Cutting NSF Is Like Liquidating Your Finest Investment
Look closely at your mobile phone or tablet. Touch-screen technology, speech recognition, digital sound recording and the internet were all developed using […]
Reimagining the UK Sociology Curriculum: Internationalization, Decolonialization and Employability
How well do sociology departments in the UK teach sociology that originated in the UK? Asking that surprisingly hard question may produce usable insights for academic Britain, argues our Robert Dingwall.
Is Karl Marx Living at this Hour?
David Canter reviews the evidence amassing to show the depredations of economic inequality.
How Fake News Pulls Real News Into Its Orbit
Is the problem with fake news that individual stories confuse people? Or could it be, argues a new paper, that fake news sets the agenda that other and more legitimate media then follow?
Archived Webinar: Marijuana on the Mind – A Primer for Policymakers
‘Policy has clearly outpaced science’ in the United States on the issue of legalizing marijuana for either medical or recreational use, say two researchers from Harvard University and McLean Hospital
How Does Economic Inequality Affect Children’s Development?
It has been widely recognized that poverty is a key variable to explain why over 200 million young children from low- and middle-income countries do not develop at similar levels as their non-poor peers. Time and again, our research shows that being poor often is associated with many other health and social problems that make it hard to get out of poverty.
Keeping Government ‘Nudges’ From the Dark Side
Governments around the world have found success using the burgeoning field of behavioral science to improve the efficiency of their policies and increase citizens’ well-being. We need clear guidelines on when and how to use behavioral science in policy.
Brexit and British Science: The Cliff Edge Starts to Crumble
The UK science policy establishment has been remarkably sanguine in the face of its government’s plans for Brexit, argues Robert Dingwall.
See the Error, See the Individual — and See the Intervention
The guest editors of a special issue of the Journal of Psychoeducational Assessment explain how its scholarship helps is to understand what students’ errors on standardized tests of academic achievement tell us about teaching and learning, and how we can use this knowledge to inform the assessment process and development of educational interventions
