On images: Basic and applied research

Recently cloud computing has offered attractive solutions for academic and research institutions due to several reasons. In this chapter, the authors present a study of how cloud computing can be used for research and teaching activities in higher educational and research institutions in developing countries. Instead of focusing on cloud computing offering for basic IT infrastructures used in daily work of these institutions, the authors concentrate on the use of cloud computing for satisfying ad hoc needs of computing resources in research and teaching activities. Thorough analyses of research and teaching activities, requirements for cloud computing, benefits of utilizing cloud computing, and adoption barriers for these activities are also included. The authors then present the selected challenges in tackling these barriers and discuss possible approaches for solving these challenges and report lessons learned and experiences in utilizing and developing cloud computing solutions for teaching and research activities in Vietnam.

The modern tendencies and priorities of improvement of teaching and research activities in Germany’s higher education have been considered in the article. The current discussion of further development of German higher school and the teacher’s place in it have been reviewed. The peculiarities of teachers’ training in Germany’s higher educational establishments for teaching and research activities have been highlighted. The problem field and possible ways to enhance the quality and efficiency of teaching and research activities in German educational establishments in the context of pan-European tendencies have been considered.The analyzed current trends and priority directions of improvement of teaching and research activities in Germany’s higher education, allowed the author to conclude that, along with well-established university traditions, higher education in Germany strives for innovation, simultaneously enhancing the level of a teacher as a pedagogue and researcher. Among them:a variable approach; in the educational process - the focus on the latest achievements of science and innovation processes in practical activity sphere; introduction of innovative learning technologies; autonomy of universities; international integration; training of future professionals for the implementation of practical and teaching activities at a higher educational institution.Systemization and creative use of the achievements of Western colleagues will enable the determination of a coherent system of conditions necessary for their implementation in the national higher education sphere that will significantly increase the quality of teaching and research activities in Ukraine’s higher education.

V. O. Bohdanov – an outstanding researcher of the history of wind art in Ukraine: his life and creative career

\n A formação da Sociologia como disciplina escolar exemplifica como diferentes forças sociais concorrem na fabricação do currículo. Esta tese centrou-se em uma dessas forças sociais o campo científico para analisar a participação de intelectuais e sociedades científicas no processo de constituição do ensino de Sociologia como objeto de pesquisa das Ciências Sociais e Educação. A investigação recorreu à pesquisa documental, seguida de um esforço de revisão bibliográfica que lhe forneceu substrato teórico e metodológico. Suas principais fontes foram a revista Sociologia, a produção de programas de pós-graduação, os anais de sete edições do Congresso Brasileiro de Sociologia e o Diretório dos Grupos de Pesquisa no Brasil do Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). Os materiais coletados, tratados e analisados a partir de uma abordagem qualitativa, resultaram na construção de um mapa da produção acadêmica, organizada em dois contextos intelectuais: entre 1939 e 1955, momento em que a Sociologia como disciplina escolar foi reconhecida pelos intelectuais como parte do seu processo de institucionalização como ciência e profissão; e entre 1993 e 2013, quando as questões referentes ao percurso de escolarização da Sociologia adentraram a agenda de pesquisa de programas de pós-graduação. Ao todo, a pesquisa identificou mais de duas centenas de artigos, 56 dissertações de mestrado e teses de doutorado e 22 grupos de pesquisa. Concluiu que, entre 1939 e 1955, o meio acadêmico problematizou as funções universais e científicas do ensino de Sociologia, ao mesmo tempo em que se interessou por métodos de difusão dos conhecimentos das Ciências Sociais. A despeito dessa produção, o ensino de Sociologia não chegou a compor projetos investigativos autônomos. A maior parte dos trabalhos desempenhou um papel político de demarcar posição no debate sobre o lugar da Sociologia no quadro das ciências, estabelecer um escopo de atuação profissional para os cientistas sociais e expor inquietações relativas à didática da Sociologia no ensino superior. Nesse sentido, confirmou-se a hipótese de que o ensino de Sociologia se configurou como um objeto de pesquisa invisível ou, nas palavras de Bourdieu, ilegítimo para o campo científico. Essa invisibilidade associa-se à própria hierarquização entre, de um lado, atividades de pesquisa e formação de bacharéis, e, de outro e em posição de subordinação, atividades de ensino e formação de licenciados. No caso da produção contemporânea, verificou-se que se encontra em curso um processo de formação de uma área científica, nos termos de António Nóvoa, do ponto de vista acadêmico (produção dos programas de pós-graduação), científico (organização de grupos de pesquisa e eventos científicos) e curricular (criação de disciplinas, linhas de pesquisa e cursos na pós-graduação). Contudo, essa produção permanece circunscrita a alguns grupos de pesquisadores, com poucas evidências de opções teórico-metodológicas afins e sem reconhecimento por parte de cientistas sociais e pedagogos de áreas de pesquisa já consolidadas. A tese divide-se em três capítulos, além da Introdução e Conclusão. O primeiro capítulo Ensino de Sociologia e sociedades científicas propõe uma reflexão a respeito da formação da Sociologia como disciplina escolar a partir da experiência de países como Brasil, Portugal, Estados Unidos e França e à luz dos debates sobre o currículo como construção social. O segundo Debates acadêmicos contemporâneos (1993-2013) e terceiro capítulos Intelectuais e ensino de Sociologia (1939-1955) fazem um balanço das atividades acadêmicas registradas em revistas especializadas, eventos científicos e, em período recente, grupos de pesquisa e programas de pós-graduação.\n

Open Science presents the idea that scientific knowledge should be openly shared, as central values of science are transparency, verifiability, replicability, and openness (Abele-Brehm, Gollwitzer, Steinberg, Schönbrodt, 2019). Its aim is to make "bodies of knowledge that would advance human understanding and benefit humankind" openly available (Willinsky, 2006, 36). The scientific body of knowledge consists of various information entities, including widely popular research data. Similar to other information entities in open science, research data should also achieve several purposes: be openly available to make the existing research more credible; enhance science as a global public good via data patrimonialization, pooling, and synergies; help in verification and trustbuilding; broader engagement; add value to data production; facilitate and accelerate efforts to address the big challenges of our time and other mission-oriented science (Berkowitz, Delacour, 2022). The demand for openly shared research data has risen over the last decade, both at the national and international levels, putting pressure on researchers from funding institutions and journal publishers (Thoegersen, Borlund, 2022). These purposes become evident in numerous scientific publications and different scientific events as the interest in the research process continues growing (Andrew, Winnie Wan, 2018). The purposes also raised a question about whether all research data already stored in, for instance, digital repositories, are suitable for further analysis and can be correctly interpreted and reused in new research. The purpose of this research is to investigate whether researchers in different fields of science in Croatia consider research data as a prerequisite and/or a starting point for their next research, and whether these data are reused just for comparative purposes with their results or as a means to assess the quality of other scientists’ research. The research study is not pre-registered as Croatia does not have a national open science online platform for pre-registration, and there are no ethical concerns with the research questions. The principal research method in this research study is an online questionnaire written in the Croatian language, consisting of 28 questions created for this research study (they will be made available after the conclusion of the study, as is customary). The questionnaire is divided into four parts: aspects of use of research data (sources of research data, importance of research data for planning, executing and quality of research), access to research data for other researchers (quantity of data to share, interaction between researchers, rewards for sharing research data, obstacles when sharing research data, benefits of sharing research data), archiving of research data (where and what) and data about the respondents. The possible participants are invited via e-mail sent to the Croatian scientists mailing list (a central e-mail address) including scientists from all fields of sciences. Therefore, thesample is a convenient one. The results will be analysed using descriptive statistics. It is expected that the participating scientists in Croatia will provide answers that will help clarify their position on the role of use and sharing of research data in their research activities.

Outpatient clinics of university hospitals (Hochschulambulanzen) play a significant role in the German health care system. Universities have in contrast to other hospitals the right to implement an outpatient clinic, but the health care services they can render are restricted to clinical research and teaching activities. The university outpatient clinic study evaluates the intensity of medical care, teaching, research activities, and the related costs. METHOD AND DATABASE: 6 university hospitals with 51 outpatient departments in Germany were included. The prospective documentation of consultations was restricted to 800 visits per department. A total of 26,312 consultations with approximately 40,000 diagnoses and 150,000 services were documented. Furthermore, data concerning costs, teaching activities and research facilities were documented. Clinical treatment without any correlation to research or teaching activities amounted to about 81 % of the working time in the outpatient department (research 11 %; teaching 8 %). The primary task of the university outpatient clinics takes up less than 20 % of the working time. The physicians documented that the disease of every fourth visit was in accordance with their main field of research. 6.9 % of the visits were asked to take part in clinical trials, of these 1.25 % were included for the first time, 3.7 % were already included. 6.5 % of the visits were addressed to participate in specific teaching activities. The average total costs per case added up to 149 Euro. No outpatient clinic could cover the total per case costs with the lump sum payments. On the average 31 % of these costs were covered by lump sum payments (without cases concerning research and teaching). Treatment in outpatient departments of university clinics is far beyond research and teaching activities required by law. However, the ability of outpatient departments of universities to provide excellent outpatient services should have a more dominant role in the health care system. Therefore access to care should be deregulated for the patients and reimbursement schemes should be adjusted to adjust for the present losses.

Spanish public universities are well known for their recruitment practices, primarily based on endogamy. Usually, individuals develop their academic careers in the university where obtained their Doctor degree. However, the media, and the society, seems to show a consensus against this recruitment policy, as can be seen in articles published in some of the most relevant Spanish newspapers (El Pais 12/9/2016 “La evolucion de la endogamia…”; El Mundo 6/3/2017 “La comunidad de Madrid…. ley que acabe con…fichen a sus propios alumnos”). Usually, universities consider research and teaching activities as their main tasks. However, those activities could be complementary or substitutive. Research activities allow faculty to reach the frontier of knowledge, and therefore to know what is more relevant to teach to students. However, research activities are time-consuming and teachers focused on research might spend less time and effort on teaching activities than those focused on teaching. Spanish universities avoiding the recruitment of their own Doctors usually hire new faculty from high-quality doctorate programs and these candidates focus their effort on research activities. Therefore, if research and teaching activities are substitutive, this recruitment policy could deteriorate teaching quality at these universities. However, previous articles analyzing research and teaching quality found mixed results. The object of this article is to empirically study whether research quality increases and teaching quality deteriorates when universities hire faculty from high-quality doctorate programs who focus on research activities. We analyze the Department of Business Economics of Universitat de les Illes Balears (UIB) from 2009 to 2017. This department changed its recruitment policy more than ten years ago, avoiding the recruitment of their own doctorate students. Open positions are posted in the Spanish Job market of Doctors in Economics and Business. In this market, the main institutions are business schools, and a few public universities, such as Universidad Carlos III de Madrid. Using several control variables, such as age and the specialization area, we analyze whether there are clear differences in teaching quality and research quality indicators depending on whether faculty members obtained their Doctorate degree from UIB. We find no statistically significant differences in terms of teaching quality, and worse research quality indicators for faculty members with UIB Doctorate degrees. Our research contributes to the literature on the relationship between research and teaching quality, providing further evidence on the complementarity of both activities, even when we measure teaching quality only with students evaluations (probably biased by student marks). Relevant difference respect to previous articles is that our analysis is through the recruitment process. When we analyze the direct relationship between research and teaching quality, our results provide some weak evidence of a negative relationship. Furthermore, our contribution is especially relevant to the public debate on the recruitment policies in Spanish universities, providing evidence supporting that forbidding the recruitment of the own doctorate students in order to hire faculty focused on research does not have to deteriorate teaching quality, and indeed may increase research quality.

The aim of this study was to describe the profile of Physical Education (PE) teachers working at the Federal Institute of Education, Science and Technology Sul-rio-grandense, identifying sociodemographic data, qualification process and complementary training. A self-administered questionnaire was done with the subjects, and data from the Transparency Portal and from Lattes Curriculum was used. The data was presented based on the distribution of relative frequencies, absolute, and their respective confidence intervals (95%). The statistical program used was the PSPP. Thirty-five teachers participated in the study, and as a result, we consider the years of performance in the institution, 14 of them were in the first years of service, 15 in the intermediate years and six in the final years. The results showed that teachers in the early and intermediate years of work are more involved in research and extension activities, as well as training courses and scientific events. We conclude that despite the teaching requirement that suggest research and extension activities, the working emphasis falls on the teaching activities. We highlight that although the reduced performance in research and extension activities, it is seen as a qualified teaching group that keeps seeking for professional qualification.

The aim of this study was to determine the current usage, relevance, and preferences for electronic health information (EHI) in the participant surgeons' clinical, research, and teaching activities. The Internet-Based Health Information Survey (IBHIS) was conducted from August to December 2003. Thirty-seven doctors (primarily practicing in East Africa) participated, all of whom had been using the Ptolemy resources for at least 6 months. Survey questions concerned time spent reading medical literature, preferred information sources, preferred type of publication, relevance, preference for western versus local medical literature, and academic productivity. Among the 75 eligible participants, 37 (48%) responded. From these responses it was found that African surgeons with access to EHI read more than articles than they did before they had such access, and they find that the information obtained is highly relevant to their clinical, teaching, and research activities. They prefer electronic journals to textbooks and are more inclined to change their practice based on information found in western journals than local journals. Ptolemy resources helped the respondents who reported academic work write a total of 33 papers for presentation or publication. Overall, access to EHI enables doctors in Africa to read more, is relevant, and contributes directly to academic productivity; thus Western medical literature is useful in the developing world, and EHI delivery should continue to expand.

The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities.

In 2020, we celebrate the fifth anniversary since the founding of the Department of Art History of Taras Shevchenko National University of Kyiv. In this essay, I highlight the Department’s most important features and achievements. Interdisciplinary and cultural-historical approaches are without doubts the basis for the Department’s teaching and research activities. Interdisciplinarity means involvement of theory and methods of semiotics, structural anthropology, psychology, iconology etc. I shortly describe the curriculum of our Bachelor and Master’s programmes. The former is built around the main stages of Ukrainian and Western art history while the latter is almost entirely dedicated to contemporary art and curatorial practice. Apart from these programmes, we offer a unique possibility to meet specialists from different fields through the series of lectures titled ‘Work in art’. Curators, art managers, museum professionals are invited to share their experience and answer the questions of all lectures’ attendees. Students, too, have the possibility to work in the museums and galleries of Kyiv and to visit annually the most important collections in Italy and Austria. Research and teaching activities have definitely resulted in the creation of a dynamic and stimulating academic milieu at the Department. Moreover, the fact that our alumni fruitfully work in the arts is the best recommendation for the Department’s strategy of development.

For novice teachers, collaborative teaching and research activities are an important way to enhance their professionalism and realize their aspirations as teachers. In diverse collaborative teaching and research activities such as teacher-apprentice systems and group listening and evaluation, teachers are able to find their own breakthroughs in imitation, practice and reflection, shaking off the pain of identity change in a short time and moving towards the goal of teacher excellence. However, existing collaborative teaching and research activities are generally characterized by formalism, lack of teacher initiative and utilitarian outcomes, which hinder the development of novice teachers. Therefore, based on the above background, this paper proposes an effective path for novice teachers to achieve growth in collaborative teaching and research activities from two dimensions: extrapolation and endogenization, with the aim of using teachers' endogenous motivation as the source and efficient and diverse collaborative teaching and research activities as a scaffold to help novice teachers achieve growth and transformation.

Since 1990, research and teaching activities of academic staff in Spanish universities have been periodically assessed. There are national, regional and institutional assessments. Each evaluation is organized in a different way and the organisation itself reflects the importance given to each activity. In most cases, positive assessment are linked to a salary increase and other perk benefits. In this article, we analyse the evaluation system of teaching and research activities and how they could be, in fact, orienting to promote research activities and, as a consequence, to devaluate teaching activities.

Along with the further improvement of education system in China and the deepening reform of new curriculum, teachers’ professional quality has become critical to survive and succeed in the education industry. As the most effective means of improving teachers’ professional quality, teaching and research activity has become the second biggest task for a teacher in addition to the lecture. However, the effect of traditional teaching and research activities are not ideal, owing to the limitation in time, content and resources. In this article, we revealed the disadvantages of traditional teaching and research activities, and analyzed the advantages of teaching and research activities in hybrid learning mode. Our practical research also indicates that the hybrid leaning mode can improve the effectiveness of teaching and research activities.

The article deals with the specificity of students' teaching and research activity; a comparison of the structural components of individual cognitive style and components of teaching and research activity is carried out. The developmental functions of teaching and research activities of students are considered. The comparison of research and learning activities, research and project research activities of students is carried out.