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Handbook of the Knowledge Society Foresight
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Available at the EUFORIA Web Site, PREST http://prest.mbs.ac.uk/euforia/presentations.htm
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1 de 11
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Draft version for public consultation – April 15, 2015
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This report is the one of the three Final reports of a study developing an evaluation methodology and institutional funding principles for the R&D system in the Czech Republic. It describes the new principles for the institutional funding of research organisations (RO) in the Czech Republic.
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This report is a background report to the Final report 1 – The R&D Evaluation Methodology. It holds the final outcomes of the study team activities in the field of bibliometrics.
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MEYS, MŠMT in Czech
This report is the one of the three Final reports of a study developing an evaluation methodology and institutional funding principles for the R&D system in the Czech Republic. It describes the new principles for the institutional funding of research organisations (RO) in the Czech Republic.
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MEYS, MŠMT in Czech
This report synthesises the work done in the study developing a new R&D evaluation methodology and funding principles for the Czech Republic (CR), which was undertaken in 2014-15. Summary report is based on three final and ten background reports which are published on the IPN Metodika project website as well.
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Závěrečná zpráva 3 je jedna ze tří Závěrečných zpráv studie navrhující novou Metodiku hodnocení a zásady financování výzkumu a vývoje v České republice. Věnuje se výsledkům dvou různých analýz, tj. Malému pilotnímu hodnocení (MPH), které se zaměřilo na testování adekvátnosti procesů, jež se předpokládají při implementaci a následném používání Metodiky hodnocení a analýzy týkající se potenciálního využití Informačního systému výzkumu, experimentálního vývoje a inovací (IS VaVaI) coby nástroje pro získávání informací, zejména pro účely hodnocení.
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As increasingly more new skills are necessary for graduates entering the workplace or seeking employment, business leaders, politicians and educators suggest that if students are to succeed in today's world, they will require 21st century skills. However, there is no single agreed-upon set of skills. We argue that social media skills are becoming ever more important for employment and society should class them as important 21st-century skills from maintaining well-rounded social media profiles to more advanced data science and analytic skills. At the same time, such a demand affects the teaching process since teachers have to acquire new knowledge about the available tools. Twitter as a microblogging platform is definitely one of the tools that is a part of 21st-century social skills. Thus, by integrating it into the teaching process, Twitter can generate new experiences for both sides, the students and the teachers. In this paper, we conduct a descriptive review of the recent literature that covers Twitter use in teaching. We reviewed results from the top 100 retrieved research results in Web of Science on Twitter and teaching in the domains of social science, science technology, and arts and humanities. We analysed the results quantitatively in terms of content, methods, and methodologies and qualitatively as the description of results found in selected papers that meet certain criteria. This paper also discusses different research departure points for use in further research of the topic.
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In Episode 2 of Research to Action's 'Cup of tea with' webinar series Yaso Kunaratnam Policy & Research Officer at UKCDS spoke about competition, collaboration and impact from the perspective of donors and funders of development research. The webinar took a slightly different approach to the topic stakeholder engagement, looking at the under explored area of how funders can collaborate more. Yaso presented findings from UKCDS' latest report about how funders can better support research uptake and impact.
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Závěrečná zpráva 3 je jedna ze tří Závěrečných zpráv studie navrhující novou Metodiku hodnocení a zásady financování výzkumu a vývoje v České republice. Věnuje se výsledkům dvou různých analýz, tj. Malému pilotnímu hodnocení (MPH), které se zaměřilo na testování adekvátnosti procesů, jež se předpokládají při implementaci a následném používání Metodiky hodnocení a analýzy týkající se potenciálního využití Informačního systému výzkumu, experimentálního vývoje a inovací (IS VaVaI) coby nástroje pro získávání informací, zejména pro účely hodnocení.
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As increasingly more new skills are necessary for graduates entering the workplace or seeking employment, business leaders, politicians and educators suggest that if students are to succeed in today's world, they will require 21st century skills. However, there is no single agreed-upon set of skills. We argue that social media skills are becoming ever more important for employment and society should class them as important 21st-century skills from maintaining well-rounded social media profiles to more advanced data science and analytic skills. At the same time, such a demand affects the teaching process since teachers have to acquire new knowledge about the available tools. Twitter as a microblogging platform is definitely one of the tools that is a part of 21st-century social skills. Thus, by integrating it into the teaching process, Twitter can generate new experiences for both sides, the students and the teachers. In this paper, we conduct a descriptive review of the recent literature that covers Twitter use in teaching. We reviewed results from the top 100 retrieved research results in Web of Science on Twitter and teaching in the domains of social science, science technology, and arts and humanities. We analysed the results quantitatively in terms of content, methods, and methodologies and qualitatively as the description of results found in selected papers that meet certain criteria. This paper also discusses different research departure points for use in further research of the topic.
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