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This paper reviews the evolution and development of women's studies in contemporary India from the 1970s to the present. It begins by highlighting the sense of crisis experienced at the very onset of women's studies due to the presence of multiple agendas and the lack of a history to build on. In spite of such problems, the end of the decade of the 1970s also witnessed con vergences between, for instance, sections of the women's movement and women's studies, while the subsequent decade of the 1980s was a time of institutional legitimisation and growth in the field. The essay concludes by recognising new sources of crisis as well as fresh challenges at the turn of the century.

The job description of chemical engineers has changed dramatically over the past several years. Universities must adapt to this change and respond to the needs of their students. The Mary Kay O'Connor Process Safety Center at Texas A&M University has been established to produce engineers and practitioners trained in process safety, to provide the chemical processing industry with the research base needed to compete successfully, and to provide an independent process safety resource for academia, government, and the world-wide chemical processing industries. A goal of the Center is to be a catalyst for the process industry to develop and maintain a culture in which safety is second nature in all activities and operations. This safety awareness culture can be accomplished gradually through the research, education, service, and training programs of the Center.

Urban planning as a networked field of governance can be an essential contributor for de-colonising planning education and shaping pathways to urban equality. Educating planners with the capabilities to address complex socio-economic, environmental and political processes that drive inequality requires critical engagement with multiple knowledges and urban praxes in their learning processes. However, previous research on cities of the global South has identified severe quantitative deficits, outdated pedagogies, and qualitative shortfalls in current planning education. Moreover, the political economy and pedagogic practices adopted in higher education programmes often reproduce Western-centric political imaginations of planning, which in turn reproduce urban inequality. Many educational institutions across the global South, for example, continue teaching colonial agendas and fail to recognise everyday planning practices in the way cities are built and managed. This article contributes to a better understanding of the relation between planning education and urban inequalities by critically exploring the distribution of regional and global higher education networks and their role in de-colonising planning. The analysis is based on a literature review, quantitative and qualitative data from planning and planning education networks, as well as interviews with key players within them. The article scrutinises the geography of these networks to bring to the fore issues of language, colonial legacies and the dominance of capital cities, which, among others, currently work against more plural epistemologies and praxes. Based on a better understanding of the networked field of urban planning in higher education and ongoing efforts to open up new political imaginations and methodologies, the article suggests emerging room for manoeuvre to foster planner's capabilities to shape urban equality at scale.

Lynn reviews The Amish and the State edited by Donald B. Kraybill.

Preventive socialization against gender violence analyses how people under ageundergoes the socialization process into models of attraction related or not toviolence and their influence in relationships and in gender based violence. Thearticle presents how pedagogy should take into account this perspective for theeradication of gender violence, including new fields of study such as the newmasculinities and occasional relationships. It is also necessary the interventionof the whole educational community including a wide concept of family thattakes into account all the people which whom people under ageinteract.

When illness and disability strike, it can seem as though one's very being is threatened. We tend to consider illness a temporary situation, a phase, a phase that will be done with, sooner or later, and the victim of the attack will be rectified, and will survive it. But in chronic illness, there is a gap, a missing piece that cannot be found, despite all attempts. This is not necessarily a loss, as to claim that there is a loss falls into dangerous territory of positing a once complete or whole body and/or self. The losses are not due to a changing body, but rather discriminatory disablement by society's understandings of disability. When bodies begin to falter, painful experiences of embodiment and how we experience the world begin to emerge. But to survive is to live through, live with, or live without something. To survive is to also be resilient to any losses. To be a survivor is to have been on the threshold of non-surviving, to have considered giving up, letting go – to allow for a break, a rupture from resilience.

The education and the teaching, has presented in the historical, intellectual, technological and social growth of the humanbeing; the great role of preparing the way and the path of all its technical and intellectual creation. We are the product of that longing, of manyeducators and teachers of the art of education, who longed to see in their pupils great achievements, meet goals, open roads, face uncertainties,cover questions, awaken dreams.To reach those goals, the updating and specialization of indistinct professionals is required; that under a university institution; they willobtain knowledge-techniques-skills-abilities, necessary for their subsequent professional performance.But, this is not constant in all peoples, societies and times; a modification of the profile-structure-values and skills to be imparted andacquired in the universities is required. It depends on the National Government, the educational board, the students, the community and the nextgenerations; that these transformations and modifications of the Educational System, of the different forms of education, of the levels ofinstruction, be they behavioral or constructivist, generate the long-awaited results: a collaborative individual, trained and with values, morehuman and integral. ; La educación y la enseñanza, ha presentado en el crecimiento histórico, intelectual, tecnológico y social del ser humano; elgran papel de preparar la vía y el camino de toda su creación técnica e intelectual. Somos producto de ese anhelo, de muchos educadores ymaestros del arte de educar, que anhelaban ven en sus pupilos grandes logros, cumplir metas, abrir caminos, enfrentar incertidumbres, cubririnterrogantes, despertar sueños.Para llegar a esas metas, se requiere la actualización y especialización de indistintos profesionales; que bajo una institución universitaria;obtendrán conocimientos-técnicas-destrezas—habilidades, necesarias para su posterior desempeño profesional.Pero, ello no es constante en todos los pueblos, sociedades y tiempos; se hace obligante ...

This article examines the transformation of the diverse imperial landscape of the Gorkha Kingdom into the more uniform and integrated space of the Nepali nation. It argues that nationalised schooling, as it was introduced under Panchayat rule (1960–90), was central to the production of national space. However, it also highlights how this schooling concomitantly extended a language of 'anthropological' and 'ecological' difference with which to organise and negotiate this space. Below the textbook surface of unity-in-diversity, remnants of imperial caste and racial hierarchies remained. And, along with novel notions of national development, new hierarchies were introduced that separated developed centres from remote and backward peripheries. Through its engagement with Nepali history, the article thus contributes to our understanding of the continued interaction between the production of national space and historical developments in governmental differentiation. Approaching 'spatial history' as a combined emphasis on the history of spatial production and the spatial productivity of historical representation, it highlights the contingencies of national connections between time and space. In conclusion, the article suggests how the languages of difference built up across Panchayat and present-day schooling continue to shape contemporary re-imaginings of national space, in the midst of political uncertainties.