Innovating innovation policy: the emergence of ‘Responsible Research and Innovation’

Within the policy structures of the European Union (EU), the concept of ‘Responsible Research and Innovation’ (RRI) appears to have a very specific emergence point, via a workshop for invited experts hosted by the European Commission's Directorate-General for Research and Innovation in May 2011. Through a textual analysis of EU documents, this paper will explore the processes through which RRI has been incorporated into Horizon 2020 as a policy framework for the European Research Area which promises that technological innovation will be shaped towards social goods. It concludes by discussing some of the tensions between RRI and policies emanating from other EU institutions, highlighting areas which may impede RRI's progress towards its goals

Final thoughts

In our introduction to this volume, we pointed out that many academic journals do not have enough space to enable the authors of empirical studies to discuss important methodological details of their projects

Final Post

It’s hard to believe that my last semester at Gettysburg College is almost over. My senior year has gone by so quickly! Yesterday, I helped with the Finals Study Break. We served almost 12 gallons on ice cream to students working in the library. I also managed to win my first game of Uno with Clint, Mallory, Meghan, and Chelsea. I have learned so much from my internship. Our library is a complex organism with various moving parts, and it takes coordination and hard work to keep things running. I am glad that I was about to focus on one aspect of librarianship to see how it connects with the other parts of the library. [excerpt

Final Report

AASHO Road TestHighway Research BoardNational Academy of Sciences - National Research Counci

COMMISSION STAFF WORKING PAPER IMPACT ASSESSMENT Common Agricultural Policy towards 2020 ANNEX 8 {COM(2011) 625 final} {COM(2011) 626 final} {COM(2011) 627 final} {COM(2011) 628 final} {COM(2011) 629 final} {COM(2011) 630 final} {COM(2011) 631 final} {SEC(2011) 1154 final}. SEC (2011) 1153 final, 12.10.2011

En los últimos tempos la educación infantil ha adquirido especial relevancia en el marco de las políticas educacionales de los países latinoamericanos y en especial de Chile (CONTRERAS, HERRERA; LEYTON, 2007; DIEZ, 2011; DUSSAILLANT, 2009; TOKMAN, 2010). La investigación centra su atención en la calidad educativa y, en particular, en los procesos autoevaluativos que demuestran los niños de edades tempranas. Desde una perspectiva paradigmática cuantitativa, apoyada de reportes cualitativos, el estudio presenta la capacidad explicativa de las variables metacognición, autorregulación, autoeficacia, lenguaje y autoconcepto, respecto del desarrollo de la autoevaluación y su vinculación con mejores niveles de logros en párvulos de cinco a seis años. Los hallazgos muestran que la autoevaluación es una dimensión que muestra diversos niveles de expresión en el grupo investigado, fuertemente influenciada por las profesionales del área, tal como se aprecia en los discursos infantiles. Además, las variables analizadas presentan diferentes grados de contribución a la explicación de la autoevaluación en el grupo estudiado