Sentences with phrase «nonacademic research»

Not all scientists at the conference intend to struggle for an academic position; those interested in alternative career paths met representatives of industry and nonacademic research institutions at a series of workshops.

No gender differences could be found regarding research funding, finding a permanent nonacademic research position, or pursuing alternative careers.

Not exact matches

After doing a Ph.D. in social science at the Commonwealth Scientific and Industrial Research Organisation, she took a short training course at the University of Melbourne in Australia learning to write for nonacademic audiences.

Although I enjoy my current research focus, I tend to exclude myself from many of the nonacademic lab activities.

«The new journal aims to capture the contributions of nonacademics to scientific research.»

Where nonacademic jobs once required skills that did not carry over to academia, that's not necessarily the case these days, says Gregory Kopf, who spent more than two decades at the University of Pennsylvania before moving to Wyeth Research.

The program works like this: Full - time faculty members with independent research programs (postdocs are not eligible) apply via the program's Web site; researchers holding equivalent positions in industry of nonacademic labs may also apply.

For research scholars and nonacademic professionals, USEFI offers several programs related to science and technology:

A study released on 1 April by the American Institutes for Research, The Nonacademic Careers of STEM PhD Holders, casts revealing light on which Ph.D. researchers do what kind of nonacaNonacademic Careers of STEM PhD Holders, casts revealing light on which Ph.D. researchers do what kind of nonacademicnonacademic work.

In service of that institutional need, academic culture has fostered the misleading narrative that graduate school and postdoc positions are solely intended to prepare young scientists for academic research careers rather than for a range of nonacademic and even nonresearch endeavors.

Sure, there are a few obvious and well - trodden nonacademic careers (including a few, like pharma research and science journalism, that already are oversubscribed).

The new journal aims to capture the contributions of nonacademics to scientific research; according to Stephens, academic evaluation of public and patient involvement in science has been conducted for many years, but no journal was devoted to the theme, commonly known as PPI.

«There are still many research niches that are unfilled in India and both academic and nonacademic institutes are interested in building the capacity of the faculty and research base,» Thaker says.

He writes a blog called Dr. Sustainable, where he communicates his research to a nonacademic audience, discusses early - career academic life, and shares teaching tips.

They've formed an organization called Future of Research to pressure universities to tell grad students about their prospects for jobs and the track records of previous Ph.D. s, and to give them training in nonacademic careers.

Although some research finds that such benefits exist, the available data have not permitted researchers to confirm the causal effects of desegregation on nonacademic benefits for the same reasons that it is difficult to produce convincing findings on academic benefits: the nonrandom sorting of students among school environments and the real possibility that forced busing may produce effects very different from those of living in a racially or socioeconomically mixed community.

The research is inconclusive; many countries with top - performing high - school students provide rich play - based, nonacademic experiences — not standardized instruction — until age six or seven.

Our presenter, Education Northwest's Shannon Davidson, is working on multiple research projects on the development of nonacademic skills and social - emotional learning and will share an overview of her research.

In order to improve students» safety, health, well - being and academic achievement, the Committee acknowledges the scientific research that shows that getting the best outcomes for students requires building nonacademic skills such as self - awareness, self - management, social awareness, relationship skills, and responsible decision - making.

Research shows the importance of nonacademic factors for predicting outcomes such as retention, persistence, and engagement in college as well as graduation from college.

Decades of rigorous research revealed five nonacademic factors predictive of school success: effective leaders, collaborative teachers, involved families, a supportive environment and ambitious instruction.

The research highlighted here illustrates that school turnaround is possible in the presence of a concerted strategy that incorporates evidenced - based best practices: Aggressive action on the part of school districts, resources and requirements, governance and staffing changes, data - driven decision making, and a focus on school culture and nonacademic supports for disadvantaged students.

Cities and states at the vanguard of rethinking accountability and measuring nonacademic factors illuminate a productive and thoughtful path forward, drawing upon an impressive research base and proven results.

Over the past few years, nearly 6,000 schools across 14 states have used the 5Essentials survey to systematically measure nonacademic factors that decades of research have shown matter most for school improvement and student success.

Research shows that at least half of long - term chances of success are determined by nonacademic qualities like grit, perseverance and curiosity.

He notes the convergence of three important trends: first, the rise in strategic education philanthropy; second, the decline in federal funding, in part due to ideologically contested priorities; and third, the growing influence of nonacademic think tanks operating outside the constraints of university - based research.

In a recent review of the distribution of research grant emphases in the area of violence, several NIH institutes classified their studies into one of three categories: (a) preintervention studies, which included risk or protective studies, population - based epidemiological studies, or basic prevention development; (b) efficacy studies, which included laboratory trials of the impact of specific preventive or treatment interventions targeted at disruptive behavior disorders, including conduct disorder; and (c) effectiveness research, which included studies of the effectiveness, dissemination, or transportability of interventions into community (nonacademic) settings.

In order to improve students» safety, health, well - being and academic achievement, the Committee acknowledges the scientific research that shows that getting the best outcomes for students requires building nonacademic skills such as self - awareness, self - management, social awareness, relationship skills, and responsible decision - making.