Gotowe bibliografie tematyczne / Academia

Gotowa bibliografia na temat „Academia”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Academia"

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Melville, Angela, i Amy Barrow. "Persistence Despite Change: The Academic Gender Gap in Australian Law Schools". Law & Social Inquiry 47, nr 2 (9.12.2021): 607–34. http://dx.doi.org/10.1017/lsi.2021.52.

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Prior research has shown that while women have entered the legal profession in increasing numbers, the profession continues to privilege the norms, beliefs, and cultural practices of men. However, one aspect of the legal profession that has largely been overlooked, especially in Australia, is legal academia. This oversight is significant as legal academia provides the gateway into the legal profession. Women now make up approximately half of universities’ academic staff, are increasingly completing doctorate qualifications, and are moving into senior positions within academia. On the surface, these changes may suggest that women are now fully integrated into academia and that the academic gender gap has now resolved. We argue, however, that numerical inclusion does not necessarily challenge the male normative structures that underlie legal academia. This article draws on analysis of the biographies of seven hundred legal academics in Australian law schools and investigates differences between male and female legal academics in terms of level of appointment, academic qualifications and professional experience, research productivity, research interests, and mobility. It shows that while the gender gap has closed in some areas, the feminization of legal academia is a myth and female academics continue to face gendered barriers.
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Cannizzo, Fabian. "‘You’ve got to love what you do’: Academic labour in a culture of authenticity". Sociological Review 66, nr 1 (1.02.2017): 91–106. http://dx.doi.org/10.1177/0038026116681439.

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Past research on values change in academia has largely focused on changes perceived to emerge from managerial organisational cultures. What has received less attention is the degree to which broader cultural phenomena have contributed to these processes of change. Using data from a study of academics from across the Australian university sector, this article explores how academia’s presence within a culture of authenticity influences values change among academic labourers. Managerial values are contrasted against an idealised past – the Golden Age of academia – enabling the potential for both critique and compliance with those values. Discourses of ‘passionate’ labour, self-authenticity and personal freedom are hence central to academic governance. Moving beyond the dichotomy of managerial/academic values, the data presented here suggest that the motivations of academic labourers are influenced by the ideal of an authentic self that may be realised through engaging a range of values and professional norms. Beyond narratives of ‘compliance’ and ‘resistance’ to organisational change, studies of values change and motivation in academia need to further contextualise values formation. Situating the motivations of academic labourers through a culture of authenticity offers insight into the cultural structures that influence how values are normalised amid higher education reforms.
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Whelan, Andrew. "Academic critique of neoliberal academia". Sites: a journal of social anthropology and cultural studies 12, nr 1 (15.12.2015): 130. http://dx.doi.org/10.11157/sites-vol12iss1id258.

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Benda, Libor. "Akademie, politika a akademie jako politika: Ke kritice „rozšířeného“ pojetí akademické svobody". Acta FF 12, nr 2 (2020): 19–43. http://dx.doi.org/10.24132/actaff.2020.12.2.2.

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There has been a significant growth of interest in the topic of academic freedom in recent years, predominantly with regard to the emergence of several new and unprecedented phenomena within the academic environment that allegedly threaten or directly undermine academic freedom both on the individual and institutional levels. One of the responses to these observations is the attempt to redefine academic freedom in political terms, since the traditional concept of academic freedom, grounded in the purely epistemological notions of rationality, objectivity, and truth, is becoming regarded as incapable of facing the challenges and overcoming the obstacles encountered by academia in the present circumstances. It has been argued that instead of being limited only to epistemic responsibilities of academics, academic freedom should be “extended” to include the political responsibility of academics as well and should therefore provide the academics first and foremost with an appropriate set of political rights to fulfil their political role. This paper critically examines both the theoretical background behind this political shift in thinking about academic freedom as well as its prospective consequences for the academic profession and academia as a whole. While there are sound theoretical reasons that favour the “extended” version against the traditional concept of academic freedom, I argue that the associated political extension of academic responsibilities blurs the line between academic and political affairs and puts academia in danger of becoming an openly political – rather than authentically academic – institution. The paper is concluded by a tentative suggestion of an alternative account of academic freedom: one that takes seriously the theoretical weaknesses of the traditional version but maintains at the same time a clear and sharp distinction between academic and political matters.
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Ellis, Bronwyn, Janet Sawyer, Maureen Dollard i Dianne Boxall. "Working As Rural Academics". Australian and International Journal of Rural Education 12, nr 1 (1.03.2002): 43–50. http://dx.doi.org/10.47381/aijre.v12i1.482.

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The work of academics in rural or regional campuses is distinguished in various ways from that of their metropolitan colleagues. From this difference can come inside some benefit to their institution, their discipline and academia in general. The networks formed by such academics can also play a part in regional development initiatives. While academics have often studied various rural and regional occupational groups, they have much less frequently focus upon themselves as rural workers in academia. The study conducted by a team of academics from regional campuses of two metropolitan based universities, located in two different states, aims to contribute to building knowledge about working as a rural academic. Based on interviews and a survey of academics, this study explores the ways in which rule or regional academics perceive their working life, and compares these perceptions with metropolitan academics perceptions of the academic work of their distant colleagues. In a climate in which concerns about professionals leaving regional areas are common, this paper focuses on views of ‘rural academia’ as a potential long term career.
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Strasburger, Victor C. "How Academia Is Failing Academic Faculty". Clinical Pediatrics 54, nr 11 (27.11.2014): 1029–30. http://dx.doi.org/10.1177/0009922814561355.

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KERCKHOFF, A. C. "Variance in Academia: The Academic Profession." Science 239, nr 4842 (19.02.1988): 922–23. http://dx.doi.org/10.1126/science.239.4842.922.

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Tavares, Orlanda, Sónia Cardoso, Teresa Carvalho, Sofia Branco Sousa i Rui Santiago. "Academic inbreeding in the Portuguese academia". Higher Education 69, nr 6 (15.10.2014): 991–1006. http://dx.doi.org/10.1007/s10734-014-9818-x.

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Coşkan, Canan, Yasemin Gülsüm Acar i Aydın Bayad. "Revealing the manifestations of neoliberalism in academia: Academic collective action in Turkey". Journal of Social and Political Psychology 9, nr 2 (7.09.2021): 401–18. http://dx.doi.org/10.5964/jspp.7077.

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Academic Collective Action (ACA) stands as a small-scale collective action for social change toward liberation, independence and equity in academia. Academic collectives in Turkey, as an example of ACA, prefigure building academia outside the university by emphasizing the extent to which neoliberal academia has already prepared the groundwork for more recent waves of oppression. In this research, we aim to reveal the manifestations of neoliberalism in ACA as captured with prominent social/political psychological concepts of collective action. We conducted semi-structured interviews with 21 dismissed academics to understand the social and political psychological processes in academic collectives. The narrations of ACA were accompanied by manifestations of neoliberalism as experienced by dismissed academics. We found that, as follows from the existing conceptual tools of collective action, neoliberalism serves as an embedded contextual factor in the process of ACA. This becomes mostly visible for grievances but also for collective identifications, politicization, motivations, finding/allocating resources and sustaining academic collectives. We provide a preliminary basis to understand the role of neoliberalism in organization, mobilization and empowerment dynamics of collective action.
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Stefanova, Vasilena, i Ioana Latu. "Navigating the leaky pipeline: Do stereotypes about parents predict career outcomes in academia?" PLOS ONE 17, nr 10 (5.10.2022): e0275670. http://dx.doi.org/10.1371/journal.pone.0275670.

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The motherhood penalty seemingly reflects a preference to hire female professionals who are not parents compared to mothers, however, little is known about whether this effect is attributable to parent stereotypes per se. Study 1 assessed the content of the parent-academia stereotypes of 180 individuals working in Education and revealed stronger stereotypical associations of fathers with academia than mothers. Study 2 investigated what parent-academia stereotypes predict in terms of endorsements for hiring men versus women in a mock hiring task set in an academic context. Academics (N = 112) evaluated mock job candidates for an Assistant Professor post while the gender, parental status and leave status of the candidates were manipulated. The findings showed that parents were significantly less likely to be endorsed to be hired than non-parents, regardless of gender. Parent-academia stereotypes led to biased hiring recommendations, such that a greater endorsement of parent-academia stereotypes predicted a reduced likelihood to endorse hiring parents compared to non-parents. Implications for reducing parent stereotypes in academic contexts are discussed.
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Rozprawy doktorskie na temat "Academia"

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Santos, Adalto Barros dos. "Academia judicial". reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/175833.

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Dissertação (mestrado profissional) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico. Programa de Pós-Graduação em Administração Universitária, Florianópolis, 2016
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Este trabalho científico teve como objetivo analisar quais são os elementos organizacionais que devem fazer parte do modelo de estrutura organizacional da Academia Judicial - AJ, para que responda mais resolutivamente às demandas da formação do quadro de pessoal do Tribunal de Justiça de Santa Catarina. Este estudo caracteriza-se, quanto à finalidade, como descritivo, de natureza aplicada, com foco de abordagem qualitativa e com resultados de natureza aplicada, pelo uso de meio documental e bibliográfico e de investigação do tipo estudo de caso. A pesquisa foi realizada adotando a estratégia de seleção da amostra segundo o entendimento dos 5 (cinco) componentes da organização de Mintzberg, desse modo, o total de sujeitos da foi de 55 (cinquenta e cinco) servidores efetivos e 1 (um) cargo comissionado, sendo a amostra constituída de Servidores, Chefes de Seção e Secretarias, Assessores, Chefes de Divisão, Diretores (Executivo e de Assuntos Acadêmicos e Pedagógicos) e Secretário-Executivo, que ocuparam estes cargos de direção nos últimos 8 (oito) anos, ou seja, logo após o credenciamento da Academia Judicial junto ao Conselho Estadual de Educação de Santa Catarina, momento em que sua condição institucional passou a ser híbrida, como escola judicial de governo e instituição de ensino superior. Para a coleta dos dados foram utilizados questionário e entrevistas; sendo definidas como categorias de análise: organização, estrutura organizacional, modelo de gestão, stakeholders e elementos organizacionais. As informações coletadas foram tratadas por intermédio da técnica de análise de conteúdo. Os resultados da pesquisa levam à conclusão de que a configuração organizacional adotada pela AJ não se coaduna com as suas características de escola de governo e de instituição de ensino superior, pois permanece com traços organizacionais do passado e sem um modelo de gestão, devido à forte influência exercida pela sua mantenedora, que é ?quem e o que realmente importa?, fatores esses que interferem na realização do seu negócio com resolutividade. Diante disso, foram feitas três propostas: adoção da adhocracia complementada com características da estrutura de hipertexto; o mapeamento de processos de trabalho e a ampliação do mandato dos dirigentes da Academia Judicial, além de um conjunto de recomendações, no qual os elementos organizacionais receberam uma nova configuração que pode ajudar a AJ a responder mais resolutivamente suas demandas de formação e aperfeiçoamento.

Abstract : This scientific work had as objective to analyze which are the organizational elements that should be part of the organizational structure model of the Judicial Academy - AJ, so that it responds more resolutely to the demands of the formation of the staff of the Court of Justice of Santa Catarina. This study is characterized, as far as the purpose, as descriptive, of an applied nature, focusing on a qualitative approach and with results of an applied nature, through the use of documental and bibliographic means and research of the type of case study. The research was carried out adopting the strategy of selection of the sample according to the understanding of the 5 (five) components of the Mintzberg organization, thus, the total number of subjects was 55 (fifty five) effective servers and 1 (one) , The sample consisting of Servers, Section Chiefs and Secretaries, Advisors, Division Heads, Executive and Academic and Pedagogical Affairs Directors and Executive Secretary, who have held these management positions for the last eight (8) years, or Either after the accreditation of the Judicial Academy to the State Council of Education of Santa Catarina, at which time its institutional condition became hybrid, as a judicial school of government and a higher education institution. To collect the data, a questionnaire and interviews were used; Being defined as categories of analysis: organization, organizational structure, management model, stakeholders and organizational elements. The collected information was treated through the technique of content analysis. The results of the research lead to the conclusion that the organizational configuration adopted by AJ is not in line with its characteristics as a school of government and a higher education institution, because it remains with organizational traits of the past and without a management model due to the strong Influence exerted by its maintainer, who is "who and what really matters," factors that interfere in the performance of your business with resolves. In view of this, three proposals were made: adoption of the adhocracy complemented with characteristics of the hypertext structure; The mapping of work processes and the extension of the mandate of the Judicial Academy's leaders, as well as a set of recommendations in which the organizational elements have received a new configuration that can help AJ to respond more resolutely to their training and improvement demands.
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Berrocal, Vásquez Carlos Alberto, Fernández Kelit García, Blas Vda de Ledesma Elizabeth Sermeño, Velásquez Maribel Yanet Sifuentes i Sifuentes Lizbeth Estefany Vidal. "Academia preuniversitaria One". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/654863.

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La problemática que se detectó para la realización del presente proyecto de trabajo fue que en nuestro país la preparación preuniversitaria para el ingreso a las universidades públicas tiene un alto costo de manera presencial, no hay una preparación de acuerdo con el nivel académico de cada alumno y muchas veces no se adaptan al horario de los usuarios, para el cual presentamos esta solución basado en una academia online. Esta propuesta de negocio dispondrá de dos paquetes, en donde los alumnos podrán escoger el paquete de acuerdo con el nivel académico en la que se encuentre, la modalidad virtual será llevada a cabo por medio de la plataforma MOODLE, en el cual los alumnos podrán conectarse en los horarios matriculados o revisar las clases grabadas en caso de no conectarse en el horario matriculado. Para iniciar las operaciones la empresa necesitará de una inversión en activos tangibles e intangibles de S/ 174,483 y necesitaría financiarse de manera externa con S/ 40,856 y recuperará la inversión en tres años y medio. Este proyecto reporta para los inversionistas una rentabilidad que se sustenta en base al resultado del TIR esperado de 55.84% y un VAN de S/ 172,013. Lo cual representa un proyecto atractivo para cualquier inversionista. Así mismo, esta propuesta de negocio encaja con las necesidades de los estudiantes del mercado objetivo.
The problem that was detected in carrying out this work project was that in our country, pre-university preparation for admission to public universities has a high face-to-face cost, there is no preparation according to the academic level of each student and many times it is not adapted to the users' schedule, so we present this solution based on an online academy. This business proposal will have two packages, where students can choose the package according to the academic level in which they are, the virtual modality will be carried out through the MOODLE platform, in which students can connect at the registered hours or review recorded classes. in case of not connecting in the registered schedule. To start operations, the company will need an investment in tangible and intangible assets of S / 174,483 and must be financed externally with S / 40,856 and will recover the investment in three and a half years. This project reports to investors a profitability that is based on the expected TIR result of 55.84% and VPN of S / 172,013. Which represents an attractive project for any investor. Also, this business proposal is adjusted to the needs of students in the target market.
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Acosta, Corrales Nieves Mauricio Jesus, Flores Diego Andres Everett, Fiorentini Luis Diego Goicochea, Mago Mauricio Nagaro i Milligan Niccolo Noriega. "Proyecto Academia Gamer". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652261.

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El siguiente proyecto consiste en implementar un negocio que sea rentable, exitoso y pueda sacar beneficios a cada uno de los integrantes o dueños de la compañía. Academia Gamer, es un negocio que brinda todas las herramientas para aprender las principales mecánicas de juego de los más famosos videojuegos de la actualidad. Va dirigido a todas las personas, niños y adultos, de 18 a 35 años de edad que disfruten de jugar juegos de computadora, además de tener un asesoramiento personalizado en grupos de hasta cinco personas. En la actualidad el sector de videojuegos, fue incrementado su participación en cada uno de los países, sobretodo en Perú, que gracias a la pandemia, miles de personas accedieron a jugar en diferentes plataformas, los diversos videojuegos que existen. Por ello, se vió una oportunidad de negocio, fácil y accesible para fomentar en las personas de un mejoramiento en sus habilidades con los juegos.
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Boluarte, Oneto Estefanía Denise, Castillo Jazmín Lizbet Hinostroza, Indica Antonella Lozano, Guzmán Carlos Manuel Mayor i Saldarriaga Carlos Enrique Rodríguez. "Academia virtual twenty". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656927.

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El presente documento busca demostrar la viabilidad de un nuevo servicio, el cual se tiene intención de introducir al mercado nacional. Tanto la compañía como el servicio comparten el nombre de Twenty, el cual se basa en una academia virtual de nivel de educación superior para apoyar a los estudiantes con respecto a ciertas materias o temas que son considerados como dificultosos de aprender en la universidad. Este concepto de negocio fue planteado y validado mediante profundas investigaciones y una serie de experimentos para tener como resultado un servicio que satisfaga las necesidades de nuestro público: una academia virtual de apoyo a los universitarios. Posterior a dichas investigaciones, se pudo concluir que nuestro público objetivo se componía de estudiantes universitarios, de 18 a 24 años, que deseen reforzar sus conocimientos en los cursos que no han conseguido entender completamente. La falta de tiempo, preparación o entendimiento de los cursos fue identificada como la causa principal. ​En conclusión, luego de haber realizado el lanzamiento de nuestro producto en el mercado, se obtuvieron diferentes críticas constructivas con respecto al servicio que se ofrece, con los cuales pudimos realizar mejoras continuas a Twenty. Gracias a ello, se logrará alcanzar el propósito de la organización: Crear una alternativa donde los estudiantes no solo puedan tomar clases, sino también puedan comprender mejor las más difíciles y utilizar los conocimientos adquiridos en su futuro profesional.
The current document contains and proves the viability of a new service, which intends to be introduced in the national market. Both the company and the brand are called Twenty, which is based on a virtual academy for university level students to post-graduation students about difficult courses or subjects in college. The business concept was raised and validated through deep research and a series of experiments that resulted in a service which satisfies the needs of our target: a virtual academy which support university students from between 18 to 24 years old who wish to reinforce their knowledge of the courses that they haven’t managed to understand completely in their respective courses. The lack of time, preparation and understanding of the courses were identified as the main cause. In conclusion, after launching the product in the market, we received some constructive criticism, and we have improved Twenty greatly. Thanks to that, we’ve achieved the primary purpose of the organization: Create an alternative option where students can not only take classes but to better understand the most difficult ones and use the knowledge they gain in their professional futures.
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Díaz, Tantaleán Adriana Cecilia, Medalla Andrea Celeste Huamán, Jácome Cristian Emanol Macedo, Palomino Ana Lucia Manayay i Cuadros Lorena Thalya Oria. "Academia Virtual EducaT". Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656935.

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A causa del COVID-19, el sector educativo del Perú se vio forzado a reemplazar las clases presenciales por las virtuales. Esta nueva modalidad de estudio ha generado dificultades en el aprendizaje y comprensión de temas para los estudiantes. Es así que muchos de ellos consideran que las clases en modalidad virtual son una forma de autoaprendizaje y la principal causa de su bajo rendimiento académico. Ante la identificación de dichos problemas, el presente trabajo de investigación desarrolló el plan de negocio “EducaT”, el cual consiste en una academia virtual que brinda el servicio de clases de reforzamiento a alumnos pregrado de la carrera de Administración y afines. Esto con la finalidad de solucionar el déficit en el rendimiento académico que dichos alumnos de pregrado presentan a causa de las dificultades y problemas de aprendizajes que ha generado la pandemia. En el desarrollo del proyecto se realizó la validación técnica tras haber entrevistado a alumnos y profesores. Asimismo, se obtuvo la validación de los usuarios luego de obtener como resultados que el diseño, funcionalidad y videos testimoniales favorecen el entendimiento y manejo de la plataforma. Adicionalmente, luego de cuatro experimentos en redes sociales en donde se emplearon anuncios falsos para comunicar los beneficios de suscripción a la plataforma, ofrecer asesorías y clases de reforzamiento de cursos numéricos e inglés se logró validar el interés de compra. Finalmente, se validó la viabilidad del proyecto considerando indicadores de rentabilidad, con la ayuda de cuatro experimentos que se realizaron con la finalidad de conocer el interés de compra por parte del público objetivo de EducaT.
Due to the COVID-19, Peru's education sector was forced to replace face-to-face classes with virtual ones. This new form of study has created difficulties in learning and understanding topics for students. Thus, many of them consider virtual classes to be a form of self-learning and the main cause of their poor academic performance. Faced with the identification of these problems, the present research work developed the "EducaT" business plan, which consists of a virtual academy that provides the service of reinforcement classes to undergraduate students of the Administration career and the like. This in order to solve the deficit in academic performance that these undergraduate students present due to the difficulties and learning problems that the pandemic has generated. During the development of the project, the technical validation was carried out after having interviewed students and teachers. Likewise, the validation of the users was obtained after obtaining as results that the design, functionality and testimonial videos favor the understanding and management of the platform. Additionally, after four experiments on social networks where false advertisements were used to communicate the benefits of subscribing to the platform, offering advice and reinforcement classes for numerical and English courses, the purchase interest was validated. Finally, the viability of the project was validated considering profitability indicators, with the help of four experiments that were carried out in order to know the purchase interest of EducaT's target audience.
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González, Busch Felipe Andre. "Academia tecnológica musical". Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/143194.

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TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ADMINISTRACIÓN
La industria musical chilena se encuentra en franco declive. Luego de la abrupta caída de las ventas, producto de la piratería digital, no se ha logrado establecer una nueva forma de comercialización adecuada para la industria, llevando a los profesionales de ésta, a un claro deterioro de sus ingresos. Esto contrasta radicalmente con el alza sostenida en la cantidad demandada de clases particulares, que en muchas Comunas del país se ha experimentado, tanto en el área Artístico/Musical, como en el área Audio/Visual. Esta imperfección en el mercado, abre una brecha, la cual, genera una oportunidad de negocio al cruzar las necesidades de Capacitación y Entretención, con la disponibilidad de talento humano altamente capacitado en el área. Una Academia de Música, permite satisfacer estas necesidades, al aprovechar el insipiente interés que las nuevas tecnologías aplicadas al rubro generan. El número de participantes en la industria de Educación Extraescolar en chile es de 849 competidores, con ventas anuales de UF 2.336.381 para el año 2014, según fuentes de impuestos internos, de las cuales 99 corresponden a Academias o Escuelas de Música. Por su parte, el número de participantes en la industria de Educación a distancia en Chile es de 672 competidores, con ventas anuales de 1.736.427 UF según fuentes de Impuestos Internos. La estructura de mercado es del tipo “Competencia Monopolística”, es decir, existen muchos compradores y vendedores, pero estos últimos tienen la capacidad limitada de diferenciarse y cobrar precios diferenciados. Además, se puede deducir que la demanda por servicios tiene un comportamiento elástico, siendo sensible a los cambios de precios por parte de los ofertantes y, además, existen bajas barreras de entrada y salida del mercado.
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Manfio, João Nicodemos Martins. "Academia dos corpos". Florianópolis, SC, 2007. http://repositorio.ufsc.br/xmlui/handle/123456789/90077.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Sociologia Política
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Este trabalho discorre sobre o corpo como fenômeno social em contexto de individualização e é referenciado nos conceitos de corpo (LE BRETON, 2006), sociabilidade e sociação (SIMMEL, 2006) e individualização (BAUMAN, 2001). O corpo constitui-se como uma condição para se participar de relações sociais e como forma de integração de indivíduos em grupos sociais. Passa a ser o limite entre o aceitável e o desaconselhável, algumas vezes determina ou institui papéis sociais e sugere formas de atração entre indivíduos e intensidade e conteúdos de interação. O corpo é a forma muitas vezes inevitável de se conquistar reconhecimento por sua apresentação estética. Por meio de avaliação do corpo se potencializam ou se geram obstáculos para ir a determinados lugares ou como participar de certos grupos sociais. A pesquisa foi realizada em academia da cidade de Balneário Camboriú/SC e seu argumento central destaca-se pela construção social do corpo para fins de relações sociais como um construto social. Constatou-se que papéis sociais, reconhecimento, formação do mundo social como campo de lutas e de atração são orientadores de como o corpo deve ser apresentado. This work discourses on the body as social phenomenon in individualization context and is referred in the concepts of body (LE BRETON, 2006), sociability and sociation (SIMMEL, 2006) and individualization (BAUMAN, 2001). The body politic constitutes itself as a condition to participate in social relations and as form of integration of people in social groups. It starts to be the limit between the acceptable and the inadvisable, some times determines or institutes social positions and suggests forms of attraction between people and intensity and contents of interaction. The body is the form many times inevitable of conquering recognition for its aesthetic presentation. By means of evaluation of the body they get power or generate obstacles to go certain places or how to participate of certain social groups. The research was carried out in an academy of the city of Balneário Camboriú/SC and its main argument is distinguished for the social construction of the body for aim to do social relations as one social construct. Was evidenced that social positions, recognition, formation of the social world as field of fights and attraction are orienting of how the body must be presented.
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Mariante, Neto Flávio Py. "Da academia de boxe ao boxe da academia : um estudo etnográfico". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/48994.

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Esse trabalho tem o objetivo de compreender aspectos simbólicos do boxe inserido em academias de fitness. A idéia surgiu da minha vivência, como professor e praticante, e também da análise de trabalhos que se preocuparam em entender esse esporte. A partir desses elementos, identifiquei uma prática com características marcantes, como: uma luta oriunda do gueto, símbolo de resistência de um núcleo social desfavorecido, e um meio predominantemente masculino. Esse boxe é diferente do que tive contado durante os anos que freqüentei uma academia de Porto Alegre. Ali, encontrava-se um grupo mais heterogêneo com alunos experientes e avançados dividindo o mesmo espaço, homens e mulheres ocupando os mesmos horários de treinamento e praticantes que vêem o esporte como atividade física, luta, defesa pessoal, entre outros. Para entender essas diferenças, recorri à Sociologia do Esporte representada por autores que entendem o esporte como uma manifestação heterogênea. Como metodologia, utilizei a etnografia, pela preocupação em investigar as questões simbólicas de um universo cultural específico. Para tanto, empreguei duas ferramentas: a observação participante e as entrevistas semi-estruturadas. A apresentação dos dados inicia pela descrição do local, que se caracteriza por ser uma academia de musculação em que diversas questões simbólicas se manifestam no comportamento dos alunos e estão relacionadas com a distribuição e utilização dos equipamentos. Ao descrever a sala em que acontecem as modalidades, apresento a distribuição espacial e as rotinas relacionadas às dinâmicas de funcionamento e à organização dos treinamentos de luta. Ao perceber que as aulas de boxe são realizadas, algumas vezes, em duplas, direciono meu olhar para a temática do gênero, que dará sustentação para a primeira categoria do trabalho. Ao perguntar: como elas fazem? O que eles esperam? Percebi que é esperado um comportamento relacionado ao fazer boxe para o emagrecimento e condicionamento, e que as questões de luta são mal vistas para elas. Esse discurso se distancia das representações relatadas pelas mulheres que, apesar de se preocuparem com a estética corporal, também têm interesses em lutar. O surgimento de características das academias de ginástica conduz a pergunta título do próximo capítulo: aula de fitness ou treino de boxe? A partir disso, discorro sobre características do fitness e do boxe tradicional e concluo, também relacionando meus dados com a heterogeneidade do esporte, que a academia pesquisada é um meio híbrido, que apresenta elementos das duas práticas e especificidades do local. O último capítulo diz respeito às minhas modificações enquanto docente e é intitulado: do prático ao empírico: reflexões etnográficas de um professor de boxe. Assim, ao perceber a diversidade de apropriações do boxe, alterei minha maneira de atuar diversificando as atividades no intuito de direcioná-las aos objetivos dos freqüentadores. Após essa trajetória, concluo que o boxe ainda é permeado por representações de violência e brutalidade. Por isso, considero importante que outros estudos no campo sociocultural se debrucem sobre essa temática.
The aim of the present study is to develop understanding of the symbolic aspects of boxing as practiced in fitness studios. This idea came from my experience both as a boxing instructor and practitioner, and also from the analysis of studies which aim for a better understanding of this sport. Based on these elements, I identified a practice with specific features such as that it is a ghetto-originated fight-form, a symbol of resistance by the socially underprivileged, and a predominantly male response. This kind of boxing is quite different from the one I experienced during the time I practiced in a fitness studio in Porto Alegre, where the group was much more heterogeneous. There, experienced fighters shared the training room with beginners; men and women practiced together, and those taking part saw it, for example, as a way to get some exercise and to learn personal defense. To understand these differences, I consulted authors in sport sociology, who see it as an activity satisfying different needs. In terms of methodology, I used ethnography which seeks to explore questions of symbolism within a specific cultural framework. For this purpose, I used two different approaches: participative observation and semi-structured interviews. Data presentation begins with a description of the locality, which is usually a weight-lifting studio in which a number of symbolic issues arise that are related to student behavior and the distribution and use of the equipment. When describing the space where things happen, I show the spatial layout and the routines related to the functioning and organization of fight training. Observing that those attending boxing lessons sometimes work in pairs, I turn to the gender debate, which gives material for the study’s first section. On enquiring: Why do women box? What do they hope to gain? It is thought by most people that women look at boxing primarily as a way of losing weight and improving physical condition, and that they look down on boxing as a fight form. This view is different from that expressed by women themselves who, besides their interest in the aesthetics of physique, are also interested in fighting. The growth of characteristics in weight-lifting academies leads to the issue discussed in the next chapter: fitness lesson, or fight training? Starting from this point, I discuss aspects of fitness training and traditional boxing, and take into account my data on the heterogeneity of the sport, arriving at the conclusion that the research gym is a hybrid environment, showing elements of both practices and environmental specificities. The last chapter relates to my transformation as a boxing instructor and is entitled: From the practical to the empirical; ethnographic reflections of a boxing instructor. Thus, having seen the various ways for which boxing is used, I change my approach, extending activities to be directed towards the practitioners’ expectations. After this study, I get to the conclusion that boxing is still permeated by ideas of brutality and violence. For this reason, I conclude that it is important for studies in the social and cultural fields to embrace the subject.
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Boehm, Jan. "Entrepreneurial orientation in academia". Wiesbaden Gabler, 2007. http://d-nb.info/985772301/04.

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Boehm, Jan. "Entrepreneurial orientation in Academia /". Wiesbaden : Gabler, 2008. http://www.gbv.de/dms/zbw/546013406.pdf.

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Książki na temat "Academia"

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Gustaviana, Academia. Constitutiones Academiae Dorpatensis (Academia Gustaviana) =: Tartu Akadeemia (Academia Gustaviana) põhikiri. Tartu: Tartu Ülikooli Kirjastus, 1997.

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Vostal, Filip. Accelerating Academia. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137473608.

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G, Ehrenberg Ronald, red. Governing academia. Ithaca: Cornell University Press, 2004.

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Dey, Sayan. Green Academia. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003301950.

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Academia Europa. Zaragoza [Spain]: Prames, 2003.

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Hernes, Gudmund. Vivat academia. Oslo: Universitetsforlaget, 1988.

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Miroslav, Plešák, Kundera Ludvík 1891-1971, Ruszelák Josef i Janáčkova akademie múzických umění v Brně., red. Vivat academia. [Brno]: Janáčkova akademie múzických umění v Brně, 1997.

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Leante, Luis. Academia Europa. Madrid: Santillana, 2008.

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Brown, Jeffrey. Academia Jedi. Brazil: Editora Aleph, 2015.

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Michael, Wilding. Academia nuts. Glebe, NSW: Wild & Woolley, 2002.

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Części książek na temat "Academia"

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Mittemeijer, Eric J. "Academia, Academics and Academic Careers". W How Science Runs, 81–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90095-3_7.

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Casey, Ciarán Michael. "Academia". W Policy Failures and the Irish Economic Crisis, 101–31. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90182-4_5.

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Bunn, Michael, i Zack Campbell. "Academia". W Winning the Institutional Investing Race, 53–55. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0832-8_9.

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Adams, Charles N., Dani Snyder-Young i Alessandro Tolomelli. "Academia". W The Routledge Companion to Theatre of the Oppressed, 360–69. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315265704-40.

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Enoch, Clinton, Christoph Krause, Rebeca Garcia Murias i Jane Porath. "Academia+". W Vocational Guidance in Europe, 3–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06592-7_1.

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Naughton, Michael. "Academia". W Rethinking Miscarriages of Justice, 119–33. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230598966_7.

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Fleming, Bruce. "Academia". W The End of the Modernist Era in Arts and Academia, 24–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003217688-5.

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Bruning, Jens. "Academia Norica und Academia Julia." W Akademie und Universität Altdorf, 97–120. Köln: Böhlau Verlag, 2011. http://dx.doi.org/10.7788/boehlau.9783412214609.97.

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Lorange, Peter. "Experiences from Academia and Academic Administration". W Learning and Teaching Business, 11–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14564-3_2.

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Pandya, Jayshree. "Global Academia". W Topics in Safety, Risk, Reliability and Quality, 319–26. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-1260-7_34.

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Streszczenia konferencji na temat "Academia"

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Shannon, Robert. "Wyant: from academia to industry to academia". W Tribute to James C. Wyant: The Extraordinaire in Optical Metrology and Optics Education, redaktorzy Virendra N. Mahajan i Daewook Kim. SPIE, 2021. http://dx.doi.org/10.1117/12.2569924.

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Li, Zhuang, i Haiyan Han. "Comparative analysis of scientometric-based interface design research". W Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002908.

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In order to analyze the current situation and cutting-edge trends of interface design research in Chinese and international academia, as well as the respective research characteristics and paradigm differences between Chinese and foreign academia. VOSviewer and CiteSpace metrological visualization software were integrated to visualize and analyze the literature related to interface design research included in CNKI and Web of Science databases in terms of keyword co-occurrence, keyword clustering , keyword highlighting and highly cited literature by drawing knowledge maps. The results of the study show that the Chinese academic research on interface design focuses on the topics of graphical user interface, human-computer interaction, user experience, and usability, while the international academic research focuses on usability evaluation, intelligent user interface, adaptive user interface and augmented reality, etc. In terms of future research trends, the Chinese academic community focuses on user experience, eye tracking, visual design and other directions, while the international academic community starts to explore the direction of natural interaction from physical interaction, focusing on user experience, gesture recognition, natural user interface and other directions. In terms of research paradigms, the differences between Chinese and international academics are more significant, Chinese academics focus on qualitative research, while international academics focus on quantitative empirical research.
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Poss, Raphael, Sebastian Altmeyer, Mark Thompson i Rob Jelier. "Academia 2.0". W the 1st ACM SIGPLAN Workshop. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2618137.2618139.

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Bernhard, Irene, i Anna Karin Olsson. "Industrial PhD Education – Exploring Doctoral Students Acting in the Intersection of Academia and Work-Life". W InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4961.

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Aim/Purpose: The aim is to explore the benefits and challenges of industrial PhD education through the perspectives of industrial PhD students who are acting in the intersection of academia and work-life by applying a work-integrated learning (WIL) approach to highlight issues that academy and industry need to consider. Background: Industrial PhD education is a vital part of collaboration between academia and society although still an under-researched field. This paper reveals the perspectives of the industrial PhD students who are at the same time involved in both academia and industry, with the same academic demands as traditionally enrolled academic PhD students combined with demands and expectations from their industrial employers. Methodology: Qualitative methods were applied and 19 semi-structured interviews with industrial PhD students were conducted. The empirical context is a Swedish university profiling work-integrated learning offering PhD programs for industrial PhD students from both the private and public sectors. Contribution: This explorative study contributes to advance the current knowledge of third cycle education to deepen the insights into benefits and challenges in industrial PhD education through the perspectives of industrial PhD students acting in the intersection of academia and work-life. By applying a WIL approach on third-cycle education, issues that academy and industry need to consider for successful collaboration within doctoral education are identified. Findings: Findings indicate that industrial PhD students acting in the intersection of academia and work-life are developing practical and transferable skills requested by employers outside academia, hence increasing societal impact. Findings show that industrial PhD education generates several WIL benefits. Novel challenges identified include unclear financial agreements, conflicts of interest, administrative bureaucracy, work promotion opportunities, and lack of be-longing and identity, hence not exploiting the full potential of WIL. This has been further intensified during the COVID-19 pandemic with restricted travel and dependence solely on virtual connections. Recommendations for Practitioners: It is vital to recognize that challenges do exist and need to be considered to strengthen industrial PhD education as well as collaboration between academia and society. Increased communication and continuous interactions between academia and industry during the entire industrial PhD education are needed. Recommendations for Researchers: Future studies of WIL in industrial PhD education are encouraged. Impact of society This study contributes insights into PhD education transforming along with societal needs based on successful university-society collaboration. Future Research: Further research is encouraged to deepen and broaden the industry perspective of industrial PhD education.
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Sarnecky, William G. "A Slippery Slope of Authorship and Attribution: The Atelier Model and the Design/Build Conundrum". W 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.10.

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Focusing on the atelier model and design/build pedagogy, this paper explores the question of authorship and attribution in academia. While the legalities of copyright and authorship in architectural practice have been addressed legislatively and through adjudication, there is no analog to this clarification for academics. Defining authorship of creative work in academia often remains a murky question, particularly when students and instructors work together. This uncertainty poses a particular problem for academicsin pursuit of tenure where academic andcreative authorship remain the primary form of currency. Case studies of three design/build projects at different scales will shed light on the complicated relationship between teacher, student and the creative work emerging from the atelier model.
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Dermentzi, Eleni, Savvas Papagiannidis, Carlos Osorio i Natalia Yannopoulou. "Academics’ Intention to Adopt SNS for Engagement Within Academia". W 12th International Conference on Web Information Systems and Technologies. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005733102190228.

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Ractham, Peter, i Xuesong Zhang. "Podcasting in academia". W the 2006 ACM SIGMIS CPR conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125170.1125241.

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Kishore, Rajiv, Leslie Feidt, Ann Fruhling, T. Ravichandran i Lawrence J. Zielinski. "Industry-Academia Panel". W SIGMIS-CPR '18: 2018 Computers and People Research Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209626.3226589.

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Reinisch, Christian. "Academia-industry collaboration". W ASE '14: ACM/IEEE International Conference on Automated Software Engineering. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2647648.2647658.

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BURGEN, ARNOLD. "THE ACADEMIA EUROPAEA". W Fourth Centenary of the Foundation of the First Academy of Sciences: “Academia Lynceorum” by Federico Cesi and Pope Clemente VIII. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702753_0005.

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Raporty organizacyjne na temat "Academia"

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Durante, Ruben, Giovanna Labartino i Roberto Perotti. Academic Dynasties: Decentralization and Familism in the Italian Academia. Cambridge, MA: National Bureau of Economic Research, listopad 2011. http://dx.doi.org/10.3386/w17572.

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Nentwich, Michael, red. Web 2.0 and academia. Vienna: self, 2012. http://dx.doi.org/10.1553/ita-pa-mn-10-1.

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Conlin, Jeremy Lloyd. Surviving Scientific Academia . . . and Beyond. Office of Scientific and Technical Information (OSTI), luty 2016. http://dx.doi.org/10.2172/1237256.

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Boorady, Lynn M. Leadership in Academia Workshop Summary. Ames: Iowa State University, Digital Repository, listopad 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1158.

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Jia, Ruixue, Huihua Nie i Wei Xiao. Power and Publications in Chinese Academia. Cambridge, MA: National Bureau of Economic Research, sierpień 2019. http://dx.doi.org/10.3386/w26215.

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Heydebreck, Peter, i Kirsten Petersen. AplusB Academia Business Spin-off Gründerprogramm: Zwischenevaluierung. Inno Germany AG, kwiecień 2008. http://dx.doi.org/10.22163/fteval.2008.131.

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Manchester, Colleen. Family Responsibilities in Academia: Premiums, Penalties, and Policies. Purdue University, 2018. http://dx.doi.org/10.5703/1288284317221.

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Benjamin Yetton, Benjamin Yetton. The People vs. Academia: Crowdsourcing the analysis of sleep. Experiment, maj 2016. http://dx.doi.org/10.18258/7119.

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Ginther, Donna, i Shulamit Kahn. Does Science Promote Women? Evidence from Academia 1973-2001. Cambridge, MA: National Bureau of Economic Research, listopad 2006. http://dx.doi.org/10.3386/w12691.

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Reich, Alexander, red. COVID-19 - Voices from Academia (ITA-manu:script 21-02). Vienna: self, 2021. http://dx.doi.org/10.1553/ita-ms-20-02.

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