Bibliografías temáticas / Academic ability

Literatura académica sobre el tema "Academic ability"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Academic ability"

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ESHEL, YOHANAN y JENNY KURMAN. "ACADEMIC SELF-CONCEPT, ACCURACY OF PERCEIVED ABILITY AND ACADEMIC ATTAINMENT". British Journal of Educational Psychology 61, n.º 2 (junio de 1991): 187–96. http://dx.doi.org/10.1111/j.2044-8279.1991.tb00974.x.

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Walton, Gregory M. y Steven J. Spencer. "Latent Ability". Psychological Science 20, n.º 9 (septiembre de 2009): 1132–39. http://dx.doi.org/10.1111/j.1467-9280.2009.02417.x.

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Past research has assumed that group differences in academic performance entirely reflect genuine differences in ability. In contrast, extending research on stereotype threat, we suggest that standard measures of academic performance are biased against non-Asian ethnic minorities and against women in quantitative fields. This bias results not from the content of performance measures, but from the context in which they are assessed—from psychological threats in common academic environments, which depress the performances of people targeted by negative intellectual stereotypes. Like the time of a track star running into a stiff headwind, such performances underestimate the true ability of stereotyped students. Two meta-analyses, combining data from 18,976 students in five countries, tested this latent-ability hypothesis. Both meta-analyses found that, under conditions that reduce psychological threat, stereotyped students performed better than nonstereotyped students at the same level of past performance. We discuss implications for the interpretation of and remedies for achievement gaps.
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Kudomi, Yoshiyuki. "A Discussion on “The Academic Ability”". TRENDS IN THE SCIENCES 7, n.º 1 (2002): 76–77. http://dx.doi.org/10.5363/tits.7.76.

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Rohde, Treena Eileen y Lee Anne Thompson. "Predicting academic achievement with cognitive ability". Intelligence 35, n.º 1 (enero de 2007): 83–92. http://dx.doi.org/10.1016/j.intell.2006.05.004.

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Mboya, Mzobanzi M. "Self-Concept of Academic Ability: Relations with Gender and Academic Achievement". Perceptual and Motor Skills 77, n.º 3_suppl (diciembre de 1993): 1131–37. http://dx.doi.org/10.2466/pms.1993.77.3f.1131.

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For a sample of 440 tenth-grade students, measures were collected to assess the self-concept of academic ability and academic achievement. Self-concept of academic ability was measured by Brookover's Self-concept of Academic Ability (General) Scale and academic achievement by the California Achievement Test. Gills had a higher mean score on self-concept of academic ability and on academic achievement than did boys. A significant positive relationship was found between self-concept of academic ability and academic achievement between boys and girls but the magnitude of the relationship between the two variables was stronger among girls than among boys.
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Ahmad, Nuzhat y Most Aeysha Sultana. "Effects of metacognitive ability and selective attention ability on academic performance of adolescents". Dhaka University Journal of Biological Sciences 30, n.º 1 (3 de febrero de 2021): 59–67. http://dx.doi.org/10.3329/dujbs.v30i1.51809.

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The present study investigated the effect of metacognitive ability and selective attention on academic achievement; whether selective attention and metacognitive ability influence a student’s academic achievement and whether all these three variables vary across gender. Three hundred adolescents were selected conveniently and purposively among which 150 were females and another 150 were males. Participant’s metacognitive ability was measured by using a Bangla translated version of Metacognitive Skill Scale (MCT); and selective attention was measured by a Bangla version of the Stroop Color and Word Test (SCWT). Their academic achievement was assessed by their GPA in previous class examination. The results showed that all these variables were significantly correlated with each other. Metacognitive ability and selective attention were the strong predictors of academic achievement. Significant difference in selective attention was also found across gender where females outperformed males. But no significant difference between males and females was found for the metacognitive ability and academic achievement. Dhaka Univ. J. Biol. Sci. 30(1): 59-67, 2021 (January)
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Crocker, A. C. y R. G. Cheeseman. "The Ability of Young Children to Rank Themselves for Academic Ability". Educational Studies 14, n.º 1 (enero de 1988): 105–10. http://dx.doi.org/10.1080/0305569880140110.

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ISMIRAWATI, Nur, Aloysius Duran COREBIMA, Siti ZUBAIDAH y Istamar SYAMSURI. "ERCoRe Learning Model Potential for Enhancing Student Retention among Different Academic Ability". Eurasian Journal of Educational Research 18, n.º 77 (19 de octubre de 2018): 1–16. http://dx.doi.org/10.14689/ejer.2018.77.2.

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Åstebro, Thomas, Serguey Braguinsky, Pontus Braunerhjelm y Anders Broström. "Academic Entrepreneurship: The Bayh-Dole Act versus the Professor’s Privilege". ILR Review 72, n.º 5 (10 de diciembre de 2018): 1094–122. http://dx.doi.org/10.1177/0019793918819809.

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Is the Bayh-Dole intellectual property regime associated with more and better academic entrepreneurship than the Professor’s Privilege regime? The authors examine data on US PhDs in the natural sciences, engineering, and medical fields who became entrepreneurs in 1993–2006 and compare this to similar data from Sweden. They find that, in both countries, those with an academic background have lower rates of entry into entrepreneurship than do those with a non-academic background. The relative rate of academics starting entrepreneurial firms is slightly lower in the United States than in Sweden. Moreover, the mean economic gains from becoming an entrepreneur are negative, both for PhDs originating in academia and for non-academic settings in both countries. Analysis indicates that selection into entrepreneurship occurs from the lower part of the ability distribution among academics. The results suggest that policies supporting entrepreneurial decisions by younger, tenure-track academics may be more effective than are general incentives to increase academic entrepreneurship.
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Marjoribanks, Kevin. "Family and Ability Correlates of Academic Achievement". Psychological Reports 89, n.º 3 (diciembre de 2001): 510–12. http://dx.doi.org/10.2466/pr0.2001.89.3.510.

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Relationships were examined among family social status, family learning environments, intellectual ability, and the mathematics and word achievement of boys and girls. Data were collected from 516 (250 boys, 266 girls) 11-yr.-old Australian children and their parents. Analysis indicated that the relationships between the predictor and achievement variables varied for boys and girls and differed depending on the achievement measure being examined. Generally, the family and ability measures combined to have large associations with word scores, while intellectual ability was the only significant predictor of mathematics achievement.
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Tesis sobre el tema "Academic ability"

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Reifel, Anita Lynn. "Birth order, academic specialization, and creativity /". View online, 1999. http://repository.eiu.edu/theses/docs/32211130927461.pdf.

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Fullick, Julia. "Does Teacher Support Directly Change Academic Resiliency and Ability to Sustain Competence under Pressure?" Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1221.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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Loo, Jasmine. "The phenotypic and genetic relationship between reading ability and academic achievement /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19768.pdf.

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Lea-Wood, Sandra S. "Factors influencing the vocational decision making of high-ability adolescent girls /". Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000591.

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Worley, Timothy B. y Sonia I. Adams. "What is the academic review process and how is it working at the Naval Hospital Corps School?" Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1618.

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Approved for public release; distribution is unlimited
This thesis analyzes the Academic Review Process (ARP) at the Hospital Corps "A" School, specifically focusing on how it is working and the criteria of the Academic Review Board. This was accomplished by analyzing a data spreadsheet of students that went through the ARP in 2003 and a survey randomly administered to a general student sample in January 2004. The study identified and analyzed the perceptions of students, instructor staff, and headquarters staff in the evaluation of the processes; analyzed a student data set by cross-referencing the recommendation and final disposition results of those that entered the ARP; and developed a cost framework for the command and future researchers to help determine the effectiveness of the process. The report includes recommendations for improving the ARP process.
Lieutenant, United States Navy
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Bradshaw, Theodore Lee Bowren Fay F. "Relationships among selected basic motor skills and academic achievement variables". Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514767.

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Thesis (Ed. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 7, 2005. Dissertation Committee: Fay Bowren (chair), Kenneth Strand, Walter Friedhoff, Dent Rhodes, Donald Kachur. Includes bibliographical references (leaves 71-75) and abstract. Also available in print.
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Khandaker, Naima. "Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

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Chambers, Sara E. "Beyond Ability: Effects of Caffeine and Impulsivity on Academic and Creative Performance". W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626331.

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Postlethwaite, Bennett Eugene. "Fluid ability, crystallized ability, and performance across multiple domains: a meta-analysis". Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1255.

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Cognitive ability is one of the most frequently investigated individual differences in management and psychology. Countless studies have demonstrated that tests measuring cognitive ability or intelligence predict a number of important real-world outcomes such as academic performance, vocational training performance, and job performance. Although the relationship between intelligence and real-world performance is well established, there is a lack of consensus among scholars with regard to how intelligence should be conceptualized and measured. Of the more traditional theories of intelligence, two perspectives are particularly dominant: the Cattell-Horn model of fluid and crystallized intelligence and the theory of General Cognitive Ability (GCA or g). Fluid ability (Gf) represents novel or abstract problem solving capability and is believed to have a physiological basis. In contrast, crystallized ability (Gc) is associated with learned or acculturated knowledge. Drawing on recent research in neuroscience, as well as research on past performance, the nature of work, and expert performance, I argue that compared to measures of fluid ability, crystallized ability measures should more strongly predict real-world criteria in the classroom as well as the workplace. This idea was meta-analytically examined using a large, diverse set of over 400 primary studies spanning the past 100 years. With regard to academic performance, measures of fluid ability were found to positively predict learning (as measured by grades). However, as hypothesized, crystallized ability measures were found to be superior predictors of academic performance compared to their fluid ability counterparts. This finding was true for both high school and college students. Likewise, similar patterns of results were observed with regard to both training performance and job performance. Again, crystallized ability measures were found to be better predictors of performance than fluid measures. This finding was consistent at the overall level of analysis as well as for medium complexity jobs. These findings have important implications for both intelligence theory and selection practice. Contemporary intelligence theory has placed great emphasis on the role of fluid ability, and some researchers have argued that Gf and g are essentially the same construct. However, the results of this study, which are based on criterion-related validities rather than factor-analytic evidence, demonstrate that Gc measures are superior predictors in comparison to Gf measures. This is contrary to what one would expect if Gf and g were indeed the same construct. Rather, the findings of this study are more consistent with General Cognitive Ability theory, which predicts that Gc indicators will be the best predictors of future learning and performance. Given that Gc measures demonstrate higher criterion-related validities than Gf measures, Gc measures are likely to be preferred for selection purposes. Further, Gf scores are known to decline with age while Gc scores remain relatively stable over the lifespan. Thus, when used for selection purposes, Gf tests may underpredict the performance of older workers. In contrast, research has shown that Gc measures are predictively unbiased. Additional implications for theory and practice are discussed, along with study limitations and opportunities for future research.
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Bailey, Shannon Kyle Tedder. "Spatial ability and experts of needlework crafts an exploratory study". Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/7.

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In the Surface Development Test, self-perceived Sewing Expertise was significant in predicting participants' test scores. For the Paper Folding Test, Knitting and Crocheting Expertise were significant, suggesting expertise may mitigate age effects.; Spatial ability has been a topic of much research and debate over the past few decades. Yet, there are gaps in the current literature. Spatial ability refers to the aptitude of an individual to mentally rotate objects, visualize spaces, and recognize patterns (Linn & Petersen, 1985). A highly spatial task that is not addressed in research literature is crafting. Crafting may refer to knitting, crocheting, sewing, and other hobbies that include manipulations of materials. These crafts are spatially oriented, because they necessitate mental rotation, pattern recognition, and 3-D visualization to create an object. While research tends to favor males on certain spatial tests (Voyer, Voyer, & Bryden, 1995), research on the relationship between expertise and spatial ability has concentrated on traditionally male dominated domains, such as architecture and video games (Salthouse & Mitchell, 1990; Sims & Mayer, 2002). The traditionally female domain of needlework crafting expertise has not been studied empirically. First, a literature review is presented to give an overview of previous spatial ability research. The paper then describes the needlework crafts of sewing, knitting, and crocheting, including their historical significance and the spatial processes involved. A study was conducted to test the hypothesis that more expertise in needlework crafts will correlate with better performance on spatial ability tests. Three hundred and four adult women (ages 18-77) completed the study. Participant experience level was determined by self-perceived level of crafting expertise. Participants performed three spatial ability tests from the ETS Factor Reference Kit (Ekstrom et al., 1976): Paper Folding, Surface Development, and Card Rotations. Results indicated that age was correlated negatively with performance in all spatial tests. Only age was significant in the Card Rotations Test.
ID: 030645652; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Accepted in partial fulfillment of the requirements for honors in the major in Psychology.; Thesis (B.A.)--University of Central Florida, 2011.; Includes bibliographical references (p. 31-35)
B.S.
Bachelors
Sciences
Psychology
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Libros sobre el tema "Academic ability"

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Douglas, Dan. Testing speaking ability in academic contexts: Theoretical considerations. Princeton, N.J: Educational Testing Service, 1997.

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Janice, McFatter y Gibson Dauhrice, eds. College Level Academic Skills Test computations handbook. 2a ed. Englewood Cliffs, N.J: Prentice Hall, 1988.

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Success in college: The role of personal qualities and academic ability. New York: College Entrance Examination Board, 1985.

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Linde, Lucille M. J. Effects of motor-perceptual training on academic achievement and ocular pursuit ability. Greeley, Colo: L.M.J. Linde, 1992.

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M, Blue George, Milton James 1955- y Saville Jane 1959-, eds. Assessing English for academic purposes. Oxford: P. Lang, 2000.

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Rees, Daniel I. Ability grouping and student achievement in English, history, and science. Denver, Colo: Center for Research on Economic and Social Policy, University of Colorado at Denver, 1997.

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Alan, Davies. Assessing academic English: Testing English proficiency 1950-2005 : the IELTS solution. Cambridge: Cambridge University Press, 2007.

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University of the State of New York. Division of Educational Testing. Student achievement in New York State, 1984-85. Albany, NY: The University of the State of New York, Division of Educational Testing, 1986.

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Belley, Philippe. The changing role of family income and ability in determining educational achievement. Cambridge, Mass: National Bureau of Economic Research, 2007.

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Belley, Philippe. The changing role of family income and ability in determining educational achievement. Cambridge, MA: National Bureau of Economic Research, 2007.

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Capítulos de libros sobre el tema "Academic ability"

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Li, Jian. "Academic synthesizing refined ability". En Innovation Competency Model, 98–112. Abingdon, Oxon; New York, NY : Routledge, 2021. | Series: China perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9781003056935-10.

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Li, Jian. "Academic exploring associative ability". En Innovation Competency Model, 90–97. Abingdon, Oxon; New York, NY : Routledge, 2021. | Series: China perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9781003056935-9.

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Li, Jian. "Academic suspected and introspective ability". En Innovation Competency Model, 113–28. Abingdon, Oxon; New York, NY : Routledge, 2021. | Series: China perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9781003056935-11.

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Green, Simon. "Academic Literacy and Communicative Language Ability". En Scaffolding Academic Literacy with Low-Proficiency Users of English, 71–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_4.

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Tseng, Victor y William Caldwell. "Pain Assessment in Individuals with Limited Ability to Communicate". En Academic Pain Medicine, 351–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18005-8_46.

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Kumar, Arti. "Ability in the Self-MAP". En Personal, Social, Academic and Career Development in Higher Education, 128–49. 2a ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003126362-8.

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Björk, Lennart. "Text Types, Textual Consciousness and Academic Writing Ability". En Studies in Writing, 29–40. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48195-2_3.

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Watson Hamilton, Jonnette. "The Distinctive Nature of Academic Integrity in Graduate Legal Education". En Academic Integrity in Canada, 333–50. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_17.

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AbstractThis chapter examines the distinctive nature of academic integrity in graduate legal education in Canada, a nature rooted in the fact that almost all graduate students in law have practiced law. I consider the general acceptance of the unattributed copying of others’ writing within the legal profession and the judiciary, contrasting that tolerance―even approval―with the unsympathetic reception given the same practices in the academy. I then turn to graduate legal education in common law Canada and the diversity among graduate students in law, including significant differences in their undergraduate legal education. Then, because many of the graduate students who have practiced outside Canada want to be admitted to practice law in Canada, I look at the impact that academic misconduct may have on their ability to be admitted to practice. In order to do so, I review all published Canadian court and tribunal admission decisions that considered academic misconduct committed while in law school. Lastly, in light of unique challenges of graduate legal education, I offer some suggestions for preventing academic misconduct and facilitating students’ engagement with their own scholarship.
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Gamblin, T. Clark. "Building a Successful Academic Practice Using the Three A’s: Availability, Affability and Ability". En Building a Clinical Practice, 3–7. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29271-3_1.

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Horsley, Jenny y Azra Moeed. "How Do Teachers Meet the Academic Needs of High-Ability Students in Science?" En Handbook of Giftedness and Talent Development in the Asia-Pacific, 737–60. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_33.

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Actas de conferencias sobre el tema "Academic ability"

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Chen, Hansong, Xuanyu Chen y Chen Lin. "Academic Moral Tendency and Academic Ability". En 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.37.

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Pirayegar Emrouzeh, Milad. "SMART CITIES ABILITY TO ADDRESS ECONOMIC CHALLENGES". En 38th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.038.031.

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Merisuo-Storm, Tuula. "SIXTH-GRADERS’ ABILITY TO UNDERSTAND TEXTBOOK VOCABULARY". En 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.036.

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Zhao, Feng y Jia Fu. "Cultivate the Ability to Freehand Sketch". En International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.170.

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Liu, Yang. "A study on the cultivation of College Students' academic ability and critical thinking ability". En 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.323.

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Li, Zhao-Wei, Yue-Zhong Li y Jia-Ji Sun. "Association between Motor Ability and Academic Performance in Elementary Schoolchildren". En 2021 International Conference on Information Technology and Contemporary Sports (TCS). IEEE, 2021. http://dx.doi.org/10.1109/tcs52929.2021.00083.

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Meinawati, Euis. "Enhancing English Academic Writing Ability Using Film and Streaming Project". En Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2292125.

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Zhou, Zhi-Yu, Di-Chong Wu y Feng Fu. "Research on Approaches of Cultivating Innovative Ability of Academic Postgraduate". En 2015 International Conference on Management Engineering and Management Innovation (icmemi-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icmemi-15.2015.22.

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Lee, Soon Joo. "Seasonal Birth Rate according to the Level of Academic Ability". En ICEMIS'21: The 7th International Conference on Engineering & MIS 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3492547.3492568.

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Liang, Xu y Lijun Liu. "Strategy Research on Promote Teaching Ability through Quality Course". En International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.184.

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Informes sobre el tema "Academic ability"

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Lindo, Jason, Nicholas Sanders y Philip Oreopoulos. Ability, Gender, and Performance Standards: Evidence from Academic Probation. Cambridge, MA: National Bureau of Economic Research, agosto de 2008. http://dx.doi.org/10.3386/w14261.

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Stinebrickner, Todd y Ralph Stinebrickner. Learning about Academic Ability and the College Drop-out Decision. Cambridge, MA: National Bureau of Economic Research, marzo de 2009. http://dx.doi.org/10.3386/w14810.

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Dizon-Ross, Rebecca. Parents' Beliefs About Their Children's Academic Ability: Implications for Educational Investments. Cambridge, MA: National Bureau of Economic Research, mayo de 2018. http://dx.doi.org/10.3386/w24610.

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Jackson, C. Kirabo. Ability-grouping and Academic Inequality: Evidence From Rule-based Student Assignments. Cambridge, MA: National Bureau of Economic Research, abril de 2009. http://dx.doi.org/10.3386/w14911.

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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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BARYSHNIKOV, M. P. y A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Manski, Charles. Academic Ability, Earnings, and the Decision to Become a Teacher: Evidence From the National Longitudinal Study of the High School Class of 1972. Cambridge, MA: National Bureau of Economic Research, enero de 1985. http://dx.doi.org/10.3386/w1539.

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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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9

Lynch, Clifford y Diane Goldenberg-Hart. Beyond the Pandemic: The Future of the Research Enterprise in Academic Year 2021-22 and Beyond. Coalition for Networked Information, agosto de 2021. http://dx.doi.org/10.56561/mwrp9673.

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In early June 2021, representatives from a number of CNI member institutions gathered for the third in a series of Executive Roundtable discussions that began in spring 2020, during the early days of the COVID-19 emergency. The conversations were intended to inform our understanding of how the pandemic had impacted the research enterprise and to share information about how institutions were planning to shape investments and strategies surrounding the research enterprise going forward. Previous Roundtables were held in April and September 2020 and reports from those conversations are available from http://www.cni.org/tag/executive-roundtable-report. As with the earlier Roundtables on this topic, June participants primarily included senior library administrators, directors of research computing and information technology, and chief research officers from a variety of higher education institutions across the US and Canada; most participating member institutions were public universities with high research activity, though some mid-sized and private institutions participated as well. The June Roundtable took place in a single convening, supplemented by an additional conversation with a key institution unable to join the group meeting due to last-minute scheduling conflicts. As before, we urged participants to think about research broadly, encompassing the humanities, social sciences, and fieldwork activities, as well as the work that takes place in campus laboratories or facilities shared by broader research communities; indeed, the discussions occasionally considered adjacent areas such as the performing arts. The discussion was wide-ranging, including, but not limited to: the challenges involving undergraduate, graduate and international students; labs and core instrumentation; access to physical collections (libraries, museums, herbaria, etc.) and digital materials; patterns of impact on various disciplines and mitigation strategies; and institutional approaches to improving research resilience. We sensed a growing understanding and sensitivity to the human toll the pandemic has taken on the research community. There were several consistent themes throughout the Roundtable series, but shifts in assumptions, planning, and preparation have been evident as vaccination rates have increased and as organizations have grown somewhat more confident in their ability to sustain largely in-person operations by fall 2021. Still, uncertainties abound and considerable notes of tentativeness remain, and indeed, events subsequent to the Roundtable, such as the large-scale spread of the Delta variant of COVID-19 in the US, have eroded much of the confidence we heard in June 2021, though probably more around instructional strategies than the continuity of the research enterprise. The events of the past 18 months, combined with a growing series of climate change-driven disruptions, have infused a certain level of humility into institutional planning, and they continue to underscore the importance of approaches that emphasize resilience and flexibility.
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Iffat, Idris. Use of Online Space in Pakistan Targeting Women, Religious Minorities, Activists and Voices of Dissent. Institute of Development Studies, marzo de 2022. http://dx.doi.org/10.19088/k4d.2022.071.

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There is ample evidence that online hate speech in Pakistan is directed against women, religious minorities, journalists, voices of dissent and activists. The targeting of many of these groups is an expansion online of the traditional hostility and abuse they face offline. However, the internet has made such abuse easier and online hate speech is growing as internet use rises in the country. Those responsible vary somewhat: women and religious minorities are typically targeted by religio-political parties and their followers, while journalists and activists are often targeted by government/the military. In all cases, online hate speech can have a serious offline impact, including physical violence, and restrictions on people’s freedom/ability to work/post online. This review, looking at online hate speech in Pakistan in relation to particular groups, draws largely on reports by think-tanks/NGOs as well as media articles and blogs. Relatively little academic literature was found on the subject, but grey literature was quite extensive, especially on certain religious minorities (Ahmadis) and women.
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