Books on the topic 'Developing research capability in universities'

The monograph is devoted to the main trends in the development of the world economy between the two crises: The Great Recession of 2008-2009 and the crisis of 2020-2021 caused by the coronavirus pandemic. The authors reveal numerous contradictions that accumulated in the global economy during this period and reached their peak by the time the pandemic began. These contradictions are grouped into four groups corresponding to the sections: structural problems affecting the nature of economic growth; contradictions in the development of the financial system; problems of social development and the evolution of the welfare state; energy and resource-environmental problems. The authors demonstrate that the economic turmoil, the growth of political tension within the leading countries and the intensification of conflict in international relations in recent years are largely a reflection of humanity's inability to find an answer to these and other contradictions. The system of global regulation, which has entered a period of deep crisis, is particularly unable to keep up with the changes taking place in the global economy. It is the result of a three-year research project implemented at the Faculty of World Economy and World Politics of the National Research University Higher School of Economics. The team of authors includes 18 authors from Russian and foreign universities, research centers and international organizations who are recognized experts on various problems of the world economy. The chapters prepared by them are structured according to a single logic: from problem formulation to a review of theories, a description of existing approaches to solving problems, obstacles in their implementation and, ultimately, to identifying key challenges of the future. Such a structure allows us to present a comprehensive picture of the form in which the world economy has come to a critical moment of its development. For students and postgraduates of economic specialties. It will be useful for teachers developing courses on the world economy and its individual aspects, as well as for the general public interested in global challenges and problems.

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.

Most research on information and communications technology (ICT) accessibility and innovation for persons with disabilities, whether in the fields of law, tech, or development, has focused on developed regions (“Global North”) rather than developing parts of the world (“Global South”). The goal of this book is to increase awareness of ICT accessibility in developing areas, under three common themes. First, innovations created in developing states often get little attention, even though they are frequently less resource-intensive, and therefore more sustainable, than corresponding Global North solutions. Second, when Global South countries evolve their technology infrastructures (as many are doing now), it is important to avoid barriers to equal access for people with disabilities. Third, Global North design, development, and implementation techniques often will not transfer well to the Global South, and should not be applied without thought. Three international legal and policy initiatives ensuring accessibility and equal availability of ICT in developing areas are discussed: the United Nations Convention on the Rights of Persons with Disabilities, The Marrakesh Treaty to Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print Disabled, and the Sustainable Development Goals. This book brings together a unique combination of authors with diverse disciplinary backgrounds (technology, law, development, and education), from non-governmental organizations that are part of the public zeitgeist (the World Wide Web Consortium and Benetech), significant United Nations entities (the World Bank and G3ict), universities in the developing world (Pakistan and Uganda) and the developed world (the United States and Norway), and Global North industrial labs innovating in the Global South (Microsoft Research, India), among others.

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen’s capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of ‘inclusive learning outcomes’ to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship. Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for ‘inclusive learning outcomes’ to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed. Low-Income Students, Human Development and Higher Education in South Africamakes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students’ lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.

The challenges posed by the intents to end the armed conflict have mobilized various reflections, from the academic sphere -as researchers- to the composition of family life. This research has combined these two ranges; the one that, on the one hand, inquires for the construction of knowledge and, on the other, establishes territories and transmits culture through motherhood. Thus, given the evident difficulty of the political scenario, and as part of the academic commitment of the universities that are members of the State University System of the Capital District (sue-Capital District), academic cooperation efforts were joined with the purpose of developing this research project called “Post-agreement and Cultural Transmission of Peace in Mothers in Bogotá” (sue-2019). This book is the result of the study from an exploration of discursive, anthropological, sociological, territorial, and psychological aspects. We hope it would have effect on the road to peace.

This chapter addresses three interconnected topics, beginning with a short overview of the archaeology of children and childhood in Italy, explaining how and why the Italian contribution to the topic has been very recent. The chapter then moves on to explore the relationship between modern children, Italian scholars of ancient history of art and archaeology, and museums; it notes that for a very long time Italian universities and museums have not been interested in developing didactic archaeology at all, especially when the spectators were children, whether of pre-school or older age. Finally, returning to children in the past, two noteworthy case studies of the presentation of ancient children at exhibitions are illustrated as an interesting point of convergence between current archaeological studies in Italy on childhood in the ancient world, and the newly generated need to communicate to the general public the result of research works.

Whether and how higher education in Africa contributes to democratisation beyond producing the professionals that are necessary for developing and sustaining a modern political system, remains an unresolved question. This report, then, represents an attempt to address the question of whether there are university specific mechanisms or pathways by which higher education contributes to the development of democratic attitudes and behaviours among students, and how these mechanisms operate and relate to politics both on and off campus. The research contained in this report shows that the potential of a university to act as training ground for democratic citizenship is best realised by supporting students' exercise of democratic leadership on campus. This, in turn, develops and fosters democratic leadership in civil society. Thus, the university's response to student political activity, student representation in university governance and other aspects of extra-curricular student life needs to be examined for ways in which African universities can instil and support democratic values and practices. Encouraging and facilitating student leadership in various forms of on-campus political activity and in a range of student organisations emerges as one of the most promising ways in which African universities can act as training grounds for democratic citizenship. The project on which this report is based forms part of a larger study on Higher Education and Democracy in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.

This chapter reflects on the future prospects for the field of communication for development (c4d) and social change. It begins with an example that illustrates different thinking about poverty worldwide and the role of information and communication technologies (ICTs) in helping to solve the problem: Kiva organization's use of the internet to get people involved in contributing to change in developing countries. It then discusses passing paradigms, shifting discourses, and pragmatic practices in the field of c4d, suggesting that c4d paradigms do not necessarily disappear but are absorbed in practice by institutions and reappear in different policies or practices at different times. It also describes current contexts and challenges facing c4d, along with new ways to approach them. The chapter concludes with five suggestions of how universities and research centers might contribute to reinvigorating the c4d field in the next decade, one of which is how to adapt the paradigm of social entrepreneurship to c4d.

The book «Genetic Technologies» covers a wide range of topics in the field of genetic technologies related to genome editing, and summarizes the latest scientific data on the use of programmable nucleases in various fields related to genome modification. The monography «Genetic Technologies» will be interesting and useful for students of biological and medical universities, graduate students, young scientists, researchers, healthcare professionals and will help them to systematize knowledge in the rapidly developing field of genetic technologies and genome editing. It is believed that the innovative technologies described in the book will serve as a scientific basis for the development of diagnostic and therapeutic agents to fight against currently incurable diseases. The book «Genetic Technologies» was published with the support of the Ministry of Science and Higher Education of the Russian Federation within the framework of a grant in the form of a subsidy for the creation and development of the «World Сlass Genomic Research Center for Ensuring Biological Safety and Technological Independence under the Federal Scientific and Technical Program for the Development of Genetic Technologies», agreement No. 075-15-2019-1666.

The book «Genetic Technologies» covers a wide range of topics in the field of genetic technologies related to genome editing, and summarizes the latest scientific data on the use of programmable nucleases in various fields related to genome modification. The monography «Genetic Technologies» will be interesting and useful for students of biological and medical universities, graduate students, young scientists, researchers, healthcare professionals and will help them to systematize knowledge in the rapidly developing field of genetic technologies and genome editing. It is believed that the innovative technologies described in the book will serve as a scientific basis for the development of diagnostic and therapeutic agents to fight against currently incurable diseases. The book «Genetic Technologies» was published with the support of the Ministry of Science and Higher Education of the Russian Federation within the framework of a grant in the form of a subsidy for the creation and development of the «World Сlass Genomic Research Center for Ensuring Biological Safety and Technological Independence under the Federal Scientific and Technical Program for the Development of Genetic Technologies», agreement No. 075-15-2019-1666. Книга «Генетические технологии» издана при поддержке Министерства науки и высшего образования РФ в рамках гранта в форме субсидии на создание и развитие «Центра геномных исследований мирового уровня по обеспечению биологической безопасности и технологической независимости в рамках Федеральной научно-технической программы развития генетических технологий», соглашение № 075-15-2019-1666.

This book is about the challenges and opportunities facing developing countries in using their extractive industries (oil and gas and mining) to achieve inclusive and sustainable development. While resource wealth can yield prosperity, it can also cause acute social inequality, deep poverty, environmental damage, and political instability. There is a new determination to improve the benefits of extractive industries to their host countries, and to strengthen the sector’s governance. The book provides a comprehensive contribution to a debate on what must be done for the extractive industries to deliver development, protect often-fragile environments from damage, enhance the rights of affected communities (and the benefits to them), and support climate change action (as the world transitions away from fossil fuels). That debate has many participants: governments of resource-abundant countries; extractives companies (together with their industry associations); community-based organizations (and their NGO and INGO partners); bilateral and multilateral development agencies; the national and international media; and the research community in universities and think tanks. New initiatives all recognize that resource wealth can provide a means for poorer nations to decisively break with poverty—by diversifying economies and funding development spending. This book offers ideas and recommendations in the main policy areas as it brings together international experts from many disciplines and organizations. From this collective insight and experience, the book concludes that more attention must be given to the development role of extractive industries, and looks to the future as action on climate change will shape the prospects for the sector.

В коллективной монографии представлены результаты совместной работы российских и белорусских ученых по проекту «Имидж и образ России и Беларуси в ХХІ в. в восприятии молодежи двух стран». Основная часть работы выполнена на основе материалов социологических исследований, проводившихся по единой методике в университетах Москвы и Минска. Авторы монографии исследовали представления молодежи о межгосударственных отношениях России и Беларуси, политические ориентации молодежи, ее отношение к различным историческим периодам совместной истории. Были проанализированы влияние СМИ на формирование образа страны, процесс разработки региональных и территориальных брендов России и Беларуси, молодежная политика двух стран, а также молодежный активизм и особенности ментальности молодого поколения The collective monograph presents the results of joint work of Russian and Belarusian scientists on the project "Image and image of Russia and Belarus in the XXI century in the perception of the youth of the two countries". The main part of the work is based on the materials of sociological research conducted using the same methodology at the universities of Moscow and Minsk. The authors of the monograph studied the youth's ideas about interstate relations between Russia and Belarus, political orientations of young people, and their attitude to various historical periods of joint history. The influence of the media on the formation of the country's image, the process of developing regional and territorial brands in Russia and Belarus, the youth policy of the two countries, as well as youth activism and the mentality of the younger generation were analyzed. The book is intended for specialists in the field of ethnosociology, youth and image political science, as well as for a wide range of readers

Encounters in the field Applied conversation analysis in professional contexts Societal impact is an integral part of academic research today and researchers are expected to share their findings with research participants. Efforts to develop scientific research and science communication from one-way communication towards different forms of co-creation where the researcher and research participants produce knowledge and negotiate about its meaning and applicability through joint actions are in great demand. For the researcher, such developments have brought a new kind of access into the world of research participants and also novel reflections on one’s professional knowledge and identity and their boundaries. This book focuses on the human and social sciences and draws particular attention to the diverse encounters that occur between researchers and research participants at all stages of the research process when studying human subjects and activities. The book presents case studies of applied conversation analysis in a variety of professional contexts. The aim of the book is to shed light on the practices, possibilities, and challenges of applied research within the conversation analytic framework where the research participants’ authentic social situations become the target of the researcher’s detailed analysis. The articles of the book investigate social interaction in occupational health care, mental health rehabilitation, elderly care, welfare education, theatre rehearsals, social circus, military organization, software development, and workplace community break taking. These articles represent applied conversation analysis in different ways. The results of the research have been used in some of the articles, for example, in developing the professional practices of the workplace community whereas in some other articles the whole study has been undertaken collaboratively between researchers and professionals. Each article is divided into two parts: a conventional research report that analyses the patterns of social interaction in a particular professional setting is followed by a story where the authors reflect on how their study originated, how it progressed, and what kinds of encounters and choices it involved. The stories highlighting reciprocal interactions of the researcher and the research participants across the research process bring forth various voices and perspectives that conventionally are not considered as part of the research report. The book brings important information not only on the interactional phenomena examined in the articles but also on the diverse issues of conducting and applying research in professional contexts. It also discusses the practices and definitions of applied conversation analysis within the broader framework of applied research, universities’ third mission, and forms of knowledge and expertise in contemporary society.