Academia

Question

This piglix contains articles or sub-piglix about Academia

Answer 1

Bulletin board

A bulletin board (pinboard, pin board, noticeboard, or notice board in British English) is a surface intended for the posting of public messages, for example, to advertise items wanted or for sale, announce events, or provide information. Bulletin boards are often made of a material such as cork to facilitate addition and removal of messages, as well as a writing surface such as blackboard or whiteboard. A bulletin board which combines a pinboard (corkboard) and writing surface is known as a combination bulletin board. Bulletin boards can also be entirely in the digital domain and placed on computer networks so people can leave and erase messages for other people to read and see, as in a bulletin board system.

Bulletin boards are particularly prevalent at universities. They are used by many sports groups and extracurricular groups and anything from local shops to official notices. Dormitory corridors, well-trafficked hallways, lobbies, and freestanding kiosks often have cork boards attached to facilitate the posting of notices. At some universities, lampposts, bollards, trees, and walls often become impromptu posting sites in areas where official boards are sparse in number.

Internet forums replacement for traditional bulletin boards. Online bulletin boards are sometimes referred to as message boards. The terms bulletin board, message board and even Internet forum are interchangeable, although often one bulletin board or message board can contain a number of Internet forums or discussion groups. An online board can serve the same purpose as a physical bulletin board.

Magnet boards, or magnetic bulletin boards, are a popular substitute for cork boards because they lack the problem of board deterioration from the insertion and removal of pins over time.

A standard size of bulletin board has a standard aspect ratio, like as 1.5 ft X 2 ft, 2 ft X 3 ft, 3 ft X 4.5 ft or it may vary as needed. Some examples of bulletin boards may be seen in Educational Institutions, Hospitals, and Bus or Railway Stations. In such places bulletin boards, notice boards, or pin boards are used which have a large size like 2 meter X 4 meter, 3 meter X 6 meter etc.

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Answer 2

Bloomberg Distinguished Professorships

Bloomberg Distinguished Professorships

Bloomberg Distinguished Professorships (BDPs) were established as part of a $350 million gift by Michael Bloomberg, JHU Class of 1964, to Johns Hopkins University in 2013. Fifty faculty members, ten from Johns Hopkins University and forty recruited from institutions worldwide, will be chosen for these endowed professorships based on their research, teaching, service, and leadership records. The program is directed and managed by Johns Hopkins University Vice Provost for Research, Dr. Denis Wirtz.

The BDPs will create interdisciplinary connections and collaborations across Johns Hopkins University, train and mentor undergraduate and graduate students, and strengthen the university's leadership in research fields of international interest. Each of the BDPs will be appointed in at least two divisions or disciplines.

As of December 2016, twenty five of the fifty Bloomberg Distinguished Professorships have been announced.

The first cohort of scholars in 2014 included two Nobel Laureates, Peter Agre and Carol W. Greider, and poverty researcher, Kathryn Edin. Sociologist Stephen Morgan, neuroscientist Patricia Janak, and organization theorist Kathleen Sutcliffe, were announced as the second group of BDPs in June 2014. In March 2015, it was announced that biomedical informatics expert Christopher G. Chute of the Mayo Clinic and infectious disease specialist Arturo Casadevall of the Albert Einstein College of Medicine would be joining Johns Hopkins University as BDPs. Two internally selected professors were also named BDPs: big data scientist Alex Szalay and computational biologist Steven Salzberg. In July 2015, four new Bloomberg Distinguished Professors were named across five divisions of Johns Hopkins University: global food ethicist and nutritionist Jessica Fanzo, biophysicist Taekjip Ha, cell dynamics investigator Rong Li, and computer vision specialist Alan Yuille.

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Answer 3

Academic capital

In sociology, academic capital is the potential of an individual’s education and other academic experience to be used to gain a place in society. Much like other forms of capital (social, economic, cultural), academic capital doesn’t depend on one sole factor—the measured duration of schooling—but instead is made up of many different factors, including the individual's academic transmission from his/her family, status of the academic institutions attended, and publications produced by the individual.

Academic capital originated in 1979 when Pierre Bourdieu (1930–2002), a prominent French sociologist, used the term in his book Distinction: A Social Critique of the Judgment of Taste (translated to English in 1984). The book attempts to show how individuals are not defined by social class, but instead by their "social space," which is dependent on each type of capital the individual has. He explained:

“Academic capital is in fact the guaranteed product of the combined effects of cultural transmission by the family and cultural transmission by the school (the efficiency of which depends on the amount of cultural capital directly inherited from the family)” (23).

While Bourdieu discussed social capital, economic capital, and cultural capital at length, he did not explore academic capital in equal detail. His 1986 essay, “The Forms of Capital” does not refer to academic capital as one of the main types of capital that affects the success of individuals; therefore he does not see academic capital as being as important as other kinds.

Since Bourdieu first coined the term, it has been used widely—from France, the United States, Australia and Sweden—to discuss many of the implications involved with schooling and the rise of individuals in academia. Numerous studies have been done involving the idea of academic capital, and scholars have disagreed on what counts as academic capital.

Bourdieu’s definition of the term is applicable to any individual: even an individual interviewing for a secretarial position would benefit from having more schooling than another candidate. However, it seems that most references to academic capital refer solely to professional teachers and researchers within higher education. For example, in 2009, Michael Burawoy defined academic capital as being estimated from an individual’s curriculum vitae, but admitted that it was subjective because some fields of study seem to value certain academic qualities more than others—research, in psychology or study abroad, for scholars in linguistics.

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Answer 4

Class ring

A class ring (also known as a graduation, graduate, senior, or grad ring) is a ring worn by students and alumni to commemorate their graduation, generally for a high school, college, or university.

Today class rings can be customized, from the material and style that the ring is made of to the color and cut of the gem in the center. There is a wide selection of emblems, pictures, and words that can be added to the sides of the rings and even inside the center gem.

The tradition of class rings originated with the class of 1835 at the United States Military Academy at West Point.

The Complete Book of Etiquette by Amy Vanderbilt indicates the following protocol for wearing of a class ring: For as long as the wearer is in school, the insignia should face the wearer to remind him/her of the goal of graduation. Upon graduation, the class ring gains the status of a "badge of honor" similar to a diploma, with the effect that graduation entitles the wearer to display the insignia facing outward so that it faces other viewers. An additional justification for this practice is the rationale that the ring also symbolizes the graduate him/herself: During the wearer's time in school, he or she focuses on self-development and goals specific to the insular academic environment; upon graduation, the wearer enters the wider world and puts what he or she has learned to work in shaping it.

A notable exception to this protocol is the custom followed by older graduating classes of the United States Military Academy at West Point: Today, as in years past, Academy graduates frequently wear their rings on the left hand in observance of the ancient belief, which also underlay the Anglo-American custom of wearing wedding bands on the left hand, that a vein connects the left ring finger to the heart. Prior to graduation, these classes wore the USMA Class Ring with the Class Crest closest to the heart, signifying a given cadet's bond to his class within the Academy. Following graduation, members of these classes wore (and, for surviving members, still wear) the ring with the Academy Crest closest to the heart, signifying their bond with the Academy as a whole.

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Answer 5

Classifications of scholarship

This page lists the Classifications of scholarship; the classifications, thesauri or maps developed to categorise scholarly research.

Classifications have been created by many organisations to classify scholarly research. The kinds of activity covered by these classifications include the research itself, the outputs of the research (such as articles in learned journals) and funding for the research.

The classifications operate at different levels of granularity. Some cover the whole of scholarly endeavour; some cover broad fields, such as medicine; some cover entire disciplines, such as physics; some cover a specific sub-discipline, such as high-energy physics. In total there are probably hundreds or thousands of different classifications.

The classifications have found new applications in the digital era as the basis for many commercial text-mining algorithms [1]

The classifications are the subject of ongoing inquiry and development among academics (http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0039464) and agencies studying the system of science. These agencies include the OECD (Frascati below), National Research Council in the US (http://www.nap.edu/catalog.php?record_id=12772 page 67 of the PDF). A recent conference on the topic was held http://cns.iu.edu/workshops/event/131104.html

Units of Assessment for the UK Research Excellence Framework http://www.ref.ac.uk/panels/unitsofassessment/

Rodman Grants Keyword Thesaurus http://grants.nih.gov/grants/guide/notice-files/not93-183.html

Australian and New Zealand Standard Research Classification http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/1297.0Main%20Features32008?opendocument&tabname=Summary&prodno=1297.0&issue=2008&num=&view=

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Answer 6

Collaborative pedagogy

Collaborative pedagogy stems from the process theory of rhetoric and composition. Collaborative pedagogy believes that students will better engage with writing, critical thinking, and if they engage with others. Collaborative pedagogy pushes back against the Current-Traditional model of writing, as well as other earlier theories explaining rhetoric and composition; earlier theories of writing, especially current-traditional, emphasizes writing as a final product (completed individually). In contrast, collaborative pedagogy rejects the notion that students think, learn, and write in isolation. Collaborative pedagogy strives to maximize critical thinking, learning, and writing skills through interaction and inter-personal engagement. Collaborative pedagogy also connects to the broader theory of collaborative learning, which encompasses other disciplines including, but not limited to, education, psychology, and sociology.

In the rhetoric and composition discourse community, there exists much support for and debate about the use of collaborative learning in the classroom. Although collaborative pedagogy deals with the strategies associated with promoting engagement, critical thinking, and inclusivity, these theorists underscore collaborative pedagogy’s link to cultural studies, argumentation, community literacy, academic discourse, and university standards and policy connected with first-year composition.

Discussions of collaborative pedagogy also emerge in the technical communication field, a subset of rhetoric and composition. Technical communication incorporates collaborative pedagogy by attempting to bridge real work environments with university classrooms through group assignments.

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Answer 7

Commonwealth Scholarship and Fellowship Plan

The Commonwealth Scholarship and Fellowship Plan (CSFP) is an international programme under which Commonwealth governments offer scholarships and fellowships to citizens of other Commonwealth countries.

The plan was originally proposed by Canadian statesman Sidney Earle Smith in a speech in Montreal on 1 September 1958 and was established in 1959, at the first Conference of Commonwealth Education Ministers (CCEM) held in Oxford, Great Britain. Since then, over 25,000 individuals have held awards, hosted by over twenty countries. The CSFP is one of the primary mechanisms of pan-Commonwealth exchange.

There is no central body which manages the CSFP. Instead, participation is based on a series of bi-lateral arrangements between home and host countries. The participation of each country is organised by a national nominating agency, which is responsible for advertising awards applicable to their own country and making nominations to host countries.

In the United Kingdom of Great Britain and Northern Ireland, which is the biggest contributor to the Plan, this process is managed by the Commonwealth Scholarship Commission in Britain, a non-departmental public body, and funded by the Department for International Development. Since 2008, the Foreign and Commonwealth Office no longer contributes financially to the plan and the number and type of scholarships available for students from more developed Commonwealth countries (Australia, The Bahamas, Brunei Darussalam, Canada, Cyprus, Malta, New Zealand, and Singapore) to study in Britain has been reduced.[1]. Other countries, such as Australia, no longer offer scholarships as part of the CSFP.

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Answer 8

Comprehensive examination

In higher education, a comprehensive examination (or comprehensive exam or exams), often abbreviated as "comps," is a specific type of examination that must be completed by graduate students in some disciplines and courses of study, and also by undergraduate students in some institutions and departments. Unlike final examinations, comprehensive examinations are not linked to any particular course, but rather test knowledge across one or more general fields of study.

Graduate-level comprehensive examinations are sometimes also known as preliminary examinations ("prelims"), general examinations ("generals"), or as major field examinations. If these examinations are held orally, they may be known colloquially as "orals". The comps most commonly come after the student has completed required coursework and before starting on the dissertation; successful passage of the comps is sometimes required for a student to be considered a "Ph.D. candidate."

The form and general requirements for the comprehensive exam vary according to the faculty or department, degree sought, university, and country, but typically tests knowledge of the student's subject area and two or more related areas, and may be used to determine a candidate's eligibility to continue his or her course of study. At the graduate level, the purpose of the comprehensive exam is to ensure the student is familiar enough with her area of research to make original contributions.

There is no standard definition for what such exams entail, with some universities having almost no exam, whilst at other universities the process is quite rigorous. The exams thus take a number of forms, including an informal meeting of just a few hours, a critical review of one's academic portfolio, the submission of an academic paper which may take several hours or months to write, or a series of proctored exams taking anywhere from a few hours to two days.

The comprehensive examination system is used primarily in US and Canadian higher education, but it has also been adopted by some programs in other countries such as Pakistan and India. Other countries use alternative forms of evaluating Ph.D. candidates: in the United Kingdom, for example, students typically must first enroll in an M.Phil. program and are then admitted to doctoral study only upon successfully defending their research proposal.

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Answer 9

Digital scholarship

Digital scholarship is the use of digital evidence, methods of inquiry, research, publication and preservation to achieve scholarly and research goals. Digital scholarship can encompass both scholarly communication using digital media and research on digital media. An important aspect of digital scholarship is the effort to establish digital media and social media as credible, professional and legitimate means of research and communication. Digital scholarship has a close association with digital humanities, though the relationship between these terms is unclear.

Digital scholarship may also include born-digital means of scholarly communication that are more traditional, like online journals and databases, e-mail correspondence and the digital or digitized collections of research and academic libraries. Since digital scholarship is concerned with the production and distribution of digital media, discussions about copyright, fair use and digital rights management (DRM) frequently accompany academic analysis of the topic. Combined with open access, digital scholarship is offered as a more affordable and open model for scholarly communication.

According to scholars, discovery, integration, application, and teaching are the four main aspects of scholarship. The growth of digital media means that the main areas of scholarship can each benefit from expansions in their own way thanks to the infinite sharability of digital content.

In education, the main areas of relevance are science, technology, engineering and math. It is said that students learn best in a classroom when they are actively engaged. The emergence of digital scholarship and digital media allows for another means for students to become engaged. Key areas of academia that digital media is used on are to illustrate concepts, model displays and reinforce 21st century skills.

Critics cite concerns about the legitimacy, accessibility and verifiability of digital scholarship and the erosion of authors' rights as reasons to be concerned about digital scholarship. As scholarly communication evolves, controversy over the definition and value of the term "digital scholarship" is likely to continue.

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Answer 10

IIIAC

India International Islamic Academic Conference

India International Islamic Academic Conference (IIIAC) held on October 8–9 at India Islamic Cultural Centre, New Delhi. Students Islamic Organisation of India hosted the event.

Students Islamic Organisation of India (SIO) is a dynamic student body working in the country for holistic progress and academic excellence. SIO works hard to prepare Students and Youth for the reconstruction of society in the light of divine guidance. SIO engages in the academic realm with innovative approaches to reframe educational policies. It maintains a wide network of students and research scholars, who are creatively contributing to knowledge production and intellectual capital.

SIO envisages student activism as a necessary component of an individual responsible for society and community. It orients itself to reaching out to every nook and corner of universities and campuses and to take part in various students’ engagements. It believes students should participate in the creative transformation of society and must attempt to put their stamp upon our times. SIO formulates its policies and proposals for multifaceted growth of members through Islamic orientation and guidance. The various involvement of Students Islamic Organisation of India is visible in the current academic spheres. SIO ensures a platform of creative people with insightful vision and tireless mission.

The ongoing creative involvement of the scholarly zeal in Islamic Academic discourses offers solid crystallization of enlightened ideas. Needless to say, triggering such waves spreads the subsequent intellectual current. To stimulate that, SIO has come up with the India International Islamic Academic Conference (IIIAC), which aims to focus the objectives under three main themes: "Islamic Epistemology", " Identity Formation: Nation State, Civil Society and Islam" and "Civilizational Discourses in the Light of Maqasid al-Sharia".

Envisaging a stage for gathering to crack the hard-nut shells of ideas, this conference seeks to encourage the emergence of deep creative centres, which would turn out to be the critical helpers of developing vibrant scholarship. Indeed, such scholarship fills up the lacuna of pragmatic approach to policymaking through developing new methodological tools which would be able to heal the mind-boggling discrimination and spine-chilling atrocities and provide comforting reassurance for installing social justice. It lets our minds open and receptive for knowledge which emphasises the practical implications, ensuring social and economic emancipation, by exploring the present social edifice and order. This conference hopefully will debate it under the higher intents and objectives of Islamic law in the host environment which will subsequently end up in evolving and exploring new discourses and accelerate the academics to inexplicable heights. Inviting global eminent intellectuals and expert researchers, it will include the sessions to spur ideas on the themes from diverse lines of thoughts to share, collaborate and learn.

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