You are looking at 1-10 of 1,703 articles
Jean K. Quam
Edith Abbott (1876–1957) was a social worker and educator. She was Dean of the School of Social Service Administration at the University of Chicago from 1924 to 1942 and she helped in drafting the Social Security Act of 1935.
Jean K. Quam
Grace Abbott (1878–1939) was a teacher who went on to become Director of the Immigrants Protective League of Chicago and Director of the U.S. Children's Bureau. In 1934 she became professor of public welfare at the University of Chicago.
Lou M. Beasley
Ralph David Abernathy (1926–1990) was a pastor who became president of the Southern Christian Leadership Conference after the assassination of Martin Luther King. He was director of personnel, dean of men, and professor of social studies at Alabama State University.
Academic capitalism is a unique hybrid that unites the scientific search for truth and the economic maximization of profits. It turns universities into enterprises competing for capital accumulation and businesses into knowledge producers looking for new findings that can be turned into patents and profitable commodities. In order to understand what this new institutional setting means for science and the evolution of scientific knowledge, science as a field in a Bourdieusian perspective, which operates in the tension field between autonomy and heteronomy, is explored. On this basis, crucial features of academic capitalism and their impact on science as well as the evolution of scientific knowledge are described. Academic capitalism is located in the zone of the intersection of scientific research, economic profit maximization, and innovation policy. The institutional conflicts of interest involved in the corporate funding of academic research are addressed. The logic of academic capital accumulation is spelled out by describing the entrepreneurial university. Field effects of academic capital accumulation on science, namely over-investment at the top and under-investment among the rank and file, are examined, along with the organizational effects of academic capital accumulation in terms of managerial quality assurance on diversity and creativity as crucial prerequisites of advancing scientific knowledge. The main results of the analysis are summarized and some guidelines for future research are presented.
Academic integrity is an interdisciplinary concept that provides the foundation for every aspect and all levels of education. The term evokes strong emotions in teachers, researchers, and students—not least because it is usually associated with negative behaviors. When considering academic integrity, the discussion tends to revolve around cheating, plagiarism, dishonesty, fraud, and other academic malpractice and how best to prevent these behaviors. A more productive approach entails a focus on promoting the positive values of honesty, trust, fairness, respect, responsibility, and courage (International Center for Academic Integrity, 2013) as the intrinsically motivated drivers for ethical academic practice. Academic integrity is much more than “a student issue” and requires commitment from all stakeholders in the academic community, including undergraduate and postgraduate students, teachers, established researchers, senior managers, policymakers, support staff, and administrators.
Students with disabilities are becoming more and more common in higher education classrooms, including social work classrooms. The challenges that come with accommodating students so as to allow equal access to the educational experience are surmountable with the assistance of student disability offices. New technology is being developed to assist students with learning both in and out of the classroom. Supportive attitudes from faculty in including students with disabilities allow all students to benefit from the experience. As compliance with laws such as the ADA becomes commonplace for new construction, the concept of universal design makes inclusion a norm.
In planetary science, accretion is the process in which solids agglomerate to form larger and larger objects, and eventually planets are produced. The initial conditions are a disc of gas and microscopic solid particles, with a total mass of about 1% of the gas mass. These discs are routinely detected around young stars and are now imaged with the new generation of instruments. Accretion has to be effective and fast. Effective, because the original total mass in solids in the solar protoplanetary disk was probably of the order of ~300 Earth masses, and the mass incorporated into the planets is ~100 Earth masses. Fast, because the cores of the giant planets had to grow to tens of Earth masses to capture massive doses of hydrogen and helium from the disc before the dispersal of the latter, in a few millions of years.
The surveys for extrasolar planets have shown that most stars have planets around them. Accretion is therefore not an oddity of the solar system. However, the final planetary systems are very different from each other, and typically very different from the solar system. Observations have shown that more than 50% of the stars have planets that don’t have analogues in the solar system. Therefore the solar system is not the typical specimen. Models of planet accretion have to explain not only how planets form, but also why the outcomes of the accretion history can be so diverse.
There is probably not one accretion process but several, depending on the scale at which accretion operates. A first process is the sticking of microscopic dust into larger grains and pebbles. A second process is the formation of an intermediate class of objects called planetesimals. There are still planetesimals left in the solar system. They are the asteroids orbiting between the orbits of Mars and Jupiter, the trans-Neptunian objects in the distant system, and other objects trapped along the orbits of the planets (Trojans) or around the giant planets themselves (irregular satellites). The Oort cloud, source of the long period comets, is also made of planetesimals ejected from the region of formation of the giant planets. A third accretion process has to lead from planetesimals to planets. Actually, several processes can be involved in this step, from collisional coagulation among planetesimals to the accretion of small particles under the effect of gas drag, to giant impacts between protoplanets. Adopting a historical perspective of all these processes provides details of the classic processes investigated in the past decades to those unveiled in the last years.
The quest for planet formation is ongoing. Open issues remain, and exciting future developments are expected.
Judith Meece and Charlotte Agger
Achievement motivation theories are used to understand gender discrepancies in motivation across various academic domains. Early on in the field of motivation research, researchers commonly used an attribution framework to study achievement-related outcomes among men and women. Self-efficacy theory and a revised expectancy-value theory of achievement-related choices dominate the current literature on gender differences and achievement motivation. Current trends in research on gender and academic motivation include the shifting and expanding of theoretical frameworks, a new focus on the motivation and achievement of male students, and the use of advanced methodologies and cross-national data to conduct comparative research on gender and patterns of motivation.