Report of the Committee on Federal Government Procurement PDF Download
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Author: Jean-Paul Gourdeau
Publisher:
ISBN:
Category : Approvisionnement public
Languages : en
Pages : 13
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Book Description
Author: Jean-Paul Gourdeau
Publisher:
ISBN:
Category : Approvisionnement public
Languages : en
Pages : 13
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Book Description
Author:
Publisher:
ISBN:
Category : Industrial policy
Languages : fr
Pages : 156
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Book Description
Author: Canada. Parliament. House of Commons
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1058
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Book Description
Author: Canada. Parliament. House of Commons
Publisher:
ISBN:
Category : Canada
Languages : fr
Pages : 1058
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Book Description
Author: Tiago Carneiro Peixoto
Publisher:
ISBN: 9780996414227
Category :
Languages : en
Pages :
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Book Description
Author: Souter, David
Publisher: UNESCO Publishing
ISBN: 9231003143
Category : Human rights
Languages : en
Pages : 197
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Book Description
Author: Joyeeta Gupta
Publisher:
ISBN: 9781895536294
Category : Climatic changes
Languages : en
Pages : 98
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Book Description
Author:
Publisher: UNESCO
ISBN: 9230010871
Category :
Languages : en
Pages : 209
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Book Description
Author: Yves Gingras
Publisher: MIT Press
ISBN: 026203512X
Category : Education
Languages : en
Pages : 133
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Book Description
Why bibliometrics is useful for understanding the global dynamics of science but generate perverse effects when applied inappropriately in research evaluation and university rankings. The research evaluation market is booming. “Ranking,” “metrics,” “h-index,” and “impact factors” are reigning buzzwords. Government and research administrators want to evaluate everything—teachers, professors, training programs, universities—using quantitative indicators. Among the tools used to measure “research excellence,” bibliometrics—aggregate data on publications and citations—has become dominant. Bibliometrics is hailed as an “objective” measure of research quality, a quantitative measure more useful than “subjective” and intuitive evaluation methods such as peer review that have been used since scientific papers were first published in the seventeenth century. In this book, Yves Gingras offers a spirited argument against an unquestioning reliance on bibliometrics as an indicator of research quality. Gingras shows that bibliometric rankings have no real scientific validity, rarely measuring what they pretend to. Although the study of publication and citation patterns, at the proper scales, can yield insights on the global dynamics of science over time, ill-defined quantitative indicators often generate perverse and unintended effects on the direction of research. Moreover, abuse of bibliometrics occurs when data is manipulated to boost rankings. Gingras looks at the politics of evaluation and argues that using numbers can be a way to control scientists and diminish their autonomy in the evaluation process. Proposing precise criteria for establishing the validity of indicators at a given scale of analysis, Gingras questions why universities are so eager to let invalid indicators influence their research strategy.
Author: Aditya Johri
Publisher: Cambridge University Press
ISBN: 1107785855
Category : Technology & Engineering
Languages : en
Pages : 1124
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Book Description
The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.
