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    UJ Press | UJ Press
    Publikationsdatum: 2024-03-29
    Beschreibung: The book provides a rich, informative picture of the current state of student engagement evaluation, while also highlighting challenges and opportunities for future advances. A particular strength of this publication is its emphasis on the importance of taking evidence-based decisions, and showing how the South African Survey of Student Engagement (SASSE) can provide the evidence for well-informed changes in policy and practice in order to enhance student success." - Prof Magda Fourie-Malherbe, Stellenbosch University
    Schlagwort(e): Academics ; Academic achievement ; Academic advising ; Academic advisors ; Academic challenge ; Academic development ; Academic literacy ; Academic performance ; Academic support ; Access ; Academic staff (also see academics/Lecturers) ; Actionable ; Active learning ; Agency ; Aggregated ; Analyse ; Apply ; Ask questions ; Assessment ; Attitude ; Australasian Survey of Student Engagement (AUSSE) ; Beginning University Survey of Student Engagement (BUSSE) ; Benchmarking ; Bloom’s taxonomy ; Business ; economics and management ; Campus environment ; Capacity ; Career advisors ; Challenges ; Classroom activities ; Classroom Survey of Student Engagement (CLASSE) ; Co-curricular (also see extra-curricular) ; Cognitive ; Cognitive development ; Cognitive educational activities ; Cognitive functions ; Cognitive skills ; Collaborative learning ; Colleges ; Community college ; Comprehensive universities ; Conditional formatting ; Contextual ; Contextual challenges ; Contextualised ; Council on Higher Education (CHE) ; Course (module/subject) ; Critical thinking ; Culture ; Curriculum ; Data ; Data-informed ; Decision-making ; Decolonisation ; Deep learning ; Department chairs (heads of departments) ; Department of Higher Education and Training (DHET) ; Development ; Developmental outcomes ; Diagnostic ; Disaggregating ; Discussions ; Discussion with diverse others ; Dropout ; Education outcomes ; Effective educational behaviours ; Effective educational practices ; Effective leadership ; Effective teaching practices ; Empirical ; Engagement – also see Student Engagement ; Engineering ; Equity ; Equitable outcomes ; Evaluate ; Evidence ; Evidence-based ; Expectations ; Expected academic difficulty ; Expected academic perseverance ; Experiential learning ; Experience with staff ; Extended degree ; Extended curricula ; Extra-curricular (also see co-curricular) ; Financial Stress Scale ; First-generation ; First-year ; Food ; Food insecurity ; Frequency ; Freshman myth ; Gender ; Graduate attributes (Learning outcomes) ; Group work ; Heads of departments ; High-Impact practices ; Higher education outcomes ; Higher-Order Learning ; Holistic ; Humanities ; Incentive ; Indicators ; Innovation ; Innovative ; Instructional paradigm ; Interactions ; Interventions ; Institutional culture ; Institutional performance ; Institutional research ; Institutional researchers ; Institution-wide approaches ; Interpersonal relationships ; Interpersonal skills ; Intersectional ; Intersectionality ; Irish Survey of Student Engagement (ISSE) ; Knowledge ; Knowledge society ; Language ; Law ; Leaders ; Leadership (management/university leadership) ; Learning ; Learning environments ; Learning facilitator ; Learning outcomes ; Learning paradigm ; Learning strategies ; Learning with peers ; Lecturer Survey of Student Engagement (LSSE) ; Lecturers (also see academics/academic staff) ; Librarians ; Management (University leaders and Leadership) ; Mathematics ; Memorisation ; Mentor ; Mentoring ; Mentorship ; Mission ; Module (course/subject) ; Motivation ; National Benchmark Tests (NBT) ; National Benchmark Test Project (NBTP) ; National Development Plan ; National Survey of Student Engagement (NSSE) ; Natural and Agricultural Sciences ; Next Generation of Academics Programme (nGAP) ; Numeracy development ; Off-campus ; On-campus ; Online resources ; Pathways ; Peer learning (also see Tutor) ; Pedagogical approaches ; Pedagogical contexts ; Pedagogical environments ; Pedagogical experiences ; Pedagogical innovation ; Pedagogical practices ; Pedagogical relationship ; Pedagogical responsiveness ; Pedagogies ; Perceived academic preparation ; Perceived preparedness ; Persistence ; Policies ; Policy ; Policy makers ; Practical significance ; Practical work ; Preparing for class ; Professional development ; Professionals ; Professional staff ; Quadrant ; Quality ; Quality assurance ; Quality of interactions ; Quantitative reasoning ; Reflection ; Reflective and integrative learning ; Relationships ; Research ; Responsiveness ; Resources ; Retention ; Science ; engineering and technology ; Self-reflection ; Senior students ; Service learning ; Social sciences ; Socio-economic ; South African Survey(s) of Student Engagement (SASSE) ; Staff development (also academic development and lecturer development) ; Stakeholder ; Strategies ; Statistical ; Student affairs ; Student behaviour ; Student bodies ; Student data ; Student development ; Student engagement ; Student evaluation ; Student financial aid ; Student involvement ; Student learning ; Student life ; Student needs ; Student outcomes ; Student organisations ; Student perspective ; Student participation ; Student performance ; Student persistence ; Student retention ; Student responses ; Student societies ; Student-staff interaction ; Student success ; Student views ; Student voice ; Success rates ; Subject (course/module) ; Support services ; Support staff ; Supportive campus ; Supportive environment ; Synthesise ; Systemic perspective ; Systemic understanding ; Teaching ; Teaching and learning ; Techniques ; Time ; Time management ; Traditional universities ; Transformation ; Transformative ; Transition ; Tutor ; Tutorials ; Undergraduate research ; Underprepared ; United States ; University Capacity Development Grant (University Capacity Development Programme) ; Universities ; Universities of Technology ; University leaders ; Unrealistic ; Well-being ; bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
    Sprache: Englisch
    Format: image/png
    Format: image/jpeg
    Standort Signatur Erwartet Verfügbarkeit
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  • 2
    Publikationsdatum: 2023-03-08
    Beschreibung: © The Author(s), 2022. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in LeClerc, H., Tompsett, G., Paulsen, A., McKenna, A., Niles, S., Reddy, C., Nelson, R., Cheng, F., Teixeira, A., & Timko, M. Hydroxyapatite catalyzed hydrothermal liquefaction transforms food waste from an environmental liability to renewable fuel. IScience, 25(9), (2022): 104916, https://doi.org/10.1016/j.isci.2022.104916.
    Beschreibung: Food waste is an abundant and inexpensive resource for the production of renewable fuels. Biocrude yields obtained from hydrothermal liquefaction (HTL) of food waste can be boosted using hydroxyapatite (HAP) as an inexpensive and abundant catalyst. Combining HAP with an inexpensive homogeneous base increased biocrude yield from 14 ± 1 to 37 ± 3%, resulting in the recovery of 49 ± 2% of the energy contained in the food waste feed. Detailed product analysis revealed the importance of fatty-acid oligomerization during biocrude formation, highlighting the role of acid-base catalysts in promoting condensation reactions. Economic and environmental analysis found that the new technology has the potential to reduce US greenhouse gas emissions by 2.6% while producing renewable diesel with a minimum fuel selling price of $1.06/GGE. HAP can play a role in transforming food waste from a liability to a renewable fuel.
    Beschreibung: This work was funded by the DOE Bioenergy Technology Office (DE-EE0008513), a DOE DBIR (DE-SC0015784) and the MassCEC. The authors thank WenWen Yao, Department of Environmental Science at WPI, for TOC analysis, Mainstream Engineering for heating value characterization of the oil and solid samples, Wei Fan for assistance in obtaining SEM images and, Julia Martin and Ronald Grimm for their assistance in collecting XPS data, and Jeffrey R. Page for his assistance with oil upgrading and analysis. HOL was partially funded for this work by NSF Graduate Research Fellowship award number 2038257. A portion of this work was performed at the National High Magnetic Field Laboratory Ion Cyclotron Resonance user facility, which is supported by the NSF Division of Materials Research and Division of Chemistry through DMR 16-44779 and the State of Florida.
    Schlagwort(e): Chemistry ; Chemical engineering ; Catalysis
    Repository-Name: Woods Hole Open Access Server
    Materialart: Article
    Standort Signatur Erwartet Verfügbarkeit
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