An Analysis on Current Research Funding and Open Access Status for Science and Technology Articles Published by S University Faculties
To identify current status of research funding and open access, this study analyzed the data available in science and technology articles had been published by S university`s faculty members. The study showed that 71% of the articles funded by their universities or other research sponsors, whereas very few of articles have been self-archived for open access. So, government-sponsored research outputs could not be found in search engine Google Scholar. In developed countries, researchers who have received grants by the public or private sponsors should not only publish articles on scholarly journals but also deposit their digital research outputs in the repositories. Therefore, it is advisable for Korea research sponsors to strengthen and carry out open access mandate related laws. It is very important for universities as well as for their faculties that published articles` impact can be maximized by enabling open access. So, universities may as well construct their repositories and collect the contents with enthusiasm.
Topic 4: Institutional repository success is dependent upon mandates
I would like to approach this problem by first re-stating it. If we deconstruct the assertion in the topic, it has three components: success, dependent and mandates. How might these three concepts be defined in this context? Although the term institutional repository itself is a concept to consider in the topic statement, this response accepts the view that the scope of an institutional repository varies by organization and is whatever the organization determines it to be [14].
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.