop more robust and effective wellness programs to help students in these very stressful learning environments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17314462" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3bf8d832beca8c57cac134f827bd5b0f" rel="nofollow" data-download="{"attachment_id":42269023,"asset_id":17314462,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42269023/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37007772" href="https://independent.academia.edu/MarioDavidson">Mario Davidson</a><script data-card-contents-for-user="37007772" type="text/json">{"id":37007772,"first_name":"Mario","last_name":"Davidson","domain_name":"independent","page_name":"MarioDavidson","display_name":"Mario Davidson","profile_url":"https://independent.academia.edu/MarioDavidson?f_ri=1131312","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17314462 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17314462"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17314462, container: ".js-paper-rank-work_17314462", }); 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The authors invited all 330 first-, second-, and third-year medical students at Vanderbilt University School of Medicine to participate in a survey during winter 2008-2009. Students completed an anonymous written questionnaire assessing the prevalence of depression, anxiety, eating disorders, and alcohol and drug use disorders. Additionally, the authors obtained student demographic information to investigate variations in rates of illness based on interindividual differences. Most students (301; response rate: 91.2%) completed the survey. The authors found that depression and anxiety were more prevalent in the Vanderbilt medical student population than in their nonmedical peer group. The authors found that 37 (12%) of the students were borderline for possible alcohol abuse and 3 (1%) were problem drinkers, 1 (0.3%) had a possible drug abuse disorder, and 3 (1%) had possible eating disorders. Whereas exercising one to three times per week was associated with lower rates of both depression and anxiety, having a family history of mental illness was associated with higher eating disorder scores and anxiety. There was an association between gender and all disorders. Insight into the prevalence of mental health disorders in the medical student population and the variables that may influence them provides important information for medical schools as they develop more robust and effective wellness programs to help students in these very stressful learning environments.","downloadable_attachments":[{"id":42269023,"asset_id":17314462,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37007772,"first_name":"Mario","last_name":"Davidson","domain_name":"independent","page_name":"MarioDavidson","display_name":"Mario Davidson","profile_url":"https://independent.academia.edu/MarioDavidson?f_ri=1131312","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=1131312","nofollow":false},{"id":62445,"name":"Medical 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38561376" data-work_id="38561376" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38561376/Use_of_e_sources_among_Faculty_members_and_Students_A_Survey">Use of e-sources among Faculty members and Students: A Survey</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present paper examines the use of e-sources among faculty members and students. A total of 2463samples were selected from 11 state universities in Karnataka. A well designed questionnaire was used for the data collection and data has... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38561376" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present paper examines the use of e-sources among faculty members and students. A total of 2463samples were selected from 11 state universities in Karnataka. A well designed questionnaire was used for the data collection and data has been analyzed using SPSS. The study found that, 62.9% majority of the rural respondents is using the Internet, followed by urban (37.1%) respondents. It is very interesting to note that 66.7% of the respondents used the Internet every day. The present study consisted of an equal number of males (51.3%) and female (48.7%) respondents are used e-sources. The study indicated that most of the respondents are used e-sources for the exam purpose (41.9%). The study found that, most of the respondents preferred to read e-books/journals (57.8%), followed by newspapers/magazines (46%). The study found that, all most all the respondents are preferred to use of e-sources for the academic work and also a few of them not aware of the gazetteers, bulletins, encyclopedias and other e-sources.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38561376" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="25d5c6046ee384e834e3b29e8d8baff0" rel="nofollow" data-download="{"attachment_id":58633455,"asset_id":38561376,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58633455/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5631407" href="https://tumkuruniversity.academia.edu/KumaraB">Dr. Kumara B.</a><script data-card-contents-for-user="5631407" type="text/json">{"id":5631407,"first_name":"Dr. Kumara","last_name":"B.","domain_name":"tumkuruniversity","page_name":"KumaraB","display_name":"Dr. Kumara B.","profile_url":"https://tumkuruniversity.academia.edu/KumaraB?f_ri=1131312","photo":"https://0.academia-photos.com/5631407/4728357/5453441/s65_kumara.b.jpg"}</script></span></span></li><li class="js-paper-rank-work_38561376 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38561376"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38561376, container: ".js-paper-rank-work_38561376", }); 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The study found that, all most all the respondents are preferred to use of e-sources for the academic work and also a few of them not aware of the gazetteers, bulletins, encyclopedias and other e-sources.\n","downloadable_attachments":[{"id":58633455,"asset_id":38561376,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5631407,"first_name":"Dr. Kumara","last_name":"B.","domain_name":"tumkuruniversity","page_name":"KumaraB","display_name":"Dr. Kumara 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href="https://www.academia.edu/20781274/Relationship_of_Pass_Fail_Grading_and_Curriculum_Structure_With_Well_Being_Among_Preclinical_Medical_Students_A_Multi_Institutional_Study">Relationship of Pass/Fail Grading and Curriculum Structure With Well-Being Among Preclinical Medical Students: A Multi-Institutional Study</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20781274" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c62c806628f49ae14c25e02fd521c0df" rel="nofollow" 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itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59025518" href="https://molbiosci-rutgers.academia.edu/JudithAmorosa">Judith Amorosa</a><script data-card-contents-for-user="59025518" type="text/json">{"id":59025518,"first_name":"Judith","last_name":"Amorosa","domain_name":"molbiosci-rutgers","page_name":"JudithAmorosa","display_name":"Judith Amorosa","profile_url":"https://molbiosci-rutgers.academia.edu/JudithAmorosa?f_ri=1131312","photo":"https://0.academia-photos.com/59025518/16826818/17073764/s65_judith.amorosa.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-30980067">+1</span><div class="hidden js-additional-users-30980067"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MarkBramwit">Mark 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data-card-contents-for-ri="200" type="text/json">{"id":200,"name":"Medical Sociology","url":"https://www.academia.edu/Documents/in/Medical_Sociology?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1761" href="https://www.academia.edu/Documents/in/Health_Professional_Education">Health Professional Education</a>, <script data-card-contents-for-ri="1761" type="text/json">{"id":1761,"name":"Health Professional Education","url":"https://www.academia.edu/Documents/in/Health_Professional_Education?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2919" href="https://www.academia.edu/Documents/in/Organizational_Culture">Organizational Culture</a><script data-card-contents-for-ri="2919" type="text/json">{"id":2919,"name":"Organizational Culture","url":"https://www.academia.edu/Documents/in/Organizational_Culture?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18722623]'), work: {"id":18722623,"title":"Difficult Conversations in Health Care: Cultivating Relational Learning to Address the Hidden 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Models","url":"https://www.academia.edu/Documents/in/Educational_Models?f_ri=1131312"},{"id":458190,"name":"Organizational Innovation","url":"https://www.academia.edu/Documents/in/Organizational_Innovation?f_ri=1131312"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1131312"},{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31209506" data-work_id="31209506" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31209506/Challenges_of_Arabic_English_Translation_The_Need_for_Re_systematic_Curriculum_and_Methodology_Reforms_in_Yemen">Challenges of Arabic-English Translation: The Need for Re-systematic Curriculum and Methodology Reforms in Yemen</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We investigated the current major challenges (2011-2012) of Arabic-English translation and vice versa. The use of both qualitative and quantative analyses revealed several challenges that impede the translation process quality in Yemen.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31209506" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We investigated the current major challenges (2011-2012) of Arabic-English translation and vice versa. The use of both qualitative and quantative analyses revealed several challenges that impede the translation process quality in Yemen. We have categorized these major challenges into four main patterns: lexical knowledge insufficiency; inadequate knowledge and practice of grammar; little cultural backgrounds; and inappropriate teaching atmosphere and methodology. Within each pattern, there are a number of critical issues that need a remedy. The findings necessitate a re-systematic reform of the curriculum, the teaching method, and the students&#39; admission processes in higher education institutions in Yemen. Keywords: Arabic-English translation, translation challenges, and re-systematic reform</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31209506" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="460d882fea596ac314e97f0c77490d0a" rel="nofollow" data-download="{"attachment_id":51625073,"asset_id":31209506,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51625073/download_file?st=MTczMjcyNjQyNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52182790" href="https://independent.academia.edu/yalsohbani">Yehia A Y Al-Sohbani</a><script data-card-contents-for-user="52182790" type="text/json">{"id":52182790,"first_name":"Yehia","last_name":"Al-Sohbani","domain_name":"independent","page_name":"yalsohbani","display_name":"Yehia A Y Al-Sohbani","profile_url":"https://independent.academia.edu/yalsohbani?f_ri=1131312","photo":"https://0.academia-photos.com/52182790/19039613/18989739/s65_yehia.al-sohbani.jpg"}</script></span></span></li><li class="js-paper-rank-work_31209506 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31209506"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31209506, container: ".js-paper-rank-work_31209506", }); });</script></li><li class="js-percentile-work_31209506 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31209506; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31209506"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31209506 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31209506"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31209506; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31209506]").text(description); $(".js-view-count-work_31209506").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31209506").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31209506"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1131312" href="https://www.academia.edu/Documents/in/Academic">Academic</a><script data-card-contents-for-ri="1131312" type="text/json">{"id":1131312,"name":"Academic","url":"https://www.academia.edu/Documents/in/Academic?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31209506]'), work: {"id":31209506,"title":"Challenges of Arabic-English Translation: The Need for Re-systematic Curriculum and Methodology Reforms in Yemen","created_at":"2017-02-03T12:56:21.861-08:00","url":"https://www.academia.edu/31209506/Challenges_of_Arabic_English_Translation_The_Need_for_Re_systematic_Curriculum_and_Methodology_Reforms_in_Yemen?f_ri=1131312","dom_id":"work_31209506","summary":"We investigated the current major challenges (2011-2012) of Arabic-English translation and vice versa. The use of both qualitative and quantative analyses revealed several challenges that impede the translation process quality in Yemen. We have categorized these major challenges into four main patterns: lexical knowledge insufficiency; inadequate knowledge and practice of grammar; little cultural backgrounds; and inappropriate teaching atmosphere and methodology. Within each pattern, there are a number of critical issues that need a remedy. The findings necessitate a re-systematic reform of the curriculum, the teaching method, and the students\u0026#39; admission processes in higher education institutions in Yemen. 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u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30431602/Evaluating_a_Leadership_Program_A_Comparative_Longitudinal_Study_to_Assess_the_Impact_of_the_Executive_Leadership_in_Academic_Medicine_ELAM_Program_for_Women">Evaluating a Leadership Program: A Comparative, Longitudinal Study to Assess the Impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30431602" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="525dacfc22b081e39623329432f315a5" 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}); });</script></span><script>$(function() { $(".js-view-count-work_30431602").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30431602"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="202" href="https://www.academia.edu/Documents/in/Program_Evaluation">Program Evaluation</a>, <script data-card-contents-for-ri="202" type="text/json">{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="41482" href="https://www.academia.edu/Documents/in/Multivariate_Analysis">Multivariate Analysis</a>, <script data-card-contents-for-ri="41482" type="text/json">{"id":41482,"name":"Multivariate Analysis","url":"https://www.academia.edu/Documents/in/Multivariate_Analysis?f_ri=1131312","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45142" href="https://www.academia.edu/Documents/in/Staff_Development">Staff Development</a><script data-card-contents-for-ri="45142" type="text/json">{"id":45142,"name":"Staff Development","url":"https://www.academia.edu/Documents/in/Staff_Development?f_ri=1131312","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30431602]'), work: 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href="https://www.academia.edu/25190935/Modern_architecture_and_cinema_an_assessment_through_iconic_buildings">Modern architecture and cinema: an assessment through iconic buildings</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25190935" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="04c6f5359d8d243aa17a32dc4bba6217" rel="nofollow" data-download="{"attachment_id":51480057,"asset_id":25190935,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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href="https://www.academia.edu/15100459/International_Journal_of_Educational_Administration_and_Policy_Studies_Impact_of_teenage_motherhood_on_the_academic_performance_in_public_primary_schools_in_Bungoma_County_Kenya">International Journal of Educational Administration and Policy Studies Impact of teenage motherhood on the academic performance in public primary schools in Bungoma County, Kenya</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15100459" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f63bf89a40a5da82856bf28868409fa6" rel="nofollow" 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