Journal articles on the topic 'Career renewal'

Most undergraduate teaching in Australia’s universities is now performed by hourly paid staff, and these casual academics form the majority of the academic teaching workforce in our universities. This recent development has significant implications for the careers and working lives of those staff, for other academic staff, and for students, implications which are yet to be closely examined. Investigation of the working conditions of casual academic teaching staff is important, as the ageing of the continuing academic workforce suggests the universities will need to consider workforce development and renewal, and the casual academic workforce may represent an important source of labour. This paper examines the support casual academic staff receive from their universities to undertake their work, and how this level of support has an impact on their job and career satisfaction. It uses data from the Work and Careers in Australian Universities Survey, conducted in 2011 across 19 universities. Casual academic teaching staff answered questions which provided information on a range of demographic details, conditions of work, their motivations for casual work, and their access to a range of job and career supports. The research found that there is variation among universities in their provision of physical supports such as provision of a desk and computer, supports for collegial inclusion such as meeting attendance, and access to professional training. The range of assistance provided to these staff had an impact on their job and career satisfaction.

Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and non-renewal of contract. Data included interviews, observations, participants’ assessments, and pupils’ work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers’ career decisions; rather, teachers’ ability to refigure their identity within the figured world of teaching shaped career trajectory. Key factors such as ability to address disequilibrium, teacher identity, agency, and collaborative capacity are examined. Implications call for pre-service preparation and professional development to navigate cultures of schools, amended administrative involvement in teacher retention, and policy reform acknowledging the complexity of teachers’ figured worlds.

One of the major renewals in the history of drama is Henrik Ibsen’s “modern tragedy” of the 1880s and 1890s. Since Ibsen’s own time, this renewal has been seen as an achievement accomplished in spite, rather than because, of Ibsen’s Norwegian and Scandinavian contexts of origin. His origins have consistently been associated with provinciality, backwardness and restrictions to be overcome, and his European “exile” has been seen as the great liberating turning point of his career. We will, on the contrary, argue that throughout his career Ibsen belonged to Scandinavian literature and that his trajectory was fundamentally conditioned and shaped by what happened in the intersection between literature, culture and politics in Scandinavia. In particular, we highlight the continued association and closeness between literature and theatre, the contested language issue in Norway, the superimposition of literary and political cleavages and dynamics as well as the transitory stage of copyright.

Two-thirds of the faculty of Canadian universities will reach the traditional retirement age of 65 between the years 2000 to 2010. As a result there will be little academic or financial flexibility for at least another decade. A questionnaire is presented as a tool for measuring the personal and professional characteristics of this age group with respect to three considerations: (1) their level of career satisfaction, (2) their interest in a career alternatives program, and (3) their plans to retire either before or by the age of 65 or to continue to work after 65 if mandatory retirement is abolished. A significant proportion of academic faculty are no longer finding satisfaction in their academic work and would consider an alternative career if that were feasible. Those who are not interested in leaving academic life early tend to be happy and productive. A career alternatives program could be an effective way to begin the renewal process within higher education now, not after the year 2000.

In the ‘Executive Style' section of a recent edition1 of The Age newspaper there was a list of the top 100 craft beers in 2016. That’s a ranking out of 300 or more national craft beers. The craft boom is driving a renewal in technical training, career opportunities and a deeper understanding of the underlying scientific basis of traditional brewing approaches.

This article is a data-based case study of the renewal of an undergraduate psychology program. We describe the varieties of faculty and student expectations for the major and their evaluations of the curriculum. Students' career interests and their individual differences based on gender, race, and grade point average were important factors in the changes that were made in course requirements and department services. Based on our experience, we suggest a set of questions and resources that other departments might use in evaluating their undergraduate programs.

As opposed to the overwhelming majority of researches within the so called “Diplomatic studies” that focus on an institutional design of external services (which appears to be “the form” of diplomacy per se), this article deals with “the substance” of the matter in question, paying special attention to the means and ways of educating and integrating young diplomats into the Ministry of Foreign Affairs of Russia. Unlike the State Department (the USA), Foreign Commonwealth and Development Office (FCDO, the UK), le Quais d’Orsay (the MFA of France) or Das Auswärtige Amt (the MFA of Germany), that are influenced by the so-called “political appointees”, the Russian diplomatic service is renowned for its “career diplomats”, who generation after generation are recruited into the Ministry to form (by means of different vertical and horizontal ties) a close-knit team that promotes the country’s national interests on the world stage. Thus, the authors explore the process of renewal of the Russian diplomatic service, whereby young diplomats are being purposefully groomed in several national Universities (namely, MGIMO-University or Diplomatic Academy) to subsequently rise through the ranks of the Ministry by taking disparate career trajectories (for example, depending on or, conversely, irrespective of the foreign languages they acquired), occupying different job families (desk work, protocol, interpretation, consular service, public relations, etc.), taking part in a diplomatic rotation that will bring them to various home (in Headquarters) and overseas (Embassies, Permanent Missions and Consulate- Generals) postings and acquiring new ranks as a prerequisite to promotion from junior to senior positions. As a result, Russia’s diplomatic service has come to be seen as a full-fledged system, the key to understanding of which lies not in depicting the existing institutional framework (which appears to be the focus of the overwhelming majority of works on the matter), but in scrutinizing main recruitment principles and the MFA’s personnel policy, thoroughly analyzed in this article.

The role of Islamic intellectuals is not confined to elaborating on the religious ideology of Islam. Equally important is their role in setting this religious ideology against other ideologies, sharpening and clarifying their differences, and thereby developing and intensifying one’s commitment to Islam as a distinct, divinely based ideology. Islam, as both a religion and an ideology, simultaneously mobilizes and transforms, legitimizes and preserves. It can be an instrument of power, a source and a guarantee of its legitimacy, as well as a tool to be used in the political struggle among social classes. Islam can also present a challenge to authority whenever the religious movement questions the existing social order during times of crisis and raises a rival power, as the current situation in Sudan vividly demonstrates. Throughout his political career, Hassan al-Turabi has resorted to religious symbolism in his public discourse and/or Islamic rhetoric, which could often be inflammatory and heavily reliant upon the Qur’an. This is, in fact, the embodiment of the Islamic quest for an ideal alternative. Our paper focuses on this charismatic and pragmatic religio-political leader of Sudan and the key concepts of his religious discourse: faith (īmān), renewal (tajdīd), and ijtihād(rational, independent, and legal reasoning).

The article discusses the study programme of dance pedagogy and its renewal contexts. Additionally, the study analyzes dance programmes of Scandinavian countries, which are well evaluated and appreciated. The dance programmes are analyzed based on comparison with the situation in Lithuania, i.e. study programme of dance pedagogy at Vilnius College (University of Applied Sciences), which has a purpose to educate and prepare a pedagogue who is capable to attain education results provided in general education programs, to provide scholars with an opportunity to develop and educate the basis of moral, social, cultural, and civic qualities, acquire general and specific competencies and get the chance to try these competencies in various professional activities, so as to decide the prospects of future career. With the aim to evaluate the quality of the study programme of dance pedagogy in Scandinavia and Lithuania, its efficiency, effectiveness, and compliance with European standards, the documents that regulate teacher training, and course descriptions are analyzed. In addition, it is attempted to examine whether graduates of these countries are satisfied with study programmes and wherewith the programme is special. While analyzing the content of study programmes, the opinion and evaluation of graduates are of particular importance seeking continuous improvement while applying new and relevant disciplines.

The leadership characteristics and innovation skills of university students are of great importance in order to increase the quality of education in universities and to ensure academic development, change and renewal. This study aimed to investigate the potential leadership and innovation skills of university students with a correlational approach. Therefore, the leadership characteristics and innovation skills of university students were examined based on the variables of gender, year of study and academic career expectations through a descriptive survey design. The participants of this study consist of 343 students studying at 2 state universities in Konya. Personal information form, potential leadership scale and innovation scale were used to collect data. The results of the research showed that there were significant differences in terms of potential leadership characteristics and innovation skills of university students by gender, year of study and academic career expectations. In addition, the potential leadership characteristics of the participants significantly predicted their innovation skills.

The leadership characteristics and innovation skills of university students are of great importance in order to increase the quality of education in universities and to ensure academic development, change and renewal. This study aimed to investigate the potential leadership and innovation skills of university students with a correlational approach. Therefore, the leadership characteristics and innovation skills of university students were examined based on the variables of gender, year of study and academic career expectations through a descriptive survey design. The participants of this study consist of 343 students studying at 2 state universities in Konya. Personal information form, potential leadership scale and innovation scale were used to collect data. The results of the research showed that there were significant differences in terms of potential leadership characteristics and innovation skills of university students by gender, year of study and academic career expectations. In addition, the potential leadership characteristics of the participants significantly predicted their innovation skills.

The author, both a composer and a physician, chronicles his development as a musician—from his childhood fascination with improvising on the piano to the eventual performance of one of his compositions in the church of Saint Stefan in Vienna—and his career as a medical doctor studying heart disease and researching new cures. He finds that the common denominator in composing music and doing medical research is the creative impulse. In his life, music and medicine have never been in competition. Rather, when frustrated by difficulties in medical research, the author has found renewal in composing music.

The paper analyses the relation between political elites and political leaders. It is demonstrated that social shifts in the ranks of the elite are reflected in the profiles of heads of state, and the coming to power of a new president results in the renewal of elites. For years of existence of the Fifth republic several generations of political elite were replaced. At the time of Che. De Gaulle highest public servants were the main political actors. The logic of appointments in the system of executive power changed, a new type of political career was created. During the rule of F. Mitterrand, decentralization expanded the ranks of political elite, strengthened the positions of local elites. The president’s fellow party members came to power, political parties turned into an effective mechanism of recruitment of elite cadres. With E. Macron’s election there was a renewal of the deputy corps; reforms which will lead to further changes in the ranks of elites are planned. The paper investigates political biographies and career paths of presidents of the Fifth republic: the path of a notable, the path of a party functionary and the path of a member of administrative bureaucracy. The path of a notable assumes that the politician starts their career from election in local authorities and gradually works their way up through the ranks of power. The path of a party functionary demonstrates that the politician is rooted in party structures. The path of a bureaucrat assumes ascent to the political Olympus through promotion in the executive power branch and also by entering the immediate environment of the president, prime minister, key ministers. Local rootedness, good knowledge of public administration are characteristic of French presidents. Until recently it was thought that to achieve presidency in France it was necessary to be supported by a strong party. The new French president is an exception to this rule, and the movement he created is not a party in the traditional sense but a network entity. The study further brings to light qualities which the leader has to possess. The role of communication in the life of the French president is explained and it is shown how communication shapes the president’s image and influences public trust in the institution of presidency.

The paradigm of an academic career- doctoral study, then a well charted ascent through the ranks, culminating in 25 or 30 or so years as a full professor, and tapering off with many years on an ample pension-was never guaranteed or anything like universal, but was a reasonable aspiration for a college graduate who loved physics or sociology or art history. Of those teaching in colleges and universities, around 75% are contingent workers: short contracts, no assurance of renewal, low pay, maybe health insurance but probably not, no pension fund, little if any say in faculty governance or in the making of curriculum, maybe no office and no phone, maybe several other jobs off the tenure track.

We adopted a retrospective study design to explore the regulatory acts affecting the training military pharmaceutical specialists for the medical service of the Armed Forces of the Russian Federation after accreditation of medical (pharmaceutical) workers, professional standards and transition to continuous medical education (continuous professional development). On this basis, we assessed the main areas of training of medical supply specialists, their career development, advanced training and retraining within the existing military healthcare system before and after mandatory accreditation of medical (pharmaceutical) workers. The main issues related to the introduction of professional standards and the compliance of the labor specified in them with the real functional duties of pharmacist officers in the military and hospital level, as well as the discrepancy between the nomenclature of pharmaceutical officer positions and that in civil healthcare. This creates certain difficulties with the passage of reaccreditation and the possibility of assigning (renewal) a qualification category (class rating). The necessity of an integrated approach to harmonize the training of military and civilian healthcare specialists, their accreditation for compliance with professional standards, career growth, positions held in accordance with competence and skills acquired, and continuous professional development cannot be overemphasized.

Abstract This interview discusses Abbott Lowell Cummings' life and work as a public historian, focusing in particular on his long career at the Society for the Preservation of New England Antiquities (now Historic New England). It deals with the early history of SPNEA under William Sumner Appleton and Bertram K. Little, but focuses particularly on the post-1955 development of the organization after Cummings' arrival and on the refinement of SPNEA's collection of historical buildings through deaccessioning and the establishment of increasingly professionalized standards for preservation, conservation, and interpretation. It also discusses important preservation battles in Boston, such as the fight to preserve the West End from urban renewal and the battle over whether to tear down Victorian architecture on Beacon Hill.

If a diary of a prominent late-medieval religious figure were to be discovered that revealed his thoughts about the present and the future, such a discovery would seem to be too good to be true. But if labeled differently, such a document does exist: not a diary, but a prophetic commentary. The commentary by the fourteenth-century Augustinian friar Gentile of Foligno on the prophecy “Ve mundo in centum annis,” has never been the subject of sustained attention. Consequently the following presentation aims to examine it carefully within the context of the author's career and to show how it reveals some intriguing working habits as well as Gentile's firm hopes for the advent of angelic popes and ecclesiastical renewal.

As one of the cornerstones of transformation at the Durban University of Technology (DUT), the curriculum renewal project (CRP) identifies desired graduate attributes that serve to inform the revitalising of the university’s academic programmes. A critical component of the renewal process is the introduction of General Education (GE) modules that are designed to address the deficiencies of poor schooling, enshrine the values of the university and complement programme content so that DUT graduates leave the university with the life skills and attributes needed to function successfully in society. As such, GE aims to provide a holistic education that goes beyond discipline- specific knowledge. One of the premises of the CRP therefore is that some DUT graduates leave university without achieving those ‘graduate attributes’ to the extent desirable. But how has DUT fared in terms of developing the desired graduate attributes in so far as students are concerned? This study uses the 2010 South African Survey on Student Engagement (SASSE) to examine student perceptions of their growth in career-related and general life skills, prior to the formal implementation of the CRP. As such, it could serve as a benchmark for assessing the efficacy of GE, subsequent to its formal integration into the academic programme across all faculties in the future.

This text is an extract from several conversations held with Pedro Caselles Beltrán (1937), a primary school teacher with a degree in Philosophy and Humanities, specialising in Pedagogy, and an education inspector. Pedro Caselles occupied the provincial education offices in Lugo, Cádiz and A Coruña (1970-1976); later he was Deputy Director General of Non-State Schools and General Director of Basic Education (1977-1982). The text deals with his professional career, a summary of administrative management and political action, with particular emphasis on his time as a provincial delegate and later as a senior official in the Ministry of Education and Science (MEC). Under his mandate, several initiatives were carried out, including the promotion of the General Education and Financing of the Education Reform Act (LGE) of 4 August 1970 through the renewal of the Basic General Education Programmes.

Abstract This article analyzes the efforts to build spaces for the medical community in Brazil since the transfer of the Court from Lisbon to Rio de Janeiro in 1808, through the country’s independence process, until the creation of the Imperial Academy of Medicine, in 1835. Such initiatives affirm the prominence of medical-scientific knowledge in the face of traditional healing practices, as well as a hygienic agenda for the independent nation, strongly linked to the legitimation of local expertise in Brazilian climatology. Throughout this process, some medical leaders involved sought to affirm the convergence between the hygienic discourse and the interests of the nascent imperial state, while at the same time announcing the renewal of the mechanisms of legitimation of the career that, supposedly, started to be given by scientific merit instead of the patronage system typical of the Ancien Régime.

Purpose. The current study investigates the impact of high-performance work system (HPWS) on intrapreneurial behavior (IPB) with mediating effects of self-efficacy and relational psychological contract. In addition, boundaryless career orientation is expected to moderate the relationship between HPWS and IPB. Design. Employees were asked to indicate the extent to which they understood and experienced each HR practice within their firms. The final list of HPWS consists of 13 practices detailed in Appendix 1. The Employee Intrapreneurship Scale (EIS) consists of eight items, measuring two dimensions of IPB, namely strategic renewal behavior and venture behavior. Quantitative research design was applied with data collected from 283 employees using Partial Least Square Structural Equation Modelling (PLS-SEM). Findings. The results confirmed the direct impact of HPWS on IPB as well as the indirect impacts of both relational psychological contract and self-efficacy. Mobility Preference moderated the above relationship while Boundaryless Mindset did not. Theoretical implications. This research confirms the relationship between HPWS and IPB and the mechanisms through which HPWS influences IPB. Practical implications. Building a long-term trust-based relationship between employees and the firm is vital in fostering IPB. Value of results. This study explores the role of general self-efficacy and relational psychological contract as mediators of the link between HPWS and IPB. In addition, it introduces boundaryless career orientation as a moderator of the HPWS-IPB linkage.

The paper outlines the main predictions for the development of the education system in technical universities related to the emergence of innovative technologies in various fields of science. It is postulated that the education system depends on changes in society. The knowledge, practical skills and personal experience of the students will come to the fore; interest in additional education and self-teaching will increase. It is assumed that in the near future we should expect the development of new methods and technologies of distance learning. The paper deals with the urgent problems of teaching associated with the humanization of engineering education and necessity of student’s adaptation to the rapid renewal of professions in connection with the emergence of new information technologies. It is postulated that the interaction of universities with employers is the most important condition for quality training of graduates, which contributes to their successful employment and future career growth.

AbstractReaders of Hobbes have sought to account for differences between the arguments of his most influential texts. In De cive Hobbes (tepidly) endorsed apostolic structures of spiritual authority, while in Leviathan he at last unleashed his vehement anticlericalism. I argue that these disparities do not reflect an identifiable change in Hobbes's ideas or principles over time. Rather, the political context in which Hobbes composed his treatises drastically altered over the course of his writing career, and the Hobbesian theoretical significance of those contextual developments best accounts for some ecclesiological inconsistencies across his oeuvre. There was, throughout the brief and tumultuous period after the regicide during which Hobbes composed Leviathan, no sovereign power in England to whom he should defer, and consequently he acquired certain liberties that subjects in a civitas forgo. Those included the renewal of his right to wage a ‘war of pens’ against High Anglican episcopal power.

Summary This paper describes a case study of a particular form of knowledge worker; lawyers, and their efforts to achieve collective bargaining. Within self-regulated professions like law, the professional regulatory body controls much of the labour process and defines the body of professional knowledge. Apprenticeships, such as clinical locums in medicine and articles in law, play an important role in the transfer of labour process norms. However, more and more professionals seek employment in large organizations where the autonomy historically enjoyed by the self-employed worker and crafted in the confines of mentorships is increasingly subject to bureaucratic and administrative controls. In large employment settings rules and policies may interfere with workers’ exercise of professional discretion and full utilization of their knowledge. The result of the erosion of traditional labour process power under bureaucratic forms of organization leads professionals to seek alternate forms of control. Many turn to collective bargaining as a mean to wrest back control over the application of discretionary judgment from large, often public sector, employers. In the case of the legal profession in Canada, a great many lawyers are employed in the public sector. The subspecialty of criminal prosecution was broadly framed as a service private sector lawyers once provided on a fee-for-service basis, but until relatively recently it was not a distinct area of practice to which one dedicated a career. The regularization of prosecution in the public sector results in a strong sense of occupational community among public prosecutors. The forces of bureaucratic control and occupational community act together to support collective bargaining among professionals who otherwise have been opposed to this strategy, claiming it is “unprofessional”.

The beginning of the 1950s marks a turning-point in György Ligeti’s early career. By that time Ligeti had become disappointed regarding his rather marginal position in Hungarian musical life, and he might well have felt some dissatisfaction with his own artistic output, as well. He recognized that he should leave his former style and build up his own expressive means and musical language from elementary material. For this purpose, he set himself certain compositional tasks, and imposed restrictions on pitch content, intervals, and rhythms ‘as if to build up a “new music” from nothing’. Accordingly, Musica ricercata , which is the first fruit of his experimental project, marks a renewal of Ligeti’s musical thinking primarily on terms of the compositional technique. The present study examines the main problems of compositional technique raised in Musica ricercata (primarily that of chromaticism and dense polyphony) and points out significant influences shown in the work (such as those of Bartók, Stravinsky, and Romanian folklore).

Problem statement. This paper traces the role of hermeticism and alchemy in the artistic production of conceptual poet Dmitry Prigov. Among the different cultural traditions that characterize his project, hermeticism plays a very important role, and especially alchemy, which provided Prigov with material at varying points throughout his artistic career. Purpose of the article. Through several examples taken both from Prigov’s verbal and visual works and from his theoretical texts, the aim of this article is to illustrate not only how the artist managed to use and modify motifs and themes relevant to the alchemical tradition, but also how he retrieved certain philosophical and aesthetic ideas of this hermetic doctrine. Conclusions. As a result, Prigov’s project should be considered a sort of alchemical “Great Work”, which responds to the need for a renewal of culture, the creation of a new concept of art and for a transformation of the role of the artist itself.

The history of the Second Vatican Council (1962-1965) and the theological and archpastoral activities of Karol Wojtyla are inextricably linked, because it was with the participation in the Cathedral of the life of the bishop that a new stage began - he became one of the leaders of the movement for the renewal of the Catholic Church. In 1962-1963, Bishop Karol Wojtyla participated in the work of the 1 st and 2 nd sessions of the Second Vatican Council. It was at this time in Rome that he met with Cardinal Franz König, one of the most influential and intellectual figures in the church in Europe. This was the beginning of an extremely important shift in the career of Bishop C. Wojtyla1. In October 1962, he participates in the work of the first session of the Second Vatican Council as one of his youngest and most active members1 2. Next year, at the closing of the second session, he is appointed archbishop, Metropolitan Krakowski.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Background Fundamental changes in the world of work are leaving many workers insecure and uncertain about their future. The situation is aggravated by the Covid-19 pandemic, which has resulted in billions of job losses globally (Bureau of Labor Statistics, 2020). According to the International Labor Organization (ILO, 2020), approximately 1.6 billion people in the informal sector are among those who have lost their jobs. This has led to greater uncertainty in occupational contexts, which have already been unsettled by increasing job changes (Hooley et al., 2020; Kelly, 2020). Work environments are no longer able to ‘hold’ (Winnicott, 1965) workers, leaving them insecure, traumatized, and without any sense of meaning and purpose in their work-lives. Numerous changes in the workplace (largely the effect of technological advances) have compelled workers to reconsider, reconstruct, and redesign their lives to improve their chances of finding sustainable, decent work (Di Fabio & Maree, 2016; Duarte & Cardoso, 2015; Guichard, 2018; Hartung, 2016, 2018, 2019; Ribeiro, 2016; Rossier, 2015a, 2015b; Savickas, 2007, 2019; Savickas & Savickas, 2020; UN, 2016). Workers have to contend with major occupational transitions (Savickas et al., 2009) requiring career counseling theorists, practitioners, researchers, and policy-makers to reconsider their theoretical and conceptual approaches and, accordingly, the practice of career counselling as a whole (Savickas et al. 2009). It serves no purpose to continue drawing on career counseling approaches and traditions that have lost their currency in today’s postmodern occupational world (Savickas & Savickas, 2019). What is needed is innovating and updating career counseling so that it can help people link career choices to a mission (personal meaning in the workplace) and a vision (social meaning of people’s work). Above all, people must be guided and counseled on which skills to master to increase their adaptability and employability (Hartung & Cadaret, 2017). This will then enable them to manage repeated work-related transitions more successfully (Sensoy-Briddick & Briddick, 2017). In summary: Career counseling clearly needs to come up with a practicable, theory-driven way of promoting career counseling in primary, secondary, and tertiary education – an approach that can serve as “a general rubric that covers a myriad of interventions and services” (Savickas, 2015, p. 129). At the heart of such an approach is the elicitation and implementation of ‘subjective’ aspects (‘stories’) as well as ‘objective’ aspects (‘scores’) of career counseling in education (Maree, 2013, 2020; Savickas, 2019). An approach that can encourage workers and prospective workers to choose and construct careers and design themselves successfully (Guichard, 2005, 2009; Savickas, 2019, 2020). It should also provide a platform for reconceptualizing and redesigning career counseling interventions to meet the challenges discussed above. Such an approach will enhance people’s (critical) self-reflection, reflexivity (meta-reflection), embracement of change, and conversion of aspiring intention into experienced action (moving forward) (Maree, 2020; Savickas, 2019, 2020; Savickas, 2020, in Arthur, 2020). Ultimately, it should help all people who are willing and able to work to acquire work-life identities that will enable them to recognize and use the opportunities contained in challenges to survive and flourish in these unstable times (Savickas, 2007; Savickas, 2020, in Arthur, 2020). Typical research questions could include the following: How can career counseling in education help worker-seekers take responsibility for their own future, become resourceful and adaptable, and manage repeated transitions in a rapidly changing world of work? be updated in terms of theory and praxis to promote decent work and sustainable development for all who are able and willing to work? be reconfigured to promote success in the workplace by increasing workers’ adaptability, employability, and career resilience? be used to help prospective workers clarify their career(-life) identity, make the most of change, and promote self-reflection, reflexivity, and life design? be provided in group contexts to promote people’s sense of meaning, rekindle their sense of purpose in the workplace, and foster their sense of critical consciousness (Blustein, 2015)? We (the editorial board) received several provocative and constructive contributions that covered a broad spectrum of research methodologies. They also covered theoretical as well as practical issues and reported on research from a quantitative, a qualitative, a mixed-methods, and an integrative qualitative-quantitative perspective. As always, this issue includes diverse contributions in terms of gender and race and national, international, and interdisciplinary standpoints. Individually and collectively the contributions shed light on issues underlying the renewal of career counseling in education. What Can Readers Expect in This Issue? In the leading article, Using My Career Story to foster reflective capacity, hope, and narrative change, Santilli and Hartung (2022) describe the development and use of the My Career Story (MCS) approach. This self-guided autobiographical workbook is designed to help people across the lifespan and diversity continuum articulate and shape their career-life stories. The authors discuss the outcomes of a research project where the MCS was used with young adults in Northern Italy. The findings confirmed the trustworthiness and validity of the instrument in their research context. The research participants had moved towards more action-oriented, more positive, and more lucid language in their stories by the time they had reached the end of the intervention and once they had constructed their life portraits (compared to the stories they had recounted at the outset of the intervention). The participants also achieved better scores on measures used to assess reflective capacity and hope after the intervention. The need for an approach such as that discussed in the article has never been greater – readers working in the fields of career guidance, career education, and career counseling should find the article of great value. In the second article, Countering master narratives with narratives of persistence: A liberation perspective in career counseling, Briddick and Briddick (2022) deal with a highly topical matter. The authors argue that many youths today have to contend with discrimination and marginalization in their daily lives, despite global efforts to eliminate such evils in society. Discrimination here is often based on youths’ (social) identities and related power systems and subjugation (Brewster & Molina, 2021). The authors add that minoritized youths especially are caught in the trap of culturally contrived ‘master narratives’ that maintain the privilege systems in their own countries (Liu, 2017). The authors maintain that reflecting carefully on such ‘master narratives’ can facilitate a key initial step in career counselling interventions with marginalized youths. The authors advocate an innovative and practicable strategy based on narrative counselling and related constructs aimed at disassembling ‘master narratives’ and providing space for the construction and enactment of ‘alternative’ stories of hope and purpose-filled futures for marginalized youths. This article, too, is a ‘must read’ for all career counsellors. In the third article, Life design group-based intervention fostering vocational identity, career adaptability, and career decision-making self-efficacy, Cardoso et al. (2022) examine the process and outcome of life design group intervention with Grade 9 participants. Using a quasi-experimental, mixed-methods design, the researchers investigate the effect of the intervention on the participants’ vocational identity, career adaptability, and career decision-making self-efficacy. The outcomes confirm the effectiveness of the intervention in respect of the above features as well as in advancing the participants’ reflexivity, their sense of direction and, ultimately, the construction of their careers and themselves. The research outcomes are consistent with previous findings on the topic. Researchers involved in this kind of intervention should find the article most illuminating. In the fourth article, Revitalising career counseling for sustainable decent work and decent lives: From personality traits to life project reflexivity for well-being, Di Fabio et al. (2022) maintain that people are increasingly being confronted with critical life and professional challenges and having to take personal responsibility for their career-life stories. The authors argue that to remain relevant career counseling requires revitalized views on counseling interventions. The authors administered the Big Five Questionnaire, the Life Project Reflexivity Scale, and measures of hedonic and eudaimonic wellbeing to University of Florence students. They then analyzed the research results by considering the relationship between life project reflexivity (LPR) dimensions and wellbeing (while controlling for the ‘Big Five’ personality traits). ‘Authenticity’ emerged as the strongest of the three LPR dimensions. The authors conclude by advocating an innovative, strengths-based prevention strategy for providing sustainable decent work and constructing meaningful life trajectories. A study well worth considering in the context of rapidly changing work and career counseling contexts In the penultimate article, Precariousness in the time of COVID-19: a turning point for reforming and reorganizing career counselling for vulnerable workers, Di Fabio and Svicher (2022) propose innovative career counseling approaches for vulnerable workers during the COVID-19 pandemic based on a recently developed work precarity framework consisting of three broad ‘work’ categories: precarity of work (fear and concern associated with employment continuity), precarity at work (psychosocial or physical insecurity at work), and precarity from work (uncertainty and insecurity due to work that does not satisfy the basic needs of workers). Recommendations for mitigating the impact of the pandemic relate to the psychology of sustainability, the psychology of sustainable development, and the psychology of working theory. In conclusion, the authors argue that vocational psychologists need to modernize specific career counseling practices in order to (1) support vulnerable workers in their search for sustainable, decent work and (2) promote inclusivity in occupational contexts. In the concluding article, Enhancing group self- and career construction counselling: A review of outcome research, Maree (2022) reviews the outcomes of five purposely selected group-based career counseling projects conducted in developing country contexts. Using thematic data analysis, the author examined the outcomes of these projects in order to identify the strengths as well as the areas for development (weaknesses) of the career counseling approach followed in the five projects. The findings demonstrated the value of contextualized career construction in contexts substantially different from the context in which the career construction counseling was originally developed. The author concludes that in the light of the current situation (including the impact of the Covid-19 pandemic on employment), research on the unemployed should be prioritized. In conclusion, I thank all colleagues involved in the editorial and publishing process for their help and guidance. I especially thank Professor Hüseyin Uzunboylu (editor-in-chief) for his professional support in putting this issue together. Last, but certainly not least, I thank all our reviewers for their selfless and expert help. We hope readers will enjoy reading this special issue of the CJES.

Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- to late-career trajectory, places such individuals within liminal spaces on many levels as they inevitably must navigate unfamiliar, often alien, territory that frequently does not recognize or respect the experiences with which they enter their new university contexts. The collaborative autoethnographic study we embarked upon involved examining our own experiences of making this transition. By revisiting an academic year’s worth of recorded conversations and analyzing them through an ecofeminist lens, we considered the lessons we had learned through engaging in a program renewal process and designing and co-teaching new courses in our first few years as faculty, as well as how these lessons impacted our emerging identities as new teacher educators. Our findings included three broad lessons learned: Beware of Institutionally Invisible Work; This is not High School, Dorothy; and Two Heads and Hearts are One. These lessons taught us to navigate the shadow places (Plumwood, 2008) of academe, including the delegitimization of teaching, nurturing and service work and the dematerialisation (Plumwood, 2008) associated with such delegitimization, and to embrace the light we found rooted in interconnectedness, an ethic of care, and our mutual recognition of the other. Moreover, these lessons offer others in the field ways of understanding the difficult transition to academe undertaken by professional women educators and the complexity of academic/teacher educator identity formation. Keywords: professional women educators, ecofeminist, institutionally invisible work, teacher educator identity, transition to academe, program renewal, collaborative autoethnography, borderland discourse, mutual recognition, shadow places, ethic of care

RESUMEN:Este artículo estudia la aportación del artista Vicente Castellano Giner (1927-2014) a la renovación de la pintura en los años cincuenta. En él se analizan los primeros años de su trayectoria desde su formación académica en la Escuela de Bellas Artes San Carlos de Valencia y su participación en dos de los grupos más importantes para la renovación artistica valenciana. El grupo Los Siete (1950-1954) y el grupo Parpalló (1956-1958). Donde presentó algunas de las propuestas más vanguardistas desarrolladas durante su estancia en París.PALABRAS CLAVE:Grabado/pintura/abstracción/Los Siete/ParpallóABSTRACT:This article examines the contribution of the artist Vicente Castellano Giner (1927-2014) to the renewal painting of the fifties. It analyzes the early years of his career starting with his academic training at the Escuela de Bellas Artes San Carlos in Valencia, his work until the founding of the group Los Siete (1950-1954), and his attachment years later to the Parpalló group (1956-1958), where he presented some of the most innovative proposals developed during his stay in Paris.KEY WORDS:Engraving/painting/abstraction/Los Siete/Parpalló

Purpose of the study: This research was conducted to review the comparison of students’ attitudes towards science subjects through 3 indicators, namely the social implications of science, attitudes towards investigation and career interests in the field of science sourced from TOSRA. Methodology: The research design used is quantitative with the type of survey research. The research subjects were 1075 students. The instrument used in the form of a questionnaire attitude towards science subjects. The analysis technique used is descriptive statistics and inferential statistics in the form of one way ANOVA test. Main Findings: Students at Junior High School 26Muaro Jambi were dominant in the indicators of social implications with a percentage of 66.9% (103 out of 154 students) with a good category, while Junior High School 6 Muaro Jambi was dominant in the social implication indicators with a percentage of 51.5% (313 out of 608 students) with a sufficient category, and Junior High School 5 Muaro Jambi dominant in the indicators of social implications with a percentage of 62.3% (195 of 313 students) with a sufficient category. Based on the one way ANOVA test, it was found that there were differences in attitudes towards science subjects at Junior High School 26 Muaro Jambi, Junior High School 6 Muaro Jambi and Junior High School 5 Muaro Jambi. Novelty/Originality of this study: The renewal of this study is the absence of research conducted in Junior High School in Muaro Jambi Regency, Indonesia regarding students’ attitudes toward science subjects reviewed through indicators of the social implications of science, indicators of attitudes towards science investigations, and indicators of career interest in the field of science.

11031 Background: Given the rising prevalence of obesity, poor diet and physical inactivity, known in combination as “energy balance” or “energetics”, as well as their associations with cancer incidence and mortality, innovative research, clinical care and training of scientists are needed to lower the prevalence of these risk factors and in turn, lower cancer incidence and mortality rates. Methods: With NCI support (R25CA203650) from 2016-2021, we developed and offered an annual one-week, in-residence Transdisciplinary Research in Energetics and Cancer (TREC) Training workshop, followed by a yearlong mentoring program, that focused on energy balance and cancer research across the cancer control continuum. Results: We recruited, educated, trained and mentored 123 early career investigators (TREC Fellows) from 64 different institutions and from diverse academic backgrounds (i.e., 20% basic, 33% clinical and 47% population sciences) in transdisciplinary research in energetics and cancer. Fellows accepted to the TREC Training Program worked with more than 20 expert international TREC Faculty on developing grant applications and original research toward key gaps in energy balance and cancer research. TREC Fellows have published over 270 manuscripts in peer-reviewed journals, with at least 62 published manuscripts including the TREC Fellow as first or senior author and including a TREC Faculty and/or Fellow as co-author. Since completing the Program, TREC Fellows have received at least 31 extramural grants, as principal investigator. Building upon the strengths of the previous five years, we were awarded a competitive renewal to continue the TREC Training Program through 2026. TREC Training program goals are: (1) to continue to offer a TREC Training Program for ̃100 academically diverse early career investigators including a 5-day in-residence workshop focused on the Fellows research, networking, mentoring and professional development; (2) to evaluate the TREC Training Program and track TREC Fellows career development; and (3) to disseminate the TREC Training sessions, webinars and newsletter to the broader community of investigators. Conclusions: To our knowledge, no other in-residence training program exists that focuses on energetics and cancer research. Our vision is to continue the TREC mission of training scientists and clinicians to develop a cadre of well-trained, diverse researchers. The overall impact of this transdisciplinary training course will be defined by the degree to which TREC Fellows produce innovative research approaches and discoveries, thereby accelerating the dissemination and implementation of evidence-based approaches into everyday practice and patient care and improving the health of the population at risk for cancer as well as cancer survivors.

11031 Background: Given the rising prevalence of obesity, poor diet and physical inactivity, known in combination as “energy balance” or “energetics”, as well as their associations with cancer incidence and mortality, innovative research, clinical care and training of scientists are needed to lower the prevalence of these risk factors and in turn, lower cancer incidence and mortality rates. Methods: With NCI support (R25CA203650) from 2016-2021, we developed and offered an annual one-week, in-residence Transdisciplinary Research in Energetics and Cancer (TREC) Training workshop, followed by a yearlong mentoring program, that focused on energy balance and cancer research across the cancer control continuum. Results: We recruited, educated, trained and mentored 123 early career investigators (TREC Fellows) from 64 different institutions and from diverse academic backgrounds (i.e., 20% basic, 33% clinical and 47% population sciences) in transdisciplinary research in energetics and cancer. Fellows accepted to the TREC Training Program worked with more than 20 expert international TREC Faculty on developing grant applications and original research toward key gaps in energy balance and cancer research. TREC Fellows have published over 270 manuscripts in peer-reviewed journals, with at least 62 published manuscripts including the TREC Fellow as first or senior author and including a TREC Faculty and/or Fellow as co-author. Since completing the Program, TREC Fellows have received at least 31 extramural grants, as principal investigator. Building upon the strengths of the previous five years, we were awarded a competitive renewal to continue the TREC Training Program through 2026. TREC Training program goals are: (1) to continue to offer a TREC Training Program for ̃100 academically diverse early career investigators including a 5-day in-residence workshop focused on the Fellows research, networking, mentoring and professional development; (2) to evaluate the TREC Training Program and track TREC Fellows career development; and (3) to disseminate the TREC Training sessions, webinars and newsletter to the broader community of investigators. Conclusions: To our knowledge, no other in-residence training program exists that focuses on energetics and cancer research. Our vision is to continue the TREC mission of training scientists and clinicians to develop a cadre of well-trained, diverse researchers. The overall impact of this transdisciplinary training course will be defined by the degree to which TREC Fellows produce innovative research approaches and discoveries, thereby accelerating the dissemination and implementation of evidence-based approaches into everyday practice and patient care and improving the health of the population at risk for cancer as well as cancer survivors.

The purpose of this writing is to uncover the planning intention, composition method, and implementation process of ‘DU EYE(Early Year Experience)’ planned as common personality education of D university. This article scrutinized the two-track personality education system of D university and proposed the model of personality education by analysing subjects and reflecting improvement plan. This study examines the case example of the operation of the personality subjects of D University from the planning stage to its execution. The class model that is designed based on the analysis of fruits and limitations of the actual personality subjects can be a practical plan for the education field.</br>D University systematizes the structure of the personality subject largely with two tracks. One pertains to the subjects such as <DU Vision Design> and <DU Career Design>, and the other one deals with the community-based activity subjects such as <DU Community-based Project Learning> and <DU Sharing and Devotion>. The renewal through continuous implementation and reflection of improvements in personality education at D university will be a good example of personality education.

The use of virtual-reality technology in the areas of rehabilitation and therapy continues to grow, with encouraging results being reported for applications that address human physical, cognitive, and psychological functioning. This article presents a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis for the field of VR rehabilitation and therapy. The SWOT analysis is a commonly employed framework in the business world for analyzing the factors that influence a company's competitive position in the marketplace with an eye to the future. However, the SWOT framework can also be usefully applied outside of the pure business domain. A quick check on the Internet will turn up SWOT analyses for urban-renewal projects, career planning, website design, youth sports programs, and evaluation of academic research centers, and it becomes obvious that it can be usefully applied to assess and guide any organized human endeavor designed to accomplish a mission. It is hoped that this structured examination of the factors relevant to the current and future status of VR rehabilitation will provide a good overview of the key issues and concerns that are relevant for understanding and advancing this vital application area.

The article offers a fresh look at the career of Murād al-Bukhārī (d. 1720), one of the most influential Sufi leaders of the Middle East in the late 17th/early 18th century. By origin from Samarqand, he was initiated into the Naqshbandiyya-Mujaddidiyya by Aḥmad Sirhindī’s son and became one of his most successful successors in spreading this Indian branch of the Naqshbandiyya in Syria and Istanbul and Anatolia. The reasons for the formidable followership of Murād among the Ottoman scholarly and bureaucratic elite, including some of the sultans’ close circles are elucidated, and it becomes clear that this new ṭarīqa profited from being untarnished by the bitter controversies between the Ottoman ṭuruq and their adversaries which had raged until the Vienna campaign (1683). By its strong attachment to the Sunna, and by its promise of renewal (tajdīd) it became obviously of great importance for the reforming circles at the top of the empire, and for the general rise of piety during that period, thus showing the Islamic colouring of what is otherwise often regarded as a first movement of Westernization during the so-called “Tulip period”.

Programs (PREP) are designed to provide research training and educational oppor­tunities for recent baccalaureate graduates from targeted groups defined by NIH who would benefit by academic enhancements between the completion of undergraduate studies and admission to a PhD program. These programs offer exposure to the biomedical science community in a way that helps post-undergraduate individu­als visualize future careers as well-trained, enthusiastic leaders in biomedical research who represent and will promote diversity in science. Specifically, PREPs provide the preparation and skills required for en­trance into, and successful completion of, a PhD program via in-depth exposure to a research setting, which helps to refine the post-undergraduate’s research interests, assists in providing a realistic understand­ing of the end results one can expect from research, and offers a forum for discussion with lab peers and mentors about possible career paths. Beyond the lab, PREPs offer programmatic activities to develop ana­lytical, writing, and oral presentation skills necessary for a competitive graduate school application and success in graduate school thereafter. Individual mentoring increases the post-undergraduate’s confidence and familiarity with members of the research community, so that pursuit of a PhD be­comes a realistic and less-intimidating path. Interventions and developmental activities are matched to the background preparation, research experience, and learning style of each post-undergraduate. As with all train­ing programs, there is no perfect model and each program must fit in and adapt to their respective institutional environments and cultures. Thus, in this article, we provide perspectives and approaches developed by a long-standing program in existence almost since the beginning of the PREP program along with one PREP at an early stage of maturity, having just been through one renewal. Ethn Dis. 2020;30(1):55-64; doi:10.18865/ed.30.1.55