Academia

Question

This piglix contains articles or sub-piglix about Academia

Answer 1

Harold Pinter and academia

Harold Pinter and academia concerns academic recognition of and scholarship pertaining to Harold Pinter, CH, CBE (1930–2008), English playwright, screenwriter, actor, director, poet, author, political activist, and the 2005 Nobel Laureate in Literature, at the time of his death considered by many "the most influential and imitated dramatist of his generation."

Among the honours received during his lifetime, Pinter was the recipient of 20 honorary degrees or fellowships conferred by European and American academic institutions, and he was an Honorary Fellow of the Modern Language Association of America (MLA) (1970). In 2006 Pinter was elected a "foreign member" of the Department of Language and Literature of the Serbian Academy of Sciences and Arts (SASA [SANU]), and he received the Serbian Foundation Prize and the St. George Plaque of the City of Kragujevac.

Although, also due to illness, he had been unable to travel to in December 2005 to receive his Nobel Prize and to deliver his Nobel Lecture in person, presenting it on videotape instead, Pinter did travel to Turin, Italy, in March 2006, to accept the Europe Theatre Prize; there he was the subject of an international symposium, Pinter: Passion, Poetry, Politics, curated by his official, authorised biographer, Michael Billington, whose participants included "distinguished" academics from the United States and Europe.

He was the subject of two international academic conferences in March and April 2007. Viva Pinter: Hommage à Harold Pinter, Prix Nobel de Littérature 2005, Légion d'Honneur 2007, organised by Professor Brigitte Gauthier of the University of Lyon's Université Jean Moulin (Lyon 3), in Lyon, France, focused on connections between Pinter's support for human rights, his dramatic works, his poetry, and his films, hosting various events, including productions, panel discussions, and screenings for students, guests, and the public; it was held from 2 to 21 March 2007, with an international colloquium following from 22 to 24 March 2007.

...

Wikipedia

Answer 2

Primary research

Primary research involves the collection of original primary data. It is often undertaken after researchers have gained some insight into an issue by reviewing secondary research or by analyzing previously collected primary data. It can be accomplished through various methods, including questionnaires and telephone interviews in market research, or experiments and direct observations in the physical sciences, among others.

...

Wikipedia

Answer 3

Postbaccalaureate program

Postbaccalaureate programs (postbac) is reserved for students who are working toward a second bachelor's degree or a second entry degree. These programs are offered for those who already have a first undergraduate degree. Post Baccalaureate programs are not considered traditional graduate education, but it is more advanced than a bachelor's degree. These programs are offered under the umbrella of continuing education and leads to a second graduate degree. Often first year of the second entry degree is redacted with Postbaccalaureate credentials (PBD). Programs like post-degree diploma,graduate diploma, graduate certificates or a pre-medical to a master's degree in a field such as biomedical or health sciences may come under the range of post-baccalaureate programs. In addition, students with a bachelor's degree, who wish to pursue a master's degree in a field other than their BS/BA degree, may be admitted to a college or university individualized or preset postbac program to earn the necessary entry credits in their new chosen subject. These courses of study are considered as an equivalent blend of foundation year graduate/professional school studies and final year of the specific bachelor's program. This also provides opportunity to those who prepare for changing careers and profession or as a supportive for those interested in continuing education to familiarize with new modalities in their particular fields. The usual length of the programs is 8 months to 1 year and the advanced grad-entry program is for 2 years.

...

Wikipedia

Answer 4

Academic rank in Sweden

This article describes the academic positions and ranks in Sweden.

The academic terminology for titles and positions at universities in Sweden includes the following:

In Sweden only full Professors are referred to as Professors. All others are referred to by their academic rank or academic degree.

In Sweden, academic ranks and their corresponding required skills in teaching and research are defined in the University Law (SFS 1993:100) and the University Ordinance (SFS 1992:1434). The hiring of and promotion to the rank of professor is assessed in committee before being decided upon by the appropriate university official, usually the head of the department (prefekt), dean (dekan) or head of the university (rektor). The assessment is based on the views of two or more external reviewers. Decisions are frequently appealed to the Appeals Board for Swedish Universities and Colleges (Överklagandenämnden för Högskolan). A similar procedure, albeit with different requirements, is used before the title of docent, which can be awarded, or the employment of a lektor.

In general, the Swedish system of academic ranks contains two intertwined career ladders; one based on teaching merits, the other based on research merits. The teaching ladder starts with adjunct instructor (adjunkt), continues with lecturer (lektor), and ends with professor. The research ladder starts with PhD student (doktorand), continues with PhD (doktor), assistant professor (forskarassistent), associate professor (docent), and ends with professor. All titles, except for the PhD degree (doktor) and the associate professor title (docent), are tied to a given employment position.

There are also official translations of the names of these positions.

The Swedish Government Official Report (SOU 2007:98) on Academic Career Pathways published in December 2007 proposed several changes to the here described structure.

Previously, only holders of a chair of an academic department had the title professor, but, since the 1990s, a second career path has been opened, allowing qualified lecturers to apply for promotion. A successful evaluation automatically confers the title of professor. Regardless of the hiring mechanism, to qualify as a professor, the applicant must have a PhD degree, a strong publication record, proven teaching skills, and have served as the main supervisor for PhD students who have successfully obtained their PhD. The title of professor in Sweden is similar to a senior, full professor in the USA. Professors promoted to their title enjoy most of the advantages of a directly appointed professor. However, the institution receives no extra funding for research work. Both unions and universities agree that this must change over time, but progress has been slow. While the professorship once was for life, it is now merely an employment. A professor who resigns or is let go loses the title.

...

Wikipedia

Answer 5

Relative age effect

The term relative age effect (RAE) is used to describe a bias, evident in the upper echelons of youth sport and academia, where participation is higher amongst those born early in the relevant selection period (and correspondingly lower amongst those born late in the selection period) than would be expected from the normalised distribution of live births. The selection period is usually the calendar year, the academic year or the sporting season. The difference in maturity - which can be extreme at young ages: a six-year old born in January is almost 17% older than a six-year old born in December in the same year - causes a performance gap that persists over time.

The term month of birth bias is also used to describe the effect and season of birth bias is used to describe similar effects driven by different hypothesised mechanisms.

The bias results from the common use of age related systems, for organizing youth sports competition and academic cohorts, based on specific cut-off dates to establish eligibility for inclusion. Typically a child born after the cut-off date is included in a cohort and a child born before the cut-off date is excluded from it.

The most commonly used cut-off date for youth international sporting competition is 1 January. The IOC and FIFA and the 6 international football confederations (AFC, CAF, CONCACAF, CONMEBOL, OFC and UEFA) all use 1 January as their administrative cut-off date when determining an athlete's eligibility to compete in youth competitions, children born before a specified cut-off date are excluded.

Malcolm Gladwell's book Outliers: The Story of Success and SuperFreakonomics by Steven Levitt and Stephen Dubner have popularised the issue in respect of Canadian ice-hockey players, European football players and US Major League baseball players.

The expected distribution of births in any given month across a population correlates closely to the number of days in the month, with February as the shortest month having the fewest births. The first graph shows the distribution of births, by month, for the European Union over the ten years from 2000 to 2009. There is a slight but clearly perceptible increase in the birth rate in the summer months.

...

Wikipedia

Answer 6

Research Experiences for Undergraduates

Research Experiences for Undergraduates (or REUs) are competitive summer research programs in the United States for undergraduates studying science, engineering, or mathematics. The programs are sponsored by the National Science Foundation, and are hosted in various universities. REUs tend to be specialized in a particular field of science. There are REUs in many scientific fields such as mathematics, physics, chemistry, geology, biology, psychology, and computer science.

There are two kinds of REU experiences: REU individual experiences (funded by NSF via their REU Supplements category of grant supplements) and REU sites (funded by NSF via their REU Sites category of grant proposals).

REU sites typically consist of ten undergraduates working in the research program of the host institution either in the US or abroad, for example, CERN. As the program is funded by the NSF, undergraduates must be citizens or permanent residents of the US or its possessions to be eligible for funding. However, some REU sites accept "self-funder" international students. Applications are typically due between February and March. The length of the application ranges from a single letter of reference without supporting materials all the way up to something comparable to a college admissions application. The programs generally require between one and three letters of reference, a transcript, 0-2 essays, a letter of interest, a resume, a biographical form, or some combination thereof. Although all eligible students are encouraged to apply, there is an emphasis on including populations underrepresented in science—women, underrepresented minorities, and persons with disabilities.

REU individual experiences typically consist of one undergraduate student, or two undergraduate students working together. Sometimes these undergraduates work with a larger research team that includes graduate students. These REU experiences take place at the student's current university, and can last anywhere from a few weeks to an entire year. The application process varies by the particular faculty member who plans to work with these students.

Students participating in REU sites are generally provided with a modest stipend ($4,000–$6,000 for 10 weeks of work), housing, transportation to and from the site, and often arrangements for food. REU individual experiences pay (stipends or on an hourly basis) at about the same payrate as REU sites.

Research grants which included Undergraduate research assistants have been funded from the very beginning of the NSF. But in 1958, the NSF established the Undergraduate Research Participation Program, and funding for that program continued until FY 1982, when it was abolished in the Reagan Administration cuts of NSF education funding. A program to enhance research experiences for undergraduates was reestablished in FY 1987 with the title Research Experiences for Undergraduates. One long-running REU-site in the 1990s was Washington University's Computer Science SURA Program.

...

Wikipedia

Answer 7

REU at the Bermuda Institute of Ocean Sciences

The Research Experiences for Undergraduates (or REU) program at the Bermuda Institute of Ocean Sciences (BIOS) is a competitive research program for college undergraduates that has been funded by the National Science Foundation since 1996. Unlike most REU programs, this one is based in Bermuda, rather than an institution within the United States.

Students design and conduct independent research projects under faculty supervision. Research areas include:

Applications are accepted until all NSF-REU BIOS slots are full. Required documents include: two letters of reference, an essay statement of research interests and personal goals, a CV/Resume, and college transcripts. Students arrive at BIOS in late August and stay on station until the end of November. The REU program covers travel expenses to and from Bermuda and students are paid a weekly stipend. Funding for the BIOS REU site is provided by the National Science Foundation’s Division of Ocean Sciences, located in Arlington, Virginia. NSF-REUs at BIOS are only available during the fall semester.

...

Wikipedia

Answer 8

Rubric (academic)

In education terminology, rubric means "a scoring guide used to evaluate the quality of students' constructed responses". Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy. They are often presented in table format and can be used by teachers when marking, and by students when planning their work.

A scoring rubric is an attempt to communicate expectations of quality around a task. In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fostering understanding, and indicating a way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.

Several common features of scoring rubrics can be distinguished, according to Bernie Dodge and Nancy Pickett:

Scoring rubrics include one or more dimensions on which performance is rated, definitions and examples that illustrate the attribute(s) being measured, and a rating scale for each dimension. Dimensions are generally referred to as criteria, the rating scale as levels, and definitions as descriptors.

Herman, Aschbacher, and Winters distinguish the following elements of a scoring rubric:

Since the 1980s, many scoring rubrics have been presented in a graphic format, typically as a grid. Studies of scoring rubric effectiveness now consider the efficiency of a grid over, say, a text-based list of criteria.

Scoring rubrics may help students become thoughtful evaluators of their own and others’ work and may reduce the amount of time teachers spend evaluating student work. Here is a seven-step method to creating and using a scoring rubric for writing assignments:

The traditional meanings of the word rubric stem from "a heading on a document (often written in red — from Latin, rubrica, red ochre, red ink), or a direction for conducting church services". In modern education circles, rubrics have recently come to refer to an assessment tool.

The first usage of the term in this new sense is from the mid-1990s, but scholarly articles from that time do not explain why the term was co-opted. Perhaps rubrics are seen to act, in both cases, as metadata added to text to indicate what constitutes a successful use of that text. It may also be that the color of the traditional red marking pen is the common link.

...

Wikipedia

Answer 9

Scholarly communication

Scholarly communication is the process by which academics, scholars and researchers share and publish their research findings so that they are available to the wider academic community and beyond.

Scholarly communication can be defined as “the system through which research and other scholarly writings are created, evaluated for quality, disseminated to the scholarly community, and preserved for future use. The system includes both formal means of communication, such as publication in peer-reviewed journals, and informal channels, such as electronic listservs.” Among the many scholarly communications issues include author rights, the peer review process, the economics of scholarly resources, new models of publishing (including open access and institutional repositories), rights and access to federally funded research and preservation of intellectual assets.

Common methods of scholarly communication include writings in a scholarly journals, books, E-only journals, reviews, preprints and working papers, encyclopedias, dictionaries, and annotated content, data, blogs, discussion forums, professional and scholarly hubs and conference papers. Other forms, particularly in the arts and humanities include multimedia formats such as sound and video recordings. At the outset, the goal of most e-journal editors was the education of those who subscribed to their publication. Through this medium, users had an incentive to access the Internet and to become familiar with navigating the Web. The editors’ goals were similar to those of the library. Both wanted to provide access to journals, in order to help readers and patrons gain the knowledge to conduct further online research independently. Over time the role of the e-journal has transformed from an innovative education tool, to the primary means for delivery of scholarly content.

The term "scholarly communications" has been in common usage at least since the mid-1970s, in recent years there has been widespread belief that the traditional system for disseminating scholarship has reached a state of crisis (often referred to as the "publishing crisis" or "serials crisis")

...

Wikipedia

Answer 10

Scholarly method

The scholarly method or scholarship is the body of principles and practices used by to make their claims about the world as valid and trustworthy as possible, and to make them known to the scholarly public. It is the methods that systemically advance the teaching, research, and of a given scholarly or academic field of study through rigorous inquiry. Scholarship is noted by its significance to its particular profession, and is creative, can be documented, can be replicated or elaborated, and can be and is peer-reviewed through various methods.

Originally started to reconcile the philosophy of the ancient classical philosophers with medieval Christian theology, scholasticism is not a philosophy or theology in itself but a tool and method for learning which places emphasis on dialectical reasoning. The primary purpose of scholasticism is to find the answer to a question or to resolve a contradiction. It was once well known for its application in medieval theology, but was eventually applied to classical philosophy and many other fields of study.

The historical method comprises the techniques and guidelines by which historians use primary sources and other evidence to research and then to write history. The question of the nature, and indeed the possibility, of sound historical method is raised in the philosophy of history, as a question of epistemology. History guidelines commonly used by historians in their work require external criticism, internal criticism, and synthesis.

The empirical method is generally taken to mean the collection of data on which to base a hypothesis or derive a conclusion in science. It is part of the scientific method, but is often mistakenly assumed to be synonymous with other methods. The empirical method is not sharply defined and is often contrasted with the precision of experiments, where data is derived from the systematic manipulation of variables. The experimental method investigates causal relationships among variables. An experiment is a cornerstone of the empirical approach to acquiring data about the world and is used in both natural sciences and social sciences. An experiment can be used to help solve practical problems and to support or negate theoretical assumptions.

...

Wikipedia