Husserl: Sobre historia de la filosofía

Husserl separates the history of the many philosophies that follow one another in time from the "history" of the original idea of philosophy that appeared for the first time in ancient Greece. He describes the differences between them. They are essential for the phenomenologist, because, being convinced that there is only one philosophy, he practices his own activity according to that inherited idea, the one that presides the only way in which philosophy can enter the history of truth. Husserl describes the method of bringing back the original idea of philosophy as a guide to present day philosophical thought.    Husserl distingue entre la historia de las filosofías que se han sucedido de hecho en el tiempo y la "historia" de la idea originaria de filosofía, propuesta primero en la Grecia antigua. Exhibe las diferencias entre ambas. Ellas son esenciales para el fenomenólogo que, reconociendo que no puede haber sino una sola filosofía, entiende su propia actividad científica como guiada por aquella idea heredada y como su única posible entrada en la historia de la verdad. Describe el método del retroceso que hace posible recuperar el contacto con la idea original, al que llama la práctica del retropreguntar.  

Forgotten by Funders

This report highlights the underfunding of work with and for imprisoned and formerly imprisoned women and girls,  alongside a worrying increase in the global female prison population. The report draws from the survey responses of 34 organisations, most of which are based in the Global South and have women with lived experience of the justice system involved with or leading their work. Calling to donors that fund human rights, women's rights and/or access to justice, the report concludes that this heavily gendered area of human rights tends to fall through the cracks of donor strategies, including recent Gender Equality Forum pledges.

Does studying abroad influence graduates' wages? A literature review

In this article, we review quantitative studies that empirically examine whether studying abroad influences graduates’ wages. Our review suggests that studying abroad has a moderate positive effect on graduates’ early-career wages in various national and institutional settings. However, this effect tends to vary across groups of graduates, employment contexts, and types of stays abroad. Employer change, access to large and multinational companies, and access to high-wage labor markets abroad appear to be the most relevant mechanisms mediating the effect of studying abroad on wages. Other mechanisms, such as improved language skills and a greater tendency to pursue further education, turn out to be less relevant. Overall, our review illustrates that this area of research has made great progress in recent years, but it can be further advanced by standardization of study designs, internationally comparative and longitudinal datasets, analyses of further mediating mechanisms, and new research questions

Study of the growth parameters involved in synthesizing boron carbide filaments Second quarterly report

Growth parameters in synthesis of boron carbide whisker

Why do women more often intend to study abroad than men?

In many Western countries, women are more likely to study abroad than men. At present, there is a lack of theory-guided empirical studies searching explanations for this pattern. We address this research gap by examining gender differences in study abroad intent among first-semester students in Germany. To derive a comprehensive theoretical framework, we draw on social role theory of sex differences, cognitive development theory, new home economics and statistical discrimination theory. Using data from the nationally representative 2010 DZHW School Leavers Survey, we test our hypotheses by estimating logistic regressions and non-linear effect decompositions. We find that women more often intend to study abroad primarily because of the gender-specific interest profiles they develop throughout their early life course: Related to their subject choice at school, women tend to acquire competences (e.g., language skills) that ease later stays abroad. To some extent, women’s better educational performance during school also explains their better chances to study abroad. Once in higher education, women tend to choose fields of study in which studying abroad is considered more valuable for competence acquisition. Losing time due to studying abroad is less of an obstacle for women but - against theoretical expectations - not because of a lower labour market orientation. Finally, the expectation to interrupt the professional career for taking care of the family deters women - especially those from a low social background - from studying abroad, but not men. We do not find evidence that women understand studying abroad as a strategy to counteract this anticipated discrimination. Overall, our results underscore the particular importance of social role and cognitive development theory for explaining gender differences in the spatial mobility of students