Search results

Le fondement théorique de notre étude sur l'expérience vécue par les étudiants d'une grève du corps professoral d'une université s'appuie principalement sur la formulation théorique de Blumer selon laquelle l'interaction entre des acteurs, dans un cadre industriel, peut être divisée en trois étapes: 1) interprétation de l'expérience; 2) établissement de nouvelles relations; et 3) direction du mouvement ou ajustement. Chaque étape entraîne un changement de situation ainsi que des modifications correspondantes de la perception de soi et des autres. Dans cette étude, nous intégrons également le travail de Stebbins sur les situations difficiles. Nous appliquons ces concepts fondamentaux à l'étude d'une grève où un élément puissant ‐ la main‐d'ceuvre ‐, représentée ici par le corps professoral, se mesure à un autre élément ‐ la direction ‐, représentée ici par l'administration. Par ailleurs, nous privilégions un point que les autres études perdent souvent de vue: l'effet de cette lutte sur un élément tiers moins puissant, à savoir la population étudiante.The theoretical basis for this study of the student experience of a university faculty strike is provided primarily by Blumer's theoretical formulation that interaction between actors in an industrial setting can be studied in three principal phases: (1) interpretation of the experience; (2) the forging of new and emergent relationships; and (3) lines of movement or adjustment. Each phase involves a change in situation along with corresponding changes in the perception of self and other. We also integrate Stebbins' work on predicaments. These major concepts are employed as we follow a strike in which one powerful sector, labour (represented here as Faculty), is pitted against another, management (represented here as Administration), and focus on what other studies often lose sight of—namely, the effect of the battle on a less powerful third sector, the students.

In all education systems, cheating is a serious problem. It is regarded as a significant problem because of its frequency and interference in learning and evaluation processes. As cheating is not a fair behavior, it can be dealt with morally. Kohlberg (1969, 1979, 1984) tried to explain
our moral behaviors by relating moral development to age and intellectual development. The relationship between Kohlberg's moral development concept and cheating could help find the reasons and solutions for cheating. The aim in this paper is to explain the opinions of the students attending
the Faculty of Medicine at Fırat University in Turkey related to cheating in terms of Kohlberg's moral development. A survey method was used in the form of a questionnaire containing of 15 questions. It revealed that in Turkey, at Fı;rat University, Medicine Faculty students
emphasize that cheating is unlawful or a sin and forgery; however, they themselves cheat during examinations.

Tables. ; Dated: Montreal, December 1844. ; Caption title. ; Electronic reproduction. ; Mode of access: Internet. ; 44

Students are not used as raters to evaluate or judge faculty members' academic performance in some universities because of the lack of trust. This study examined the extent to which students can give consistent and reliable ratings. Nineteen graduate students were asked to give
ratings to the academic performance of a faculty member on two occasions with two weeks in between. Results showed evidence of interrater agreement and rater consistency. With appropriate training, students can be a reliable source of information about faculty members' academic performance.

This article outlines the negative impact of California's anti-affirmative action initiative, Proposition 209, on the hiring of women faculty members throughout the University of California (UC) system. Martha West viewed with alarm the widening discrepancy between the increasing percentage of women Ph.D.s in the United States and the declining percentage of women faculty hires in the UC system after Prop 209 passed in 1996. The UC data indicated that serious discrimination against women was occurring in the faculty hiring process. Perceiving the urgency of the situation, she and other faculty advocates approached a state legislator for assistance in putting pressure on the UC administration. The legislator initiated a state audit of UC's faculty hiring process and held three hearings in 2001, 2002, and 2003, inviting testimony from faculty and administrators at all nine campuses and the UC's central administration. The proceedings of the hearings, the obstacles faced by faculty women, and recommendations for change are highlighted in this article.

Introduction: Matrix metalloproteinases (MMPs) are key enzymes involved in degradation of extracellular colagen matrix during periodontal disease progression. The aim of our work was to study the levels of MMP-1, MMP-2, MMP-7, MMP-9 and MMP-10 in saliva of patients with chronic periodontitis. Materials and methods: The study included 22 patients with chronic periodontal disease and 15 controls. We collect unstimulated whole saliva from all volunteers included in the study. Salivary levels of mentioned MMPs were analyzed using magnetic bead-based multiplex assays and Luminex technology. Results: MMP-1, MMP-7, MMP-9 and MMP-10 present statistically increased salivary levels at patients with periodontal disease versus the control group (p<0.05). Salivary level of MMP-2 at patients with chronic periodontitis was increased but statistically insignificant compared with healthy subjects (p=0.1). Conclusions. The increased level of these enzymes in patients diagnosed with periodontal disease reflects their implication in periodontal tissue degradation. Saliva is an excellent fluid useful in monitoring the severity of this oral disease that affects about half of the adult population around the world.

AbstractThis article profiles the historical twin databases of the secondary education school attached to the Faculty of Education at the University of Tokyo. The school was established in 1948. Every year, about 50 pairs of twins of all sex and zygosity combinations, aged 11–12 years, take an examination, and about 10–20 pairs are admitted based on the results. Three datasets exist: one for applicants (11–12 years old), one for junior and senior high school students (12–18 years old) and one for graduates (18–85 years old). Linking the records from these three databases should facilitate several important research projects, for example, life course genetic epidemiologic studies and the verification of the so-called developmental origins of health and disease hypothesis.