Academic literature on the topic 'Formation continue (université)'

Le déploiement de la mission formation continue (FC) dans les universités françaises fait l’objet d’un paradoxe : fortement encouragée par l’environnement institutionnel, elle peine à se mettre en place dans les établissements. Ce constat est d’autant plus surprenant que les universités sont poussées par le nouveau management public à devenir des acteurs stratégiques et à développer leurs ressources propres dans un contexte de raréfaction des financements publics. La littérature existante sur cette question pointe l’existence d’une tension entre une logique marchande et une logique de service public, qui serait la cause principale du développement contrarié de la formation continue (FC) dans les universités. En complément de cette explication « macro », nous partons dans cet article de l’hypothèse selon laquelle les universités présentent des singularités organisationnelles qui freinent le développement de cette « troisième mission ». Nous situons donc notre étude au niveau de l’organisation et mobilisons le cadre théorique de la Strategy as Practice , qui est particulièrement adapté à la compréhension des processus stratégiques dans ces organisations particulières. À travers une étude de cas exploratoire dans une université fondée sur l’analyse de 15 entretiens semi-directifs, des procès-verbaux des instances décisionnelles et des documents stratégiques de l’établissement, nous mettons en évidence deux séries de résultats. D’une part, la mission FC dans cet établissement s’incarne dans un ensemble de pratiques dispersées et peu consensuelles ; d’autre part, plusieurs dynamiques infra organisationnelles concourent à reléguer la FC au second plan des priorités de l’établissement. In fine , nous qualifions la stratégie FC de cette université de « discrète ». Ce qualificatif renvoie à trois observations. Premièrement, les pratiques de FC sont foisonnantes mais largement invisibles : les différents acteurs de l’université qui revendiquent contribuer à cette mission s’y engagent de manière isolée et ignorent leurs initiatives respectives ; les responsables de la gouvernance eux-mêmes méconnaissent souvent ces initiatives individuelles ou locales. En second lieu, une poignée d’enseignants et/ou chercheurs s’investissent dans la mission FC et ce, de manière ponctuelle et temporaire du fait de la concurrence des implications entre leurs missions d’enseignement, de recherche et d’administration. Troisièmement, le discours stratégique de l’établissement sur la FC est lui-même discret, faisant l’objet d’un affichage limité dans les documents institutionnels, et étant quasiment absent des débats et décisions des instances de l’établissement.

ABSTRACTContinuing education is the ideal mechanism to allow retired people to maintain their autonomy and health for as long as possible. Despite the importance of education in the development of human beings, very few studies have been identified on the need for continued education in older adults. This quantitative descriptive study allowed us to better understand the interests and the needs of seniors related to continuing education in French-speaking older adults in New Brunswick (n = 408), and to identify the perceptions of participants with regard to the benefits, the challenges and the preferences of seniors for continuing education. Study results indicate that the main interests of participants were for training in technology (computers), gardening and health matters. Given the lack of research in this domain, these results will be useful for future planning of continuing education initiatives for seniors.

Notre contribution s’inscrit dans le champ de la formation continue des enseignants amenés à encadrer les futurs enseignants en stage. Il s’agit de décrire en quoi le développement professionnel des accompagnateurs de stagiaires, tant les maîtres de stage que les superviseurs issus des Hautes Écoles, a été mobilisé tant au cours d’une formation proposée par une université que lors de rencontres de partage de pratiques, à l’initiative des participants. Ainsi, les moments privilégiés de développement lors de la formation ont été identifiés ainsi que les principaux leviers de transformation chez accompagnateurs. Une attention particulière a été portée au contrat réflexif co-défini par le groupe ainsi qu’au principe de modération sociale au coeur de la dynamique du groupe collaboratif.

Drawing on my leadership experiences in the academy, particularly as Dean of a theological faculty in a secular, public university (Université Laval), and my recent participation in the Synod on Synodality, I continue my reflections on the future of academic theology that I began in a Toronto Journal of Theology article on the occasion of the fiftieth anniversary of the Toronto School of Theology. I argue that drawing on the historical impetus of the creation of two Roman Catholic universities in 1852 (one in Quebec, the other in Ontario), theological institutions must think about social context and pertinence beyond the university. We cannot think abstractly about the development of our theological institutions. It would also be bad advice to consider it only by comparing them to other institutions around the world or by taking as a reference the criteria and strategies common to the development of university institutions. We should not exclude these approaches, but in this article I highlight the obligation to reflect in context; our institutions must never become detached from their social and ecclesial environment. After discussing the reasons that led to the creation of Catholic universities in Canada in the nineteenth century, the article highlights two challenges: the social progress of marginalized communities through access to university education, and the training of workers to the vineyard of the Lord, in particular the formation in synodality.

Over the past couple of years, we have observed the energy sector expand horizons and embrace transitions to alternative energy and scientific sectors. In light of that, it’s encouraging to see and review a continued focus on oil and gas exploration, development, and production across university, private equity, and operated contributors. In trying to complete the almost impossible task of culling down hundreds of papers into a short list of recommended readings, there are always common overarching themes that stand out. In briefly reviewing and sharing those observations, I saw that the topics below had many papers and drew much focus over the past year: - Advancing and improving subsurface characterization through integration (e.g., measurements and modeling) - Downhole monitoring and effect on production understanding - Advancing tools into harsher conditions and environments of hydrocarbon prospectivity - Laboratory measurement innovation and advancement, particularly in enhanced - oil recovery (EOR) and continued in unconventionals and in integration or combination of existing tools Interesting to observe was the lack of dominance that has been present over the past couple of years of the advanced analytics and machine-learning applications. Perhaps we have reached a point where we have achieved the fundamental development of, and base modeling of, prototypes and work flows, and now are testing the hypotheses in real time. The industry looks forward to the effect the models may have in real-time operational application results. Rock and fluid interactions and behavior significantly dominated the focus of the efforts of researchers and operators to test their scientific hypotheses, all with the aim of understanding what to improve, mitigate, or predict in terms of subsurface interaction, and then translate that to wellhead performance. As we continue to advance the capability in the laboratory environment to test downhole condition measurements experimentally, the tools we are using appear to be bridging the subsurface characterization with the production results. Continued focus on unconventionals is complemented with a renewed focus on conventional research as well. Beyond the primary upstream focus, significant progression exists with regard to midstream-to-downstream research and knowledge-sharing, primarily related to EOR and injection capacity. I hope you enjoy these selections, and encourage everyone to continue to expand their knowledge bases as well as develop further depth in disciplines about which they are passionate. Please continue to encourage one another to push research and application forward for the benefit of all communities. Recommended additional reading at OnePetro: www.onepetro.org. SPE 209445 - Fluid/Fluid Interfacial Area and Its Effect on Relative Permeability—A Pore-Network Modeling Study by Sanchay Mukherjee, The Pennsylvania State University, et al. OTC 32092 - Analytical Model to Effective Permeability Loss Prediction and Formation Mechanical Damage Control in Fractured Oil Wells by Fernando Bastos Fernandes, Pontifical Catholic University, et al. SPE 209280 - Analyzing X-Ray Computed Tomography Images From Unconventional Reservoirs Using Deep Generative Models by Yulman Perez Claro, Stanford University, et al.

1983 verra en France une profonde transformation législative qui concernera entre autres la formation continue universitaire. Les auteurs localisent quatre grands champs de l’intervention universitaire en éducation permanente et présentent un noeud de contradictions qui déterminent le travail dans ces champs. En troisième partie, ils indiquent des pistes d’action.

Résumé Dans nos universités, la perspective de l’embauche d’un nombre important de professeurs débutants offre l’occasion idéale de revoir les structures existantes de formation et de soutien à ces novices peu préparés aux exigences de leur métaprofession. Or, depuis trois décennies, des formations ont été mises en place et leur analyse montre qu’aux années où régnait le modèle additif ont succédé les années du modèle transformatif, conçu dans une perspective de formation continue et collaborative, élargi à la dimension professionnelle. Une exploration non exhaustive du site internet de 48 universités et de leurs centres de formation permet d’offrir un aperçu de la formation des professeurs d’université de plusieurs pays.

This marks the first of two Formation Evaluation features for 2022. The COVID-19 pandemic naturally has affected SPE meetings, causing many to be rescheduled or postponed indefinitely, but SPE papers continue to be a crucial source of technical knowledge. The selected papers explore simple and complex innovative approaches toward reservoir characterization to work around the absence of certain data. Paper SPE 203903 addresses issues related to safe and optimal operation of geoenergy applications related to induced seismicity as a result of pore-pressure fluctuations. The authors developed a finite-volume method with a multipoint approximation of fluxes for geomechanics and poromechanics that will cope with discontinuities in displacements, as occur in faults, on the level of discretization. The next paper demonstrates local calibration of a simple rock physics model that can provide valuable insights into the elastic properties, which then can be combined with seismic data for quantitative reservoir characterization away from the wellbore. The key, according to the author of paper OTC 30359, is the use of the Hashin-Shtrikman effective medium model with absolute upper and lower bounds for compressional and shear velocities of media that are composed of multiple constituents. The third paper explores the challenges of identifying and quantifying hydrocarbon sections because of little resistivity contrast between reservoirs and water zones in the absence of radioactive tools. The authors of paper SPE 202420 develop a work flow that integrates nuclear magnetic resonance with azimuthal resistivity to overcome the uncertainty of fluid typing and optimal wellbore placement. Despite the challenges our industry continues to face, authors of SPE conference papers continue to provide an important source of knowledge and experience. I hope you enjoy these papers and encourage you to visit OnePetro to find similar works that may deepen your interests and enhance your skills. Recommended additional reading at OnePetro: www.onepetro.org. SPE 203130 - Managing Sanding Risk in Sandstone Reservoir Through a New Constitutive Model by Surej Kumar Subbiah, Universiti Teknologi Malaysia and Schlumberger, et al. SPE 201672 - Estimating Reservoir and Fracture Properties From Stage-by-Stage Pressure-Decline Analysis in Horizontal Wells by HanYi Wang, The University of Texas at Austin, et al. SPE 202248 A Digital Core Laboratory Characterizing Oil/Water Transition Zones by Graeme Morrison, Woodside Energy

Face à un retour en effectifs croissants des enseignants du primaire du Burkina Faso en formation continue à l’université, notre recherche visait à questionner cette démarche individuelle et à en dégager les fondements. En second point, il s’est agi d’interroger les dispositifs de formation continue en vigueur en général et, en ce qui concerne notamment les universités, de comprendre les mécanismes mis en place pour accompagner la demande des instituteurs. Au terme de nos investigations, nous retenons pour l’essentiel que les motivations des enquêtés sont multiples. Dans l’ensemble, des raisons de promotion professionnelle, de renforcement de compétences ainsi que des mobiles économiques sont à l’origine de cet engagement. S’il apparait un glissement entre les différents prétextes, il convient de mentionner toutefois la persistance du motif identitaire au travers des autres motifs laissant ainsi penser qu’aux côtés des raisons évoquées pour justifier le retour en formation continue universitaire, la reconnaissance sociale préside la démarche des enseignants du primaire concernés.En outre, si les universités burkinabè prévoient des dispositifs pour prendre en charge la formation continue, notre recherche révèle que ces dispositifs ne sont pas encore suffisamment outillés pour faire face à la demande des enseignants du primaire
In view of a return to an increasing number of primary school teachers of Burkina Faso in permanent adult training at the university, our research was aiming at questioning this individual procedure and highlight its foundations. Secondly, it was to question the systems of permanent adult training generaly in force and as far as the universities are mainly concerned, to understand the mecanisms settled to accompany the request of the teachers.At the end at our investigations, we essentially understand that the motivations of those who have been questioned are many.In the whole, some reasons of professional promotion, of competence reinforcement as well as some economic motives are at the origine of this commitment. If a difference appears between the different excuses, we should however mention the persistance of the identitary motive through the others, which may lead us to think that next to the recalled reasons to justify the return in universitary permanent adult training, the social recorgnition presides over the approach of the concerned primary school teachers.In addition, if the univesities in Burkina Faso predict some systems to take in charge the permanent training, our research reveals that these systems are not yet suffisciently able to face the request of the primary school teachers

Le cheminement apprenant de candidats VAE dans l’enseignement supérieur français est appréhendé par la notion d’espace, articulant les concepts d’apprenance, d’expérience et de dispositif. Quatre enquêtes menées auprès de candidats et d’accompagnateurs soulignent un cheminement singulier, construit en fonction de ce qui fait milieu pour les candidats, et impliquant les spécificités du contexte universitaire. Trois espaces construits pour et par les candidats sont articulés. L’espace instrumental pose le cadre de l’exercice. L’espace intime permet la maturation de la réflexion. L’espace social accueille les interactions réelles et symboliques, formelles et informelles. L’articulation des espaces, facilitée par l’accompagnement, apparait apprenante. Une première dynamique (problématisation,conceptualisation, formalisation) transforme les savoirs, une seconde (normalisation, conscientisation,émancipation) transforme le candidat. Ces dynamiques répondent à trois logiques : comparaison, élaboration et adressage. Ainsi la VAE ouvre des opportunités de choisir, d’apprendre, de dépasser la visée certifiante du dispositif
The learning path of (Accreditation of prior learning) APL candidates within the French higher education context is grasped through the notion of space, linking the concepts of learnance, experience,and dispositive. Four inquiries conducted with candidates and accompanists highlight a unique path, constructed based on what constitutes a medium for the candidates, and involving the specificities of the university context. Three spaces constructed for and by the candidates are articulated. The instrumental space establishes the framework of the exercise. The intimate space allows for the maturation of reflection. The social space accommodates real and symbolic, formal and informal interactions. The articulation of these spaces, facilitated by support, appears to be a learning process. A first dynamic (problematization, conceptualization, formalization) transforms knowledge, a second (normalization, awareness, emancipation) transforms the candidate. These dynamics respond to three logics: comparison, elaboration, and addressing. Thus, VAE opens up opportunities to choose, to learn, and to surpass the certifying aim of the dispositive

La mission de formation continue des universités a été affirmée par les pouvoirs publics depuis 1968. La loi de 1971 a institué la formation continue en tant que prestation de service rendue par un producteur à un organisme financeur. La comparaison entre deux universités montre l'inégalité de leur engagement. Une recherche historique fait apparaître un décalage entre l'affirmation d'une politique nationale et la réalité du développement de la formation dans les universités. Le modèle de la configuration universitaire représente les réactions des partenaires de la configuration que sont le ministère de l'éducation, la profession universitaire et les universités. Le modèle du processus de classement fait ressortir les transformations induites par la formation continue dans les prestations rendues à leurs usagers par les universités. Ces deux modèles permettent d'expliquer le décalage par le jeu des structures et par les comportements des partenaires de la configuration. L'analyse des discours permet de comprendre le positions prises par différentes catégories d'acteurs de la profession universitaire
The assignment to develop continuing education was endowed by government to the French universities since 1968. A 1971 law ruled that financing education for adults would proceed from an agreement between the ordering and the performing organizations. Universities complied differently with these provisions. An historic investigation makes obvious the contrast between the official lines and the reality of the development. Staging the impact of continuing education, the model of the "configuration universitaire" points out the reactions of the configuration partners, the Ministry of Education, the academic profession and the universities. Staging the universities performances through the "classifying process" model points out the changes the adult education brings in the process. Referring to these two models, it is possible to explain the restraints of the universities through the structure reactions of the three configuration members and through their behaviours. Analysis of academic people discourses gives some understanding of their postures

L'activité de formation continue professionnalisante qu'offre la jeune université de Djibouti s'inscrit dans le contexte d'un petit pays en développement pour lequel cette mission n'est pas une priorité. Les salariés-étudiants doivent s'approprier une formation académique traditionnelle sans que leur expérience professionnelle soit reconnue. A partir de l'analyse des réalités françaises de la validation des acquis, du cadre théorique qui permet de les interroger – expérience, acquis, compétences, validation, certification, évaluation - et de l'horizon de la reconnaissance construit par Alex Honneth, cette recherche s'interroge sur la possibilité d'initier une logique de reconnaissance au sein de l'Université de Djibouti afin que savoirs académiques et expérience professionnelle dialoguent et favorisent une logique de formation tout au long de la vie.Les entretiens menés avec enseignants et étudiants-salariés sont construits selon une méthode qualitative propre à favoriser le récit expérientiel et la réflexivité. Ils visent à mettre à jour les processus réels à l'œuvre en formation continue et les interactions entre l'activité enseignante de former et l'activité de se former, ainsi que les conjugaisons qui s'opèrent entre savoirs académiques et expérience professionnelle des deux types d'acteurs. De nouveaux mixtes de savoirs retentissent jusqu'en formation initiale et contribuent à redéfinir la professionnalité enseignante. La réflexivité des acteurs ouvre, au-delà du diplôme, à une reconnaissance élargie. Elle constitue une ressource pour amplifier le co-apprentissage entre acteurs autour d'une conjugaison des savoirs académiques et de l'expérience professionnelle. Une palette de possibles illustre l'objectif d'initier une reconnaissance de l'expérience professionnelle à l'université de Djibouti, en formation continue et au-delà.Cette recherche s'adresse aux enseignants-chercheurs et à ceux qui cherchent des pistes possibles pour enrichir la conception de la formation à partir de l'expérience sans nécessairement disposer de moyens importants, en particulier en Afrique. Elle s'adresse aussi aux chercheurs qui voudraient explorer des pistes que nous n'avons qu'entrevues, en particulier sur les liens entre expérience professionnelle, dimensions culturelles et enracinement dans les langues
The activity of in-house training which professionalize and which is offered by the young university of Djibouti is enrolled in the context of a developing small country for whom that mission is not a priority. The wage-earling have to get a traditional academic training regardless of their professional experience.Based on the analysis of the French realities about the accreditation of prior learning, of the theoretical context which allows to question them on experience, knowledge, competences, validation, certification, evaluation - and the recognition horizon built by Alex Honneth, this research wonders about the possibility of initiating a recognition logic inside the university of Djibouti in order to make the academic knowledge and the professional experience dialogue and promote the training during a long period.The interviews done with teachers and wage-earling are made according to a qualifitative method, which promote experience story and reflexivity. They mean to up-date the real process existing between in-house training and the interactions between activity of teaching and training; and the combinations resulted by academic knowledge and professional experience of the two actors. New mixtures of knowledge have impacts on initial training and contribute to redefine the teaching professionally. The reflexivity of actors on these process leads to, beyond the certificates to a large recognition. It is a resource to amplify the co-learning between the actors around a uniting of academic knowledge and professional experience. Numerous possibilities show the aim to initiate recognition of the professional experience in university of Djibouti. This research is intended for teacher-researchers and for those who are looking for possible ways to enrich the conceptions of the training based on the experience, which doesn’t necessary need to have important means, particularly in Africa. It is intending also for pratician-researchers who may want to explore trails that we have seen just briefly, particularly on bonds between professional experience, cultural dimensions and languages implementation

Orientador: Neusa Maria Dal Ri
Banca: Candido Giraldez Vieitez
Banca: Celestino Alves da Silva Júnior
Banca: Gustavo Luis Gutierrez
Banca: José Camilo dos Santos
Resumo: Pretendemos nessa pesquisa discutir e analisar os analogismos existentes entre as políticas educacionais e as diretrizes do Banco Mundial verificadas a partir das reformas ocorridas na década de 1990 e, em seguida, confrontá-las com as diretrizes utilizadas pela CAPES para este nível de ensino. Pretendemos também apresentar a discussão sobre a atual situação dos professores e pós-graduandos e dos Programas em Educação discutindo o seu entendimento sobre profissionalização do professor universitário; identificando e analisando as características atribuídas ao professor universitário mediante do mercado de trabalho docente atual; e discutindo as formas existentes e disponíveis para esta qualificação. Partimos de três hipóteses norteadoras: 1) A valorização dos profissionais da educação torna-se atrelada à progressão funcional baseada na titulação e na avaliação de desempenho, cujos critérios são elaborados exclusivamente pela CAPES; 2) a competitividade estabelecida pressiona a qualificação dos professores em curto prazo, fazendo com que a busca pelo curso de Pós-graduação stricto sensu em Educação seja baseada em critérios exclusivamente mercadológicos; 3) A titulação como forma de manutenção do posto de trabalho dos professores universitários está sendo guiada por um pensamento político-econômico hegemônico. A fim de comprovação dessas hipóteses, como procedimento metodológico, selecionamos textos relacionados aos documentos oficiais produzidos pelo Banco Mundial sobre o ensino superior, as reformas educacionais ocorridas nos anos 1990 e os tipos existentes de qualificação para o professor universitário. Selecionamos também textos sobre a formação dos cursos de Pós-graduação stricto sensu em Educação nas universidades públicas estudadas e sobre tendências para a qualificação docente no Brasil... (Resumo completo, clicar acesso eletrônico abaixo).
Abstract: Our intentions in this research is to discuss and analyze the existing analogies between educational politics and the directions of the World Bank, noticed from the changes occurred in the 90's, and comparing them to the ones used by CAPES for this teaching level. We also intend to present a discussion about the current situation of the professors and graduate students and situation of the Program coordinators in Education, their understanding about the professionalization of the university professor; identifying and analyzing the characteristics given to the university professor according to the current teaching job market; discuss the existing and available ways for this qualification. We start with three guiding hypothesis: 1) the evaluation of professionals in education is connected to the functional progression based on the title given and on the evaluation of their capacity, which the criteria are elaborated exclusively by CAPES; 2) the established competitiveness pressure the qualification of the professors in the short run, making that the search for a stricto sensu graduate course be based on exclusively marketable criteria; 3) the given title as a way of maintenance of the current job of the university professors is being guided by a hegemonic economical-political thought. To prove these hypothesis and as a methodological procedure, we selected some texts related to the official documents made by the World Bank about college teaching, the educational changes occurred in the 90's and the existing models of de qualification for a university professor. We also selected texts about the formation of the stricto sensu graduate course in Education at the public universities studied, and the tendencies to a teaching qualification in Brazil. Thus, we worked with a bibliography that looks for an understanding of the concepts of qualification and... (Complete abstract, click electronic address below).
Doutor

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Pretendemos nessa pesquisa discutir e analisar os analogismos existentes entre as políticas educacionais e as diretrizes do Banco Mundial verificadas a partir das reformas ocorridas na década de 1990 e, em seguida, confrontá-las com as diretrizes utilizadas pela CAPES para este nível de ensino. Pretendemos também apresentar a discussão sobre a atual situação dos professores e pós-graduandos e dos Programas em Educação discutindo o seu entendimento sobre profissionalização do professor universitário; identificando e analisando as características atribuídas ao professor universitário mediante do mercado de trabalho docente atual; e discutindo as formas existentes e disponíveis para esta qualificação. Partimos de três hipóteses norteadoras: 1) A valorização dos profissionais da educação torna-se atrelada à progressão funcional baseada na titulação e na avaliação de desempenho, cujos critérios são elaborados exclusivamente pela CAPES; 2) a competitividade estabelecida pressiona a qualificação dos professores em curto prazo, fazendo com que a busca pelo curso de Pós-graduação stricto sensu em Educação seja baseada em critérios exclusivamente mercadológicos; 3) A titulação como forma de manutenção do posto de trabalho dos professores universitários está sendo guiada por um pensamento político-econômico hegemônico. A fim de comprovação dessas hipóteses, como procedimento metodológico, selecionamos textos relacionados aos documentos oficiais produzidos pelo Banco Mundial sobre o ensino superior, as reformas educacionais ocorridas nos anos 1990 e os tipos existentes de qualificação para o professor universitário. Selecionamos também textos sobre a formação dos cursos de Pós-graduação stricto sensu em Educação nas universidades públicas estudadas e sobre tendências para a qualificação docente no Brasil... .
Our intentions in this research is to discuss and analyze the existing analogies between educational politics and the directions of the World Bank, noticed from the changes occurred in the 90's, and comparing them to the ones used by CAPES for this teaching level. We also intend to present a discussion about the current situation of the professors and graduate students and situation of the Program coordinators in Education, their understanding about the professionalization of the university professor; identifying and analyzing the characteristics given to the university professor according to the current teaching job market; discuss the existing and available ways for this qualification. We start with three guiding hypothesis: 1) the evaluation of professionals in education is connected to the functional progression based on the title given and on the evaluation of their capacity, which the criteria are elaborated exclusively by CAPES; 2) the established competitiveness pressure the qualification of the professors in the short run, making that the search for a stricto sensu graduate course be based on exclusively marketable criteria; 3) the given title as a way of maintenance of the current job of the university professors is being guided by a hegemonic economical-political thought. To prove these hypothesis and as a methodological procedure, we selected some texts related to the official documents made by the World Bank about college teaching, the educational changes occurred in the 90's and the existing models of de qualification for a university professor. We also selected texts about the formation of the stricto sensu graduate course in Education at the public universities studied, and the tendencies to a teaching qualification in Brazil. Thus, we worked with a bibliography that looks for an understanding of the concepts of qualification and... (Complete abstract, click electronic address below).

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Secretaria da Educação do Estado de São Paulo
This study has since objective analyses the meanings attributed by the teachers who participated like pupils of the Program of Continued Education (PEC Formation University) to the experience of formation provided by this course, whose realization it happened by means of a promoted convention, from 2001 to 2003, between the State General office of Education of Sao Paulo and three universities of Sao Paulo (USP, PUC-SP and UNESP). While focusing as the teachers survived such experience of formation, this work looks to understand the forms for which these professionals realize several formative situations that constituted the proposal of the course. To identify and to characterize such perceptions questionnaires were applied, in the year of 2008, to 73 teachers ex-prisoners of the course, pertaining to the directors of education of Northern I of the city of Sao Paulo. The data organized in pictures and charts, are analysed by the theoretical support of authors like A. Nóvoa, M. Tardif, M. Huberman, C. Dubar and P. Bourdieu, as well as with the help of other inquiries already carried out on the subject, being considered the distances of these teachers and his position, be in the social space for his origins economical-partner and his cultural habits, be regarding the process of profissionalização in the teaching, professional distances and phase in which they are in the run. The obtained results reveal what: it the question is teachers who have families of social and economical origin marked by the low purchaising power, with a patriarchal model, in which, the education of the women was not a priority factor delimitador of his professional and formative choices. Under the strength of this familiar and cultural context, the teachers see the formative situations that had made that marks for few choices, but, like a social profit , that found in the teaching a door of social ascent and social mobility , through which they could give to the children a better life, a childhood different from what most of them had .Para, the teaching was the only way of continuing the study and guaranteeing a profession. The fact of being interacting with the exterior world and to occupying a determined social space, in a profession that they consider of social relevance it seems to justify the choice of the profession and the meaning of same in the trajectory of these teachers. Of being a teacher what these professionals were building from the childhood, the representations remain still today, when the fragility of his formation, which did not make possible them to re-conceive these choices in a critical perspective, retaking his history itself of life and formation was given. This process of formation, full of gaps and survived in not much critical way, took the teachers to talk about his choices and about the profession, taking for base affectionate aspects as "vocation", gift , call and supervaluing the practical aspects of the profession, which cover up again the determinants and social impositions that had along his distances of formation. The PEC-Formação Universitária made possible they one certificate of superior teaching, a reunion with the knowledge, a bigger security and prestige before the group of work, did not represent them to me, in fact, for those it is a teacher, a change of vision on the teaching profession
Este estudo tem por objetivo analisar os significados atribuídos pelos professores que participaram como alunos do Programa de Educação Continuada (PEC Formação Universitária) à experiência de formação proporcionada por este curso, cuja realização se deu mediante um convênio promovido, de 2001 a 2003, entre a Secretaria Estadual de Educação de São Paulo e três universidades paulistas (USP, PUC-SP e UNESP). Ao focalizar como os professores vivenciaram tal experiência de formação, este trabalho busca compreender as formas pelas quais esses profissionais percebem as diversas situações formativas que constituíram a proposta do curso. Para identificar e caracterizar tais percepções foram aplicados questionários, no ano de 2008, a 73 professores egressos do curso, pertencentes à Diretoria de Ensino Norte I da cidade de São Paulo. Os dados, organizados em quadros e tabelas, são analisados com o apoio teórico de autores como A. Nóvoa, M. Tardif, M. Huberman, C. Dubar e P. Bourdieu, bem como com o auxílio de outras pesquisas já realizadas sobre o tema, considerando-se os percursos desses professores e sua posição, seja no espaço social por suas origens sócio-econômica e seus hábitos culturais, seja em relação ao processo de profissionalização no magistério, percursos profissionais e fase em que se encontram na carreira. Os resultados obtidos revelam que: se trata de professoras que têm famílias de origem social e econômica marcada pelo baixo poder aquisitivo, com um modelo patriarcal, no qual, a educação das mulheres não era prioridade fator delimitador de suas escolhas profissionais e formativas. Sob a força desse contexto familiar e cultural, as professoras vêem as situações formativas que tiveram marcadas por poucas escolhas, mas, como um ganho social , elas encontraram no magistério uma porta de ascensão social e mobilidade social , através da qual puderam dar aos filhos uma vida melhor, uma infância diferente da que tiveram .Para a maioria delas, o magistério foi o único meio de continuar o estudo e garantir uma profissão. O fato de estar interagindo com o mundo exterior e ocupando um determinado espaço social, numa profissão que consideram de relevância social parece justificar a escolha da profissão e o significado da mesma na trajetória dessas professoras. As representações de ser professora que essas profissionais foram construindo desde a infância, permanecem ainda hoje, dada a fragilidade de sua formação, que não lhes possibilitou reconhecer essas escolhas, numa perspectiva crítica, retomando sua própria história de vida e formação. Esse processo de formação, cheio de lacunas e vivenciado de modo pouco crítico, levou as professoras a falarem de suas escolhas e da profissão, tomando por base aspectos afetivos como vocação , dom , chamado e supervalorizando os aspectos práticos da profissão, que acabam por encobrir os determinantes e imposições sociais que tiveram ao longo de seus percursos de formação. O PEC-Formação Universitária possibilitou-lhes um certificado de ensino superior, um reencontro com o saber, uma maior segurança e prestígio diante do grupo de trabalho, mas não representou, de fato, para essas professoras, uma mudança de visão sobre a profissão docente

S'ha introduït el portafoli com a instrument d'autoprenentatge i acreditació en dues modalitats diferents: el portafoli d'aprenentatge de l'estudiant i el portafoli docent del professor. El primer s'ha aplicat per al desenvolupament de quatre competències transversals (comunicació oral davant d'un auditori, comunicació escrita, cerca d'informació-ús de noves tecnologies i treball en equip) en els estudiants de cinquè curs de Biologia de la Universitat Pompeu Fabra durant els cursos 2003-04 i 2004-05. Es presenta la guia elaborada, el procés d'implementació, les actituds i satisfacció dels participants (estudiants i tutors) i un estudi d'objectivitat de la seva avaluació. Els resultats positius obtinguts han propiciat l'extensió de l'exercici des de l'inici de la carrera. Paral·lelament, s'ha invitat al professorat a confeccionar el seu portafoli docent mitjançant l'elaboració i distribució d'una guia del portafoli docent.
Portfolio as a learning and accreditation tool has been introduced at the Faculty of Heath & Life Sciences at Pompeu Fabra University in two different applications, student portfolio and teaching portfolio. Student portfolio has been applied to support some generic skills development (oral communication, written communication, information search, high technologies use and team work) at the 5-year Biology course students, during two academic years (2003-04 and 2004-05). We present portfolio's guide, implementation process, satisfaction and attitudes of all participants (students and tutors) and objectivity's investigation of the assessment process. As a result, we have obtained positive outcomes that have supported the decision of extending the portfolio experience from the very beginning of the career. On the other side, faculty was invited to start its own teaching portfolio with the support of a teaching portfolio guide.

Au Québec, depuis le début des années quatre-vingts, divers acteurs se sont prononcés pour que la formation infirmière passe du niveau technique au baccalauréat dans le but de consolider la compétence infirmière. En cela, le Québec rejoint la position de la plupart des provinces canadiennes. Pour faciliter l'accès universitaire, un programme de formation intégrée est offert depuis 2001 permettant aux finissantes infirmières des collèges de diplômer au baccalauréat après deux ans d'études. La recension des écrits américains et canadiens nous apprend que la transition d'un niveau de formation à l'autre est difficile. De nombreuses études américaines ont quantifié le phénomène en examinant les fluctuations des taux de transition scolaire ou des moyennes générales. Certaines études canadiennes rapportent l'expérience étudiante dans des programmes conçus en continuité avec l'université. L'expérience étudiante de la transition y est cependant peu abordée. Schlossberg, Waters and Goodman (1995) ont créé un modèle d'adaptation en quatre dimensions faisant référence à la situation de transition, à la personne, au réseau de soutien et enfin aux stratégies d'adaptation. Prenant appui sur ce modèle, notre recherche, de nature qualitative, a pour premier objectif de mieux comprendre l'expérience de transition et d'adaptation vécues par les étudiantes qui passent du DEC en soins infirmiers au baccalauréat en sciences infirmières, en contexte de continuum de formation (formation infirmière intégrée). Comme deuxième objectif, nous visons à cerner les conditions favorables et les défis d'adaptation de ces étudiantes. Des entrevues ont été menées auprès de vingt et une étudiantes en sciences infirmières de première année en formation infirmière intégrée, et ce, dans deux universités québécoises. Des entrevues ont aussi été menées auprès de professeures de première année et de responsables de programme afin de contextualiser la recherche. Ainsi en recueillant des données auprès de ces participantes et en les analysant, selon la méthode d'analyse de Miles & Huberman (2003), il nous a été possible de mieux comprendre la transition scolaire, en tenant compte des enjeux d'adaptation, des défis ainsi que des facteurs favorables à la transition et à l'adaptation universitaires en contexte de formation infirmière intégrée. Nous apprenons que la tâche de transition et d'adaptation des étudiantes peut être tout autant stimulante qu'ardue ou parfois même un peu périlleuse. Nous réalisons que cette tâche en est une de recherche d'équilibre, dans un processus en boucle, s'appuyant sur le déploiement de ressources associées aux quatre facteurs d'adaptation du modèle de Schlossberg et al. (1995), tels que la situation de l'étudiante, le soutien reçu, le soi et ses stratégies de coping. L'équilibre est constamment sollicité durant la transition scolaire entre le DEC et le BAC, tout autant par une triple adaptation (scolaire, milieu de travail et examen de droit de pratique) que par divers événements au quotidien pouvant être mal vécus. Le déséquilibre créé chez l'étudiante peut la conduire à un seuil critique faisant appel à des ressources nouvelles parfois insoupçonnées ou à un appauvrissement de la capacité adaptative. L'interprétation par l'étudiante des situations vécues représente un médiateur crucial en ce qui a trait à la transition et à l'adaptation scolaire. De même, les deux étapes « de séparation et d'errance » associées au modèle d'adaptation, représentent des déterminants particulièrement signifiants dans la recherche d'un nouvel équilibre. En effet, la vulnérabilité associée à l'inconnu peut conduire l'étudiante à des moments de découragement profond tout autant qu'à des moments de création. Ces étapes constituent de véritables défis car elles sont difficiles à prévoir, à reconnaître et deviennent ainsi sources d'incertitude et d'insécurité. Cette thèse fait ressortir les multiples enjeux associés au processus de transition et d'adaptation scolaire universitaire en formation infirmière intégrée. Nous souhaitons que la mise en commun de ces enjeux puisse faciliter la réflexion entre les différents partenaires concernés. Cela pourrait conduire à une expérience scolaire et professionnelle plus sereine de notre future relève infirmière ainsi qu'à un meilleur équilibre entre des besoins multiples, diversifiés et parfois difficilement réconciliables. ______________________________________________________________________________

The Natural History Museum of the University of Florence, founded in 1775 by Grand-Duke Pietro Leopold, is the oldest scientific museum in Europe. With this second volume on the Botanical Collection, Florence University Press continues its series dedicated to the six Sections of the Museum. The first part of the volume recounts the birth of botanical sciences in Florence and the history of the museum collections from sixteenth century to today. Then follows the second part which describes the historical and modern Herbaria, for each of which the main events that went to their formation, the importance of the plants they contain and biographical information on those who built the collections are described. The third section expounds the other collections in the Botanical Section of the Museum, among which of particular interest are the wax models of plants and fruits, manufactured by the old Grand-ducal Ceroplastics Laboratory, the wood collection, plaster of Paris mushrooms and the eighteenth century still life paintings of fruits and vegetables by Bartolomeo Bimbi. Finally, the last part illustrates the importance that herbaria play today in modern scientific research, drawing attention to the fact that they are an archive that holds taxonomical, chorological and ecological information in function of the plants they contain, as well as historical-biographical information on the scholars who, through their efforts, built up the collections.

Il volume contiene gli atti della giornata di studi svoltasi a Firenze il 4 ottobre 2012 e presenta i contributi di nove giovani studiosi di provata competenza, formatisi in varie Università italiane. La multiforme produzione poetica greca di età post-ellenistica è indagata attraverso i suoi generi letterari e le specifiche problematiche che essa pone: si tratta di epica mitologico-narrativa e didattica, di oracoli teologici, di innografia pagana e cristiana, di epigramma, di sopravvivenza del codice espressivo poetico nella prosa della prima età bizantina. I saggi sono diversi per prospettiva – critico-testuale, esegetica, storico-letteraria – ma accomunati da una solida base filologica, e ciascuno di essi offre idee innovative che rendono il volume di sicuro interesse per la comunità scientifica internazionale.

This collective monograph continues a series of scientific studies and publications on the problems of strategic planning, which have been carried out for several years at the Financial University under the Government of the Russian Federation with the involvement of specialists from other scientific and educational organizations. A series of research papers in 2017-2019 was devoted to the analysis of strategic development risks and the analysis of global strategic planning practice, the general methodology of strategic planning and forecasting (including in the context of ensuring Russia's economic security), the approach to the formation of life cycles of preparation and revision of strategic planning documents and their comparative analysis, the experience of coordinating budget, project and process types of management and financing, monitoring risks and threats, the use of new information tools in the strategic planning complex, including blockchain, and also naturally develops such aspects of previous research as analysis of world practice, coordination of budget, project and process types of management and financing, the use of information technologies. However, at the same time, a special task was set — to approach a comprehensive analysis of the strategic planning process as a whole, especially to study its documentary support as the core of the organization of this process and the implementation of its results in the practice of public administration, as well as to analyze the scientific support of strategic planning as an essential aspect of all strategic planning and strategic management activities in the entirety of its aspects (goal setting, forecast, design, programming, planning, control and audit). It is intended for specialists from the humanities, natural sciences and technical fields of knowledge focused on management and development problems, for undergraduates and postgraduates, as well as for a wide audience of management practitioners, including those related to strategic planning processes in the public sector.

After first examining the return of the University Church to public discussion on the eve of the peaceful revolution of 1989, in which Leipzig played a leading role, this epilogue examines debates about this troubled memory site after 1989, including whether reconstruction of the University Church was possible or desirable. Passionate argumentation on all sides resulted in the formation of local initiatives, the resignation of a university president, and numerous architectural competitions. The resulting postmodern Paulinum and new Augusteum which have arisen on the western side of Augustus Square cite preceding structures but serve contemporary needs. Historical memory and the search for meaning after public trauma on this unmasterable memory site continue, with repercussions to the present day.

This book offers a comprehensive and deep examination of the key labor market issues in Tunisia, including the size, structure, and evolution of the labor force, employment and unemployment, wage formation, gender differences, education, and migration. Unemployment has been the most challenging issue for decades. Because it has been persistently high and particularly acute for youth, university graduates, and women, special attention is paid to youth and women in the labor market and to the structure, education, and evolution of the labor force. Despite the falling-off of its population growth, Tunisia continues to experience strong labor supply pressures due to the rapid growth of higher education graduates and the mismatch between the skills produced by the education system and those needed by the market. The lack of good formal jobs, the segmentation of the labor market and the income and wage inequalities are also the outcome of the regulations and institutions governing the labor market. Women in the lagging regions and educated young women face the most serious insertion challenges. Yet, young women’s educational attainment has exceeded that of young men. And women have also made substantial progress in gaining greater control over their lives and their wellbeing. Although severe forms of child labor are not widespread, 6 percent of children are involved in unpaid activities within the household, and dropout of school remains an important issue. The evolution and effects of migration are also examined.

The main milestones of the formation and development of astronomical science in Kharkiv during 1883–1945 are reconstructed on the example of the activities of the astronomical observatory of Kharkiv University. During this period, the outstanding worldview science in Kharkiv has achieved significant success: the works of Kharkiv astronomers have received world recognition; a well-known scientific planetary school has been established at the Observatory; the scientific community highly appreciated the research on the physics and chemistry of the Moon, the giant and small planets of the Solar System. The primary goal of the research is to inscribe the history of the university Observatory into the European and world context. Its purpose is to summarize the results of a comprehensive historical ad scientific study of the development of astronomical research in Kharkiv at the end of the 19th century – the first half of the 20th century and identification of ways of further scientific research. The completed research, which continues the problems of works devoted to the study of the history of astronomical science in Ukraine, focuses on expanding the well-known source base by attracting new retro-information resources. In particular, the monograph used a significant array of archival primary sources from almost twenty archival and library institutions of different countries. Most of them were introduced into scientific circulation for the first time, which allowed to determine and specify the sequence of stages of development of astronomical science in Kharkiv during the research period, to clarify and identify the little-known circumstances of the observatory life. The methodological basis of the study is the principles of historism, objectivity and a systematic approach to studying the problem. To solve specific problematic tasks in the monograph, general scientific and specially historical methods were used which allowed to study, analyze and summarize the presented factual material in a complex manner. The main sections of the monograph represent the dynamics of replenishment of the instrumental base of the university observatory, the chronology of the construction of the observatory complex of buildings at the location of the modern Scientific Research Institute of Astronomy of the V. N. Karazin Kharkiv National University. According to the author’s periodization, the stages of formation of subjects and directions of scientific work of university astronomers have been analyzed, including: seismic observations with the help of horizontal Rebeur-Paschwitz pendulums, research of the activity of the Sun, astrometric observations on the Repsold meridian circle of for the purpose of compiling a catalog of zodiac stars, studying lunar eclipses and meteor showers. The participation of university astronomers in the creation of the plan of the city of Kharkiv and its connection with the general network of precise geometric leveling of the Military Topographic Department of the General Staff; the organization of observations by an expedition of Kharkiv astronomers of the total Solar eclipse of 1914 in Henichesk; the creation of the School-workshop of precision mechanics at the Faculty of Physics and Mathematics of Kharkiv University were considered; information on the participation of Kharkiv astronomers in the events of the civil war during the Ukrainian Revolution was documented. The scientific research activity of Kharkiv astronomers during 1920-1930-s which was devoted to carrying out important astrometric works on meridian observations of star declinations by absolute methods and observations of Kopf-Rentz stars according to the programs of the International Astronomical Union; the initiation of the creation of the Catalog of faint stars; research in astrophysics aimed at studying the physical conditions on the Moon and the Sun, planets and the interstellar environment; performing long series of spectrophotometric observations of the Moon, Jupiter, Mars and Saturn under different conditions of observation; study of the kinematics of stellar systems of different order, the physical parameters and evolution of stars, the morphology of the Galaxy, the nature of the stellar subsurfaces and atmospheres, dust and gas nebulae, new stars and the variability of stars have been considered; the directions of solid works carried out in the field of celestial mechanics, devoted to the dynamics of the minor planets of the Jupiter group, the definition and improvement of the orbits of minor planets have been clarified. The development of amateur astronomy in Kharkiv, in particular, the functioning of circles and societies that directed their activities to the dissemination of astronomical knowledge, was highlighted; the participation of their representatives in astronomical observations at the Kharkiv Astronomical Observatory was emphasized. Reconstructed the development of historical events in the 1930s related to the involvement of Soviet and Western astronomers in the processes of political confrontation between the USSR and the Western world; investigated the course of circumstances that prevented the implementation of the project of creating a new modern astronomical center of national importance – the central Ukrainian observatory in Kharkiv; the participation of an expedition of Kharkiv astronomers in the observation of the «great Soviet eclipse» – the total solar eclipse of 1936 – in the North Caucasus is highlighted; established the facts of political «purges» and repressions by the People’s Commissariat for Internal Affairs ( the NKVD) in the Kharkiv Astronomical Observatory. The activity of the Kharkiv Astronomical Observatory has been documented and authentic biographical information about its representatives during the Nazi occupation of 1941–1943, the period of the German-Soviet war, has been presented; the unpopular facts of the forced collaboration of some scientists are highlighted; the process of recovery and reconstruction of the Kharkiv Astronomical Observatory after the liberation of the city is characterized. With the aim of researching the personal history of Kharkiv astronomy of the studied period, the monograph presents the results of a historical and biographical study of facts of life and scientific heritage of scientists who fully devoted themselves to Science, laid the foundations for the future development of many directions of modern astronomical research, made a significant contribution to the treasury of the national and European astronomical science, whose activities were connected with the Kharkiv Astronomical Observatory, in particular: Grigory Levytsky, Ludwig Struve, Mykola Evdokymov, Otto Struve, Mykola Barabashov, Boris Gerasimovich, Vasil Fesenkov, Oleksiy Razdolsky, Boris Ostashchenko-Kudryavtsev, Nicholas Bobrovnikov, Paraskovia Parkhomenko, Mstislav Savron, Boris Semeykin, Kostyantyn Savchenko and others (25 biographical essays are presented). A significant part of the mentioned factual material was also introduced into scientific circulation for the first time. A separate section of the monograph provides chronologically structured information that reflects the sequence of research work of the Kharkiv Astronomical Observatory employees during the period under study: from astrometric observations of stars and seismic research to spectrohelioscopic and spectroheliographic observations of the Sun and the initiation of the Kharkiv school of planetary science. It is assumed that the materials of the monograph will be used in research work devoted to the study of the process of institutionalization of astronomical research in Kharkiv at the end of the 19th century – the first half of the 20th century.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

AbstractThis chapter provides an account of the journey taken by the College of Sciences and Health in Technological University Dublin over an eleven-year period, from 2010 to 2021, as it sought to address the challenges of gender inequality in STEM (Science, Technology, Engineering, Mathematics) disciplines. The start and end points for the journey are marked by the formation of the College and its eventual replacement following a reorganisation of the Higher Education landscape in Ireland and a structural reorganisation at University level. This chapter draws upon the authors’ collective experience of leadership within the managerial structures of the College and the University, and leadership on specific initiatives, to illustrate how consideration of gender equality and inequality featured within the journey taken by the College over this period of time. The chapter applies a broad lens to analyse the gender profile of the College’s people and practices, including its planning, its operational management, its leadership, its staff profile and its student cohorts over the eleven-year period. The chapter also focusses more narrowly on a set of specific initiatives undertaken within the College or across the University which impacted upon the College. Collectively, the two perspectives demonstrate how a STEM College evolved over an extended period of time, shaped by cultural changes and challenges and bolstered by initiatives that targeted the areas of greatest challenge. This eleven-year snapshot provides insight into a journey that has built momentum and has potential to continue into the future. The story communicated in this chapter will be of value to Higher Education leaders and practitioners that wish to learn from this experience and interpret the approach set out in this chapter for their own local context.

AbstractThis chapter examines how has the relevance of political science developed in Croatia, Hungary and Lithuania, that is how is the profession engaged with important audiences, namely the student body, society at large and pragmatic politics. Similar to the Western context the normative and pragmatic understanding of relevance appear in these emerging political science communities while identity formation and the achievement and preservation of legitimacy also define how political science can become relevant. The concept of relevance is built on three dimensions related to three potential fields of engagement: knowledge provision, social presence and practical impact. This chapter highlights that the profession continues to be beset by problems relating to the issue of relevance but differences between the countries are pronounced. Moreover, the three main aspects of relevance have not been achieved to the same level within the same country although we can duly expect a degree of adjustment as the three aspects are interconnected and will influence one another. This chapter argues that the development of relevance is a two-way process: government and university policies act as the external context, while the profession’s interests, commitment and ambitions constitute the internal force marking the way forward.

There continue to be new developments in transition metal- and lanthanide-mediated construction of carbocycles. Although a great deal has been published on the asymmetric cyclopropanation of styrene, relatively little had been reported for other classes of alkenes. Tae-Jeong Kim of Kyungpook National University has devised (Tetrahedron Lett. 2007, 48, 8014) a Ru catalyst for the cyclopropanation of simple α-olefins such as 1. X. Peter Zhang of the University of South Florida has developed (J. Am.Chem. Soc. 2007, 129, 12074) a Co catalyst for the cyclopropanation of alkenes such as 5 having electron-withdrawing groups. Alexandre Alexakis of the Université de Genève has reported(Angew. Chem. Int. Ed. 2007, 46, 7462) simple monophosphine ligands that enabled enantioselective conjugate addition to prochiral enones, even difficult substrates such as 8. Seunghoon Shin of Hanyang University has found (Organic Lett. 2007, 9, 3539) an Au catalyst that effected the diastereoselective cyclization of 10 to the cyclohexene 11, and Radomir N. Saicic of the University of Belgrade has carried out (Organic Lett. 2007, 9, 5063), via transient enamine formation, the diastereoselective cyclization of 12 to the cyclohexane 13. Alois Fürstner of the Max-Planck- Institut, Mülheim has devised (J. Am. Chem. Soc. 2007, 129, 14836) a Rh catalyst that cyclized the aldehyde 14 to the cycloheptenone 15. Some of the most exciting investigations reported in recent months have been directed toward the direct diastereo- and enantioselective preparation of polycarbocyclic products. Rai-Shung Liu of National Tsing-Hua University has extended (J. Org. Chem. 2007, 72, 567) the intramolecular Pauson-Khand cyclization to the epoxy enyne 16, leading to the 5-5 product 17. Michel R. Gagné of the University of North Carolina has devised (J. Am. Chem. Soc. 2007, 129, 11880) a Pt catalyst that smoothly cyclized the polyene 18 to the 6-6 product 19. Yoshihiro Sato of Hokkaido University and Miwako Mori of the Health Science University of Hokkaido have described (J. Am. Chem. Soc. 2007, 129, 7730) a Ru catalyst for the cyclization of 20 to the 5-6-5 product 21. Each of these processes proceeded with high diastereocontrol.

This chapter addresses the challenging question of how to sustain a distinctive religious intellectual tradition while hiring people who are diverse in multiple ways. It singles out multiple misunderstandings of what it means to “hire for mission,” defends the intellectual character of the mission of Catholic education, and gives examples of how to run workshops for faculty to hire for the mission of a Catholic university. Once faculty are hired, the next step is to give examples of how the continued formation of faculty in their academic disciplines can contribute with integrity to the Catholic educational mission. Structural elements, including appointments to chaired positions, the building of core curricula, and the importance of interdisciplinary research, can strengthen the mission of a Catholic university.

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

Cet article évoque les conditions de formation initiale des enseignants de français des cours UNESCO. En effet, les cours UNESCO sont des cours du soir qui abritent pour la plupart les apprenants qui ont été éjectés du cursus scolaire normal et des hommes de métiers. Les enseignants en ces lieux sont en grande majorité des étudiants issus des universités ou des grandes écoles, qui n’ont reçu ni formation initiale, ni de formation continue. Ils disposent uniquement de formation disciplinaire. Cette contribution rend compte des réalités, des défis pédagogiques et didactiques auxquels sont confrontés ces enseignants dans la diffusion des cours de français.

This chapter explores the emergence of digital microcredentials and describes how the University of Washington's Continuum College is participating in the iterative design of infrastructures and approaches to support these new forms of credentials. The authors explore the current landscape of digital credentials, including the possible benefits, nascent research, and offer a brief introduction to some of the coalitions and formative work underway in many settings. The chapter details a three-pronged strategic approach at the University of Washington's Continuum College. Each of the three efforts is intended to help both the local context served by Continuum College and a new digital credential ecosystem. The three project areas at Continuum College include using digital credentials for university employees, digitally badging the college's extensive portfolio of non-degree programs, and offering digital credentialing as a service to other university departments. The authors describe these ongoing projects, their current state, and implications for further work in digital credentials.

In this chapter, the authors continue to approach UC Links as a sociotechnical activity system, viewing the collaborative work of community and university partners as activity that takes place in localized primary work settings and in a geographically and institutionally dispersed community of learners. Following Rogoff, this chapter adjusts analytical lenses from a focus on the local program site to view this cognitive process at both the whole organizational and macrosocial planes of observation. In the example of the UC Links network, whole organizational systems consist of broader collectivities of people who work across interconnected primary work systems, as people in those various primary settings learn from each other and coordinate their own localized efforts with others beyond their immediate range of activity. On the macrosocial plane, external constraints and opportunities impacting the primary and whole organizational systems come into focus as formative conditions defining the dynamic context in which primary activities emerge.

Cette recherche a pour origine une question a priori classique: pourquoi la méthode traditionnelle basée sur l'enseignement de la grammaire continue-t-elle à dominer l'enseignement du FLE dans les universités japonaises alors qu'elle est publiquement critiquée et qu'il existe une forte pression externe pour une approche plus fonctionnelle de l'enseignement-apprentissage des langues? La réponse généralement avancée, le manque de formation pédagogique des enseignants, ne nous paraît pas une explication suffisante, même s'il s'agit d'un facteur déterminant. Au-delà des habitudes d'apprentissage des langues, dont l'influence est aussi capitale, n'existerait-il pas d'autres facteurs socioculturels jouant un rôle important dans cette résistance au changement~? Des entretiens auprès d'enseignants japonais de FLE, couplés à des observations de classe, ont confirmé dans un premier temps l'importance de la formation et des habitudes d'apprentissage, mais ont aussi mis au jour d'autres facteurs liés aux représentations de l'enseignement des langues en général et de la grammaire en particulier.

El desarrollo tecnológico ofrece infinidad de nuevas posibilidades para mejorar la calidad de la docencia. Bajo la continua tarea como docentes de motivar y enseñar a aprender a los alumnos, presentamos los resultados de una sesión que constó de dos actividades grupales gamificadas (formato concurso) y una individual de autoevaluación, fundamentadas en el uso de sus propios dipositivos electrónicos (bring your own device). Supuso una experiencia enriquecedora, divertida y práctica para el abordaje de la asignatura, y nos proporcionó un interesante “feedback” para continuar implementando las nuevas tecnologías en la universidad.

Parents, teachers, and students are important partners in education collaboration. Parent expectations are a prerequisite for a student to achieve the set academic goals, emphasizing the supportive role of home environment in education. The learning process does not end in school, but continues at home- spending time with parents, traveling, or attending cultural events. In the field of education sciences, the question of expectations of educational partners and the factors that influence and promote students’ learning achievements; as well as the factors that hinder them, has been extensively studied. Expectations of educational goals indicate the level of knowledge, skills, and attitudes that the student should achieve; provided that the expectations are motivating and directed towards achieving educational goals. The question of this study is – what is the definition, structure and formation of parental expectations for a child’s basic education goals. To explore the question of this study, the following methods are used: (1) Systematic analysis of literature and educational documents on parental expectations for a child’s educational goals – 271 units; (2) Content analysis – analysis of content and the keywords. The aim of this study is to determine whether the definition, structure and formation of expectations revealed in the literature analysis correspond to parents’ views on the goals of education for their child.

The article considers the role of the universal system of conscious self-regulation as a meta-resource in the system of stages of formation of subjectivity (ontological model). The concepts of hierarchical levels of formation of self-regulation are considered: maintaining the level of human adaptation; level of difficulty; the degree of concreteness of achieving life goals (universal (meta-) and special regulatory resources). The stages of the formation of subjectivity are considered in the ontological continuum “subject of spontaneous activity — subject of arbitrary action”, this model is not tied to a specific activity, and is also universal. For the first time, a study was conducted of the relationship of self-regulation profiles with the structure of the stages of formation of subjectivity in relation to the achievement of the goal in systemforming activities (by the example of student learning actions). Using a correlation analysis, intersystemic relationships were established between indicators of conscious self-regulation (planning, modeling, programming, evaluation), regulatory qualities (flexibility, independence) and the general level of self-regulation with the severity of the stages of formation of subjectivity, their integrity and connectedness. The process of formation of subjective qualities is considered depending on the typology with the allocation of three profiles of the empirical structure of self-regulation for two samples (88 people in total). Samples of university students are compared in the direction of preparation (the first is engineering, the second is computer technology, the most involved in digitalization). For each of the samples, specific interrelation results were obtained. The results obtained are relevant in the scientific and applied terms for the development of individual educational routes.

The educational approach to sustainability represents a concern initiated more than two decades ago and aims to form that mentality that ensures the understanding of values and motivations to act for this purpose now and in the future. In academic education, it is also important for students to understand and be aware of the concept of a sustainable university. The current work is based on documentary research and aims, on the one hand, to analyze the role of university education, especially the economic one, in the formation of a behavior that supports ensuring sustainability in their future activities, and on the other hand, to highlight the steps taken in this regard by the university education units at national or international level. In this sense, the concerns of some international organizations for supporting education for sustainable development (ESD),a lifelong learning process, part of quality education are also presented. In conclusion, the efforts of different actors must be continued in order to develop in universities all over the world educational programs to sustain a sustainable lifestyles and to promote methodological and pedagogical tools to be used.

Matemática de las Operaciones Financieras es una asignatura de Formación Básica de primer año que todos los alumnos tienen que cursar obligatoriamente en los grados universitarios de Economía, Contabilidad y Finanzas y Administración de Empresas de la Universidad Jaume I de Castellón. Por su naturaleza matemática, por el elevado número de alumnos matriculados y por las características de los profesores que imparten docencia, resulta difícil un seguimiento individualizado del aprendizaje del estudiantado. La presente comunicación expone una propuesta de innovación metodológica introducida en dicha asignatura durante el curso 2014/2015. La innovación consiste en la autoevaluación virtual formativa de los alumnos de tres casos prácticos. El objetivo es que los alumnos reflexionen sobre su aprendizaje de un modo continuo y autónomo. Además, se pretende que reciban un feedback eficaz y oportuno que les ayude a mejorar su rendimiento académico. El análisis empírico presentado demuestra que la autoevaluación formativa virtual propuesta ha influido muy positivamente tanto en el aumento del porcentaje de alumnos que se presentan al examen final como en su nota media.

Applied Thermodynamics is a graduate course at Kettering University. Undergraduate Thermodynamics serves as the only prerequisite. This course covers the concepts introduced in undergraduate thermodynamics and continues with the coverage of thermodynamic relations, mixtures and solutions, psychrometry, phase and chemical equilibrium, and chemical reactions. These concepts are then applied in detail to various power and refrigeration cycles. Topics such as mole fraction, mass fraction, enthalpy of formation, adiabatic flame temperature and the application of the Second Law to reacting mixtures are covered. Team projects are incorporated into this graduate course. Recent projects included a turbojet engine and a non-ideal regenerative steam power plant. The objective of the first project was to compute component efficiencies and the thrust force for a jet engine. The second project aimed to optimize the thermal efficiency of a non-ideal regenerative steam power plant by varying the feed-water heater pressure. Both projects utilized the Engineering Equation Solver (EES), a general equation solver with built-in functions for thermodynamic and transport properties. This article describes the projects and presents the solution techniques and the computed results. For the jet engine, computed results are based on actual test data obtained in Energy Systems Laboratory at Kettering University.

This article emphasizes the importance of using the new technologies to of university education. Purpose of the study is to present our experiences about using blogs in higher education. Concretely, at the universities of Barcelona (Spain) and Bucharest (Romania). There is no doubt that the emergence of technologies in universities has represented a paradigm change in teaching and an important methodology. The two projects an observed the improvement of the student motivation with the experience and how the use of blogs can deepen the contents of matter and develop certain skills such as digital competence and reflective capacity. However, experience also enables determine lines of future research to enable precisely what features should of having the blog for achieving improving competition thoughtful analysis and / or what can be the role of peers to give formative feedback. The use of ICT in university teaching practice is contemplated as a necessity facing the adaptation to the European Higher Education Area. The implementation of the EHEA has involved great challenges in higher education; particularly challenging is a rethinking of teaching methodology, which centers the objective in the process of active learning and of the student continued where technologies have an important role. The use of ICT in university teaching practice is seen as a necessity facing the adaptation to the European Higher Education Area. Technological development and new forms of communication forced to the university institution to reconsider educational practice. The digital technologies of information and communication are having a growing role in university educational processes, demanding setting up new spaces and learning environments and new roles and job roles in teachers.

ABSTRACT One way to mitigate global warming is to withdraw CO2 from the atmosphere and inject it into deep formations of porous basalt to form carbonate minerals that can bind large quantities of CO2. Such formations are found in many places in the world. The process is to some extent similar to frac. It requires hydraulic fracturing of the basalt to create a sufficient crack surface area needed for penetration of CO2 into basalt. The success further depends on the permeability of basalt, possibly assisted or hindered by gradients of osmotic pressure due to gradients of concentration of sodium and other ions. These diffusion and osmotic effects generally decay with the square of spacing of adjacent parallel cracks. Poromechanical effects such as the gradual transfer of tectonic stress from the fluid phase to the solid phase in the basalt enter the picture, too. An analytical continuum model of the combined interacting effects of fracturing, diffusion, osmosis, poromechanics and crystal growth under stress is a big challenge. The purpose of the conference presentation is to briefly review ways to model these problems physically and computationally and to point out the diverse obstacles faced by the new multi-university-lab project. HISTORICAL LESSON Many of the challenges of the Center for Interacting Geoprocesses in Mineral Carbon Storage, a newly funded EFRC collaborative, multi-university-lab project of University of Minnesota, Northwestern University, Los Alamos National Laboratory (LANL), University of Southampton and Georgia Tech, are similar to those of the 1970s project Hot-Dry-Rock Geothermal Energy project funded by RANN (Research Applied to National Needs, 1974-78), The RANN project involved six mechanics faculty members at Northwestern (led by Johannes Weertmann), three senior researchers at LANL (LASL at that time) and a drilling team (the total cost was about $30 million in today's dollars). Unfortunately, the conclusion of that project came out to be negative but the US is currently investing in this concept (now called Enhanced Geothermal Systems or EGS), most prominently at the Frontier Observatory for Research in Geothermal Energy or FORGE in Utah, inspired by successes in Europe at Soultz-sous-Forêts and Rittershoffen Geothermal Plants. In any case, the lessons are today valuable for deep CO2 sequestration (Kelemen & Matter, 2008), as well as for frac (hydraulic fracturing, or fracking) of gas or oil shale (Z. P. Bažant et al., 2014; Rahimi-Aghdam et al., 2019). Modern frac technology, with horizontal drilling and sand proppants, is applied at FORGE. The objective of the EFRC is to use fracture mechanics to enhance the mineralization of injected CO2 in mafic (basalt) and ultramafic (peridotite) rocks. As with EGS and shale gas, these rocks are relatively impermeable and success will require hydraulic fracturing and the development of a dense fracture network that exposes abundant fracture surface area for chemical reactions.

Contemporary socioeconomic dynamics are changing the professional scenario in Architecture and the market, which is becoming increasingly specialized and no longer demands only the traditional model of the designer architect. In order to clarify how Spanish Schools of Architecture are adapting to these changes, a two-part study has been carried out: (1) two surveys addressed to recent graduates and students. We have inquired about their professional expectations and aspirations, as well as, in the case of graduates, about the extent to which the tools obtained during their university studies have been applied in their current professional careers; (2) an analysis of the offer of specialized training in the different national degrees of Architecture. The results raise a discussion that questions the rigidity of the current training system, where basic training continues to be broad and generic in the face of generally limited possibilities for specialization. Las dinámicas socioeconómicas contemporáneas están cambiando el escenario profesional en Arquitectura y el mercado, que, cada vez más especializado, ya no solo demanda el modelo tradicional del arquitecto proyectista. Para esclarecer cómo las Escuelas de Arquitectura españolas se están adaptando a los cambios, se ha llevado a cabo un estudio dividido en dos partes: (1) dos encuestas dirigidas a recién egresados y a estudiantes. Se ha indagado acerca de sus expectativas y aspiraciones profesionales, así como, en el caso de los egresados, sobre hasta qué punto las herramientas obtenidas durante sus estudios universitarios han podido ser aplicadas en sus dedicaciones profesionales actuales; (2) un análisis de la oferta de formación especializada en los diferentes grados de Arquitectura nacionales. Los resultados plantean una discusión que cuestiona la rigidez del sistema formativo actual, donde la formación básica sigue siendo amplia y genérica frente a unas posibilidades de especialización generalmente limitadas.

Studies on local Fuel-Coolant Interactions (FCI) in a liquid pool are of crucial importance for the improved evaluation of severe accidents for Sodium-cooled Fast Reactors (SFR). To clarify the mechanisms underlying this interaction, several years ago a series of experiments was performed by Cheng et al. (2014) at the Japan Atomic Energy Agency (JAEA) through delivering a given quantity of water into a simulated molten fuel pool which is formed by a low-melting-point alloy. In order to acquire more evidence, numerical analysis using the SIMMER-III, an advanced fast reactor safety analysis code, was also conducted. However, through those analyses, many limitations of the experiments (esp. the uncertain initial geometry of water lump) which would impair the reliability of experimental observations and prevent the direct comparisons with calculations were realized. Focusing on those aspects, further investigations from both experimental and numerical aspects were continued at the Sun Yat-sen University in China. In this study, the effect of injection mode (namely the coolant-injection mode and fuel-injection mode) on local FCIs is studied using the FLUENT code along with its Volume of Fluid Model (VOF). It is seen that the interaction mode does have some influence on the transient behaviors, in particular the formation of steam bubbles, and time variation of temperature and pressure values. In addition, the difference on heat exchange rate due to the steam bubble formation is also confirmable. Knowledge and evidence from this study might be utilized for future development and analyses of SFR severe accident analysis codes in China.

Wind Cave National Park (WICA), the first cave in the world to become a national park, is famous for the park’s namesake feature. Wind Cave, named for the noticeable wind-flow patterns observed as air moves in and out of the natural cave entrance, is currently the third longest cave system in the United States and seventh longest in the world. Wind Cave formed when groundwater dissolved buried layers of the fossiliferous Madison Limestone, which were deposited during the Mississippian subperiod approximately 359 to 347 million years ago. In addition to the Madison Limestone, several other formations are exposed within the park, dating from the early Proterozoic to the Holocene. The presence of fossils within the park has been known since at least the late 19th century when early settlers explored the cave to turn the geologic feature into a tourist attraction. However, most of the geologic work conducted during the park’s history has focused on the exploration and development of the cave itself, rather than its fossils. Paleontology became a bigger focus in the late 20th century when the park partnered with the South Dakota School of Mines and Technology to recover and research fossils found within the cave and on the park’s surface. Other partnerships include those with the Mammoth Site of Hot Springs and Northern Arizona University, through which researchers have studied Quaternary cave deposits found across the park. In ascending order (oldest to youngest), the geologic formations at WICA include undifferentiated lower Proterozoic rocks (Precambrian), Harney Peak Granite (Precambrian), Deadwood Formation (Cambrian–Ordovician), Englewood Limestone (Devonian–Mississippian), Madison Limestone (Mississippian), Minnelusa Formation (Pennsylvanian–Permian), Opeche Shale (Permian), Minnekahta Limestone (Permian), Spearfish Formation (Permian–Triassic), Sundance Formation (Middle–Upper Jurassic), Unkpapa Sandstone (Upper Jurassic), Lakota Formation (Lower Cretaceous), Fall River Formation (Lower Cretaceous), White River Group (Eocene–Oligocene), and Quaternary alluvium, conglomerate, and gravel deposits. The units that are confirmed to be fossiliferous within the park are the Deadwood Formation, Englewood Limestone, Madison Limestone, and Minnelusa Formation, which contain a variety of marine fossils from a shallow sea deposition environment; the Sundance Formation, which has much younger marine fossils; the Lakota Formation, which has yielded petrified wood; and the White River Group and Quaternary deposits, which contain vertebrate and invertebrate fossils deposited in and near freshwater streams, lakes, and ponds. Many of the fossils of WICA are visible from or near public trails and roads, which puts them at risk of poaching or damage, and there is evidence that fossil poaching occurred at several of the Klukas sites soon after they were discovered. Furthermore, there are several fossil sites on the tour routes within Wind Cave, which are of value to interpretation and the park experience. WICA has implemented cyclic fossil surveys in the past to monitor site conditions, and it is recommended that this paleontological resource monitoring be continued in the future.

Cette formation vous permettra de découvrir le logiciel JMP, qui offre à la fois une visualisation interactive et des outils d'analyse performants. Vous aurez l'occasion de vous familiariser avec l'interface "pointer-cliquer" de JMP, qui permet de relier de manière dynamique les statistiques aux graphiques, facilitant ainsi la compréhension et la visualisation des données. Vous apprendrez à importer et à préparer vos données, à explorer leur distribution, et à représenter graphiquement des données catégorielles et continues. Pour les étudiants des universités européennes, le séminaire offre 0.5 point ECTS équivalent,

Cette formation vous permettra de découvrir le logiciel JMP, qui offre à la fois une visualisation interactive et des outils d'analyse performants. Vous aurez l'occasion de vous familiariser avec l'interface "pointer-cliquer" de JMP, qui permet de relier de manière dynamique les statistiques aux graphiques, facilitant ainsi la compréhension et la visualisation des données. Vous apprendrez à importer et à préparer vos données, à explorer leur distribution, et à représenter graphiquement des données catégorielles et continues. Pour les étudiants des universités européennes, le séminaire offre 0.5 point ECTS équivalent.