Initial Report: Information on Political Scientists in the NSF Register

1969 ◽  
Vol 2 (01) ◽  
pp. 3-11

During 1968, members of the Association received questionnaires distributed as part of the Association's agreement with the National Science Foundation to administer the political science section of the National Register of Scientific and Technical Personnel. Responses were received from 5,176 professional political scientists, and these responses were coded under the direction of Mrs. Carol Wheeler, the Association's Register Supervisor, then forwarded to the National Register Group, Office of Economic and Manpower Studies of the NSF for tabulation. The 1968 Register is the first to include political science. Next survey of political scientists will take place in 1970.The National Register of Scientific and Technical Personnel obtains data pertaining to the academic training, employment, economic, and other professional characteristics of the scentific community directly from individual scientists. The seventh biennial registration of scientists, conducted in 1968, included scientists in the fields of chemistry, earth and marine sciences, atmospheric and space sciences, physics, mathematics, statistics, agricultural sciences, biological sciences, psychology, economics, sociology, linguistics, anthropology, and—for the first time—computer sciences and political science. Engineers are not included in this registration because an engineers register is maintained separately from the scientists register.A summary of the characteristics of political scientists from the 1968 survey follows. Among the findings are that 59% have doctorates, 76% work for educational institutions, and 57% have the primary work activity of teaching. Among all 298,000 scientists surveyed 37% have doctorates, 40% work for educational institutions and 21% teach as a primary work activity.

1971 ◽  
Vol 4 (01) ◽  
pp. 33-39
Author(s):  
Earl M. Baker

The number of political scientists registered in the National Register of Scientific and Technical Personnel increased 25% from 1968 to 1970, from 5,176 to 6,493. This reflects a “natural” growth of perhaps 15–20%, over the two years while the remaining increase can be attributed to the greater scope of the American Political Science Association survey of political scientists in 1970. This growth in the political science section of the Register occurred despite a more restrictive definition of “professional political scientist” than had been used in 1968. Insofar as the APSA membership list can be used to gauge the completeness of the response, it would suggest that the Register is substantially complete for political science, allowing for the non-professional members of the Association and a probable residue of non-respondents. Political scientists comprise 2% of the total number of United States scientists (313,000 in 1970) in both years. More than half of National Register scientists are in three disciplines, chemistry, biology and physics.


1983 ◽  
Vol 37 ◽  
pp. 10-12
Author(s):  
Kent Morrison

What to teach the first-time student in a political science class? Perhaps more importantly, what to teach the undergraduate whose only experience with political science, and the formal study of politics, will be the introduction they receive in our classes?Owing to the peculiarities of our discipline, the “Introduction to Political Science” class is often just that: a tour through all the major gardens in the discipline, describing to students what is done among scholars and practicioners in the various fields, giving them an overall view of what we do, how we do it, and in the process perhaps making a case for the significance of our discipline, our research, and perhaps even the subject itself — politics.


2021 ◽  
pp. 2455328X2110267
Author(s):  
Isha Tamta

The caste system in India got transformed as a consequence of the policies of the British Raj. The introduction of the census under the colonial government, among other things, made the most direct impact because for the first time the castes have been enumerated with great details. As a result, castes immediately not only organized themselves but also formed caste associations in order to get their status recorded in the way they thought was honourable to them. Caste associations emerged over the period to pressurize the colonial administration to improve their rank in the census. This process was especially prevalent among the lower castes in different parts of India. Shilpakar Mahashaba was a case in point in Uttarakhand. Shilpakar Mahasabha claimed new advantages from the state like reservations (quotas) in educational institutions and in the civil service. Subsequently, they also became mutual aid structures. Shilpakar Mahasabha founded schools and hostels for the children of Shilpakars and led a sort of co-operative movement. Some have argued that caste associations acted like a collective enterprise with economic, social and political objectives for their caste.


Author(s):  
László Holló

"In less than one year, the Catholic Church, just like the other denominations, lost its school network built along the centuries. This was the moment when the bishop wrote: “No one can resent if we shed tears over the loss of our schools and educational institutions”. Moreover, he stated that he would do everything to re-store the injustice since they could not resent if we used all the legal possibilities and instruments to retrieve our schools that we were illegally dispossessed of. Furthermore, he evaluated the situation realistically and warned the families to be more responsible. He emphasized the parents’ responsibility. First and foremost, the mother was the child’s first teacher of religion. She taught him the first prayers; he heard about God, Jesus, the Virgin Mary, and the angels from his mother for the first time. He asked for the mothers’ and the parents’ support also in mastering the teachings of the faith. Earlier, he already instructed the priests to organize extramu-ral biblical classes for the children and youth. At this point, he asked the families to cooperate effectively, especially to lead an ardent, exemplary religious life, so that the children would grow up in a religious and moral life according to God’s will, learn-ing from the parents’ examples. And just as on many other occasions throughout history, the Catholic Church started building again. It did not build spectacular-looking churches and schools but rather modest catechism halls to bring communities together. These were the places where the priests of the dioceses led by the bishop’s example and assuming all the persecutions, incessantly educated the school children to the love of God and of their brethren, and the children even more zealously attended the catechism classes, ignoring their teachers’ prohibitions. Keywords: Márton Áron, Diocese of Transylvania, confessional religious education, communism, nationalization of catholic schools, Catholic Church in Romania in 1948."


Science ◽  
1953 ◽  
Vol 118 (3063) ◽  
pp. 3-3
Author(s):  
Harry C. Kelly

Author(s):  
Niki Lambropoulos ◽  
Alain Gourdin ◽  
Marcella Soamiadana ◽  
Sophi Danis ◽  
Aneesha Bakharia

The global crisis led educational institutions to adjust their curricula, pedagogical methodologies, and use of tools to the new alternate external environment. ITIN is a French IT Institute which has based its entire structure on dealing with such challenges by changing its pedagogical educational settings as well as its evaluation methodologies. One major change is related to Team Project-Based eLearning (TPBeL) utilization in order to advance students’ knowledge, team skills, and collaboration in authentic working environments via Computer Supported Collaborative eLearning (CSCeL) for the Innovation Management eCourse. This book chapter discusses the TPBL and CSCeL approaches and presents a case study with 43 ITIN students. To achieve triangulation, diverse research methods were employed, including: individual questionnaires, thematic discussion analysis, and social network analysis. The results showed that the students’ perceptions on teamwork skills developed within a Team PBL were positively increasing and they used several team work techniques simultaneously such as group co-construction of their assignments as well as the puzzle method. An interesting result suggests an absolute difference about what happened in teamwork and how the students perceived it; most students did not develop a group perceptive on their teamwork despite the fact that the group assignments were successfully completed. Lastly, they suggested that they enjoyed working very hard in an intensive eCourse, although it was the first time they used the Moodle Learning Management System and its integrated tools to collaborate for learning purposes.


Author(s):  
Laszlo Perecz

The situation of Hungarian philosophy can be best illustrated by two sayings: ‘there are Hungarian philosophers, but there is no Hungarian philosophy’, and ‘a certain period of Hungarian philosophy stretches from Descartes to Kant’. The two ideas are closely connected. Thus on the one hand, there is such a thing as Hungarian philosophy: there are scientific-educational institutions in philosophical life and there are philosophers working in these institutions. On the other hand, there is no such thing as Hungarian philosophy: it is a history of adoption, largely consisting of attempts to introduce and embrace the great trends of Western thought. After some preliminaries in the medieval and early-modern periods, Hungarian philosophy started to develop at the beginning of the nineteenth century. As a result of the reception of German idealism – the so-called Kant debate and Hegel debate – the problems of philosophy were formulated as independent problems for the first time, and a philosophical language began to evolve. After an attempt to create a ‘national philosophy’ – and after some outstanding individual achievements – the institutionalization of Hungarian philosophy accelerated at the end of the century. The early years of the twentieth century brought the first heyday of philosophy to Hungary, with the rapid reception of new idealist trends and notable original contributions. In the period between the two wars the development stopped: many philosophers were forced to emigrate, and Geistesgeschichte (the history of thought) became prevalent in philosophical life. Following the communist take-over, the institutions of ‘bourgeois’ philosophy were eliminated, and Marxism-Leninism, which legitimated political power, took a monopolistic position. During this period, the only significant works created were in the tradition of critical Marxism and philosophical opposition. The changes in 1989 regenerated the institutional system, and the articulation of international contemporary trends – analytic philosophy, hermeneutic tradition and postmodernism – came to the fore. Besides some works by thinkers in exile, Hungarian philosophy has produced only one achievement which can be considered significant at an international level: the oeuvre of György (Georg) Lukács.


Marine Drugs ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 103 ◽  
Author(s):  
Muhamad Afiq Akbar ◽  
Nurul Yuziana Mohd Yusof ◽  
Noor Idayu Tahir ◽  
Asmat Ahmad ◽  
Gires Usup ◽  
...  

Saxitoxin is an alkaloid neurotoxin originally isolated from the clam Saxidomus giganteus in 1957. This group of neurotoxins is produced by several species of freshwater cyanobacteria and marine dinoflagellates. The saxitoxin biosynthesis pathway was described for the first time in the 1980s and, since then, it was studied in more than seven cyanobacterial genera, comprising 26 genes that form a cluster ranging from 25.7 kb to 35 kb in sequence length. Due to the complexity of the genomic landscape, saxitoxin biosynthesis in dinoflagellates remains unknown. In order to reveal and understand the dynamics of the activity in such impressive unicellular organisms with a complex genome, a strategy that can carefully engage them in a systems view is necessary. Advances in omics technology (the collective tools of biological sciences) facilitated high-throughput studies of the genome, transcriptome, proteome, and metabolome of dinoflagellates. The omics approach was utilized to address saxitoxin-producing dinoflagellates in response to environmental stresses to improve understanding of dinoflagellates gene–environment interactions. Therefore, in this review, the progress in understanding dinoflagellate saxitoxin biosynthesis using an omics approach is emphasized. Further potential applications of metabolomics and genomics to unravel novel insights into saxitoxin biosynthesis in dinoflagellates are also reviewed.


2012 ◽  
Vol 112 (2) ◽  
pp. 110-115 ◽  
Author(s):  
Karen K. Poulsen ◽  
Stig E. Andersen ◽  
Søren I. Moreno ◽  
Dorte Glintborg ◽  
Steffen Thirstrup ◽  
...  

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