This project has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation programme (grant agreement no 648693)
Two members of our research team, Eszter Mandácskó and Barbara Panyik have first place on the National Scientific Students’ Associations Conference in Social Sciences section (Sociology 2nd Group). Congratulations!
We are pleased to welcome the new senior researchers Michal Bojanowski and Gergő Havadi have recently joined our research team.
The ERC published the results of the 2014 ERC Consolidator Grant call. The proposal of Károly Takács with the acronym EVILTONGUE is listed among the winners. Details here.
The paper of Zsófia Boda and Bálint Néray, titled Inter-Ethnic Friendship and Negative Ties in Secondary School has now been accepted for publications in the journal Social Networks (IF: 2.138).
The Consolidator Grant proposal of Károly Takács is listed among the projects for funding by ERC
Internship program for next semester is open for application until 6 February 2015. For more information please visit the Hungarian version of our site: http://recens.tk.mta.hu/hu
MTA TK PTI (1014 Budapest, Országház utca 30.)
Patchiness of the environment is a common challenge to all living organisms. Essential resources, e.g. water or food, are heterogeneously distributed in space, and can change over time. The task is to maximize resource uptake under two constraints...
We are pleased to welcome the new senior researchers Tamás Keller and Jeromos Vukov have recently joined our research team.
An introduction course had taken place Between 3rd and 5th of December the topic of the static and dynamic analysis of social networks were led by András Vörös, research assistant at Scientific Section of Network Research of the Institute of Sociology and graduated Phd student at Oxford University (Nuffield College). András is an expert user of the network specified package RSiena in R. He also contribute to the edition of the RSieana user guide book with his doctoral supervisor Tom Snijders.
This paper argues that grades cannot be interpreted only as a reward for a given academic achievement, but they also reflect teachers’ ratingsof pupils. Relative within-classroom differences in grades therefore contain valuable information about pupils’ own – usually unknown – ability, and could have an effect on subsequent academic achievement.