Group items tagged

This page provides an overview of the Abe Fellowship Program, its purpose and research agenda: "The Abe Fellowship Program Committee seeks applications for research explicitly focused on policy-relevant and contemporary issues with a comparative or transnational perspective that draw the study of the United States and Japan into wider disciplinary or theoretical debates" (Policy-Relevant, Contemporary, and Comparative or Transnational Research, ¶2) from eligible candidates every year by September 1st.

"While 39 per cent of those surveyed by THE say that the 40/40/20 workload model is still the ideal breakdown, compared with 38 per cent who do not, a massive 80 per cent say it is not realistically achievable in the time contractually available" (Mayo, 2019, Less time for research but more time on work, ¶9). Mayo, Nick. (2019.07.25). Is paid research time a vanishing privilege for modern academics? Retrieved from https://www.timeshighereducation.com/features/paid-research-time-vanishing-privilege-modern-academics

Digest of "a paper published recently in the journal Energy Research & Social Science" (¶3).

"The International Centre for the Study of Radicalisation (ICSR) is the first global centre for knowledge and leadership addressing the issues of radicalisation and political violence. It will produce world-class research and organise regular high-level meetings and outcome-driven dialogues on security issues" (¶1, 2015.03.28).

"Our findings contribute to an improved understanding of the effects personalisation has and proposes several lines of interpretation of the quantitative data. Based on this, we conclude that more research is urgently needed to develop a wider understanding of the social and cultural implications of personalisation of Web search in people's everyday life (Introduction, ¶6).

Gene Shackman's suggestions of what to include, "when posting questions like 'how do I'" (¶1).

"This paper starts with a discussion of definitions of social capital, then turns to issues in measurement, and finally, presents some evidence on the consequences of social capital" (¶ 1 [PDF]). Putnam, R. (2001). Social capital: Measurement and consequences. Canadian Journal of Policy Research, 2(1), 41-51. Retrieved from https://search.oecd.org/edu/innovation-education/1825848.pdf

Rousseau, V., Aubé, C., & Savoie, A. (2006). Teamwork Behaviors: A Review and an Integration of Frameworks. Small Group Research, 37(5), 540-570. doi:10.1177/1046496406293125

"Established following the Millennium Summit of the United Nations in 2000, the Millennium Development Goals were formed to galvanise efforts to meet the needs of the world's poorest. Eight goals were defined and twenty-one targets were set to be completed by 2015. / To mark the final year of this programme, Taylor & Francis Group are delighted to be offering free access to selected research related to each of the eight Millennium Development Goals" (¶¶1-2, 2015.11.17). The offer of free access apparently will expire at the end of November 2015 (Goal 7: Ensure Environmental Sustainability,¶3, http://goo.gl/zjYrCb).

"The journey of information from scientific journal through the various layers of public reception was characterised by the evolution of increasingly diversified, personalised and politicised meaning" (Discussion: How do science, gender and media intersect in contemporary society, ¶1, 2015.06.09).

"_Empowered Educators_ is a landmark, international comparative study of teacher and teaching quality in the world's top-performing education systems" (How are they doing it? ¶2).