Role Of Academy Research Articles

Role of Academies in the 21st Century: Knowledge in the Age of Relativism

The present paper presents a brief overview of the development of academies and how their role has evolved during the centuries. At the core of the mission of academies one can find the concept of “knowledge” and its “diffusion”. A brief discussion about the importance of knowledge in the age of data and information is provided so as to explain the pivotal function of Academies vis a vis universities, the media, and governments. A final section discusses the challenges and opportunities faced by academies in an age characterized by extreme relativism and virulent populism.

La Real Academia de San Fernando y la construcción de un campo de las Bellas Artes en España en el siglo XVIII. Una panorámica política, social y artística

Este estudio es una actualización contextual de las investigaciones sobre la Academia de Bellas Artes de Madrid. Moviliza los diferentes conocimientos políticos, económicos, sociales y culturales para mostrar cómo y hasta qué punto la construcción de un campo de Bellas Artes se inscribe en el programa del despotismo ilustrado. Se estudiarán principalmente: La dependencia absoluta de la autoridad del monarca, el lugar ocupado por las mujeres en la Academia, el proyecto de generalización de la enseñanza del dibujo y la pedagogía impuesta por los académicos, el papel de la Academia como autoridad artística y su acción por el reconocimiento social de las artes y de los artistas en consonancia con Goya y su obra.

The Role of Academies in Science-based Policy Advice: The Case of Biomedicine and the Life Sciences

The German National Academy of Sciences Leopoldina is greatly honoured by receiving the Gold Medal of the Academia Europaea. On this occasion, it might be appropriate to talk about the role of academies in science-based policy advice. The authors would like to address the question: what general aims should the academies achieve – particularly in respect to biomedicine and the life sciences?

A qualitative study of health promotion in academy schools in England

BackgroundSchools are an important setting for health promotion. In England, around one third of publicly funded schools have become independent of local authorities since 2000 and are now academies, run by an academy trust. The aim of this research was to examine attitudes towards health promotion held by academy trust leaders and senior staff. The research questions were: 1. How do academy trusts in England perceive their role in health promotion amongst students? 2. How are decisions around health promotion made in academy trusts? 3. What factors inhibit and encourage health promotion in academy schools? 4. How might public health academics and practitioners best engage with academy schools to facilitate health promotion activity and research?MethodsQualitative study utilising semi-structured interviews. Twenty five academy and school leaders were purposively sampled to achieve variation in trust size and type. In addition, five respondents were recruited from public and third-sector agencies seeking to work with or influence academy trusts around health promotion. Framework analysis was used to determine emergent themes and identify relationships between themes and respondent type. Early findings were triangulated at a stakeholder event with 40 delegates from academia, local authority public health teams, and third sector organisations.ResultsThere is wide variation amongst senior academy and trust leaders in how they perceive the role of academies in promoting health and wellbeing amongst students. There is also variability in whether academy trusts responsible for more than one school adopt a centralised strategy to health promotion or allow individual schools autonomy. This was dependent on the trust leaders’ attitude and interest in health promotion rather than any perceived external accountability. Identified barriers to health promotion include financial constraints, a narrow focus on educational outcomes and school performance, and limited understanding about effective health interventions.ConclusionIn the current absence of national policy or guidance around health promotion in schools, health has variable status in academies in England. There is a need to better engage all academy trusts in health promotion and support them to implement a strategic approach to health promotion.

The role of academy in increasing generation awareness on environmental function

Difficulty in building human awareness on environmental impacts makes some academics must take concrete steps and actions for the generation’s knowledge on the importance of the environment from an early age. Much involvement of elements or elements in increasing environmental awareness makes the final results less efficient/optimal and unsatisfactory. For this reason, the participation of academics in providing this awareness regarding the environmental management needs to be specific to communities that are directly influential and related. The method used was survey research with 376 research samples consisting of students, students and the community (parents) who have a generation awareness of environmental functions. Survey research collected data from respondents by measuring or estimating as a way of conducting observations where indicators about variables are answers to questions given to respondents both verbally and in writing. Academics role in improving understanding of self-awareness will colour all instruments of education level in order to prepare young people who are aware of environmental impacts. Awareness raising of the environment becomes values that internalized in everyday life. Thus, the young generation that has the conscious ability to protect the earth that we inhabit must be developed to face various technological and industry challenges. The conclusions of the study can provide valuable data and information on shared responsibility for managing, utilizing, and tackling the impacts caused by the environment for generations to survive.

Through the Abyss

This essay is an autoethnographic account of my transition from the working class to the middle class. It argues that performativity is central to upward social mobility, and that in my case this process has resulted in a loss of working-class identity. I perform this argument by having my working-class self comment upon the middle-class form to which I have committed my childhood. By making this split visible, I aim to evoke the complexities that are bound up in this class migration, and to question the middle-class academy's role in shutting out the working class.

Dyadic processes in postgraduate education: Insights from MBA student experiences

Working productively with others is an expected norm in the work environment today. In the higher education milieu, most of the preparation for this reality is encouraged through group work. This study examines the phenomenon from a student perspective and provides insights into the challenges and learning opportunities embedded within dyadic group work. Postgraduate students enrolled on a management programme at a South African university were required to complete a short reflective paper on a group experience. Content analysis was used to analyse 440 student papers. The results showed four broad themes that included: communication strategies; intended future behaviours; fit, synergy, and learning; and issues of conflict. Collaboration and cooperation are sought-after graduate skills and academy's role must be to engender these competencies as part of higher education's contribution to developing individuals who can work effectively with others in the 21st century workplace.

The Dutch Young Academy: Cultural/Historical Reasons for its Success and the Role of Academy in the 21st Century

The Dutch Young Academy: Cultural/Historical Reasons for its Success and the Role of Academy in the 21st Century

Passionate Attachments: Higher Education, Policy, Knowledge, Emotion and Social Justice

We explore the significance of the 'affective turn' in respect to higher education policy in the UK. This turn centres on creating new subjects of attention for the 'employable' student and the 'non-traditional' student, the latter defined as students from backgrounds with no earlier history of higher education (working class or black students for example). The 'affective turn' has been associated with intellectual debates creating a form of knowledge claiming that there has been a permeation of the social and the psychic in contemporary social relations. This new intellectual move focusing on desire/affects and emotion can be seen as relevant for thinking about policy sociology and we argue for the potential of using a psycho-social methodology to tease out how the affective of policy, and its translation into the academy, works. This stance provides an alternative reading of contemporary social orders, from the one adopted in an influential anti-emotion, anti-psychoanalysis discourse (see Furedi, 2003; Ecclestone and Hayes, 2008). On the contrary, we wish to describe and document affects as one of the most important of the 'disqualified discourses' (Morley and David, 2007) of policy sociology so as to rejuvenate the academy's role in working towards rather than against social justice.

The role of an academy of sciences and humanities

In this paper the role of present day Academies of Sciences and Humanities is discussed. In spite of substantial differences in structure, task and scope between Academies, two important common objectives have united Academies throughout history: the furthering of top level scientific and scholarly research and the promotion of independence and freedom of science. It is shown how these objectives are pursued by Academies through their functioning as a platform for communication, through the promotion and sponsoring of research, and through their science and science policy advisory role. Further attention is paid to the unique contribution of the European association of national academies, All European Academies (ALLEA), to the promotion of science in Europe.

Responsible conduct in research

Science is not taken for granted any longer. Society, politics and the media pose critical questions tending to censorship or at least control of science. How does science respond? It cannot exist and develop without freedom, but this does not mean freedom to amass knowledge and apply technological applications at any price and without restrictions. Science should be autonomous, but is not value-free. A distinction is made between external and internal social/ethical problems. The former refer to questions of the social/ethical context and consequences of scientific research, and the latter to the rules of 'good practice' and scientific integrity. The role of academies of science, and of associations of such academies (e.g. All European Academies (ALLEA)) in developing codes of good scientific practice and fostering a proper sense of scientific values and standards is further discussed.

The Fiftieth Anniversary of Ireland's Membership of the United Nations—Looking Forward

As Minister for Foreign Affairs, I wish to place on record my deep appreciation of the Royal Irish Academy's role in the study of international affairs and Ireland's role in the world. The Academy, through its Committee for the Study of International Affairs, now chaired by Dr John Doyle, provides a forum for informed debate on contemporary international developments; and its exceptionally high-quality publication of the Documents on Irish Foreign Policy series is providing an absolute treasure trove of material for academics and the interested public. I am pleased and proud that my department is closely associated with, and supports, the endeavours of the Academy. Given the central place that the United Nations holds in Ireland's foreign policy, it is fitting that this conference commemorates the fiftieth anniversary of our membership. The theme is 'Looking forward'. I will in a moment offer some reflections on the role that the United Nations should play in the twenty-first century, and how Ireland can best support it in that role. I would like first, however, to look back and reflect briefly on what membership of the United Nations meant for Ireland when it joined the organisation.

Academy of Medical Sciences: promoting advances in health science and biomedical research

The Academy of Medical Sciences has matured quickly and found a distinctive niche amongst leading opinion formers and policy makers in healthcare and biomedical research. The Academy's 800 Fellows are the UK's leading medical scientists from hospitals, academia, public service and industry, and it is their expertise that gives the Academy its authority. The Academy campaigns vigorously to put science at the heart of the UK's public policy agenda in health, and to ensure that rapid advances in knowledge are translated as quickly as possible into benefits for patients. This paper briefly describes the work of the Academy and highlights the key achievements of the early years, particularly the Academy's role in drawing Government attention to the plight of academic medicine. The failure of clinical research to keep pace with scientific advances is now fully recognised and steps are being taken to establish new structures and to rebuild capacity in the UK.

The Role of Academies of Science in a Global World

The Role of Academies of Science in a Global World

The Role of Academies of Science in a Global World

The Role of Academies of Science in a Global World

Cultural research and the role of academies. The Royal Swedish Academy of Letters, History and Antiquities

The article discusses various aspects of cultural research from the point of view of academies. More specifically it aims at outlining the history of The Royal Academy of Letters, History and Antiquities in Stockholm, which was officially responsible for the cultural heritage of Sweden until the 1970s. Since then it has become an independent learned society for the humanities and social sciences, but it still takes a great interest in ancient monuments and the protection of culturally precious milieus.

Cultural research and the role of academies. The Royal Swedish Academy of Letters, History and Antiquities.

Cultural research and the role of academies. The Royal Swedish Academy of Letters, History and Antiquities.

The re-establishment of good taste: on the role of academies in the 21st century

Of the multitude of languages, many are endangered and threatened with extinction; this is a great potential loss of witnesses to human perception. Academies should support non-majority languages and oppose the acceleration of their loss due to the rise of computers with programs limited to majority languages.

State University and Russian Academy of Sciences as contributors to the innovative restructuring of Moscow

Both University and Academy of Sciences have traditionally been important economic actors of the Russian capital city, although their research activity was covered mostly from the federal budget. Links with Moscow city authorities have been regulated ‘from the top’ (Communist party directives etc.) and channelled within focused research programs, hardly financed extra to stable budget salaries. At the present stage, when more and more financial mechanisms are involved, their links with Moscow Government are based on initiative from the bottom and look rather like a survival strategy than as a real motivated innovative activity. Academy seems to be more successful in establishing network of contract research for the city: in 1993– 95 out of 83 proposals 55 have been financed through the cooperation program ‘Academy to Moscow, Moscow to the Academy’ (most of them in the field of environment, industry, transport, cultural heritage and healthcare). Out of 159 university proposals only 9 were selected and none really financed. In reality links between scientists and Moscow government are much more intensive than officially registered due to their participation in expert commissions, consultancies and research contracts, developed on the basis of informal networks. University science park is a special case-study in this paper, providing an example of a successful innovative activity in Moscow. The main barriers for the use of innovative potential of the main Russian fundamental science centres in Moscow are 1) the lack of economic innovative policy by the city authorities, 2) weakly developed mechanisms of bringing the results of fundamental research into practice, 3) rising taxes, other intermediate charges and bureaucratic obstacles, making any kind of research activity for the benefit of Moscow economically disadvantageous, 4) low synergy effect of technologically innovative research, 5) conservatism of a big part of the personnel (especially in the University) and negative attitude to any kind of commercial activity in ‘cathedrals of science’. Nevertheless, there are evident signs that the role of Academy and University in creation of innovative millieu in Moscow is growing, both as producing new knowledge and labour force training, and as centres of direct enterpreneurial activity (see Castells and Hall 1994).

Mandela backs role of academy

Mandela backs role of academy