Regulating Academic Pressure: From Fast to Slow

This paper investigates the impact of publication pressure on the ethics and the scientific integrity in the domain of mathematics and of the arts. Both research fields are specific in their methodology, being that they do not start from a classical hypothesis and researchers in these areas are not knowing what the outcome will be. The research design is open, and creativity is a main part of the research investigation. Both research fields do not rely on empirical cases nor on data collection or data handling. This could be a reason why mathematics and arts seem to be less subject to scientific misconduct. After presenting the (inter)national regulations on ethics and integrity, we will investigate a philosophical analysis in which we consider possible influences from publication pressure that became widespread over all disciplines. We will clarify if and how mathematics and the arts are sensitive to scientific research misconduct or questionable research practices.     

Higher Education and Industrial Development in Ireland

In the structures of European society, the institutions of education, state, industry and others have always been quite autonomous and largely separate from each other. This contrasts with the USA and Japan, where the linkages between the university and industry sectors have always been very strong and cooperation between the two has been long established. This paper addresses itself to the situation in Ireland and reviews the many institutional structures for university industry cooperation. The specific developments in University College Dublin are described and the benefits which such cooperation bring to both the university and industrial sectors are summarised.     

An Exploratory Study of a Gender Equity Program for Secondary School Students

This paper examines the effectiveness of an experiential program designed to make secondary school students in Canada more aware of the barriers to women in the workplace. Two studies are reported. In the first study, the researchers taught individual themes within the instructional module to small groups of students. In the second study, grade 11 students were given the complete instruction as part of a curriculum unit. Data were gathered from analysis of artifacts (in both studies) and audiotapes of sessions (in the first study). In addition, for the second study, students were compared to a matched control group on a pre-test/post-test assessment. The instruction proved effective in increasing student knowledge. Implications and suggestions for future studies are given.     

Who uses NHS libraries? Preliminary results from a survey of postgraduate medical libraries in North East Thames

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