Influence of citations in scientific articles made in institutions of higher education in the USA, Europe (especially Northern Europe) and Australia.
Regionally, in the top 30 studies - by producing countries between 1996 and 2010, the first place in the number of citations automatically by document - a general indirect indicator of quality - was achieved in Switzerland (22), followed by the Netherlands, Denmark and the USA (20), followed by Sweden, Canada, Belgium, Great Britain, Norway, Finland and Israel (17-19).
US Collaborating Partners are leading scientific collaborations with partners in most countries of the world. This is due in part to the large volume and depth of research in the US and the volume of articles he creates. It may also be due in part to the fact that academics studying there tend to maintain close ties with former colleagues when they return to their homeland.
In many cases, scientific cooperation partners reflect close to geographical, cultural and migration ties - for example, France accounts for 42 percent of Algerian joint production, while Egypt was involved in about a third of Saudi Arabia’s joint scientific articles, and vice versa.
Analyzes of collaboration patterns in a number of major emerging markets reveal important links to specific institutions. For example, in the decade before 2008, China collaborates most frequently with researchers from the National University of Singapore, the University of Texas, the University of Tokyo, Harvard University, and the University of Sydney.
In fact, two identical universities, Texas and Harvard, are among the most frequent research partners in Brazil (along with Paris in the clear top three), and also made the best two in India (after Tokyo). Most likely, this indicates the extent to which scientific connections were driven by active institutional strategy and relationships between key people.
The top research collaboration partners in China for the decade prior to 2008 were the United States, Japan, Germany, United Kingdom, Canada, Australia, ranking the top partner countries in the United Kingdom: the United States is the clear leader, followed by Germany, France, Italy, the Netherlands and Australia. China is now making the UK’s top ten partners, seeing cooperation with the UK roughly doubled
between 2005 and 2010.
What should to teach at School.
We do not have the opportunity to see the future of humanity and each individual, so we can not know for sure what children will need after school - what knowledge, qualities and competencies they will need.
Moreover, even if we knew this, can we say unequivocally what needs to be done for their development, because we are talking about ephemeral structures, and not what can be touched?
And the factor of genetics has not been canceled, because research says that the older a person gets, the more he begins to look like his parents. The influence of the same genetics on literacy is also about 50%!
But!
There is good news! No one needs to make universal predictions about the future, because we live in a time of grace, when it is not necessary for everyone to step under the same music.
Parents have the opportunity to independently form expectations for the time that children spend at school.
And look for schools that better match their values. Depending on these goals, what children do in schools will be different https://kitabnagri.pk/dasht-e-wehshat-novel-by-mehwish-ali-pdf/
If you train your memory, you don’t care what you teach to teach. The less clear, relevant and interconnected the information, the more difficult it will be to remember the information. This means that maximum effort will be required and the skill will be maximum.
Have you read our other articles?
https://evanmurray.diarynote.jp/201811061615125805/
https://evanmurray.diarynote.jp/202110140051109809/
https://evanmurray.diarynote.jp/202109061816452703/
https://evanmurray.diarynote.jp/202107302221191202/
https://evanmurray.diarynote.jp/202107301944574388/
If you train your will, you also don’t care what you do, so as not to give up. Again, it takes more willpower to do what you don’t like, so the "worse is better" rule works here.
Uninteresting activity leads to a better level of development of volitional qualities.
If you train your intellect, you don’t care what tasks you solve, the main thing is that they are difficult enough to be a challenge.
If the goal is to train obedience, humility, and the ability to carry out orders without hesitation, then the more meaningless the work and the less it meets the child’s desires and current interests, the better.
If you are punished for not fulfilling the set goals, not allowing to communicate with peers
https://kitabnagri.pk/usri-yusra-novel-by-husna-hussain-pdf/ and putting unpleasant people in the teacher, the result will be only better!
If the whole school, so that the child does not carry the brain to his parents every night, it does not matter what he does in it, that he was in the evening in a good mood and tired enough.
It can be hypothesized that it would be good for her to like what the child does at school.
If you think more practically instead of dramatic world like novels https://kitabnagri.pk/peer-e-kamil-novel-umaira-ahmad/ , you should ask parents how they would like to see their children?
I hypothesize that most will say they just want happiness for them. Factors of success, financial status, career, etc. will be only on the second step and the priorities are unlikely to bypass happiness.
Extending the question, since the family is both children and adults, I am sure that our own happiness would also be a priority.
Forcing a child to do homework at 11 pm does not add much to this feeling.
Regionally, in the top 30 studies - by producing countries between 1996 and 2010, the first place in the number of citations automatically by document - a general indirect indicator of quality - was achieved in Switzerland (22), followed by the Netherlands, Denmark and the USA (20), followed by Sweden, Canada, Belgium, Great Britain, Norway, Finland and Israel (17-19).
US Collaborating Partners are leading scientific collaborations with partners in most countries of the world. This is due in part to the large volume and depth of research in the US and the volume of articles he creates. It may also be due in part to the fact that academics studying there tend to maintain close ties with former colleagues when they return to their homeland.
In many cases, scientific cooperation partners reflect close to geographical, cultural and migration ties - for example, France accounts for 42 percent of Algerian joint production, while Egypt was involved in about a third of Saudi Arabia’s joint scientific articles, and vice versa.
Analyzes of collaboration patterns in a number of major emerging markets reveal important links to specific institutions. For example, in the decade before 2008, China collaborates most frequently with researchers from the National University of Singapore, the University of Texas, the University of Tokyo, Harvard University, and the University of Sydney.
In fact, two identical universities, Texas and Harvard, are among the most frequent research partners in Brazil (along with Paris in the clear top three), and also made the best two in India (after Tokyo). Most likely, this indicates the extent to which scientific connections were driven by active institutional strategy and relationships between key people.
The top research collaboration partners in China for the decade prior to 2008 were the United States, Japan, Germany, United Kingdom, Canada, Australia, ranking the top partner countries in the United Kingdom: the United States is the clear leader, followed by Germany, France, Italy, the Netherlands and Australia. China is now making the UK’s top ten partners, seeing cooperation with the UK roughly doubled
between 2005 and 2010.
What should to teach at School.
We do not have the opportunity to see the future of humanity and each individual, so we can not know for sure what children will need after school - what knowledge, qualities and competencies they will need.
Moreover, even if we knew this, can we say unequivocally what needs to be done for their development, because we are talking about ephemeral structures, and not what can be touched?
And the factor of genetics has not been canceled, because research says that the older a person gets, the more he begins to look like his parents. The influence of the same genetics on literacy is also about 50%!
But!
There is good news! No one needs to make universal predictions about the future, because we live in a time of grace, when it is not necessary for everyone to step under the same music.
Parents have the opportunity to independently form expectations for the time that children spend at school.
And look for schools that better match their values. Depending on these goals, what children do in schools will be different https://kitabnagri.pk/dasht-e-wehshat-novel-by-mehwish-ali-pdf/
If you train your memory, you don’t care what you teach to teach. The less clear, relevant and interconnected the information, the more difficult it will be to remember the information. This means that maximum effort will be required and the skill will be maximum.
Have you read our other articles?
https://evanmurray.diarynote.jp/201811061615125805/
https://evanmurray.diarynote.jp/202110140051109809/
https://evanmurray.diarynote.jp/202109061816452703/
https://evanmurray.diarynote.jp/202107302221191202/
https://evanmurray.diarynote.jp/202107301944574388/
If you train your will, you also don’t care what you do, so as not to give up. Again, it takes more willpower to do what you don’t like, so the "worse is better" rule works here.
Uninteresting activity leads to a better level of development of volitional qualities.
If you train your intellect, you don’t care what tasks you solve, the main thing is that they are difficult enough to be a challenge.
If the goal is to train obedience, humility, and the ability to carry out orders without hesitation, then the more meaningless the work and the less it meets the child’s desires and current interests, the better.
If you are punished for not fulfilling the set goals, not allowing to communicate with peers
https://kitabnagri.pk/usri-yusra-novel-by-husna-hussain-pdf/ and putting unpleasant people in the teacher, the result will be only better!
If the whole school, so that the child does not carry the brain to his parents every night, it does not matter what he does in it, that he was in the evening in a good mood and tired enough.
It can be hypothesized that it would be good for her to like what the child does at school.
If you think more practically instead of dramatic world like novels https://kitabnagri.pk/peer-e-kamil-novel-umaira-ahmad/ , you should ask parents how they would like to see their children?
I hypothesize that most will say they just want happiness for them. Factors of success, financial status, career, etc. will be only on the second step and the priorities are unlikely to bypass happiness.
Extending the question, since the family is both children and adults, I am sure that our own happiness would also be a priority.
Forcing a child to do homework at 11 pm does not add much to this feeling.
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