Recognition of potential for greater all‐Ireland cooperation, pooling of expertise, and sharing of knowledge led to the establishment of the Centre for Ageing Research and…
Abstract
Purpose
Recognition of potential for greater all‐Ireland cooperation, pooling of expertise, and sharing of knowledge led to the establishment of the Centre for Ageing Research and Development in Ireland (CARDI) in 2007. This paper seeks to outline the development of CARDI and in particular the delivery of its grants programme as a model for supporting ageing research to work across disciplines, sectors and borders.
Design/methodology/approach
Using CARDI as a case study, this paper charts the organisation's development and in particular focuses on the development and learning from its grants programme, established to support ageing research in Ireland, north and south.
Findings
CARDI has promoted and helped support the development of a community of researchers on ageing across Ireland via its grants programme, networking events and communication's strategy. There is growing momentum, interest and potential in an all‐Ireland approach to research on ageing and older people.
Originality/value
Research can and must play a vital role in informing future policies and services for our ageing population. This paper explores the development of ageing research in Ireland, illustrating a model for working across disciplines, sectors and borders when supporting and communicating research on ageing in Ireland, north and south, to the benefit of researchers, policy makers and older people.
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What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay…
Abstract
What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
The student revolt of 1967 to 1974, which finally expired about 1978, retains its fascination and much of its significance in the twenty‐first century. But the seven or so years…
Abstract
The student revolt of 1967 to 1974, which finally expired about 1978, retains its fascination and much of its significance in the twenty‐first century. But the seven or so years which preceded it are often passed over as simply a precursor, the incubation of a subsequent explosion; they deserve a higher status. The concentration of interest on the late 1960s and early 1970s arises from the driving role of students in the cultural revolution whose traumatic impact still echoes with us. As late as 2005 some commentators saw federal legislation introducing Voluntary Student Unionism as the culmination of struggles in the 1970s when Deputy Prime Minister Costello and Health Minister Abbott battled their radical enemies. Interest in these turbulent years at a popular, non‐academic level has produced a succession of nostalgic reminiscences. In the Sydney Morning Herald’s ‘Good Weekend’ for 13 December 2003 Mark Dapin pondered whether the Melbourne Maoists had changed their world views (‘Living by the Little Red book’.) In the Sydney University Gazette of October 1995 Andrew West asserted that the campus radicals of the 1960s and ‘70s had remained true to their basic beliefs (‘Not finished fighting’.) Some years later, in April 2003, the editor of that journal invited me to discuss ‘Where have all the rebels gone?’ My answer treated this as a twofold question: What has happened to the former rebels? Why have the students of today abandoned radicalism?
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Abram Walton, Scott Homan, Linda Naimi and Cynthia Tomovic
The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS).
Abstract
Purpose
The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS).
Design/methodology/approach
The paper reviews a range of recently published (1993‐2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students’ perceptions and attitudes across 16 variables.
Findings
The paper provides aggregate results on each of the 16 variables and statistically significant differences between sub‐categories.
Research limitations/implications
Research was limited to a major US university campus that services a large cross‐section of students. Demographic implications and trends are discussed.
Practical implications
This study focused on identifying and measuring the perceptions and attitudes of students regarding a radio frequency, wireless audience response system called: CPS. Sixteen research questions and variables were measured in this study regarding students’ perceptions and attitudes towards CPS, learning and student–instructor interactions. Overall, the study found that students perceive CPS as having a positive effect on their increase in pre‐class preparation and attendance, and on their increase of overall attention and participation during class. A slight majority of students enjoy using CPS and perceive CPS to have a moderately positive effect on their ability to learn and self diagnose how they are performing in class. The implications of this study and recommendations for future research are discussed.
Originality/value
This paper is valuable to instructors who wish to reemploy active learning or Socratic Method type activities in the large lecture format classes.
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Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely…
Abstract
Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.
Three events of significance to this country took place in 1899 – the British Food Journal was launched, Australia retained the Ashes, and the Boer War hostilities commenced. If…
Abstract
Three events of significance to this country took place in 1899 – the British Food Journal was launched, Australia retained the Ashes, and the Boer War hostilities commenced. If challenged on the order of their importance, cricketers and Empire‐builders may be excused their preference. However, looking at it purely from the standpoint of pro bono publico, the dispassionate observer must surely opt for the birth of a certain publication as being ultimately the most beneficial of the three.
This chapter compares a ‘deific decree’ insanity case with constitutional originalism debates as a way to understand the boundaries of the legal person and the nature of law. The…
Abstract
This chapter compares a ‘deific decree’ insanity case with constitutional originalism debates as a way to understand the boundaries of the legal person and the nature of law. The criminal defendant who claims innocence on the ground that ‘God told me to’ does not embody a conflict between law and religion, but a conflict between law’s demand for intersubjectivity and the subjectivity of a ‘higher truth known only to me’. In the same way, the originalist interpreter of the constitution rejects precedent in favour of a higher truth that need not be ‘like’ anything before. One approach to broaching this conflict between law and revelation is to understand law’s domain as temporal and incomplete – to imagine a humble rather than absolute law. On this view, the person is also not ‘absolute subjectivity’, but is compelled by legal fidelity to treat like alike and therefore under an obligation to imagine a ‘me’ as ‘we’. Or, to put it another way, to bring the person and the law into relationship is to reject a ‘revelatory’ interpretation of ‘original’ or ‘divine’ law in favour of an incompletely intersubjective common law that links me to we through customs and time. At the same time, by acknowledging law’s incompleteness, we can see unreasonable revelation sometimes as a possibility and not always as an insanity.
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In their original invitation, editors Kaye Schoonhoven and Frank Dobbin urged the contributors to this volume to be substantive and scholarly in their approach to their essays. I…
Abstract
In their original invitation, editors Kaye Schoonhoven and Frank Dobbin urged the contributors to this volume to be substantive and scholarly in their approach to their essays. I have tried to honor their request by summarizing the results of a programmatic line of scholarly inquiry on a thorny academic problem. It is also a problem of enormous and enduring real-world importance: As the world continues to confront divisive and escalating conflicts over how to share increasingly scarce global resources, we need to have a better understanding of when and why people are willing to cooperate to solve such problems.