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The Committee for Equal Opportunities, Well-being at Work and against Discriminations of the University Federico II stages an annual photographic contest addressed to its scholars, students and employees. This catalogue collects all the pictures sent and the motivations of the award by Jury: every picture contains a tale about academic life (and not only) during the past two years, in so evocative way as only images can do. Il Comitato Unico di Garanzia dell'Ateneo Federico II lancia ogni anno un contest fotografico riservato alla comunità universitaria. Il volume raccoglie le foto che hanno partecipato e le motivazioni della Giuria per le vincitrici: tutte raccontano i due anni trascorsi e offrono uno spaccato di vita, che solo le immagini riescono a rendere con tanta immediatezza.

Society & social sciences --- pandemic --- academic life --- contest

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Considering a graduate degree in economics? Good choice: the twenty-first-century financial crisis and recession have underscored the relevance of experts who know how the economy works, should work, and could work. However, Ph.D. programs in economics are extremely competitive, with a high rate of attrition and a median time of seven years to completion. Also, economic professions come in many shapes and sizes, and while a doctoral degree is crucial training for some, it is less beneficial for others. How do you know whether a Ph.D. in economics is for you? How do you choose the right program—and how do you get the right program to choose you? And once you've survived years of rigorous and specialized training, how do you turn your degree into a lifelong career and meaningful vocation?Getting a Ph.D. in Economics is the first manual designed to meet the specific needs of aspiring and matriculating graduate students of economics. With the perspective of a veteran, Stuart J. Hillmon walks the reader though the entire experience—from the Ph.D. admissions process to arduous first-year coursework and qualifying exams to armoring up for the volatile job market. Hillmon identifies the pitfalls at each stage and offers no-holds-barred advice on how to navigate them. Honest, hard-hitting, and at times hilarious, this insider insight will equip students and prospective students with the tools to make the most of their graduate experience and to give them an edge in an increasingly competitive field.

Economics --- Graduate students --- Study and teaching (Graduate) --- Vocational guidance --- Academic Life. --- Business. --- Economics. --- Education.

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In tracing the origins of the modern human-rights movement, historians typically point to two periods: the 1940s, in which decade the Universal Declaration of Human Rights (UDHR) was ratified by the United Nations General Assembly, and the 1970s, during which numerous human rights nongovernmental organizations (NGOs), most notably Amnesty International and Médecins Sans Frontières, came into existence. It was also in the 1970s, Sarita Cargas observes, when the first classes in international human rights began to be taught in law schools and university political science departments in the United States.Cargas argues that the time has come for human rights to be acknowledged as an academic discipline. She notes that human rights has proven to be a relevant field to scholars and students in political science and international relations and law for over half a century. It has become of interest to anthropology, history, sociology, and religious studies, as well as a requirement even in social work and education programs. However, despite its interdisciplinary nature, Cargas demonstrates that human rights meets the criteria that define an academic discipline in that it possesses a canon of literature, a shared set of concerns, a community of scholars, and a methodology.In an analysis of human-rights curricula in Australia, Canada, the United Kingdom, and the United States, Cargas identifies an informal consensus on the epistemological foundations of human rights, including familiarity with human-rights law; knowledge of major actors including the United Nations, governments, NGOS, and multinational corporations; and, most crucially, awareness and advocacy of the rights and freedoms detailed in the articles of the UDHR. The second half of the book offers practical recommendations for creating a human-rights major at the university level in the United States.

Human rights --- Critical pedagogy. --- Education, Higher --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Education --- Popular education --- Transformative learning --- Basic rights --- Civil rights (International law) --- Rights, Human --- Rights of man --- Human security --- Transitional justice --- Truth commissions --- Study and teaching (Higher) --- Curricula. --- Law and legislation --- Academic Life. --- Education. --- Human Rights. --- Law. --- Political Science.