A Current Research Information System (CRIS) is a database or other information system storing data on current research by organizations and people, usually through some kind of project activity, financed by a funding programme.
There is an increasing awareness of the need for quality research management (information) systems:
• for researchers: easy access to relevant information and associated software, processor power, storage systems and - where necessary - detectors to collect more data to overcome incomplete or inconsistent information
• for research managers and administrators: easy measurement and analysis of research activity and easy access to comparative information
• for research councils: optimisation of the funding process
• for entrepreneurs and technology transfer organizations: easy retrieval of novel ideas and technology in a knowledge-assisted environment and easy identification of competitors and previously done similar research
• for the media and public: easy access to information, software and computer power to allow easily-assimilated presentation of research results in appropriate contexts.
One particular type of CRIS standard for information systems is the CERIF standard, proposed by the EU and developed and maintained by euroCRIS.
Commercial CRIS solutions including handling of contracts, projects, publications, study plans and patents are available.
Famous quotes containing the words current, research, information and/or system:
“Through this broad street, restless ever,
Ebbs and flows a human tide,
Wave on wave a living river;
Wealth and fashion side by side;
Toiler, idler, slave and master, in the same quick current glide.”
—John Greenleaf Whittier (1807–1892)
“The great question that has never been answered, and which I have not yet been able to answer, despite my thirty years of research into the feminine soul, is “What does a woman want?” [Was will das Weib?]”
—Sigmund Freud (1856–1939)
“So while it is true that children are exposed to more information and a greater variety of experiences than were children of the past, it does not follow that they automatically become more sophisticated. We always know much more than we understand, and with the torrent of information to which young people are exposed, the gap between knowing and understanding, between experience and learning, has become even greater than it was in the past.”
—David Elkind (20th century)
“The individual protests against the world, but he doesn’t get beyond protest, he is just a single protester. When he wants to be more than that, he has to counter power with power, he has to oppose the system with another system.”
—Friedrich Dürrenmatt (1921–1990)