Career Progression In Science and Engineering

Objective : To assess intern pharmacists’ perceived preparedness for practice, document the extent of their involvement.  in selected pharmacy related activities during the internship period, as well as determine their future career path. Methodology: A descriptive cross-sectional study was conducted among intern pharmacists using an eight item questionnaire. Simple descriptive statistics were used to calculate frequency counts and percentages with regard to respondent demographics and Likert scale responses. Results: Eighty-five percent of the 20 respondents perceived that they are prepared to perform dispensing and retail, and patient care activities with only half of them in multidisciplinary team care but not pharmaceutical business management (13, 65%). Close to two-thirds of respondents were often involved in patient care (13, 65%). Only six (30%) were often part of a multidisciplinary health care team. Nearly all (18, 90%) want to work in an environment with more patient cont...

In post-modern society where rapid economic, social and political changes take place, career planning and management becomes more and more urgent every day. The mentioned changes are not necessarily positive or providing only all-round benefit. The environment becomes turbulent, in general sense; therefore it is natural that career environment, basically, is chaotic as well. Nevertheless, career for many people is, undoubtedly, very important, because it is directly related to life quality. Professional activity satisfies almost all human needs: physiological, safety, social, attainment, self-realisation, independence, autonomy and other. The efficiency of the mentioned activity and the ability of the personality to construct his career are closely related things.
Seeking to analyse university student position regarding career questions, a written form survey was carried out. The research was carried out between September and December, 2014.  The research sample (265) was structured applying a consecutive ‘bunch’ system. The respondents from three Lithuanian universities Klaipėda, Vilnius and Šiauliai, were selected in the sample. Professional career parameters were evaluated: career conception, the importance of work values and abilities, study influence, promoting and limiting factors and personal traits. The research is grounded on a mixed strategy, when quantitative and qualitative research approach is combined. The obtained results, based on qualitative analysis, about professional personal career promoting and limiting factors and personal traits are presented in this research.

Career choice is a complex decision for undergraduate students since it determines the kind of profession that a student intends to pursue in life. As students try to make career choices, they face problems of matching their career preferences with their abilities in academic performance. In an attempt to unravel the mystery surrounding career choices amongst students, a study to examine factors that influence career choices among students was undertaken. Factors of interest included were peer influence, gender, parental influence, job opportunities and personal interest. The target population was second, third and fourth year undergraduate students at the University of Eldoret. A convenience sampling technique was used in getting a study sample of 210. The data collection instrument used was a self-administered questionnaire which contained both open and closed ended questions. The study used a descriptive research design. Data was presented in form of percentages, means and tables...

Ünlü eğitim psikoloğu Robert Slavin'in Eğitim Psikolojisi kitabının onuncu baskısı, kuramı uygulamaya aktarma konusunda önemli bir eksikliği gidermekte ve öğretmenlerin sınıfta ihtiyaç duyabilecekleri alanlarda uygulayabilecekleri bilgileri içermektedir.

Kitap, yansıtıcı ve bilinçli bir öğretmenin uygulayabileceği en yeni araştırmaları sunarak, bilinçli öğretmen üzerine odaklanmaktadır. Slavin'e göre bilinçli öğretmen, uygulamasını devamlı surette yansıtan ve bu uygulamaların öğrencileri nasıl etkilediği hakkında net bir düşünceye dayalı olarak öğretim kararları veren kişidir.

Bu kitapta okuyucular alanda önemli ve yeni ortaya çıkan bazı konular ile karşılaşmaktadır. Bu konulardan bazıları; 21. yüzyıl becerileri, ilk yıllarda dil ve okuma yazmanın gelişimi, iki dilli eğitim, nöroloji alanındaki yeni araştırmalar, iş birliğine dayalı öğrenme konusundaki son araştırmalar, okumada sorun yaşayan okuyucular için özel yardım, küçük gruplarla çalışma ve bilişim alanındaki en yeni araştırmalar, gelişmeler ve uygulamalardır. En ince ayrıntısına kadar güncel olan alıntılar, kitabın en güncel araştırmalar üzerine temellendirildiğinin bir göstergesidir. Bu kitapta, 656 yeni ve güncellenmiş kaynak bulunmaktadır. Bu kaynakların % 55'i 2000 yılı sonrasına aittir.

Robert Slavin, akademik derinliğini sergilerken aynı zamanda sanki ders anlatır gibi okuyucuları ile yüz yüze buluşmayı da amaçlamaktadır. Kitap yeni ve farklı bir yaklaşımla pek çok teorik bilgiyi uygulamalı olarak sunan, teorik bilgilerin kavramsal olarak uygulamaya nasıl dönüştürüleceğini göstererek öğretmeyi amaçlayan ve bunda başarılı olduğu açıkça belli olan iyi bir başvuru ve ders kitabı olarak öğrencilere ve eğiticilere önerilmektedir.

""She is best known for her curve, the witch of Agnesi, which appears in almost all high school and undergraduate math books. She was a child prodigy who frequented the salon circuit, discussing mathematics, philosophy, history, and music in multiple languages. She wrote one of the first vernacular textbooks on calculus and was appointed chair of mathematics at the university in Bologna. In later years, however, she became a prominent figure within the Catholic Enlightenment, gave up the academic world, and devoted herself to the poor, the sick, the hungry, and the homeless. Indeed, the life of Maria Agnesi reveals a complex and enigmatic figure—one of the most fascinating characters in the history of mathematics.

Using newly discovered archival documents, Massimo Mazzotti reconstructs the wide spectrum of Agnesi's social experience and examines her relationships to various traditions—religious, political, social, and mathematical. This meticulous study shows how she and her fellow Enlightenment Catholics modified tradition in an effort to reconcile aspects of modern philosophy and science with traditional morality and theology.

Mazzotti's original and provocative investigation is also the first targeted study of the Catholic Enlightenment and its influence on modern science. He argues that Agnesi's life is the perfect lens through which we can gain a greater understanding of mid-eighteenth-century cultural trends in continental Europe.

Reviews:

The overall result is micro-history at its best, and a history of mathematics that is narrated, as it always should be, through the broader history of the people and places that made this particular science what it is.

(J.B. Shank The Mathematical Intelligencer)

Mazzotti's text is many things: well written, historically detailed, and descriptive. What stands out is his depiction of Maria Gaetana Agnesi as humble, kind, and mathematically talented.

(Kathleen A. Acker, Ph.D. Convergence)

A welcome contribution to both an understanding of Maria Agnesi and life in the 1700s.

(Choice)

A nuanced and well-documented historical narrative that restores to us a key personage in eighteenth-century science and spirituality, combining cultural and political history with the history of the family.

(Brendan Dooley Catholic Historical Review)

Mazzotti's book succeeds admirably in pushing beyond this summary judgment—the same that judges her curve 'insignificant'—to find in Agnesi's approach to mathematics a way to open a whole world of eighteenth- century life and thought that supported her choices.

(Joan L. Richards Isis)

Mazzotti’s account of the rise and fall of a relatively non-gendered intellectual environment in the early eighteenth century thus sheds light on a rare instance in which the Catholic Church actually advocated women’s equality. The strangeness of that phenomenon alone renders his work an interesting addition to the history of science.

(Josipa G. Petrunic British Journal for the History of Science)

This book is both a life and a times; it will have many readers.

(Dorinda Outram American Historical Review)

Mazzotti's treatment of her is by far the most sophisticated biography that we have of this fascinating woman... His book is a cultural history of mathematics at its best.

(Paula Findlen Historia Mathematica)""

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

School reform must begin with a clear and coherent focus on inquiry into student outcomes and links to school practices. Moreover, collaborative professional cultures must be based on evidence, open to new ideas, and committed to collective responsibility for the success of all students. Those are the principles behind the Bay Area School Reform Collaborative (BASRC), formed in 1995 to “reculture public education in the Bay Area.” Phase One of BASRC’s work, continuing through 2001, extended grants to 86 Leadership Schools and featured a “Cycle of Inquiry” as the driving force of reform. Through the Cycle of Inquiry, Leadership Schools acquired the data and analysis to shape teachers’ ongoing learning and create an agenda for the continuous improvement of practice.
BASRC’s emphasis on the role of inquiry and collaborative teacher communities in school reform finds much support in the education literature and in the general literature on organizational learning. However, the research reported here differs in two significant ways: it addresses the role of inquiry in the context of a large, multi-site initiative and as the driver for change throughout the school.
This monograph draws upon five years of evaluation research to examine the role and consequences of inquiry in BASRC Leadership Schools (Center for Research on the Context of Teaching, 2002) . We incorporate: 1) data from longitudinal case studies of 10 diverse BASRC schools; 2) less intensive field-based research in satellite samples of 21 schools; and 3) surveys of principals, teachers, and reform coordinators that analyze experiences with inquiry across the initiative; these surveys examine the consequences for teachers and students and describe what inquiry-based reform looks like in practice. Case study data highlight the institutional and organizational factors associated with Leadership Schools’ different trajectories of inquiry and how teachers’ inquiry “habits” changed over time. We conclude by discussing the promise and challenges of inquiry as a culture-changing strategy and how school contexts affect its operation and consequence.

Phronetic organizational research is an approach to the study of management and organizations focusing on ethics and power. It is based on a contemporary interpretation of the Aristotelian concept phronesis, usually as ‘prudence’. Phronesis is the ability to think and act in relation to values, to deliberate about ‘things that are good or bad for humans’ in the words of Aristotle (1976:1140a24–b12). Phronetic organizational research effectively provides answers to the following four value-rational questions, for specific problematics in management and organization studies: 1. Where are we going with this specific management problematic? 2. Who gains and who loses, and by which mechanisms of power? 3. Is this development desirable? 4. What, if anything, should we do about it?

The late Antique mosaic of Orpheus decorated a small room, approximately 18 m2 in area, connected with two even smaller ones, in 4 m2 and the other 2 m2 in area, belonging most likely to a small funerary chapel (or tomb) discovered in the ancient necropolis by the Damascene Gate in Jerusalem; it was discovered in 1901 by H. Vincent.
The author proposes a new interpretation of the iconographic program of the Orpheus myth used by wealthy Christians in a sepulchral context (see Olszewski M.T. «Orphée endeuillé de la mosaïque funéraire de Jérusalem», in Rey Mimoso-Ruiz, B. ed., Actes du colloque «Orphée entre Soleil et ombre», à l’Institut Catholique de Toulouse du 16 au 17 novembre 2007, Inter Lignes, numéros spécial – mars 2008, pp. 205-214, 226). He also proposes a new interpretation of the role Orpheus played in Roman funerary art, concentrating on the importance of the play on words and the visual and textual punning that was popular in ancient art and especially in funerary art. He rejects the popular interpretation of Orpheus as Christ in the Roman catacombs and proposes to interpret the image as that of Orpheus, bard of the departed souls, without any ahistorical connection with Christ. The program of the mosaic from Jerusalem is thus explained as a play on the words Orpheus-orphanos and Chiron (Chi-Rho) and Pan [Παν(τοκράτωρ)].The frequently used Christian funerary formula of resting in peace, Christ or the Lord corresponds
perfectly with the mood created around the mythical bard.
Orpheus’ universal role as singer and musician moving even the most stony of hearts, extolling the beloved departed, is absolutely justified in the context of a 6th-century Christian tomb. Orpheus is a popular and neutral figure, meaning that in effect it does not constitute a threat to Christian theology and can be tolerated by the educated Christians of Jerusalem.

Abstract: This article examines the questions of sustaining and extending theory-based educational change, reforms, which are designed laboratories outside of schools and whose motivating theoretical base assumes change elemental aspects of classroom practice. This article defines sustainability of theory-based reform as more than maintaining current implementation, but rather as deepening reforms in ways that allow for flexible response to changes in student, curricular, and school contexts. It draws upon five years of research in schools and classrooms engaged in one of three theory-based reform to discuss five essential factors affecting sustainability: resources, reformers’ learning, knowledge of the first principles of the reform and the support of a community of practice, the principal, and the district. This article then turns to “scaling up.” Rather than merely replicating structures, extending theory-based reform to new sites requires building compatibility between the normative base of the reform with that in the classrooms, schools and districts in which they are growing as well as the capacity of the classroom, school, and district to see it through. This article suggests three main factors that reform founders must focus upon to scale up their reforms—attention to site selection, a proactive stance toward district contexts, and planned transfer of authority. The article concludes that issues of invention, implementation, sustainability, and scale occur simultaneously when going deeper and broader with theory-based change.

Anksiyete; kaygı veya başka bir deyişle endişe insanların deneyimlediği bir korku ve gerilim halidir. Bazı görüşlere göre yaşanan iç çatışmaların sonucudur. Bazılarına göre ise öğrenilmiş davranışlardır. Denetim dışına çıkıp kişinin işlevselliğini aksattığında rahatsızlık olarak adlandırılır.

Eskiden insanların ortalama ömürleri otuz beş yılken ve kendi küçücük dünyalarında yaşarken çoğu kez endişeli olmaya fırsatları olmazdı ve anksiyeteden söz edilmezdi. Oysa, globalleşmenin dünyayı adeta kocaman bir ülkeye dönüştürmesi , mobil teknolojilerin ve sosyal medyanın günbegün hayatımıza sirayeti, bilgisayarların gitgide insan gücünün yerini alması, rekabetin hızla artması, stresli yaşam koşulları ve tarihte hiç olmadığı kadar çok sayıda seçenek arasından karar verme mecburiyeti günümüzde anksiyeteyi en yaygın zihinsel rahatsızlık konumuna getirmiştir. Günümüzde sadece ABD'de yılda 40 milyon kişi anksiyete rahatsızlığından muzdarip olmakta, her dört kişiden biri ise hayatının bir noktasında onunla mücadele etmektedir.

Aksiyete Çağı'm adlı kitapta The Atlantic adlı derginin editörü olan yazar Scott Stossel, kendi yaşadığı ve hayatını etkileyen anksiyete sorununu keşfetmek üzere çıktığı cesur yolculuğu okurlarla paylaşmaktadır. Bu yolculukta Stossell, insanlara büyük ısdırap veren , ancak çoğu kez zayıflık olarak görülen bu illeti; arka planda yıllardan beri incelediği genetik ve sinirbilimi bulguları ve anksiyete tarihi olmak üzere kendisinin ve yakın aile bireylerinin şaşırtıcı hayat hikayesi eşliğinde esprili bir dille ve büyük bir içtenlikle anlatmaktadır.Kitapta ayrıca, anksiyete kıskacına sıkışmış dünyaca ünlü kişilere ve onların hikayelerine de yer verilmektedir.

Normative thinking around democracy often emphasizes the supremacy of electoralpolitics, underplaying the salience of education as a defining feature to produce a moremeaningful, engaged, inclusive form of democracy. Critical pedagogy can be anextremely useful, illuminating and transformative means and process of deconstructinghow democracy is conceptualized, understood and developed. Critiquing theepistemological, experiential and hegemonic predispositions, manifestations, and intricatethinking that underpin inequitable power relations is fundamental to achieving a morepolitically literate and liberated populace. Being humble enough to acknowledge that ourepistemological framework may limit our understanding of democracy
—
along with adiagnosis of mainstream and normative assessments that are constrained by a tepideducational experienced dominated by a neo-liberal political economy
—
is fundamentalto re-formulating how democracy is understood, and, more important, how it maybecome more empowering for marginalized groups and all peoples. This paper explores are-conceptualization of democracy, premised on a more critical and engaged education,questioning and problematizing how power works.

GOALS OF THIS REPORT
• Tell a “coherent story” about the current state of affairs for technical women, synthesizing the best available data into one, easy-to-access resource.
• Provide an overall summary of the key barriers to women’s participation in technology and promising practices for addressing these barriers.
• Serve as a benchmark for measuring the future effects of industry efforts to increase women’s participation.
• Serve as a resource for advocates, policymakers, and change agents.

"This special issue of Comparative Literature Studies brings together talks, some extensively revised, others virtually unchanged, that were delivered at a conference entitled "What is Philology?" The gathering took place on Saturday, March 19, 1988 at Harvard University under the aegis of the Center for Literary and Cultural Studies. The depth and breadth of interest in the conference was deeply gratifying. I had not experienced another occasion when so many scholars from different language and literature departments gathered at Harvard, and I hope that publishing the proceedings will benefit a larger community outside the University.

By way of introduction I will describe how the event originated. My description will explore a few of the reasons why an interdisciplinary conference of a dozen speakers and respondents attracted an audience of more than two hundred, and why a topic that 'may sound rarefied drew participants whose main fields of research and teaching interests ran the gamut from the most ancient Indo-European languages to the most recent African American literature. In short, I will offer tentative explanations for the urgency of the topic to students, professors, and independent scholars who engage in philology, linguistics, literary history, literary criticism, and literary theory."

Subjects: Career education, homeroom, citizenship, health, science, computer science
Grade level: Middle school, high school, college, career. This is a student-centered activity that will work with all four levels.
Distance learning: Yes, this activity can be adapted to use in an electronic classroom.
Time for this lesson: 50 minutes

Content goals:
    • Students will be aware of STEM and STEAM and what they stand for.
    • Students will be aware of how varied the paths to a profession are in real life.

Skills taught:
    • Quick reading for interest.
    • Identifying unknown vocabulary in readings.
    • Creative writing.
    • Public reading.
    • Critical thinking during group discussion.

Bu kitapla ilk seanstan son seansa kadar, yardım ilşikisini yapılandırmanın yollarını gösteren bir haritaya sahip olacaksınız. Kitap boyunca ilişki kurma konusunda ilişkinin yapısını ve danışmanlık sürecini; anlama konusunda problemi analiz etmeyi, duyguları, düşünceleri iletişim ve eylemleri değerlendirmeyi; değişim konusunda ise tüm bu alanlarda yapılan müdahaleleri ve belirli teknikleri öğreneceksiniz. Her bir bölümdeki etkinlikler ile ilgili becerileri uygulama yoluyla edinme ve kitap sonunda kazanımlarınızı yeniden değerlendirme imkânı bulacaksınız.

Après une étude des discours sur l'éthique produits pas les associations d'ingénieurs aux Etats-Unis, au Québec et en Allemagne, j'ai tenté d'expliquer leur absence, jusqu'à récemment en France. Cherchant des éléments constitutifs de l'ethos des ingénieurs français, j'ai alors étudié l'histoire des contenus de formations, et en particulier des humanités, au sein desquels est apparue récemment l'éthique. J'ai montré que les contenus des " humanités " s'inscrivait dans les histoire des écoles : l'idéal encyclopédique s'opposant à celui de l'engagement social, les deux s'opposant à l'approche professionnelle de la formation des ingénieurs instrumentalisant les contenus dits " non techniques". Mais les rhétoriques éthique des associations d'ingénieurs et les projets de formation éthique pour les futurs ingénieurs ne disent rien de la représentation qu'ont les acteurs eux-mêmes des enjeux éthiques liés à leur profession. Afin d'étudier l'ethos des ingénieurs Ainsi, j'ai mis en place une enquête quantitative auprès d'ingénieurs diplômés, contacté par l'intermédiaire des associations d'anciens élèves des écoles de la région nord Pas-de-Calais. Après avoir élucidé l'étendue la plus large possible du champ couvert par " l'éthique du génie ", j'ai visé à travers l'analyse des représentations qu'ont les ingénieurs des relation entre les sciences, les techniques, la société et leur profession, de rendre compte de certains aspects de l'ethos de la profession. Cet ethos professionnel est d'abord apparu comme déterminé par l'identité professionnelle subjective des ingénieurs. Ceux qui ont une vision positive de leur profession et de son rôle dans la société sont moins inquiets que les autres des impacts négatifs du développement techniques. Ceux qui sont plus proches d'une identité de manager se montrent très sensibles à l'importance du " facteur humain " tandis que les " experts " défendent la neutralité de leur travail et rejette l'idée d'une responsabilité personnelle pour la finalité ultime des techniques auxquelles ils contribuent. Parce que la question de l'éthique des techniques est entrée en politique, les représentation des enjeux éthiques de la profession et des techniques dépendant aussi des attitudes politiques des ingénieurs. Les ingénieurs de droite sont plus optimistes à l'égard des techniques et sont favorables à une régulation par la profession elle-même, tandis que ceux de gauche se montrent plus ouvert à une démocratisation des décisions techniques. Mais, finalement, la grande majorité à une vision technocratique des décisions. Par ailleurs, leur position vis-à-vis de la politique un peu distante les laisse à l'écart d'une préoccupation majeure de l'éthique de la technologie : la maîtrise citoyenne des techniques. Parce que le catholicisme est engagé d'une façon particulière dans la formation morale des croyants, les représentations éthiques des enjeux éthiques de la profession dépendent aussi des attitudes religieuses des ingénieurs. Les ingénieurs catholiques se montrent plus favorables à une codification de l'éthique et à une morale de principe, en général. Porteur d'une vision de la technique au service de l'Homme, ils se montrent plus confiants dans les techniques que les autres ingénieurs. Ainsi leur désir de repères éthiques rencontre peu une des questions centrales de l'éthique des technologies : le risque. L'enquête montre aussi que les ingénieurs constituent un groupe très homogène du point de vue de ses valeurs professionnelles. Pour l'avenir, on pourrait penser que la féminisation apporte un regard nouveau et donc une modification, au fur et à mesure de leur percée dans le métier, de l'ethos collectif. Dans les faits, le partage du travail dans la profession entre les genres pourrait réduire de beaucoup l'impact de cette évolution. Tandis que les propos sur l'éthique émis au sein de la profession d'ingénieur dépendent fortement des contextes légaux et culturels dans lesquels ils sont produits, l'émergence de cours d'éthique dans les formations en France, au cours des dix dernières années, procède de deux dynamiques. Ils sont portés, selon le cas, par un idéal culturel ou par un idéal d'engagement social ; tous les deux s'opposent d'ailleurs à l'approche strictement professionnelle de la formation qui est, en définitive, la plus courante. Mais les rhétoriques éthique et les projets pédagogiques ne sont que des indicateurs des préoccupations éthiques des ingénieurs. Ainsi, après avoir élucidé les limites du champ de "l'éthique du génie", une enquête a été mise en place auprès d'ingénieurs diplômés, afin d'étudier leur éthique professionnelle. Il est apparu que les contours de cette éthique est déterminée par l'identité professionnelle subjective des ingénieurs. Les optimistes professionnels semblent, par exemple, moins inquiétés que les autres par les impacts négatifs du développement technique ; ceux qui se sentent plutôt manager se montrent très sensibles à l'importance du facteur humain, tandis que les experts défendent la neutralité de leur travail et rejette l'idée d'une responsabilité personnelle pour la finalité ultime des techniques auxquelles ils contribuent. Mais les positionnements éthiques des ingénieurs dépendent aussi de leurs attitudes politiques : ceux de droite, plus optimistes à l'égard des techniques, préfèrent que la régulation provienne de la profession, ceux de gauche, plus critiques, sont plus ouvert à une démocratisation des processus de décisions. Mais, finalement la vision majoritaire est technocratique et la position des ingénieurs, souvent à distance de la chose publique, les laisse à l'écart d'une préoccupation majeure de l'éthique de la technologie : la maîtrise citoyenne des techniques. Enfin, l'éthique des ingénieurs dépend des attitudes religieuses. Ainsi, les catholiques se montrent plus favorables à une codification de l'éthique et à une morale de principe. Mais parce qu'ils sont trop confiants dans les impact des techniques au service de l'Humain, leur désir de repères éthiques rencontre peu la question du risque qui est pourtant au cœur de l'éthique des technologies.
Having studied emergence of ethics discourses in the engineering profession, the development of ethics courses, shows that the humanities generally are carried by an ideal, either encyclopaedic, or social, both opposing to a strictly professional approach of the training. But rhetorics and educational projects are only indicators of the ethical concerns of the engineers. So, having clarified the limits of the field of engineering ethics, I set up an inquiry with graduated engineers, in order to study their professional ethics. It seemed that this one is determined by the professional identity of the engineers. The optimists seem less worried than the others of the negative impacts of techniques; Manager show themselves very sensitive to the importance of the human factor, the experts defend the neutrality of their work and reject the idea of a personal responsibility for the ultimate end of the techniques to which they take part. But the engineers' ethics also depends on political attitudes: those of right-hand side, more optimistic towards techniques, prefer a regulation by the profession itself, those of left-handler are more opened to a democratization of the decisions. But, finally the vision of the majority is technocratic and the position of the engineers, often at distance of the res publica, leaves them away from a major concern of the ethics of technology : technology assessment. Finally, the ethics of the engineers depends on religious attitudes. So, the Catholics are favorable to a codification of the ethics, but because they are too confident in the positive impact of the techniques in the service of the Human being, their desire of ethical guidelines meets little the question of the risk which is in the heart of the ethics of the technologies.

This article responds to a call for conceptual clarity regarding current ussage of the terms "culture" and "climate" in educational research. A multi-phase literature review and classification process was employed over a period of about 5 years leading upto my doctoral dissertation. I knew I wanted to explore the relationship between school culture and school improvement, but defining culture in a valid way that allowed me to measure and  compare across cases presented a challenge.

The process described in this paper was utilized to arrive at the cross-disciplinary definition for school culture I eventually settled upon, which is a composite of components frequently studied or described in school improvement, school effectiveness, or organizational culture literatures. In the piece, I describe how I dealt with the rampant ambiguity that surrounds contemporary ussage of the terms culture and climate. Based on my review of over 300 academic pieces published between 1980 & 2005, I conclude that the concepts/constructs are similar enough to be considered synonyms to some extent, but that based on my reading of the literature & current ussage of the terms, that the more overarching concept is that of culture. I further employ, Edgar Schein's (1992) (Harvard Sloan School of Business Mgmt) theory of organizational culture to assert the possibility that school climate could possibly be thought of as the second level of the organizational culture of the school. This view conflicts with Tagiuri's (1968) (Also from Harvard School of Business Mgmt) desription of organizational climate, in which he places culture as a subset of climate; Tagiuri's theory has come to be the traditional view of the relationship, especially in the school effectiveness literature. However, I question why, if Tagiuri's classification is accurate, do so many researchers use the term culture to talk of broader aspects of schooling, whereas climate seems to be associated with a much narrower set of specific school attributes.

In the year since this article was published it has sparked a fair amount of controversy; some have highly applauded it while others find it unsettling. I never set out to develop a new model, nor to be provokative, I merely wanted to understand how the terms were actually being used by my contemporaries - I was looking for ..."conceptual clarity".  I welcome academics to weigh in on the subject, as I want to hear all sides and consider the matter thoroughly. Feel free to email me with your thoughts or post on the blog on this website.

My friend and mentor, Charles Teddlie, joins me as second author on this piece. He served as the chair of my dissertation committee and has published extensively in the school effectiveness field.

As we all know that education is crucial in the development of any country. The main focus of this research is to identify the problems faced by working women in education sector. We discovered that most of the parents and certain relatives are supportive towards their daughter serving in the education sector. All our respondents strongly believed that the married women face greater challenges than unmarried women. Although their husbands are co-operative but there children are prominently neglected. Despite the supportive attitude of their parents unmarried women still face challenges like transportation and managing time between personal and social life. Most of the respondents, married or unmarried, believed that their salary and promotion system is not satisfactory for which they blame “Favouritism”. In spite of all the facts, our research concludes that the education sector of Bahawalpur for female teacher is fairly good.
Keywords: Women, Education Sector, Bahawalpur, Pakistan.

Career choice is a complex decision for undergraduate students since it determines the kind of profession that a student intends to pursue in life. As students try to make career choices, they face problems of matching their career preferences with their abilities in academic performance. In an attempt to unravel the mystery surrounding career choices amongst students, a study to examine factors that influence career choices among students was undertaken. Factors of interest included were peer influence, gender, parental influence, job opportunities and personal interest. The target population was second, third and fourth year undergraduate students at the University of Eldoret. A convenience sampling technique was used in getting a study sample of 210. The data collection instrument used was a self-administered questionnaire which contained both open and closed ended questions. The study used a descriptive research design. Data was presented in form of percentages, means and tables. Results indicated that multiple factors influence career choices of undergraduate students. It is the expectation of this paper that instructors in learning institutions should find such results useful as they prepare learners for their future.

Les femmes noires diplômées dans le milieu de travail en France sont un «laboratoire» qui permet de  rendre compte des différences de traitement fondées sur le sexe, la race, l'âge,  la classe , etc....L’une des problématiques centrales de  mon travail que j’ai voulu présenter ici est ma proximité de vécu avec les sujets interrogés. Cette posture questionne ma position d’apprentie chercheure qui cherche à comprendre au niveau empirique les relations sociales de domination, afin dévoiler des rapports sociaux d’ordre théorique (Kergoat 2009). Les théories intersectionnelles  m’aident à « objectiver »  ma démarche et mon terrain, car elles conceptualisent plusieurs des catégories considérées comme également importantes, ainsi que leurs interactions dynamiques  et  leur relations avec  les  facteurs institutionnels (Motmans & Woodward). La race entre en interaction avec d'autres catégories sociales (sexe, âge, classe) et des  marqueurs sociaux (accent, collorisme, coiffure, apparence sociale,…). Il est rare qu’un sujet soit discriminé sur tous les aspects à la fois : la discrimination intervient en fonction des facteurs  qui déterminent le contexte (La Rivière-Zijdel). Ce retour réflexif sur une enquête (2008/09) réalisée  en psychodynamique du travail auprès de 10 femmes noires diplômées sur leur parcours professionnel pose plusieurs questions. Comment le genre s’articule avec d’autres catégories et marqueurs sociaux? Quels outils théoriques pour penser les rapports sociaux ?  Quelle méthodologie pour analyser les données empiriques? (entretiens biographiques, ma propre immersion dans les rapports sociaux que j’étudie, mon rapport à l’objet de recherche) .
Il s'agit d'un  effort de clarification d’une démarche d’enquête et d’une recherche en train de se faire qui cherche à mesurer la valeur heuristique de l’épistémologie du point de vue situé dans  l’enquête de terrain et l’analyse . Il met aussi en évidence les  difficultés méthodologiques que  suscite l’épistémologie du point de vue situé sur le terrain  et dans le contexte sociopolitique français  de production du savoir scientifique où la reconnaissance académique d’un travail de recherche repose sur son objectivité qui est assurée par la « distance » du chercheur  vis-à-vis de son objet. et sa neutralité axiologique.

Duane Miller writes about how Muslims who have become followers of Jesus Christ sometimes adopt new hermeneutical methods for reading the Qur’an. How are topics like abrogation tackled? And what of the question of the corruption/tahriif of the Torah? And of course how is the issue of the crucifixion handled? What does Duane mean with this word ‘reappropriation’?

"This is a brief presentation of the life and works of Celaleddin Rumi (Mevlana), a 13th century poet of Persian origin, active in Iconium, Asia Minor. The paper focuses on his relation to the Greek element and his Neoplatonic sources of inspiration. It is followed by a selected bibliography and the translation of a few poems into modern Greek.
The English version (first pdf)  appeared online in the "Encyclopedia of Asia Minor" in 2005, while the Greek version (second pdf) appeared in the literary quarterly "Odos Panos" in 2003.