Contemporary Research Intensive

Contemporary Research Intensive was an event organized in the context of the 57th Venice Art Biennale to investigate the concept of "contemporaneity." Gathering together artists/ curators/researchers through an open call, we asked how the temporal complexity that follows from the coming together of different temporalities in the same present could be made known in the context of contemporary art research, and particularly through practices that involve exhibitionary forms. The book is both part and result of the intensive sharing of ideas to produce something that captures the spirit of both discussions at that time and the publication process as a temporal form. Contributors Mara Ambrozic, Anastasia Chaguidouline, Nicola Guastamacchia, Anne Kølbæk Iversen, Camma Juel Jepsen, Johanne Løgstrup, Clarissa Ricci, Camilla Salvaneschi, James Schofield, Trine Friis Sørensen, Sevie Tsampalla, Marianna Tsionki, Andy Weir; with Michael Birchall, Geoff Cox, Joasia Krysa, Jacob Lund, Simon Sheikh, Angela Vettese The Contemporary Condition series edited by Geoff Cox and Jacob Lund, Volume 10 Copublished with Aarhus University and ARoS Art Museum

This volume collects contributions from the speakers at an INdAM Intensive period held at the University of Bari in 2017. The contributions cover several aspects of partial differential equations whose development in recent years has experienced major breakthroughs in terms of both theory and applications. The topics covered include nonlocal equations, elliptic equations and systems, fully nonlinear equations, nonlinear parabolic equations, overdetermined boundary value problems, maximum principles, geometric analysis, control theory, mean field games, and bio-mathematics. The authors are trailblazers in these topics and present their work in a way that is exhaustive and clearly accessible to PhD students and early career researcher. As such, the book offers an excellent introduction to a variety of fundamental topics of contemporary investigation and inspires novel and high-quality research.

The subject matter of this book – what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not – explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).

'Contemporary Research on Language Studies' is a collection of current research and review papers on language teaching/learning studies. The book compiles research and review studies on language testing, vocabulary teaching, authentic materials in ELT, L2 writing, distance learning/teaching practices and MALL. Shanlax Publications is proud of presenting state-of-the-art research on language studies.

The global higher education sector has changed dramatically as universities continue to face unprecedented challenges associated with the COVID-19 pandemic. Many are struggling to navigate this crisis while maintaining high-quality course delivery, ensuring strong student recruitment numbers, and providing clear communication to staff and students. Issues have emerged at an exponential rate, and coping with the pandemic has been particularly difficult for universities as they serve several functions, such as being educational institutions as well as major employers. Leadership and Management Strategies for Creating Agile Universities reflects on the challenges that higher education institutions have faced during the pandemic and the associated projected socio-economic impact yet to be felt. It also considers how different universities have addressed the challenges so as to learn what has and has not worked and speculates what future implications exist for the vision of a new higher education sector in a changing world. Covering topics such as developmental leadership, IT governance, and lifelong learning, it is ideal for policymakers, industry professionals, academicians, researchers, governors, decision makers, teachers, and students.

This book charts the development of a whole-institution approach to university-community engagement at a modern Australian university, highlighting the pivotal role that curriculum renewal can play in organizational transformation. It describes how Macquarie University’s PACE (Professional and Community Engagement) program developed and fostered a culture of learning that has been at the center of academic renewal, differentiation, and institutional change. It details the development of the PACE pedagogical model, the establishment of the network of stakeholder relationships which underpin it, and the embedding of the model across the whole institution. Authored by those directly involved in the change project, this book tells the story of PACE, its achievements, challenges, success factors and future directions. A series of dovetailing contributions by leading international scholars of university-community engagement set the PACE story in its global context. This book adds to the scholarship of learning through community engagement, provides international perspectives on trends and issues in university-community engagement, contributes to a broader understanding of the practice and pedagogy of community engagement, and discusses the challenges and opportunities of implementing and sustaining change in the higher education sector.

As a source of information on neuroanatomical research methods this Volume is not without precedent. In 1957, at the initiative of Dr. W. F. Windle, a conference was held at the National Institutes of Health, the proceedings of which, edited by Dr. Windle and published by C. C. Thomas under the title "New Research Tech niques of Neuroanatomy", rapidly became something like a standard reference in the field of Neuromorphology. The present editors were emboldened to seek support for a second expose of contemporary research methods in Neuroanatomy by the success of this earlier publication, as well as by the consideration that the years elapsed since its appearance have been, perhaps, more productive of new research methods and strategies in Neuroanatomy than were any dozen consecutive years since the golden decades of the 1870's and 1880's. The decision, which methods to include in this conference, has been a difficult one. For reasons of space alone it would have been impossible to do equal justice to techniques approaching the brain as a neuronal system, the brain as a tissue, or the neuron as a cell. As a brief inspection of the contents of this volume will show, the weight of choice fell upon the first of these alternatives. The reader will find, further more, that not all of the book is devoted to new methods in the strict sense.

The number of students entering into Higher Education (HE) continues to grow and as such the sector now stands at the threshold of a major shift in its philosophy. No longer does the academic prerogative belong to a generation who valued learning for the sake of enlightenment. Many contemporary undergraduate students enter their programmes of study with a primary desire to improve their position on the subsequent employability market. Universities have been quick to meet this need and institutional offerings have followed suit, enabling students to gain experience in a range of additional and subsidiary programmes that focus on the provision of 'value added' benefits. Here, students are encouraged to develop expertise in a range of topics from entrepreneurship and enterprise to intellectual property and even leadership skills. The first round of casualties that fall victim to such a shift are those programmes of study embedded within the humanities. As is evidenced by the falling numbers of enrolling students, the incoming cohort is less likely now to engage with such programmes, while participation in programmes that have a clear employability component has never been so high. To ensure that the HE sector continues to enable graduates to become effective citizens who contribute to the betterment of society a range of general questions need to be addressed. What does it mean to be an ‘authentic' university in the modern era? What are the real student expectations of HE and how are education providers framing and meeting these expectations? Is a new breed of academic leadership needed that will both meet the expectations of the students and guide the aspirations of academic staff? Finally, do we need an opportunity to reflect on the effective design and delivery of curriculum? Should the undergraduate student body play more of a role in the design of the curriculum or should the undergraduate student body play more of a role in the design of the curriculum or should they remain the recipients of a programme that has been designed by subject specialists? The scope of this book is wide but it brings the design and delivery of higher education programmes under the empirical gaze of educational psychology. That is to say, all chapters centre on the impact of higher educational programmes on the student-teacher relationship, student learning, achievement and identity. It is therefore crucial to explore the psychological impact of higher education institutions and how these can then be used to inform innovative educational practice and policy.