Minerva最新文献

{"title":"Making Science Relevant: Comparing Two Science Advisory Organizations Beyond the Linear Knowledge Model","authors":"Göran Sundqvist, Sebastian Linke","doi":"10.1007/s11024-024-09528-0","DOIUrl":"https://doi.org/10.1007/s11024-024-09528-0","url":null,"abstract":"<p>This article compares two science advisory organizations: the Intergovernmental Panel for Climate Change (IPCC) and the International Council for the Exploration of the Seas (ICES), with a special focus on how their respective policy systems absorb the knowledge delivered for use in decision processes. The science-policy processes of these two organizations differ in important respects; ICES delivers highly specified knowledge to a specified uptake mechanism, while the IPCC produces unspecified knowledge for an unspecified uptake mechanism. Since both environmental governance areas are criticized for lack of needed action, a comparison is of interest asking how this might relate to the organization of science advice. As theoretical resources for this explorative comparison we utilize two approaches from the field of science and technology studies: the co-production approach, which focuses on the entanglements of scientific and political processes, and the systems-theory-oriented multiple-worlds model, which assumes a clear difference in institutional logics between the scientific and the political field. Since the IPCC has been critically analysed by several studies utilizing resources from the two approaches, we contribute with new insights by bringing in ICES, which is a much less studied organization exposing a different science-policy structure. One important finding is that the two theoretical approaches focus on different aspects, exposing ‘links’ and ‘integration’, both of which we argue are important for analysing and assessing science advisory organizations. Moreover, these aspects can be advantageously integrated into a single theoretical framework.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"42 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140609129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Political Speech on Campus: Shifting the Emphasis from “if” to “how”","authors":"Mario Clemens, Christian Hochmuth","doi":"10.1007/s11024-024-09525-3","DOIUrl":"https://doi.org/10.1007/s11024-024-09525-3","url":null,"abstract":"<p>Universities in many liberal democracies, such as the US, the UK, or Germany, grapple with a pivotal question: how much room should be given to controversial utterances? On the one side, there are those who advocate for limiting permissible speech on campus to create a safe environment for a diverse student body and counter the mainstreaming of extremist views, particularly by right-wing populists. On the other side, concerns arise about stifling the free exchange of ideas and creating an atmosphere of fear and censorship. The debate is further complicated by participants’ occasional uncertainties about the legal norms relevant in the given context, such as when freedom of speech is an issue and when it is not. This paper addresses the question of whether universities should allow actors with primarily political (as opposed to scholarly) agendas to speak on campus. Focusing on German universities, we begin by discussing some of the potentially relevant legal norms. We then propose shifting emphasis from <i>whether</i> we should make room for public political discussions on campus to <i>how</i> such events must be organized so that they deliver the goods that their advocates emphasize while avoiding the dangers of which critics warn. Drawing on conflict management literature concerned with process design, we make several practical suggestions on how to organize an event that brings political discourse to the university campus without causing harm.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"8 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140100167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Citation Elites in Polytheistic and Umbrella Disciplines: Patterns of Stratification and Concentration in Danish and British Science","authors":"Alexander Kladakis, Philippe Mongeon, Carter W. Bloch","doi":"10.1007/s11024-024-09521-7","DOIUrl":"https://doi.org/10.1007/s11024-024-09521-7","url":null,"abstract":"<p>The notion of science as a stratified system is clearly manifested in the markedly uneven distribution of productivity, rewards, resources, and recognition. Although previous studies have shown that institutional environments for conducting research differ significantly between national science systems, disciplines, and subfields, it remains to be shown whether any systematic variations and patterns in inequalities exist among researchers in different national and domain specific settings. This study investigates the positioning of citation elites as opposed to ‘ordinary’ researchers by way of examining three dimensions of concentration (accumulation of publications and citations, specialisation, and institutional concentration) in biology, economics and physics in Denmark and the UK. Across all three dimensions, we put Richard Whitley’s bipartite theory to the test, suggesting a nexus between the intellectual structure of a discipline and the configuration of its elite. The study draws on a dataset of researchers who published most of their publications in either physics, biology, or economics over the 1980–2018 period and with at least one publication in 2017–2018 while affiliated to either a British or a Danish university. We find higher degrees of concentration in the UK compared to Denmark, and that physics and biology respectively display the greatest and lowest degree of concentration. Similar patterns in disciplinary differences are observed in both countries, suggesting that concentration patterns are largely rooted in disciplinary cultures and merely amplified by the national context.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"4 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation Practices of Doctoral Examination Committees: Boundary-Work Under Pressure","authors":"Maja Elmgren, Åsa Lindberg-Sand, Anders Sonesson","doi":"10.1007/s11024-024-09523-5","DOIUrl":"https://doi.org/10.1007/s11024-024-09523-5","url":null,"abstract":"<p>The doctorate forms the basis for academic careers and the regeneration of academia, and has increasingly become important for other sectors of society. The latter is reflected in efforts on institutional, national as well as supranational levels to change and adapt the doctoral degree to new expectations. As doctoral education is embedded in research, changes in governance and funding of research further affect the doctorate. The evaluation of the doctoral thesis appears, however, to have remained true to the academic tradition: an examination committee exercising their gatekeeping in a ceremonial setting. This study sets out to explore doctoral examination committees’ evaluation practices. Insights were gained through six focus group interviews with experienced examination committee members at three large research-intensive universities in Sweden. Of particular interest is how the object of evaluation is formed, the nature of the boundary-work conducted, and variations in examination practices related to different and changing conditions for research and doctoral education. Our results show how the object of evaluation emerges through a gradual interpretation of the thesis and defence, becoming more complex and nuanced as the process of evaluation progresses from its initial stages to the final closed discussions of the committee. The finalised object of evaluation, only fully present at the conclusion of the closed meeting and hence transient in nature, encompasses the research contribution, educational achievement, and academic competence of the candidate. Furthermore, the boundary-work conducted in this process often transcends the object of evaluation to include also supervision and the local context for doctoral education and research, and hence contributes to upholding, and potential changing, norms in research fields, educational contexts, and academia at large. This extended boundary-work intensified as problems and inconsistencies were discovered during the evaluation process. The ceremonial staging underscored the gravity of the decision and the extended boundary-work. Despite changing conditions for the doctorate, our findings highlight the importance of the practice of evaluation committees, and the disciplinary communities to which they belong, for upholding and negotiating norms in academia.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"33 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping the German Diamond Open Access Journal Landscape","authors":"Niels Taubert, Linda Sterzik, Andre Bruns","doi":"10.1007/s11024-023-09519-7","DOIUrl":"https://doi.org/10.1007/s11024-023-09519-7","url":null,"abstract":"<p>In the current scientific and political discourse surrounding the transformation of the scientific publication system, significant attention is focused on Diamond Open Access (OA). Diamond OA is characterized by no charges for readers or authors and relies on monetary allowances and voluntary work. This article explores the potential and challenges of Diamond OA journals, using Germany as a case study. Two key questions are addressed: first, the current role of such journals in the scientific publication system is determined through bibliometric analysis across various disciplines. Second, an investigation is conducted to assess the sustainability of Diamond OA journals and identify associated structural problems or potential breaking points. This investigation includes an in-depth expert interview study involving 20 editors of Diamond OA journals. The empirical results are presented using a landscape map that considers two dimensions: 'monetized and gift-based completion of tasks' and 'journal team size.' The bibliometric analysis reveals a substantial number of Diamond OA journals in the social sciences and humanities, but limited adoption in other fields. The model proves effective for small to mid-sized journals, but not for larger ones. Additionally, it was found that 23 Diamond OA journals have recently discontinued their operations. The expert interviews demonstrate the diversity within the landscape and the usefulness of the two dimensions in understanding key differences. Journals in two of the four quadrants of the map exemplify sustainable conditions, while the other two quadrants raise concerns about long-term stability. These concerns include limited funding leading to a lack of division of labor and an excessive burden on highly committed members. Gift-like contributions, while appealing, also present challenges as potential donors not only decide whether to contribute but also how to contribute, potentially creating friction between the gift and the journal's requirements. Furthermore, journals in the lower right quadrant often rely on third-party funding, necessitating a transformation once the funding expires. Common pathways for sustaining operations include lobbying for funding at the journal's home institution or increasing reliance on gift-based completion of tasks. These findings underscore the need for the development of more sustainable funding models to ensure the success of Diamond OA journals.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"19 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Feeling Rules of Peer Review: Defining, Displaying, and Managing Emotions in Evaluation for Research Funding","authors":"Lucas Brunet, Ruth Müller","doi":"10.1007/s11024-023-09518-8","DOIUrl":"https://doi.org/10.1007/s11024-023-09518-8","url":null,"abstract":"<p>Punctuated by joy, disappointments, and conflicts, research evaluation constitutes an intense, emotional moment in scientific life. Yet reviewers and research institutions often expect evaluations to be conducted objectively and dispassionately. Inspired by the scholarship describing the role of emotions in scientific practices, we argue instead, that reviewers actively define, display and manage their emotions in response to the structural organization of research evaluation. Our article examines reviewing practices used in the European Research Council’s (ERC) Starting and Consolidator grants and in the Marie Skłodowska-Curie Action’s (MSCA) Individual Fellowships. These two European funding mechanisms offer different perspectives on the organization of grant evaluation. We conducted interviews with review panel members and analyzed various institutional documents. By drawing on the sociological concepts of feeling rules and emotional work, we demonstrate that reviewers define rules concerning how emotions should be experienced and expressed to ensure the proper functioning of evaluation, and that reviewers experience the need to actively regulate their emotions to comply with these rules. We present four feeling rules concerning the experience and expression of: (1) excitement for novelty during individual evaluation; (2) respect for others’ opinions and the absence of anger in review panels; (3) attentiveness and interest, which are seen as missing in online evaluations. Reviewers also expect ERC candidates to (4) avoid pride and manifest modesty during interviews. These rules demonstrate that proposal peer review is governed by emotional norms, and show the influence of organizational settings and moral requirements on research evaluation.</p>","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"21 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139061978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Algeblocks as a playful technique for the development of algebraic operations: a pedagogical experience with high school students","authors":"Leonardo Miguel Franco Yagual, Alba Dolores Alay Giler","doi":"10.47460/minerva.v2023ispecial.145","DOIUrl":"https://doi.org/10.47460/minerva.v2023ispecial.145","url":null,"abstract":"This article presents the Algeblocks technique as a playful tool that uses colored blocks to represent variables and algebraic operations. This technique is widely used to teach basic algebraic operations, such as factoring, remarkable products, and first-degree equations. The population consisted of 150 students, with a sample of 50 high school students. A pre-test was conducted as a diagnostic evaluation at the beginning of the year, and a post-test was applied as a summative evaluation at the end of the program. The results showed an increase in the student's grades but also revealed that the strategy caused motivation, enthusiasm, and high collaboration in the study group, confirming that learning was successfully achieved.","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"6 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138584794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping during the COVID-19 pandemic in the cleaning staff of a public hospital","authors":"Hector M. Mendoza Bustamante, Segundo Alcides García M., Ramón E. Cevallos Cedeno, Gonzalo Oswaldo García Vinces","doi":"10.47460/minerva.v2023ispecial.144","DOIUrl":"https://doi.org/10.47460/minerva.v2023ispecial.144","url":null,"abstract":"The present work aimed to evaluate the effectiveness of Ca(OH)2 obtained from eggshells as a catalyst in the transesterification of first-generation oil compared to catalysts such as Na(OH) and Ca(OH)2.GR. The eggshells were subjected to thermal treatment in a muffle furnace with temperature intervals to reduce CaCO3 to CaO. Once the calcium oxide was obtained, it was mixed with distilled water, which evaporated over time due to the exothermic reaction of CaO conversion to produce Ca(OH)2. The results showed that Ca(OH)2.GR has greater efficacy than Ca(OH)2 obtained from eggshells, while Na(OH) proved superior to the other catalysts used in the study","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"773 ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coping during the COVID-19 pandemic in the cleaning staff of a public hospital","authors":"Erika Guamanquispe, Willian Moyano","doi":"10.47460/minerva.v2023ispecial.143","DOIUrl":"https://doi.org/10.47460/minerva.v2023ispecial.143","url":null,"abstract":"The COVID-19 pandemic, in addition to generating physical conditions and consequences in the population, caused psychosocial disorders, for which people developed levels of coping with stress, causing difficulties in the cognitive and behavioral capacity of those affected, being a of the most affected populations the cleaning staff who worked in health institutions. The purpose of the study was to determine how the cleaning and cleaning staff of the Ambato General Teaching Hospital coped with stress during the SARS-CoV-2 pandemic. This is an observational, descriptive, cross-sectional cohort study with random probabilistic sampling. The Perceived Stress Scale-10 adapted to COVID-19 (EPP-10-C) was used. The main results show that, for the most part, the cleaning staff presented a moderate level of coping with stress during the COVID-19 pandemic. However, many also registered a mild level of coping. Finally, it was observed that the cleaning staff had developed different levels of coping, which allowed for reducing the impact on mental health.","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"763 ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The escape room as a didactic strategy for learning physics","authors":"Gloria Alexandra Mera Gonzalez, Vilma Esther Vasquez Cantillo","doi":"10.47460/minerva.v2023ispecial.141","DOIUrl":"https://doi.org/10.47460/minerva.v2023ispecial.141","url":null,"abstract":"Teaching dynamic mechanics in physics is a common pedagogical challenge, as abstract and mathematical concepts can be complex for students to assimilate. In this context, innovative teaching strategies become a valuable tool to improve the understanding and learning of these concepts. Therefore, this work has implemented the escape room as a didactic learning strategy. The current research is based on a mixed approach, with a population of 62 students and a sample of 31, with which a correlation and comparison between the experimental groups is made. It is expected that the strategy used will help to solve the low academic performance in the learning process. The main results show a significant motivation in students when the escape room strategy is applied. Still, it is also observed that learning is noticeable and effective, which improves grades and student performance.","PeriodicalId":47427,"journal":{"name":"Minerva","volume":"54 20","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}