scholarly journals The Pricing of Green Bonds: External Reviews and the Shades of Green

2020 ◽  
Author(s):  
Gregor Dorfleitner ◽  
Sebastian Utz ◽  
Rongxin Zhang
Keyword(s):  
External Reviews

scholarly journals Perceptions of Acceptance: Evaluating World Wide Web Projects in Performance Reviews

2001 ◽  
Vol 62 (3) ◽  
pp. 260-268
Author(s):  
Kathleen Carlisle Fountain
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Recent Literature ◽  
Institutional Factors ◽  
Performance Reviews ◽  
Teaching Faculty ◽  
To Receive ◽  
External Reviews

Recent literature reveals that World Wide Web projects are beginning to receive more respect and acceptance from administrators. This survey studied the perceptions of librarian and teaching faculty Web creators in universities around the country to see if acceptance is on the rise. It found that respondents generally are satisfied with the recognition granted to their Web projects. Further findings indicate that institutional factors largely influence satisfaction levels. Librarians and teaching faculty can improve acceptance of Web projects only when submitting external reviews of their work to the evaluators.

External reviews: What is being done?

1997 ◽  
Vol 15 (4) ◽  
pp. 531-547 ◽  
Author(s):  
Bill N. Schwartz ◽  
Richard G. Schroeder
Keyword(s):  
External Reviews

scholarly journals Assessing Improvement and Professional Career Skills in Senior Capstone Design through Course Data

2017 ◽  
Vol 7 (3) ◽  
pp. 130 ◽  
Author(s):  
Robert Merton Stwalley III
Keyword(s):  
Continuous Improvement ◽  
Team Building ◽  
Physical Work ◽  
Video Tape ◽  
Biological Engineering ◽  
Professional Career ◽  
Student Teams ◽  
Professional Attributes ◽  
Career Skills ◽  
External Reviews

An objective internal departmental review of course data indicates that a one credit hour fall seminar course which allows many preparatory topics to be engaged by the senior capstone teams makes the spring laboratory portion of the course run more smoothly. Professional topics such as team building, oral and written communication skills, and organizational interaction have been suggested by industrial partners and are now integrated into the course sequence before the students perform their physical work, reducing issues during the lab component. Course adjustments are on-going, and in the spirit of continuous improvement, those adjustments are periodically evaluated for effectiveness. It has been statistically demonstrated that the addition of an internally reviewed feasibility pitch early in the fall semester has resulted in better external reviews for both the fall management and spring technical design presentations. Likewise, providing the chance for the teams to see a video tape of their final presentation, before it is reviewed by various outside parties, has resulted in significantly better final presentations. In general, the formation of all engineering and mixed teams has been found to produce better end projects than those created by all technology-based student teams. These elements and other demonstrated positive changes to the Xxxxxx Agricultural & Biological Engineering capstone sequence can be described as cultivating professional attributes, and the experience is reviewed in this paper.

scholarly journals Towards optimising local reviews of severe incidents in maternity care: messages from a comparison of local and external reviews

2016 ◽  
Vol 26 (4) ◽  
pp. 271-278 ◽  
Author(s):  
Anjali Shah ◽  
Bryn Kemp ◽  
Susan Sellers ◽  
Lisa Hinton ◽  
Melanie O'Connor ◽  
...  
Keyword(s):  
Maternity Care ◽  
External Reviews

scholarly journals The efficacy of aligning lessons learnt from significant bushfire incidents to the organisational stratum

2021 ◽  
pp. 26-33
Author(s):  
Jennifer Medbury ◽  
David J Brooks ◽  
Michael Coole
Keyword(s):  
Emergency Services ◽  
Community Safety ◽  
Services Sector ◽  
Economic Vulnerability ◽  
Lessons Learnt ◽  
Different Types ◽  
History Of ◽  
Different Levels ◽  
Good Support ◽  
External Reviews

Australia's bushfire seasons are expected to become longer and more severe due to the effects of climate change and an increasing population living in rural-urban fringes. Social and economic vulnerability to extreme natural hazards means that Australia’s emergency services sector plays a significant role in community safety and wellbeing. Therefore, it is important that the sector continually improves. Australia has a long history of conducting external reviews into significant bushfires. While these reviews receive good support and seek to identify relevant lessons, barriers remain that prevent these lessons from being effectively learnt. It is possible that some of these barriers exist because the stratum of work impedes the capture, codifying and adjustments to systems. This research investigated the premise that lessons learnt in the Australian emergency services sector occurs on a stratum, with different types of lessons learnt at different levels of work. Four significant independent bushfire reviews were analysed to evaluate whether specific lessons could be aligned to the stratum of work. Findings were that not all lessons apply to all levels of organisations. This supports the premise that lessons are learnt on a vertical organisational stratum; for example, some lessons were operational, others were tactical and some were strategic. It was determined that a lack of understanding of the barriers within an organisations stratum could impede the effectiveness of lessons being learnt.

scholarly journals The Beginning of More Worries: Doctoral Candidates’ Untold Stories After Submission of Dissertation

2021 ◽  
Vol 11 ◽  
Author(s):  
Syed Abdul Waheed ◽  
Nadia Gilani ◽  
Mehwish Raza ◽  
Farooq Ahmad
Keyword(s):  
Administrative Support ◽  
Doctoral Dissertation ◽  
Doctoral Degrees ◽  
External Evaluation ◽  
Snowball Sampling ◽  
Prolonged Delay ◽  
Narrative Mode ◽  
Doctoral Candidates ◽  
External Reviews

The present study focused on this particular situation in which doctoral candidates become anxious, impatient, and disappointed while experiencing a prolonged delay in processing their dissertation during and after the submission. The researchers tend to explore doctoral candidates’ storied experiences they had while confronting such procedural barriers and delays. We undertook a narrative mode of inquiry to explore the events and storied experiences through interviewing doctoral candidates from public universities in the province of Punjab, Pakistan. Nine doctoral candidates were selected through snowball sampling with the criterion of including those participants who were waiting for their external reviews at least for more than 1 year. From the narratives, the emergent themes include supervisors’ mutual relationships, the pressure of paper publication, lack of administrative support, external evaluation and follow-up and stress of delayed evaluation. The study has implications for relaxing procedural formalities during and after submission of a doctoral dissertation to facilitate students in the timely attainment of their doctoral degrees.

scholarly journals Putting theory into practice: the creation of REALs in the context of today's universities

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Sally Ann Kitts ◽  
John T. Hancock
Keyword(s):  
Active Learning ◽  
Learning Communities ◽  
Constructivist Learning ◽  
Theory And Practice ◽  
The Other ◽  
University Teaching ◽  
Research And Teaching ◽  
Other Hand ◽  
The One ◽  
External Reviews

Bringing together theory and practice in the context of university teaching is no mean feat. On the one hand, lecturers are challenged and motivated intellectually by the theoretical arguments in the field of education of thinkers such as Grabinger and Dunlap, who have written extensively about comprehensive constructivist learning communities which they term Euch Environments for Active Learning (REALs) (Grabinger and Dunlap, 1995; Grabinger and Dunlap, 1998; Grabinger, Dunlap and Duffield, 1997). Yet, on the other hand, they are also challenged and demotivated on a day-to-day basis with the practicalities of teaching increasing numbers of students with a decreasing unit of resource in institutions where competition for funding is fierce and where there is pressure from external reviews of research and teaching performance.DOI:10.1080/0968776990070202

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