Collaborations due to facilities that the respondents work within.
[link] represents project feed-in from past collaborative partners. This explores the phenomenon of referral between actors within a cluster (whatever is geographical boundaries may be). From the data, the following key observations can be made:
It can be seen that there is only a 3% difference between the two cohorts. Although this may not be statistically significant it does though highlight that for each cohort there is an almost equal network effect in that previous collaborators were satisfied with their performance that they recommended them to others. This also highlights that the work that had been done previously was seen and valued by others.
While it might not be expected for enterprises to refer collaborators to a valuable source of ideas and support, the proportion of projects coming from referrals is relatively low for both cohorts.
Number of project over past four years have come indirectly via partners with whom collaboration occurred in the past.
Collaborations academia-academia
Focussing solely on respondents from both cohorts based at Swansea University: the questions in
[link] have explored whether there exists, or is perceived to exist relevant and effective support and commitment for collaborations at Swansea University.
The following can be observed:
From responses to the first question it can be seen that within the TX/UK cohort that there is stronger institutional support, emphasis and awareness.
From responses to the second question it can be seen that both groups feel that they have institutional support.
Responses to the third question demonstrate that both the Control and the TX/UK cohorts think positively of the support of their senior management. Highlighting that both cohorts feel the same views of senior management and their facilitation of collaboration within their respective schools).
Collaborative resources.
[link] above presents an overview of inter-institutional activities that are occurring within the institution and whether the two cohorts were or are aware of the inter-institutional activities. It can be seen that there is:
Significantly more activity and awareness on the TX/UK cohort’s side than on the Control side. This may imply the TX/UK cohort is more embedded than the Control within institutional and inter-institutional activities.
Internal inter-institutional activities.
We have described how research culture is important in facilitating the identification and realisation of collaboration opportunities not only within one’s own field(s) but also the field(s) of others. This allows researchers to be able to identify synergies and enhance the collaboration with one’s own expertise and knowledge.
[link] demonstrates this phenomenon as follows:
Question Q20a, highlights that collaboration is more ingrained in the TX/UK cohort than within the Control.
Both Questions Q20c and m, both the TX/UK and Control cohorts recognise the interdisciplinary challenges and its value, yet it is more so within the TX/UK cohort.
Question Q20d highlights that there is a high level of openness in both the TX/UK and the Control cohorts.
Both Questions Q20f and h, suggest greater integration amongst the TX/UK cohort.
Question Q20j suggests that the TX/UK respondents are trained in more disciplines that the Control cohort.
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
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Source:
OpenStax, A study of how a region can lever participation in a global network to accelerate the development of a sustainable technology cluster. OpenStax CNX. Apr 19, 2012 Download for free at http://cnx.org/content/col11417/1.2
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