Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.     

The Secret of Eternal Youth: Identity,risk and learning difficulties

Post-war theories of 'youth' as a transitional phase of life are reviewed in terms of their common assumption about the formation of a stable adult identity. The post-modern challenge to the assumption of a stable self is outlined together with attempts by theorists of late modernity to hold structure and agency in creative tension. People with learning difficulties, it is argued, represent an abnormal transition in a Learning Society, thus enabling us to understand the nature of transition and identity in such a society more clearly. Ethnographic case studies of a man of 23, a man of 33 and a woman of 43, all being Down's Syndrome, are presented. The limits of their transition to full adulthood are specified in terms of four key markers of adulthood. The paper concludes by reflecting on the purchase of different theories of youth and identity, and on the politics of learning difficulties.     

Alternative futures for academic and professional publishing

The article examines the future of academic and professional publishing by proposing four generic models which, possibly in combination with each other, represent any possible publishing activity. It examines the factors encouraging or impeding development of each model and the ways in which publishers could make transitions from one to another.     

‘He’s Running,Ref!’ An ethnographic study of walking football

This paper explores the experience of playing walking football (w/f) in the south of England. Ethnographic research was carried out at a local authority leisure centre and non-league football club. Data were accumulated through an ethnographic approach which consisted of participant observation, informal conversations with walking footballers and facilitators and documentary collection. The research period ran throughout 2015–2016 for a period of 18 months. The data, which were analyzed reflectively using insights from feminist scholarship, suggest that players experienced a number of benefits from participation. Whilst some previous studies have sought primarily to measure physiological benefits, this study is suggestive of less tangible health gains. In particular, players reported an increased appetite for life and positivity engendered by playing w/f, together with enhanced levels of social engagement. They reported feelings of social connectedness, enjoyment and inclusion as members of a supportive community. However, there is some evidence of conflict over the philosophy and purpose of w/f/, especially in relation to the spirit of the game and the competitive tournament environment. Further work around these areas is recommended.