European integration and economic methodology and research: Questions and speculations

1999 ◽  
Vol 27 (3) ◽  
pp. 243-253 ◽  
Author(s):  
Kurt Rothschild
Keyword(s):  
European Integration ◽  
Economic Methodology ◽  
Research Questions

scholarly journals Governance within European Space Policy

2020 ◽  
pp. 271-290
Author(s):  
Irma Słomczyńska
Keyword(s):  
Qualitative Research ◽  
European Integration ◽  
Social Processes ◽  
Research Approach ◽  
Space Policy ◽  
International Environment ◽  
Research Questions ◽  
Experimentalist Governance ◽  
Modes Of Governance ◽  
The Eu

The purpose of the article is to analyze ESP in the context of different modes of governance. Assuming that ESP is a unique and multidimensional product of dynamic political, technological, and social processes and ideas coordinated by the EU, its member states as well as non-member ones and implemented in an international environment, there are some research questions to be answered. First, is there any particular mode of governance that should be applied to the analysis of ESP implementation? Second, in what way the EU introduced space policy and space assets to the European agenda? Third, how ESP can be framed within the overall process of European integration? A qualitative research approach has been applied as well as theoretic apparatus embedded in European integration studies and political science. The main finding of the article is that the most promising way of governance within ESP is experimentalist governance. The originality of the article results from the application of the newly established experimentalist governance theory to an analysis of the increasingly important segment of EU activity.

The Political Economy of Structural Reforms in Europe

2018 ◽  
Keyword(s):  
Economic Growth ◽  
European Integration ◽  
Political Support ◽  
Government Policies ◽  
Future Research ◽  
Structural Reforms ◽  
Costs And Benefits ◽  
Positive Role ◽  
Research Questions ◽  
Negative Impacts

Reforms in labour and product markets play a central role in government policies. The issue of whether structural reforms lead to higher economic growth remains controversial. Researchers in this field tend to agree on the positive role that reforms could play in driving growth as a result of efficiency gains and technological progress. However, reforms may have some negative impacts. One concern is about the timing: structural reforms may not be effective but turn out to be negative when the economy is in a recession and demand is weak. The other concern is structural reforms may lead to income inequality which weakens political support for further reforms. These topics have, in the context of globalization and European integration, attracted great research interest among scholars. This book provides an assessment of past progress and takes stock of current frontier work. It brings together leading contributions from academia, the central banks in Europe, and the OECD. We are convinced that some structural reforms can make a fundamental contribution to improving economic performance across Europe as well as to promoting European integration. Yet we believe that comprehensive, critical, and non-dogmatic assessments of the costs and benefits of different reform programmes are key to guiding future policies. This will allow us to identify the conditions under which structural reforms are beneficial. We believe that future research requires a substantial shift from evaluating generalized direct impacts of structural reforms on economic growth to a broader set of issues and research questions.

Schengen jako wyzwanie dla teorii integracji europejskiej

2019 ◽  
Vol 3 ◽  
pp. 11-41
Author(s):  
Monika Trojanowska-Strzęboszewska
Keyword(s):  
Literature Review ◽  
European Integration ◽  
Theoretical Framework ◽  
Conceptual Apparatus ◽  
Research Questions ◽  
Definition Of

The aim of the article is to present the possibility of conceptualising of a significant, unclear, and difficult to explain European integration phenomenon called Schengen. Presenting the ambiguous definition of Schengen and the effects of literature review, the article shows the deficit of in-depth analyses of this sphere of European integration. To overcome this problem, theories of European integration are helpful. Based on these theories, the article presents three major levels of theorising on which Schengen can be conceptualised. At each of these levels, this issue will be analysed in a different way as: a special example of European integration, a model of European territoriality and a project of border governance in Europe. Each of these approaches has its separate theoretical framework and assumptions, uses a different conceptual apparatus and formulates different research questions.

International Relations Theory and the Rise of European Foreign and Security Policy

2011 ◽  
Vol 63 (3) ◽  
pp. 548-579 ◽  
Author(s):  
Ulrich Krotz ◽  
Richard Maher
Keyword(s):  
European Integration ◽  
Security Policy ◽  
Defense Policy ◽  
World Politics ◽  
European Security ◽  
Journal Articles ◽  
Causal Explanations ◽  
Foreign And Security Policy ◽  
Research Questions ◽  
New Literature

The historical rise of European foreign, security, and defense policy marks an important development in European politics and world politics more broadly. Long thought unlikely to amount to much, European integration in the domains of traditional “high politics” has consolidated bit by bit since the mid-1990s, under the auspices of a common foreign and security policy (CFSP) and a pan-European security and defense policy (ESDP). Accordingly, European affairs in these areas have attracted increased scholarly interest. In a variety of books as well as journal articles, scholars from diverse theoretical and intellectual backgrounds have argued that European integration in these policy areas has gained considerable substance—while offering very different causal accounts for why this has occurred. These different theoretical and empirical investigations together produce a new field of study with its own research questions, vocabulary, and search for causal explanations. IR theory is now engaging fully with European integration studies and vice versa. Paradoxically, this takes place in precisely those policy areas in which European integration had long been the weakest and least developed. This article explores and evaluates this new literature that analyzes why, compared with even the very recent past, a European foreign and security policy has emerged and apparently solidified.

The Collaborative Network Approach: a model for advancing patient-centric research for Castleman disease and other rare diseases

2019 ◽  
Vol 3 (1) ◽  
pp. 97-105
Author(s):  
Mary Zuccato ◽  
Dustin Shilling ◽  
David C. Fajgenbaum
Keyword(s):  
Rare Diseases ◽  
Treatment Options ◽  
Castleman Disease ◽  
High Impact ◽  
Collaborative Network ◽  
Network Approach ◽  
Grant Applications ◽  
Research Questions ◽  
Novel Strategy ◽  
Patient Centric

Abstract There are ∼7000 rare diseases affecting 30 000 000 individuals in the U.S.A. 95% of these rare diseases do not have a single Food and Drug Administration-approved therapy. Relatively, limited progress has been made to develop new or repurpose existing therapies for these disorders, in part because traditional funding models are not as effective when applied to rare diseases. Due to the suboptimal research infrastructure and treatment options for Castleman disease, the Castleman Disease Collaborative Network (CDCN), founded in 2012, spearheaded a novel strategy for advancing biomedical research, the ‘Collaborative Network Approach’. At its heart, the Collaborative Network Approach leverages and integrates the entire community of stakeholders — patients, physicians and researchers — to identify and prioritize high-impact research questions. It then recruits the most qualified researchers to conduct these studies. In parallel, patients are empowered to fight back by supporting research through fundraising and providing their biospecimens and clinical data. This approach democratizes research, allowing the entire community to identify the most clinically relevant and pressing questions; any idea can be translated into a study rather than limiting research to the ideas proposed by researchers in grant applications. Preliminary results from the CDCN and other organizations that have followed its Collaborative Network Approach suggest that this model is generalizable across rare diseases.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis

2020 ◽  
Vol 29 (4) ◽  
pp. 2170-2188
Author(s):  
Lindsey R. Squires ◽  
Sara J. Ohlfest ◽  
Kristen E. Santoro ◽  
Jennifer L. Roberts
Keyword(s):  
Test Validity ◽  
Reaction Times ◽  
Bilingual Children ◽  
Second Grade ◽  
High Quality Research ◽  
Word Level ◽  
Research Questions ◽  
Word Characteristics ◽  
Study Inclusion ◽  
Task Level

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0–8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose – rosa (English–Spanish) or carrot – carotte (English–French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179

Nonconscious Activation of Achievement Goals

2009 ◽  
Vol 68 (4) ◽  
pp. 193-200 ◽  
Author(s):  
Stefan Engeser
Keyword(s):  
Achievement Goals ◽  
Priming Effect ◽  
Achievement Goal ◽  
Word Class ◽  
Achievement Motive ◽  
Goal Priming ◽  
Series Of Experiments ◽  
Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

Development of Reading Remediation for Dyslexic Individuals

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier
Keyword(s):  
20Th Century ◽  
Scientific Literature ◽  
Behavioral Data ◽  
Educational Neuroscience ◽  
Reading Remediation ◽  
Functional Brain ◽  
Neurophysiological Data ◽  
Brain Correlates ◽  
Research Questions ◽  
The Brain

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

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