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Relevant bibliographies by topics / PhD Scholarships

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Academic literature on the topic 'PhD Scholarships'

Author: Grafiati

Published: 10 September 2021

Last updated: 8 February 2022

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Journal articles on the topic "PhD Scholarships"

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Nabi, Ghulam, Song Wei, Ghulam Ghous, and Nadia Sheikh. "Post PhD Adjustments and Internationalization of Higher Education in China - A Study based on International PhD Students in China." International Journal of Service Science, Management, Engineering, and Technology 7, no. 4 (2016): 37–47. http://dx.doi.org/10.4018/ijssmet.2016100103.

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PhD education plays dominant role in the field of innovation, science, technology and economic development. This is being sponsored by some key scholarship agencies in the world among which Chinese Scholarship Council has emerged one among biggest. This research has been intended to understand the process of selection of PhD awardees and employment adjustment in their home country. An informal interview followed by a 5 point likert scale questionnaire were used to collected data from 200 PhD scholarship awardees in China and indigenous PhDs in Pakistan. This study has identified two main findings, one is the awareness issue about the scholarships availability is a serious issue and the other one is eligibility issue based on the number of schooling years required for PhD admission that may pose serious post PhD adjustment issues. While as a strong coordination gap does exist between Chinese scholarship agencies with other countries. A future research is being suggested to analyze comparative performance between Chinese and non-Chinese Ph.Ds.

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Jordan, Ulrike, Klaus Vajen, Chris Bales, et al. "SolNet - PhD-scholarships and Courses on Solar Heating." Energy Procedia 57 (2014): 1015–23. http://dx.doi.org/10.1016/j.egypro.2014.10.085.

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Larivière, Vincent. "PhD students’ excellence scholarships and their relationship with research productivity, scientific impact, and degree completion." Canadian Journal of Higher Education 43, no. 2 (2013): 27–41. http://dx.doi.org/10.47678/cjhe.v43i2.2270.

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This paper examines the relationship between excellence scholarships and research productivity, scientific impact, and degree completion. Drawing on the entire population of doctoral students in the province of Québec, this paper analyzes three distinct sources of data: students, excellence scholarships, and scientific publications. It shows that funded students publish more papers than their unfunded colleagues, but that there is only a slight difference between funded and unfunded PhD students in terms of scientific impact. Funded students, especially those funded by the federal government, are also more likely to graduate. Finally, although funding is clearly linked to higher degree completion for students who did not publish, this is not true of those who managed to publish at least one paper during the course of their PhD. The paper concludes with a discussion of the implication of the findings for Canadian science policy.

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Gillissen, A. "M. D./Phd. Scholarships Funded by the German Society of Pneumology in 2005." Pneumologie 59, no. 10 (2005): 736–42. http://dx.doi.org/10.1055/s-2005-915550.

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Pinto, Gabriela S., Gustavo G. Nascimento, Matheus S. Mendes, Fabrício A. Ogliari, Flávio F. Demarco, and Marcos B. Correa. "Scholarships for Scientific Initiation Encourage Post-Graduation Degree." Brazilian Dental Journal 25, no. 1 (2014): 63–68. http://dx.doi.org/10.1590/0103-6440201302363.

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This study aimed to evaluate the factors associated with the decision to attend an academic post-graduation program by dental students. A cross-sectional study was conducted in 2012, last-year undergraduate students from Dental Schools of Southern Brazil. A closed questionnaire was applied including questions grouped in three different blocks: pre-graduate, undergraduate period and future perspectives. The outcome was the decision to pursuit an academic post-graduation degree. Associations were tested using chi-squared test and chi-squared test for linear trends when appropriate. Multivariate Poisson regression was also performed. The sample was composed by 671 students (response rate of 69.9%, n=467). In relation to future perspectives, 68% of the interviewed students intended to attend a post-graduation program, but only 17.5% would choose a program with academic and research post-graduation program (Master and PhD programs). In the final model, students from public universities (PR 2.08, 95%CI 1.41-3.08) and students that received scientific initiation scholarship (PR 1.93 95%CI 1.14-3.27) presented a twice greater prevalence to seek academic post-graduate programs. Students with higher family incomes showed a lower prevalence to seek these programs (PR 0.50, 95%IC 0.28-0.90). Scholarships seem to encourage undergraduate students to pursue stricto sensu post-graduation.

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Chirwa, Tobias F., Zvifadzo Matsena Zingoni, Pascalia Munyewende, et al. "Developing excellence in biostatistics leadership, training and science in Africa: How the Sub-Saharan Africa Consortium for Advanced Biostatistics (SSACAB) training unites expertise to deliver excellence." AAS Open Research 3 (October 5, 2020): 51. http://dx.doi.org/10.12688/aasopenres.13144.1.

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The increase in health research in sub-Saharan Africa (SSA) has generated large amounts of data and led to a high demand for biostatisticians to analyse these data locally and quickly. Donor-funded initiatives exist to address the dearth in statistical capacity, but few initiatives have been led by African institutions. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) aims to improve biostatistical capacity in Africa according to the needs identified by African institutions, through (collaborative) masters and doctoral training in biostatistics. We describe the SSACAB Consortium, which comprises 11 universities and four research institutions- supported by four European universities. SSACAB builds on existing resources to strengthen biostatistics for health research with a focus on supporting biostatisticians to become research leaders; building a critical mass of biostatisticians, and networking institutions and biostatisticians across SSA. In 2015 only four institutions had established Masters programmes in biostatistics and SSACAB supported the remaining institutions to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics MSc programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of which with 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling the limited biostatistics resources in SSA, and combining with co-funding from external partners is an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

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Chirwa, Tobias F., Zvifadzo Matsena Zingoni, Pascalia Munyewende, et al. "Developing excellence in biostatistics leadership, training and science in Africa: How the Sub-Saharan Africa Consortium for Advanced Biostatistics (SSACAB) training unites expertise to deliver excellence." AAS Open Research 3 (December 22, 2020): 51. http://dx.doi.org/10.12688/aasopenres.13144.2.

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The increase in health research in sub-Saharan Africa (SSA) has led to a high demand for biostatisticians to develop study designs, contribute and apply statistical methods in data analyses. Initiatives exist to address the dearth in statistical capacity and lack of local biostatisticians in SSA health projects. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) led by African institutions was initiated to improve biostatistical capacity according to the needs identified by African institutions, through collaborative masters and doctoral training in biostatistics. SACCAB has created a critical mass of biostatisticians and a network of institutions over the last five years and has strengthened biostatistics resources and capacity for health research studies in SSA. SSACAB comprises 11 universities and four research institutions which are supported by four European universities. In 2015, only four universities had established Masters programmes in biostatistics and SSACAB supported the remaining seven to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics Masters programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of whom 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling of limited biostatistics resources in SSA combined with co-funding from external partners has shown to be an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.

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Oliveira, Maria Christina L., Daniella Reis B. Martelli, Sergio Veloso Pinheiro, et al. "Profile and scientific production of Brazilian National Council of Technological and Scientific Development researchers in Pediatrics." Revista Paulista de Pediatria 31, no. 3 (2013): 278–84. http://dx.doi.org/10.1590/s0103-05822013000300002.

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OBJECTIVE: To evaluate the profile and the scientific production of researchers in Pediatrics with scholarship from the National Counsel of Technological and Scientific Development. METHODS: The Lattes curricula of 34 researchers in Pediatrics with active scholarships, from 2006 to 2008 were included in the analysis. The variables of interest were: gender, affiliation, time since PHD, tutoring of undergraduate students, mentorship of masters and doctors, scientific production and the papers' impact. RESULTS: In a total of 411 researchers in Medicine, 34 (8%) belonged to Pediatrics. Males (77%) and scholars in the category 2 of productivity (62%) prevailed. Three states of Brazil were responsible for approximately 90% of the researchers: São Paulo (53%), Minas Gerais (21%), and Rio Grande do Sul (15%). During their academic career, the Pediatrics researchers have published 3,122 articles with a median of 89 articles per researcher (interquartile range - IQ=51-119). Of the total, 40 and 59% articles were indexed in the Web of Science and Scopus databases, respectively. The Pediatrics researchers have published papers in 599 journals with a median impact factor of 2.35 (IQ=1.37-3.73) for the 323 indexed journals. CONCLUSIONS: The Pediatrics researchers have a relevant scientific output from the quantity point of the view, but there is a need to improve quality.

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Turner, J. Stewart, and Peter L. Olson. "Owen Martin Phillips. 30 December 1930 — 13 October 2010." Biographical Memoirs of Fellows of the Royal Society 58 (January 2012): 229–44. http://dx.doi.org/10.1098/rsbm.2012.0028.

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Owen Phillips made outstanding contributions to the understanding of the ocean, notably through the diverse research topics incorporated in his monograph The dynamics of the upper ocean . He also contributed significantly to the understanding of geological processes in books on subsurface flows and reactions in permeable rocks. Owen was born and attended school and university in Sydney, Australia, winning scholarships to Cambridge in 1952 to do his PhD under the supervision of George Batchelor (FRS 1957). In 1957 he moved to the USA to join the faculty of Johns Hopkins University, returning to Cambridge four years later as Assistant Director of Research in the new Department of Applied Mathematics and Theoretical Physics. In 1964 Owen returned to Johns Hopkins, where he stayed until retirement in 1998: first as Professor of Geophysical Mechanics and later as Professor of Geophysics in the Department of Earth and Planetary Sciences, a department that he subsequently chaired.

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Mossaki, Nodar. "In memoriam: Izzaddin Mustafa Rasul (1934-2019), Iraqi Kurdish man of letters and Soviet-trained scholar." Kurdish Studies 9, no. 1 (2021): 113–28. http://dx.doi.org/10.33182/ks.v9i1.639.

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The literary scholar Izzaddin Mustafa Rasul (1934-2019) was one of the greatest Iraqi Kurdish scholars trained in the Soviet Union. He was one of a cohort of Iraqi students who received scholarships for study in the USSR in the wake of the 1958 coup that overthrew the Iraqi monarchy, and his time in the USSR coincided with the period of flourishing of Kurdish studies there. Rasul’s PhD dissertation analyzed the development of Kurdish literature within a schematic Marxist-Leninist developmental framework. In his major work, however, which focused on Ahmed Khani and his Mem û Zîn, he went well beyond the standard Soviet treatment of literary works and focused especially on the dimensions of Sufi theosophy and other Islamic content in the work. In this respect, Rasul’s work stands out as a rare exception in Soviet Oriental studies. It remains one of the most ambitious studies of the early modern Kurdish poet Khani.

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Dissertations / Theses on the topic "PhD Scholarships"

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Capron, Aurélie C. "Staging women : representation of female scholarship in seventeenth-century Spanish and French drama /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2007. http://uclibs.org/PID/11984.

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Sands, Justin D. "The many sides of fatherhood a survey of contemporary scholarship on fatherhood in America : assessing the relevance of fathers in American society, the scholarship behind contemporary cultural scripts and the church's response /." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1276414441&sid=2&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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Jones, Jeffrey Lamond. "ATTITUDES OF DIVISION I ATHLETES CONCERNING THEIR COLLEGIATE ENVIRONMENT." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1797219851&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Smentek, Kristel. "Art, commerce, and scholarship in the Age of Enlightenment Pierre-Jean Mariette and the making of art history /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 402 p, 2008. http://proquest.umi.com/pqdweb?did=1654490541&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Harvey, Devin T. "From junior college to university contributing factors to completion of a bachelors degree for African American scholarship football players /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1806884931&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes February 4, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/271237.

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Rocha, Francisco Antônio Moreira. "A formação e a permanência de professores mestres e doutores nas escolas públicas estaduais de São Paulo: o programa Bolsa Mestrado/Doutorado." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9667.

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Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Francisco Antonio Moreira Rocha.pdf: 2068401 bytes, checksum: 6f9407df1fc775770507416751181ae3 (MD5) Previous issue date: 2012-06-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The purpose of this research has as objective to analyze the contributions and impacts of Masters / PhD Scholarship, from the initial question What is the contribution of the PBM / D and its impact on personal development, professional teachers and professional recovery of basic education by SEE-SP, after completion of graduate studies. We assume the configuration of this research from the documentary analysis and semi-structured qualitative character, the concern is with the quality in the interviewees' statements, as well as documentation. The search for answers to some personal questions in order to explain a professional education with academic education, in addition to that required for a position as teacher of Basic Education II, SEE-SP and that went through one of the types of continuing education through PBM / D, teacher Master or PhD in public schools, found the Internet, the sites of SEE-SP, APEOESP lattes and curricula of Fellows and Board of Education 1 North, documents the laws of the past three decades, records registration form sheets and monthly reports submitted for analysis of the regional commission. As conclusion, we present what we consider relevant in an enterprise investigative searching for answers to the survey answers and points, a potential of PBM / D for personal and professional training, as well as for its recovery as a teacher at the school, with its students, but adds the lack of public policies to enhance the professional teacher and researcher<br>A proposta desta pesquisa possui como objetivo analisar as contribuições e os impactos do Programa Bolsa Mestrado/Doutorado, a partir da questão inicial qual a contribuição do PBM/D e seus impactos no desenvolvimento pessoal, profissional dos professores e a valorização desses profissionais da educação básica pela SEE-SP, após a conclusão da pós-graduação? Assumimos a configuração dessa pesquisa a partir da análise documental e de entrevistas semi-estruturada de caráter qualitativa, onde a preocupação é com a qualidade nas falas dos entrevistados, bem como na documentação. A busca de respostas para algumas indagações pessoais, no sentido de explicitar um profissional de educação com formação acadêmica, além da exigida para ocupar um cargo de Professor de Educação Básica II, na SEE-SP e que passou por uma das modalidades de formação continuada por meio do PBM/D, o professor Mestre ou Doutor, nas escolas públicas. Encontramos respostas na internet, nos sites da SEE-SP, APEOESP e currículos lattes dos bolsistas e na Diretoria de Ensino Norte 1: documentos da legislação das últimas três décadas, registros em forma de fichas cadastrais e relatórios semestrais enviados para análise da comissão regional. Nas considerações finais, apresentamos o que consideramos relevante em uma empreitada investigativa à procura de respostas que a pesquisa responde e aponta um potencial do PBM/D para a formação pessoal e profissional, bem como para a sua valorização na escola, como professor e com seus alunos, mas acrescenta a inexistência de políticas públicas para valorizar esse profissional professor e pesquisador

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Silva, Cristina Ribeiro. "O Programa "Bolsa Mestrado/Doutorado" como uma política pública de formação continuada de educadores do Estado de São Paulo: ato e potência." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9582.

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Made available in DSpace on 2016-04-27T14:30:41Z (GMT). No. of bitstreams: 1 Cristina Ribeiro Silva.pdf: 1034249 bytes, checksum: de4f8a12dea7438290b6d8728d43669a (MD5) Previous issue date: 2011-05-18<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This study is based on the Programa Masters/PhD Scholarship Program, as a continuing education public policy for educators in the State of São Paulo, created in 2003, which grants semiannual scholarships to stricto sensu graduate programs in Education. The scholarships are awarded to public schools teachers and to students in state and private universities accredited by the Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior Capes (Coordination for the Improvement of Higher Education Personnel). The continuing education policy in which this study is grounded on aims at improving educators practices by developing their profiles and skills as teachers researchers. This qualitative research is based mainly on studies by Nóvoa (1995), Pimenta and Ghedin (2005) in regards to educators training, having employed André (2004) and Lüdke s (2001) propositions regarding Research Professors. Books, the legislation, official documents and field research, held by data collection of the Caieiras Board of Education (SP) scholarship grantees and their Lattes Curriculums, were used as research sources. The dissertation also includes data and information collected from a community in a social network, Orkut ( Masters Scholarship Community), polls and interviews. Statements from Masters and PhDs scholarship grantees and the principal of the school with the largest number os scholarship grantees in the researched Board of Education are the main empirical source of this study<br>Esta pesquisa tem por objeto de estudo o Programa Bolsa Mestrado/Doutorado . Trata-se de uma política pública de formação continuada de educadores do Estado de São Paulo, criada em 2003, que disponibiliza, semestralmente, bolsas de estudos para cursos de Pós-Graduação stricto sensu na área da Educação. Os contemplados são educadores da rede de ensino estadual, discentes de universidades públicas ou privadas reconhecidas pela Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (Capes). A política de formação continuada em foco tem por finalidade promover a melhoria da atuação profissional desses educadores mediante seu desenvolvimento como professores pesquisadores. Esta pesquisa, de caráter qualitativo, apoia-se, sobretudo, nos estudos de Nóvoa (1995), Pimenta e Guedin (2005) no tocante à formação de professores, tendo sido empregadas as proposições de André (2004) e Lüdke (2001), referentes ao professor pesquisador. Como fontes de pesquisa, foram utilizados livros, legislação, documentos oficiais e pesquisa de campo, feita mediante a coleta de dados sobre os bolsistas da Diretoria de Ensino de Caieiras (SP), e em seus currículos lattes. O trabalho contou também com o levantamento de informações na rede social Orkut por meio da comunidade Bolsa Mestrado e com a aplicação de questionários e entrevistas. Os depoimentos dos mestres e doutores bolsistas, e do diretor de escola com maior número de bolsistas da Diretoria de Ensino pesquisada, constituem-se na principal fonte empírica deste trabalho

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Pinto, Jéssica Santos. "De que forma estão a ser distribuídos os investimentos para a Investigação Clínica em Portugal?" Master's thesis, 2021. http://hdl.handle.net/10362/115615.

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RESUMO: Preâmbulo Nesta dissertação propõe-se uma análise do investimento financiado pela Fundação para a Ciência e Tecnologia (FCT) nas bolsas de Doutoramento. Para relacionar estas bolsas com o financiamento na investigação clínica, analisam-se as mesmas como indicadores de investimento numa perspetiva da formação dos próprios investigadores. Métodos Foram analisadas e cruzadas informações de duas bases de dados: a base de dados dos resultados dos Concursos de Atribuição de Bolsas de Doutoramento e a base de dados de subvenções pagas no ano seguinte à atribuição da bolsa. Após este cruzamento, foram identificadas as bolsas cujo projeto em desenvolvimento se enquadrava no conceito de “estudo clínico” definido pela Lei da Investigação Clínica (nº21/2014). Resultados Os painéis de avaliação analisados constituem 12,82% do total de painéis (5/39). Representam 27,52% do total de bolsas atribuídas e 27,61% do investimento total, no contexto das bolsas analisadas. A análise resultante da identificação de bolsas representativas dos estudos clínicos da iniciativa do investigador mostra um peso de apenas 2,3% face ao número total de bolsas. Conclusões Os resultados mostram que as bolsas de doutoramento nacionais representativas de projetos de investigação clínica são apenas 2,3% do investimento em bolsas. A fragilidade dos dados recolhidos durante a análise poderá ter levado a interpretações menos corretas do investimento aplicado. A repetição futura desta análise com a inclusão de uma maior quantidade de informação poderá ajudar a confirmar as conclusões retiradas nesta dissertação.<br>ABSTRACT: Introduction This work intends to analyze the investment in clinical research by using the PhD scholarships awarded by FCT. To corelate the PhD scholarships with the financial investment in clinical research, these scholarships were analyzed as an indicator of the investment on the researcher’s academic education. Methods Information from two databases was analyzed and compared: a database of results for PhD scholarship’s calls and a database for grants paid in the year following the award. After the crossing of both databases, we started to identify those scholarships whose project under development fits the concept of “clinical study” defined by the Portuguese law of clinical research nº21/2014. Results The evaluation panels analyzed make up 12,82% of the total panels (5/39). They represent 27,52% of the total PhD scholarships awarded and 27,61% of the total investment. However, the analysis resulting from the identification of PhD scholarships that represent clinical studies shows a weight of only 2,3% compared to the total number of scholarships. The data obtained supports the idea that Portugal has an enormous potential to grow in this area. Conclusions The fragility of the data collected during the analysis may have led to less correct interpretations of the investment applied in clinical research. The future repetition of this work with the inclusion of more information may help to confirm the conclusions drawn in this paper.

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"New Orleans style: The awakening of American jazz scholarship and its cultural implications." Tulane University, 1991.

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This study explores the 'pre-academic' phase of jazz historiography in the United States, reviewing the development of the field prior to the appearance of Marshall Stearns' The Story of Jazz in 1956. The men and women who participated in the awakening of American jazz scholarship were partisans of a community of 'hot' record collectors, whose interest in the origins of jazz was a foregone conclusion. An international network of collectors took shape between the 1920s and 1934, providing a mechanism for the circulation of historical information on jazz, which then became the basis for the emergence of a jazz literati writing for a magazines such as Down Beat, Esquire, The New Republic, and Jazz Information. These writers shared a vision of jazz derived from their experiences as 'hot' collectors, including the beliefs that jazz was an 'art form' and should be 'non-commercial.' Inspired by their love for the music and emphasizing 'New Orleans style,' writers like Charles Edward Smith and William Russell explained that jazz was 'born in New Orleans' in works such as Jazzmen (1939) and The Jazz Record Book (1942) During the 1940s the consensus established by the 'hot' collectors and apparent in the early histories began to come under fire as a new wave of 'jazz intellectuals' entered the field. 'Traditionalist' revisionists like Rudi Blesh challenged the prevailing notions of chronology and terminology, while 'modernists' such as Leonard Feather sought to divert attention away from the past in favor of contemporary developments. A war of words ensued within the jazz press which led to a division of the jazz community into antagonistic factions, each with its own view of jazz history and terminology. In addition, the proliferation of vintage jazz reissues by major record companies and the shift away from 78s with the appearance of new technology after 1948 ended the predominance of the old guard of 'hot' collectors on the jazz scene Ultimately, the conceptualization of jazz history deriving from Jazzmen found refuge in New Orleans and became an important part of the culture which it celebrated. Beginning with the establishment of the National Jazz Foundation in the mid-1940s, New Orleanians adopted the 'born in New Orleans' thesis and integrated it into their tourist economy<br>acase@tulane.edu

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Books on the topic "PhD Scholarships"

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United States. Public Health Service. Application for an individual national research service award, PHS 416-1. Public Health Service, 1995.

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Cameron, Kenneth Walter. The scholar's "via eminentiae": Emerson's missionary initiative at Phi Beta Kappa. Transcendental Books, 1994.

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1964-, Karp Jonathan D., and Cohen Nicholas 1938-, eds. The Ph.D. process: A student's guide to graduate school in the sciences. Oxford University Press, 1998.

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1936-, Luebke Neil Robert, and Phi Kappa Phi, eds. A century of scholarship: A one-hundred-year history of the Honor Society of Phi Kappa Phi. Heritage Publishers, 2001.

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Amann, Diane Marie. Bill the Blogger. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190272654.003.0028.

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In a final twist on the preceding essays in this volume, ‘Bill the Blogger’ adapts the style of online publishing to review Professor Schabas’s own foray into this emergent form of public discourse. It locates blogging and other new-media developments within the frame of academic and international law teaching and scholarship. The principal focus is on his founding of the ‘PhD studies in human rights’. Its initial post concerned the Charles Taylor trial. Thereafter, Professor Schabas’s constructed content for describing law in action in the many areas of interest to him, including aggression, death penalty, culture, education, genocide, human rights, and international criminal law.

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Weekes-Shackelford, Viviana A., and Todd K. Shackelford, eds. The Oxford Handbook of Evolutionary Psychology and Parenting. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190674687.001.0001.

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The Oxford Handbook of Evolutionary Psychology and Parenting provides a comprehensive resource for work on how our evolutionary past informs current parenting roles and practices. It features chapters from leaders in the field covering state-of-the-art research. The handbook is designed for advanced undergraduates, graduates, and professionals in psychology, anthropology, biology, sociology, and demography, as well as many other social and life science disciplines. It is the first resource of its kind that brings together empirical and theoretical contributions from scholarship at the intersection of evolutionary psychology and parenting. Each of the authors has a PhD in evolutionary psychology, and much of their research focuses on violence and conflict in families and romantic relationships.

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Karp, Jonathan D., Nicholas Cohen, and Dale F. Bloom. The Ph.D. Process: A Student's Guide to Graduate School in the Sciences. Oxford University Press, USA, 1999.

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Prescott, Cynthia, and Maureen Sherrard Thompson, eds. Backstories: The Kitchen Table Talk Cookbook. The Digital Press at the University of North Dakota, 2021. http://dx.doi.org/10.31356/dpb018.

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Sharing recipes is a form of intimate conversation that nourishes body and soul, family and community. Backstories: The Kitchen Table Talk Cookbook integrates formal scholarship with informal reflections, analyses of recipe books with heirloom recipes, and text with images to emphasize the ways that economics, politics, and personal meaning come together to shape our changing relationships with food. By embracing elements of history, rural studies, and women’s studies, this volume offers a unique perspective by relating food history with social dynamics. It is sure to inspire eclectic dining and conversations. Cynthia C. Prescott is Professor of History at the University of North Dakota and an occasional baker. Her research focuses on portrayals of rural women in cultural memory. Maureen Sherrard Thompson is a Ph.D. candidate at Florida International University. Her dissertation focuses on business, environmental, and gender perspectives associated with the late-nineteenth and early-twentieth century seed industry. With contributions by: Linda Ambrose, Samantha K. Ammons, Jenny Barker Devine, Nikki Berg Burin, Lynne Byall Benson, Eli Bosler, Carla Burgos, Joseph Cates, Diana Chen, Myrtle Dougall, Egge, Margaret Thomas Evans, Dee Garceau, Tracey Hanshew, Kathryn Harvey, Mazie Hough, Sarah Kesterson, Marie Kenny, Hannah Peters Jarvis, Katherine Jellison, M. Jensen, Cherisse Jones-Branch, Katie Mayer, Amy L. McKinney, Diane McKenzie, Krista Lynn Minnotte, Elizabeth H. Morris, Sara E. Morris, Mary Murphy, Stephanie Noell, Pamela Riney-Kehrberg, Virginia Scharff, Rebecca Sharpless, Rachel Snell, Joan Speyer, Pamela Snow Sweetser, Rebecca Shimoni Stoil, Erna van Duren, Audrey Williams, Catharine Anne Wilson, Jean Wilson.

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Book chapters on the topic "PhD Scholarships"

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Brown, Jeannette. "Chemical Educators." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.

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Johnnie Hines Watts Prothro was one of the first African American women scientists and researchers in the field of food chemistry and nutrition. Having grown up in the segregated American South, Dr. Protho became particularly interested in promoting healthy nutrition and diets for African Americans. Johnnie Hines Watts was born on February 28, 1922, in Atlanta, Georgia, in the segregated South. Her parents emphasized the importance of an education and she graduated from high school at the age of fifteen. She enrolled in the historically black Spelman College in Atlanta as a commuter student and received a BS degree with honors in Home Economics from Spelman in 1941. Following her graduation, she obtained a position as a teacher of foods and nutrition—the usual career path for African American women who earned bachelor’s degrees in science during the Jim Crow era—at Atlanta’s all-black Booker T. Washington High School. Watts taught at Booker T. Washington High School from 1941 to 1945, then moved to New York City to attend Columbia University, from which she received her MS degree in 1946. Armed with her master’s degree, Watts became an instructor of chemistry at a historically black Southern University in Baton Rouge, Louisiana. She worked there during the 1946–1947 academic year before deciding to pursue a PhD. Watts enrolled in the University of Chicago after researching the doctoral offerings of several universities. She was the recipient of a number of scholarships and awards at the University of Chicago. Among the awards were the Laverne Noyes Scholarship (1948–1950), the Evaporated Milk Association Award (1950–1951), the Borden Award from the American Home Economics Association (1950– 1951), and a research assistantship (1951–1952). Watts married Charles E. Prothro in 1949. It is said that they met in Connecticut, but this is not clearly documented. Watts Prothro received her PhD from the University of Chicago in 1952. Her dissertation title is “The Relation of the Rates of Inactivation of Peroxidase, Catecholase, and Ascorbase to the Oxidation of Ascorbic Acid in Vegetables.”

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"Making a Home for Family and Scholarship." In Papa, PhD. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813550206-026.

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"Single Dad in Academia: Fatherhood and the Redemption of Scholarship." In Papa, PhD. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813550206-022.

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"Inclusive Systems, Vibrant Scholarship." In Putting the Humanities PhD to Work. Duke University Press, 2020. http://dx.doi.org/10.1215/9781478012207-003.

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"Inclusive Systems, Vibrant Scholarship." In Putting the Humanities PhD to Work. Duke University Press, 2020. http://dx.doi.org/10.2307/j.ctv14t48dw.7.

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"2. Inclusive Systems, Vibrant Scholarship." In Putting the Humanities PhD to Work. Duke University Press, 2020. http://dx.doi.org/10.1515/9781478012207-005.

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Pablo-Hernando, Susana. "Technology Centres." In New Voices in Higher Education Research and Scholarship. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7244-4.ch006.

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This chapter shows how PhD mobility across organizations constitutes a source of normative isomorphism that has led towards the “collegialization” of some Spanish Technology Centres (TCs). In particular, the study of nine TCs located in four Spanish regions has been essential to identify the normative mechanisms embedded in doctoral training and scientific careers that have promoted the convergence among R&D organizations. Thus, TCs collaborating intensively with higher education institutions through hybrid researchers have adopted academic models of knowledge production. Interestingly, they have also introduced doctoral training programs to reinforce their legitimacy in the eyes of their collaborators and investors. As a result of these changes, TCs move towards a more proactive position in the processes of knowledge transfer to gain an advantageous position in an innovation system.

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Stewart, Pamela. "Centering “Nontraditional” Lives." In Reshaping Women's History. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042003.003.0004.

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This chapter presents the nontraditional path taken by its author, the 2001 Catherine Prelinger Award recipient, as she completed her PhD. Summarized in the phrase, “From Mormon Wife to Feminist Life,” the essay integrates self-discovery with dissertation research on working women during the revolutionary 1871 Paris Commune, which introduced her to André Léo’s statement, used in the title. Discovering women’s history and the scholarship of mentors such as the lesbian feminist theorist Monique Wittig and the historian Rachel G. Fuchs encouraged persistence and an avid dedication to teaching. The essay outlines her continuing research on subjects who defied limits traditionally placed on women and girls, including the athlete and educator Ina E. Gittings (1885-1966).

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Endong, Floribert Patrick C. "The Concepts of Academic Humility and Seniority in Scholarship." In Advances in Standardization Research. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3457-0.ch015.

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The concept of academic humility has often been ill-defined or ill-conceived by members of the Nigerian academia. It argues that this concept has objectionably been associated – nay confused – with “academic subservience”, “academic hypocrisy”, “false modesty” and “yesmanism”. Such misconception could partially be attributed to the prevalence of the “seniority syndrome”. In effect, the seniority syndrome has often wanted that pertinence be ascribed unto a research idea or thesis not necessarily on account of the robustness of the methodology that led to its enunciation, but principally on account of the “seniority” (credentials) of the researcher who authors the thesis or idea in question. This tendency has generally stemmed from the faulty assumption that a senior researcher is theoretically more knowledgeable than his or her junior counterparts; and that the “junior researcher” must manifest unconditional reverence for his or her senior colleagues. This scenario is most often observed during Ph.D. these defenses and similar forums aimed at evaluating research in Nigerian universities.

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Bier, Laura. "Trends in the Production of Knowledge about the Middle East within and across Disciplines: A Survey of PhD Dissertations, 2000–2010." In Middle East Studies for the New Milleniu. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9781479827787.003.0008.

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This chapter surveys topical, methodological, and geographic trends in the production of knowledge about the Middle East in doctoral dissertations written over the decade 2000–2010. It assesses the extent to which the post-9/11 political and academic climate influenced knowledge production about the Middle East. It argues that while scholarship on the Middle East has undoubtedly been both constrained and inspired by geopolitics and the various political, popular, and media responses to 9/11, the relationship between the two is not necessarily coherent, unilinear, or predictable. Trends in Middle East studies (MES) are the product of changes in political climate, methodological currents within disciplines (themselves related to shifts in the post-Cold War geopolitical order), the peculiarities and engagements of MES as a distinct disciplinel, and the relationship between area studies and wider disciplinary norms, organizations, and institutions.

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Conference papers on the topic "PhD Scholarships"

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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.

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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.

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Sharma, Monica, and Shalini R. Urs. "Network dynamics of scholarship." In Proceeding of the 2nd PhD workshop. ACM Press, 2008. http://dx.doi.org/10.1145/1458550.1458570.

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