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2022 ◽  
Vol 21 (1) ◽  
Author(s):  
Olivia A. Erickson ◽  
Rebecca B. Cole ◽  
Jared M. Isaacs ◽  
Silvia Alvarez-Clare ◽  
Jonathan Arnold ◽  
...  

This study describes the design and implementation of remote Summer undergraduate research programs during the COVID-19 pandemic, including program strengths and recommendations for improvement from the perspectives of undergraduate researchers.


2021 ◽  
pp. 095935432110638
Author(s):  
Daniel Wegerhoff ◽  
Tony Ward ◽  
Louise Dixon

In recent years, epistemic pluralism has received considerable endorsement as an approach to constructing scientific explanations and pursuing empirical research programs. In this article, we briefly discuss the advantages of an epistemically pluralist approach before outlining our own model of epistemic pluralism. The model we present emphasizes the specific considerations that occur when determining and justifying the selection of conceptual strategies and how conceptual strategies work together to provide task-relevant insights. By clarifying these constraint relationships, we highlight the kinds of systematic considerations that must be taken into account when selecting conceptual strategies for research tasks. We present a case study based on gang research to demonstrate how such considerations occur and the epistemic and pragmatic benefits of doing so.


2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Jenna Bushnell ◽  
Soo Park

Climate change is greatly harming coral reefs (Gibbs and West, 2019). It is important to research how to help these coral reefs build resilience against climate change but research programs are severely underfunded (Johnston et al. 2020). This paper explored how lack of funding prevents scientists from saving coral reefs and how scientists themselves can be affected. The goal of this paper was to bring to light the struggles faced in the midst of underfunding to feasibly gain support from politicians and government officials to promote funding for these programs. Through three virtual interviews with two scientists and one college professor, I gathered personal experiences from these participants on how coral reefs are being affected today, why research is necessary, and how lack of funding prevents the restoration of these reefs. With the use of a thematic analysis, I was able to recognize common themes between the interviews in order to conclude how lack of program funding prevents scientists from managing and restoring these coral reef ecosystems. The initial assumption for this paper was that coral reef research is underfunded because coral reefs are considered less important, however, the analysis of the data for this paper concluded that all research programs are underfunded. In essence, marine biology, in general, is underfunded as opposed to mainly research on coral reefs. As a result, scientists can be very limited in their abilities to conduct research.


2021 ◽  
Vol 15 ◽  
Author(s):  
Yan Yufik ◽  
Raj Malhotra

The Air Force research programs envision developing AI technologies that will ensure battlespace dominance, by radical increases in the speed of battlespace understanding and decision-making. In the last half century, advances in AI have been concentrated in the area of machine learning. Recent experimental findings and insights in systems neuroscience, the biophysics of cognition, and other disciplines provide converging results that set the stage for technologies of machine understanding and machine-augmented Situational Understanding. This paper will review some of the key ideas and results in the literature, and outline new suggestions. We define situational understanding and the distinctions between understanding and awareness, consider examples of how understanding—or lack of it—manifest in performance, and review hypotheses concerning the underlying neuronal mechanisms. Suggestions for further R&D are motivated by these hypotheses and are centered on the notions of Active Inference and Virtual Associative Networks.


Author(s):  
Alexander Hoseason

Harm as a concept lies at the core of the discipline of International Relations (IR), providing a touchstone for scholars that both motivates and frames scholarly practice. However, its pervasive and varied nature means that it is rarely discussed in explicit terms. Attempts to understand the significance of harm for IR, as a pluralist discipline, can be divided into three key perspectives. First, the problem of harm describes a distinct research program centered on the way that social actors have understood, negotiated, and responded to changing forms of harm. Second, different understandings of harm provide a driver of, and a key point of contestation between, IR’s research programs and subdisciplines in ways that reflect the changing dynamics of scholarly interest and normative concern. Third, harm serves to define IR’s objects of inquiry, pointing toward the need for new theoretical tools and innovation in response to global challenges. Taken together, these perspectives suggest that harm serves as an important normative common ground in a discipline that is often understood as pluralist or divided. This common ground serves as a starting point for understanding how harm may change in response to developments or transformations in the international system.


Author(s):  
John M. Norris

Abstract Michael H. Long was one of the earliest proponents of task-based language teaching, and his groundbreaking work on multiple dimensions of the proposal helped establish TBLT as a fertile locus for innovation at the intersection of research and practice. His work on TBLT over four decades led the way to robust research programs on syllabus design, needs analysis, methodological principles for teaching, pedagogic procedures including focus on form and negative feedback, task-based assessment, and program evaluation, among others. This article provides a review of some of Long’s major contributions to TBLT, addressing not only the theoretical and empirical aspects of his work but also the implementation of his ideas in practice and a few associated challenges.


2021 ◽  
Vol 1 ◽  
pp. 259-271
Author(s):  
Siebren Miedema ◽  

The author has earlier made a plea for educators acting as public intellectuals in society to counteract still influential neo-liberal tendencies in educational policies and practices. Against emphases on overstretched attention for measurable output and accountability in education, the aim of education in schools is formulated in terms of holistic personhood formation. Interviewing three educators in different phases of their carrier, it becomes clear that working in academia nowadays it is no sinecure to act as a public intellectual. The author also presents his own experiences in different roles, and makes clear that the instructional niche one is working in could be of utmost importance for really taking that role. To realize a change, it is, according the author, necessary to stop with too much focus on highly cited publications in academic journals, and on individual researchers instead of on research groups working collectively together in joint research programs and with societal partners.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 11-11
Author(s):  
Lauren Bowen ◽  
Nina Silverstein ◽  
Susan Whitbourne ◽  
Joann Montepare

Abstract The first AFU principle is to “encourage the participation of older adults in all the core activities of the university, including educational and research programs.” As this suggests, a crucial goal of age inclusivity in higher education is to resist the siloing of older adults and age-inclusive efforts in age-specific programs and cohorts. In response, the Age-Friendly Inventory and Campus Climate Survey (ICCS) assessment was designed to assess age-inclusivity across seven areas of institutional activity: outreach & engagement, personnel, physical environment, research, services & resources, student affairs, and teaching & learning. By restructuring and expanding the “pillars” of institutional activity outlined by AFU principles, the ICCS presents two key advantages for benchmarking AFU practices: (1) it traces age-inclusivity across many facets of institutional operations; and (2) it prompts participants and report readers to recognize their role in current and potential age-inclusive efforts, regardless of their role or department on campus.


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