The role of academic institutions in mitigating the Israeli–Palestinian conflict

Malul, Miki; Schwartz, Dafna; Bar‐El, Raphael

doi:10.1016/j.jpolmod.2015.12.006

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…A single source of funding is not only difficult to ensure sufficient funds, but also not conducive to the market mechanism's pull on scientific research transformation work, and it is also unable to disperse the risk of achievement transformation work. The funding for sci & tech in universities is mainly concentrated in domestic capital [10]. Government financial support and corporate project funding are the main sources.…”

Section: The Management System Is Not Soundmentioning

confidence: 99%

Appraisal of Obvious Achievements and Hidden Values of School-Enterprise Cooperation Projects in vocational school

2022

IJNDE

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The transformation of sci & tech achievements is the manifestation of the value of sci & tech innovation in social and economic life. The ability to transform sci & tech achievements affects the comprehensive competitiveness of a country. It is necessary to start from the needs of universities and enterprises for their own development, and to establish a reasonable transformation mechanism for the results of college-enterprise cooperative under the new situation in terms of how to maximize the profits of the cooperation results. Analyze the specific situation of school-enterprise cooperation in the construction of vocational school training base from a value perspective, aiming to discover and build a reasonable value foundation, and give full play to the application of school-enterprise cooperation in the construction of vocational school training base.

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Section: The Management System Is Not Soundmentioning

confidence: 99%

Appraisal of Obvious Achievements and Hidden Values of School-Enterprise Cooperation Projects in vocational school

2022

IJNDE

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“…28,29 Although the fundamental objective of universities is to provide people and society with education, they must also have a contribution in DRR. 30,31 They can describe the program on disaster management at undergraduate, masters, and postgraduate levels in various faculties. 18 Nevertheless, universities sometimes lack disaster risk curricula.…”

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confidence: 99%

The Role of Academic Partnership in Disaster Risk Management: A Systematic Review

Seifi

Seyedin

Ghanizadeh

2019

Disaster med. public health prep.

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Objective:The aim of this systematic review is to investigate the community-based academic partnership roles in disaster risk management.Methods:The assessment of the documents was conducted by reviewing abstracts and full papers of the available studies, which provided considerable background and promoted knowledge in academic interventional roles in disaster risk management. The articles were searched with a wide range of key words related to the research topic. The studies included the research available between 2000 and September 2017 in the English language. The selection of articles was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist.Results:Of 997 articles, we selected 12 full-text articles that met the criteria for the final review based on the study objective. The results show that, although universities can play multidirectional roles in disaster risk management phases, the development of the academic partnership potential and collaboration for disaster risk management and disaster risk reduction for stakeholders is necessary.Conclusion:The universities’ potential in providing sufficient disaster health literacy is not currently considered important enough in communities.Therefore, the proper context-bound models of development based on a community’s skills and universities’ potential should receive more attention.

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Echoes of violence: experiences of Palestinian Arab students in Israeli academia during the violent events of May 2021

Mansour

2024

High Educ

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This paper investigates the challenges faced by Palestinian Arab citizens of Israel (PAI) who are students in Israeli higher education institutions amidst periods of national turbulence and violence, particularly focusing on the violent events of May 2021. Using interviews with students, academics, and members of civil society organisations, the paper puts forth a constructivist grounded theory model that charts the impact of the violent events of May 2021 on PAI students. It reveals that students’ experiences of violence, in various forms, give rise to a host of emotional, social, and political processes that heighten their awareness of the structural violence of the broader Israeli-Palestinian struggle. In response, PAI students withdraw both physically and mentally from their campuses and concurrently mobilise within their communities to address unmet needs neglected by official authorities. The perceptions of PAI students regarding their institutions’ responses to political issues are marked by intense cynicism—a sentiment that is mitigated by individual supportive initiatives by faculty members. Based on the findings, the paper argues that periods of political escalation are not to be viewed as fleeting events that heighten emotions but rather as critical junctures where identities and perceptions are formed, leaving an impact that lasts long after the immediate turbulence subsides.

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The role of academic institutions in mitigating the Israeli–Palestinian conflict

Cited by 5 publications

References 8 publications

Appraisal of Obvious Achievements and Hidden Values of School-Enterprise Cooperation Projects in vocational school

Appraisal of Obvious Achievements and Hidden Values of School-Enterprise Cooperation Projects in vocational school

The Role of Academic Partnership in Disaster Risk Management: A Systematic Review

Echoes of violence: experiences of Palestinian Arab students in Israeli academia during the violent events of May 2021

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