The Digital Academic: Social and Other Digital Media for AcademicsDeborah Lupton
A presentation used in workshops to teach academics about how to use social media and other digital media for professional purposes. Includes discussion of Academia.edu, LinkedIn, blogs, Twitter, Facebook, institutional e-repositories, Storify, SlideShare, Pinterest and more.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
The Digital Academic: Social and Other Digital Media for AcademicsDeborah Lupton
A presentation used in workshops to teach academics about how to use social media and other digital media for professional purposes. Includes discussion of Academia.edu, LinkedIn, blogs, Twitter, Facebook, institutional e-repositories, Storify, SlideShare, Pinterest and more.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This presentation was given as a public lecture at the Open University of Catalonia Edul@b, Barcelona Growth Centre
@UOCuniversitat @edulab
Presentation to the ESRC Scottish Graduate School of Social Science on the evaluation of the digital impact of research. There is a video associated with these slides available at https://vimeo.com/149665866
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
Vitae Research Staff Conference - 5 November 2009David Proctor
Researchers: a vision for national engagement
including:
A collective voice for research staff
Researchers staff communities
Structures for preserving knowledge
Practical issues facing research staff
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
Acacia Research and Learning Forum - Tutorial 1, 8 October 2009
Strengthening Theory and Methodology for ICT4D Research
Facilitator: Camilo Villa
Dakar, Senegal
Creating a UK-wide network of LIS researchersHazel Hall
Presentation delivered at the Library Research Symposium. McMaster University, Canada, 3 November 2015.
The aim of the Arts and Humanities Research Council funded Developing Research Excellence and Methods project, was to develop a formal UK-wide network of Library and Information Science (LIS) researchers (academic and practitioner). The project ran from January 2011 to August 2012, and was supported by the UK Library and Information Science Research Coalition.
The initial successes of the DREaM project were reported in a paper that Hazel Hall co-authored with Alison Brettle and Charles Oppenheim and presented at QQML 2012. Three years later in summer 2015, Hall and her colleague Bruce Ryan conducted further research to explore any lasting impacts of the project.
Those who attended three DREaM research methods workshops in 2011/12 were invited to complete a survey in June 2015. The survey questions focused on LIS work undertaken since the last DREaM workshop in April 2012. Respondents were asked to report on the use of the methods presented at the DREaM workshops; any new DREaM-inspired LIS research and publications, and their impacts; the influence of DREaM on individual career paths; and any on-going contact between those who developed relationships with one another over the course of the three workshops. Further data for the 2015 project – known as DREaM Again - were collected formally from focus groups and more informally through email contact with DREaM workshop participants.
In this presentation the main findings of DREaM Again are discussed.
Tales of plagiarism, ghost-writing and contract cheating make great news headlines, but can also be a serious issue where students are under pressure, over-stretched and can’t get the support they need to progress in their course.
In these slides, Niva goes back to basics with some principles and approaches to academic integrity, including some common challenges around plagiarism, particularly with international students. Niva will also share some strategies for preventing plagiarism, including changes to assessment design and some practical activities you can try with your own students.
Louise Bezuidenhout - OpenCon Oxford, 1st Dec 2017Crossref
Louise Bezuidenhout, Institute for Science, Innovation and Society, Oxford:
Projects such as the CODATA-RDA School for Research Data Science highlight the need for building capacity in research data skills around the world. Indeed, without these key skills it is likely that many disciplines and communities will continue to miss out on the benefits of a growing pool of open data resources online. Educating researchers in data skills is thus fundamental in maximizing the benefits of Open Science, but it is also an opportunity to shape the future by educating for responsible data science.
This talk will examine the ethics/Open Science component of the CODATA-RDA school and highlight how the commitment to responsible research underpins all areas of instruction. It will also discuss some of the difficulties of educating for data ethics and responsible practice in a field that is multi-disciplinary and multi-national. Finally, the talk will cover the practice-oriented, modular approach to ethics that has been developed in the CODATA-RDA school to specifically address these challenges.
RCH 7301, Critical Thinking for Doctoral Learners 1 ajoy21
RCH 7301, Critical Thinking for Doctoral Learners 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize critical concepts of business scholarship in research writing.
1.1 Define the dissertation within business research.
1.2 Compose a sample problem statement.
6. Evaluate the responsibilities of business administration research.
6.1 Apply an ethical framework to research.
6.2 Explain why ethics are important to businesses and researchers.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
1.2
Unit Lesson
Chapter 1
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
6.1
Unit Lesson
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
6.2.
Unit Lesson
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
Required Unit Resources
Chapter 1: Introduction
Chapter 4: Business Research Ethics
In order to access the resources below, utilize the CSU Online Library to begin your research.
Review the research stages on the Project Planner webpage.
Byrne, D. (2017). Project planner. SAGE Research Methods.
http://methods.sagepub.com.libraryresources.columbiasouthern.edu/project-planner
Cassuto, L. (2011, July 29). It’s a dissertation, not a book. The Chronicle of Higher Education, 57(42).
UNIT I STUDY GUIDE
Demystifying the Dissertation:
Ethics of Research
RCH 7301, Critical Thinking for Doctoral Learners 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Ethics and Research Ethics
Business research, like all research, is guided foremost by the concept of ethics. Blumberg et al. (2005) offer
a general definition of ethics as being a set of moral norms that we use to guide the moral choices
underpinning both our behavior and the ways that we create relationships with others. While most individuals
have thought about morals and morality, applying the definition of ethics to research requires a consideration
of ethics in general and in relation to how ethics pertain to the appropriateness of a researcher’s behavior
toward the subjects of research and/or toward those entities affected by the research. All research is based
on problems that we find in the real world, and people are impacted by not only the solutions that others might
devise for those problems but also by researchers’ investigations into problems. The nuanced moral territory
where right and wrong are not clear-cut or immediately discernible and where our actions as researchers can
affect others is where our ethical principles are most important to guide our research.
The deontological approach to ethics teaches us that ethical principles should never be compromised in favor
of getting resul ...
Presentation to the ESRC Scottish Graduate School of Social Science on the evaluation of the digital impact of research. There is a video associated with these slides available at https://vimeo.com/149665866
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
Vitae Research Staff Conference - 5 November 2009David Proctor
Researchers: a vision for national engagement
including:
A collective voice for research staff
Researchers staff communities
Structures for preserving knowledge
Practical issues facing research staff
Presentation by Dr. G. William Hill (Kennesaw State University) at Xavier University of Louisiana, January, 2011. Sponsored by the Center for the Advancement of Teaching. More info: http://cat.xula.edu/integrity/
Acacia Research and Learning Forum - Tutorial 1, 8 October 2009
Strengthening Theory and Methodology for ICT4D Research
Facilitator: Camilo Villa
Dakar, Senegal
Creating a UK-wide network of LIS researchersHazel Hall
Presentation delivered at the Library Research Symposium. McMaster University, Canada, 3 November 2015.
The aim of the Arts and Humanities Research Council funded Developing Research Excellence and Methods project, was to develop a formal UK-wide network of Library and Information Science (LIS) researchers (academic and practitioner). The project ran from January 2011 to August 2012, and was supported by the UK Library and Information Science Research Coalition.
The initial successes of the DREaM project were reported in a paper that Hazel Hall co-authored with Alison Brettle and Charles Oppenheim and presented at QQML 2012. Three years later in summer 2015, Hall and her colleague Bruce Ryan conducted further research to explore any lasting impacts of the project.
Those who attended three DREaM research methods workshops in 2011/12 were invited to complete a survey in June 2015. The survey questions focused on LIS work undertaken since the last DREaM workshop in April 2012. Respondents were asked to report on the use of the methods presented at the DREaM workshops; any new DREaM-inspired LIS research and publications, and their impacts; the influence of DREaM on individual career paths; and any on-going contact between those who developed relationships with one another over the course of the three workshops. Further data for the 2015 project – known as DREaM Again - were collected formally from focus groups and more informally through email contact with DREaM workshop participants.
In this presentation the main findings of DREaM Again are discussed.
Tales of plagiarism, ghost-writing and contract cheating make great news headlines, but can also be a serious issue where students are under pressure, over-stretched and can’t get the support they need to progress in their course.
In these slides, Niva goes back to basics with some principles and approaches to academic integrity, including some common challenges around plagiarism, particularly with international students. Niva will also share some strategies for preventing plagiarism, including changes to assessment design and some practical activities you can try with your own students.
Louise Bezuidenhout - OpenCon Oxford, 1st Dec 2017Crossref
Louise Bezuidenhout, Institute for Science, Innovation and Society, Oxford:
Projects such as the CODATA-RDA School for Research Data Science highlight the need for building capacity in research data skills around the world. Indeed, without these key skills it is likely that many disciplines and communities will continue to miss out on the benefits of a growing pool of open data resources online. Educating researchers in data skills is thus fundamental in maximizing the benefits of Open Science, but it is also an opportunity to shape the future by educating for responsible data science.
This talk will examine the ethics/Open Science component of the CODATA-RDA school and highlight how the commitment to responsible research underpins all areas of instruction. It will also discuss some of the difficulties of educating for data ethics and responsible practice in a field that is multi-disciplinary and multi-national. Finally, the talk will cover the practice-oriented, modular approach to ethics that has been developed in the CODATA-RDA school to specifically address these challenges.
RCH 7301, Critical Thinking for Doctoral Learners 1 ajoy21
RCH 7301, Critical Thinking for Doctoral Learners 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize critical concepts of business scholarship in research writing.
1.1 Define the dissertation within business research.
1.2 Compose a sample problem statement.
6. Evaluate the responsibilities of business administration research.
6.1 Apply an ethical framework to research.
6.2 Explain why ethics are important to businesses and researchers.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
1.2
Unit Lesson
Chapter 1
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
6.1
Unit Lesson
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
6.2.
Unit Lesson
Chapter 4
Article: “It’s a Dissertation, Not a Book”
Webpage: Project Planner
Unit I Assignment
Required Unit Resources
Chapter 1: Introduction
Chapter 4: Business Research Ethics
In order to access the resources below, utilize the CSU Online Library to begin your research.
Review the research stages on the Project Planner webpage.
Byrne, D. (2017). Project planner. SAGE Research Methods.
http://methods.sagepub.com.libraryresources.columbiasouthern.edu/project-planner
Cassuto, L. (2011, July 29). It’s a dissertation, not a book. The Chronicle of Higher Education, 57(42).
UNIT I STUDY GUIDE
Demystifying the Dissertation:
Ethics of Research
RCH 7301, Critical Thinking for Doctoral Learners 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Ethics and Research Ethics
Business research, like all research, is guided foremost by the concept of ethics. Blumberg et al. (2005) offer
a general definition of ethics as being a set of moral norms that we use to guide the moral choices
underpinning both our behavior and the ways that we create relationships with others. While most individuals
have thought about morals and morality, applying the definition of ethics to research requires a consideration
of ethics in general and in relation to how ethics pertain to the appropriateness of a researcher’s behavior
toward the subjects of research and/or toward those entities affected by the research. All research is based
on problems that we find in the real world, and people are impacted by not only the solutions that others might
devise for those problems but also by researchers’ investigations into problems. The nuanced moral territory
where right and wrong are not clear-cut or immediately discernible and where our actions as researchers can
affect others is where our ethical principles are most important to guide our research.
The deontological approach to ethics teaches us that ethical principles should never be compromised in favor
of getting resul ...
Presentasjon fra Helene Ingierd i forbindelse med foredraget "Research ethics, scientific misconduct and questionable practices". Foredraget ble holdt online den 23. september 2020.
Topic for capstone .Implementing Opiod Risk assessment tool .docxnanamonkton
Topic for capstone
.Implementing Opiod Risk assessment tool from a multidisciplinary pain management approach
The purpose of the doctoral capstone project was to: (a) provide education to nursing staff on implementing a structured risk assessment tool in order to identify risk for imminent aggression, manage risk for imminent aggressive behaviors
Write a 6-8 page double-spaced paper with an additional template in which you analyze potential ethical considerations that may arise from your doctoral project. Determine strategies to address these ethical considerations.
Introduction
Ethical researchers act in honest ways. Ethics are conduct norms or standards that distinguish between right and wrong and acceptable and unacceptable behaviors. Ethical considerations matter because they guard against the fabrication or falsification of data. They promote the pursuit of knowledge and truth, research’s primary goal. Ethical behavior is also crucial for collaborative work because it encourages an environment of trust, accountability, and mutual respect among team members. Likewise, researchers must adhere to ethical standards for the public to support and believe in the research. Although most quality improvement and evidence based practice projects pose minimal risk to human subjects, an IRB screening process for your capstone project is required to ensure the project is meeting the appropriate ethical standards.
The Nuremberg Code (1947) protects human rights and is the leading code for conducting ethical research. It focuses on:
Voluntary informed consent.
Freedom to withdraw from research.
Protection from physical and mental harm.
Protection from suffering and death.
It also emphasizes the risk-benefit balance of conducting research. The Declaration of Helsinki (1964) underscored the importance of protecting subjects in research and strongly proclaimed that individuals’ well-being takes precedence over scientific and social interests.
Good research is well planned, appropriately designed, and ethically approved. Developing and following a research protocol helps to ensure this. Research needs to seek to answer specific questions rather than just collect data. Researchers must obtain approval from the Institutional Review Board or Ethics Committee. Researchers also need to pay special attention to vulnerable subjects to avoid breech of ethical codes. Although most quality improvement and evidence based practice projects pose minimal risk to human subjects, an IRB screening process for your capstone project is required to ensure the project is meeting the appropriate ethical standards.
The major ethical issues in conducting research usually involve:
Informed consent.
Beneficence—do no harm.
Respect for anonymity and confidentiality.
Respect for privacy.
You are responsible to ensure your project is conducted ethically and responsibly from planning to publication. Be familiar with ethical principles and follow them strictly. Di.
Every single PhD student across the globe should write a good PhD Research Dissertation on a particular research topic for the completion of his/her degree. So, it is essential for the PhD students to select a good research topic of student’s interest to develop a Quality PhD Research Dissertation. To ensure feasibility and safety of the selected research topic, there is a set of ethical guidelines and university regulations to be precisely considered by the students to get ethical clearance from the university before starting his/her research work.
Ethical consideration is one of the important steps in drafting a good PhD dissertation. The ethical guidelines and university regulations may vary from place to place. Yet, there is a set of basic principles in research ethics which has to be followed strictly by the students.
Learn More: https://bit.ly/2XgyVNk
Contact Us:
UK NO: +44-1143520021
India No: +91-8754446690
Email: info@phdassistance.com
Research ethics and problems encountred by reseachers ErTARUNKASHNI
Definition of research ethics
Objective of research ethics
Importance of research ethics
Principles of research ethics
Do’s and don'ts of research ethics
Problems encountered by researchers
This presentation is part of the training pathway for Macquarie University staff thinking about applying an Associate Fellowship in the Higher Degree Research Supervision Fellowship program
'HDR55 Build Evidence of Good Practice' is a foundation workshop in the application process for a Macquarie University HDR Supervision Associate Fellowship.
This presentation provides an overview of the architecture of the Macquarie University HDR Supervision Framework, and related HDR Supervision Fellowship Program, to be introduced during 2018.
I included in this presentation a detailed table - I wouldn't normally do this, not good use of a ppt. But I included it in this slideshare version so that anyone who is interested can have an explore.
Macquarie University is introducing a new approach to the continuous professional development of HDR Supervisors. It is based on professional recognition, a new approach to criteria for promotion, and a Fellowship Scheme. This presentation provides an overview of the changes being made to shift to a 'new normal' of HDR supervisor development.
This slide was prepared for an HDR Supervision update @ Sociology at Macquarie University. This overview has two parts:
1. Proposed changes to the HDR Supervision Enhancement
Program (2017)
2. Awareness raising about the Supervisor's Toolkit (2016)
Dr Jen Rowland facilitated a "Supervising a thesis by publication" workshop for the Faculty of Law at Macquarie University on 10 August 2016 jen.rowland@mq.edu.au
Supervision Enhancement Program workshop facilitated by A/P Merilyn Childs, Convenor Supervision Enhancement Program and A/P Bridget Mabbutt, MRes Director (FSE)
Professor Sakkie Pretorius, Deputy Vice-Chancellor: Research, and International-standard 2-year Research Training Pathway at Macquarie University (BPhil/MRes and MRes packages)
Professor Nick Mansfield Dean, Higher Degree Research
This presentation provides an overview of one way of thinking about evidence, with examples. It was developed to assist academics seeking to earn credit as a way of achieving the annual supervision enhancement update at MQ.
This slide presentation is a conversational trigger used to discuss the inclusion of an evidencing practices approach to the annual supervision update at MQ. A working example was given where participants edit their digital profile that exists within the MQSR (registration portal), as this activity is one example of evidence that could be used. Many other examples are given via the embedded Google form.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
The Australian Code for the Responsible Conduct of Research: Authorship
1. The Australian Code for the Responsible Conduct of
Research:
Academic authorship
Dr Merilyn Childs
Associate Professor
Convenor, Supervision Enhancement Program
Macquarie University
Merilyn.childs@mq.edu.au
(Updated 2/9/2015)
2. Introduction
As academics develop their careers,
they are likely to confront issues
associated with academic integrity as
it relates to publishing & attributing
authorship. I know I did.
This presentation aims to locate these
issues within a governance framework
in the Australian context: The
Australian Code for the Responsible
Conduct of Research.
3. All images used in this presentation are by the amazing: https://www.flickr.com/photos/kalexanderson/
When the term “academic integrity” is used, more often
than not it is used to refer to students . But “academic
integrity” also applies to the work of academics. This
includes behaviour related to publishing.
4. The assignment of authorship is not a
personal, local matter. It is a serious
matter concerning academic integrity,
and is governed by The Australian Code
for the Responsible Conduct of
Research, Section 5: Authorship.
5. The Code states that attribution of authorship
depends to some extent on the discipline, but in
all cases authorship must be based on
substantial contributions in a combination of:
• conception and design of the project
• analysis and interpretation of research data
• drafting significant parts of the work or
critically revising it so as to contribute to the
interpretation
6. It is critical to note that “the right
to authorship is not tied to
position or profession and does
not depend on whether the
contribution was paid for or
voluntary. It is not enough to have
provided materials or
routine technical support, or to
have made the measurements on
which the publication is
based. Substantial intellectual
involvement is required”.
7. Those who make a contribution have a right to attribution.
8. It’s the responsibility of collaborating researchers to
“agree on authorship of a publication at an early stage
in the research project and should
review their decisions periodically.”
Authorship: Section 5.3.
9. Authorship should not be offered to those who
do not meet the requirements set out
by the Code. Authorship Section 5.5 Do not
allow unacceptable inclusions of authorship
10. For example, none of the following contributions, in and
of themselves, justifies including a person as an author:
• being head of department, holding other positions of
authority, or personal friendship with the authors
• providing a technical contribution but no other
intellectual input to the project or publication
• providing routine assistance in some aspects of the
project, the acquisition of funding or general
supervision of the research team
• providing data that has already been published or
materials obtained from third parties, but with no
other intellectual input.
Authorship Section 5.5 Do not allow unacceptable
inclusions of authorship
11. Research managers/directors, professors
(who may be indirectly involved), grant
winners or those in power must meet the
standard outlined by the Code to be
included as co-authors. They do not have
a right to honorary authorship (Moffatt
2011) or attribution if they do not meet
the standard.
12. See if your institution
has a Statement of
Authorship based on the
Code.
Invent one if it doesn’t.
http://research.unsw.edu.au/sites/all/files/related_files/regular_page_content/authorship_statement_form.pdf
13. Conflict about attribution should be anticipated as “disagreements often
happen” (Dance, 2012). Write into your research and ethics applications that
the Code will be adhered to, including alignment with Section 5 Authorship.
Do not assume that names on a research grant will be the
same as names on a publication!
14. It may seem tempting to reward a senior
academic who lent their name to a research
grant with a publication or two. This is a breach
of the Code if they are attributed without
meeting the standard.
Rule of thumb? “ Authorship should be earned
rather than offered” (Drenth 1998 in Hundley et
al 2013, p.98). The “consequences of…gift
authorship can be serious” (Street et al 2010,
p.1458). Indeed, it is a form of academic
misconduct.
15. There are other important aspects of the
Code, Section 5 Authorship:
responsibilities for institutions (5.1) and
responsibilities for researchers (5.2-5.8).
16. Academics have a responsibility to:
• Earn authorship
• Not accept honorary or ‘gift’ authorship for any reason
• Protect research and researchers from potential breaches
of the Code
• Value academic integrity
• Advocate for institutional alignment with the Code
Institutions could also:
• Ensure widespread understanding of the Code
• Initiate a “red flags” approach to ERA and HERDC reporting
to identify possible breaches of the Code
• Ensure a safe workplace for early and middle career researchers
in support of the Code
• Routinely report efforts to align with the Code
17. References
Dance, A. (2012). Authorship: Who’s on first? Nature, 489. pp. 591-593.
Hundley, V., van Teijlingen., & Simkhada P. (2013). Academic authorship:
who, why and in what order? Guest editorial, Health Renaissance,
11(2), pp.98-101.
Moffatt, B. (2011). Responsible authorship: why researchers must forgo
honorary authorship. Accountability in Research: Polices and Quality
Assurance, 18(2), pp. 76-90.
Street, J.M., Rogers, W.A., Israel, M., & Braunack-Mayer. (2010). Credit
where credit is due? Regulation, research integrity and the attribution
of authorship in the health sciences”, Social Sciences and Medicine,
70(9), pp.1458-1465.
Acknowledgment: All images used in this presentation were designed by the amazing
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