Bonjour Ã tous
Je tiens a informer que Francois veut bien nous prÃ©senter son projet et son labo pour une aprÃ¨s midi, il m'a proposÃ© deux dates, donc j'aimerais (si cela vous intÃ©ressent) que vous me dite Ã quelle date c'est possible entre :
- Samedi 09 Decembre Ã 14h (puis aprÃ¨s on rejoint le groupe entier a ENS a 16h comme prÃ©vu)
-Mercredi 20 Decembre ,aprÃ¨s midi (heure a prÃ©ciser)
Donc hÃ©sitez pas a poster votre rÃ©ponse en comentaire, pour la place cela en devrait pas etre un probleme ;)
(perso je peut pas Mercredi j'ai cour toute la journÃ©e)
Le choix de la donc sera choisit en fonction du nombre ^^
D'autre part, FranÃ§ois a la possibilÃ©e (normalement) de prendre 3 ou 4 d'entre nous pour un mini-stage durant la premiere semaine de Janvier (au moins le 3,4,5) si vous etes intÃ©rÃ©ssÃ© il faut le poster en com' aussi! (ps: jespere qu'il restera une place pour moi qui suis trÃ¨s intÃ©rÃ©ssÃ© ;).
JespÃ¨re que cette proposition de FranÃ§ois va rentrer un vif succÃ¨s car ses projets (de Bio , hÃ©hÃ©) on l'air Excellent!
A trÃ¨s bientÃ´t,
the Anna Lindh Foundation has launched a
Call for papers to select participants in the next Euro-Mediterranean University Forum.
For more information you are kindly invited to consult the ALF website at the following address: http://www.euromedalex.org/En/paper.htm
Please note that the deadline for the submission of the abstracts of the papers is 31 December 2006.
La Fondation Anna Lindh a lancÃ© un Appel Ã
Contributions pour sÃ©lectionner des participants pour le prochain Forum universitaire euro-mÃ©diterranÃ©en.
Pour toutes information supplÃ©mentaire, veuillez consulter le site web de la
Fondation Ã l'adresse suivante
La date limite pour la prÃ©sentation des rÃ©sumÃ©s des contributions est le 31 dÃ©cembre
the website is maintained by the American University Washington College of Law.
"This site is particularly well suited to the study of international environmental law and policy, providing a rich resource of materials and contacts that would not otherwise be accessible. The Internet's global reach and depth of data make it ideal for research and communication throughout the globe. "
"The Home page contains links to the book's 21 chapters and annexes. Each chapter contains relevant links to sites containing treaties, treaty offices, documents, NGOs, government agencies, and cool sites found while surfing."
"The Institutional Players page contains links to the major UN system institutions, specialized UN agencies and programs, inter-governmental organizations, international financial institutions, and international dispute resolution fora."
If you come across a dead link, please contact WCL:
webmaster (at) wcl.american.edu
The Asia-Link Programme is an initiative by the European Commission to promote regional and multilateral networking between higher education institutions in EU Member States and eligible countries in Asia. The programme aims to promote the creation of new partnerships and new sustainable links between European and Asian higher education institutions, and to reinforce existing partnerships.
The objective of the Asia-Link Programme is to promote regional and multilateral networking between higher education institutions in Europe, South and South East Asia and China.
The Programme is funded by the EU budget, under the budget line for â€œPolitical, economic and cultural cooperation with Asian developing countriesâ€.
Eligible countries are the 25 Member States of the European Union and developing countries in Asia:
Europe: Austria, Belgium, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Poland, Portugal, Slovakia, Slovenia, Spain, Sweden, United Kingdom
Asia: Afghanistan, Bangladesh, Bhutan, Cambodia, China, India, IndonÃ©sia, Laos, Malaysia, Maldives, MongÃ³lia, Myanmar/Burma, Nepal, North Korea, Pakistan,Philippines, Sri Lanka, Thailand, Vietnam
1. Partnership Projects
Partnership projects can undertake activities in one or more of the following three areas:
i. Human Resource Development
These activities aim to upgrade the skills of university teaching staff, in particular young faculty and future teachers (i.e. postgraduate students), and administrators.
ii. Curriculum Development
Activities aim to develop curricula, by producing new/improved courses, modules or teaching/training materials. Each project, which should be innovative, covers activities relating to the preparation of curricula and course material, their dissemination and the training of professors/tutors to teach them.
iii. Institutions & Systems Development
Grants are awarded for co-operative projects that aim to enhance the overall management of institutions of higher education through the sharing of experience between Asian and European institutions (or groups/associations of institutions).
2. Capacity-Building Actions
3. Programme support activities
Three studies are being carried out in early 2006, intended to provide a wider knowledge base to the higher education sector in Europe and Asia, in
order to enhance cooperation and mutual understanding.
The three topics are:
- Patterns of HE cooperation and practical issues affecting EU-Asia university
- Partnerships/relationships between universities and business/industry in
Europe and Asia
- University cooperation for sustainable development in Europe and Asia.
ii. European Higher Education Fairs
A first European Higher Education Fair was organised in November 2004 in Bangkok. This provided a forum for European higher education institutions and associations to promote the European HE sector to Thai students and
academics, and to exchange best practice on Asia-Link. Seven further Fairs are scheduled over 2006-2008 in China, Indonesia, India, Malaysia, the Philippines, Thailand and Vietnam.
iii. Networking; Stakeholdersâ€™ Meetings
A first Asia-Link Project Networking Meeting brought some 50 project representatives to Kuala Lumpur in September 2005. It is planned to carry
out further networking activities and meetings in 2006. The September meeting was held back-toback with the Asia-Link Stakeholdersâ€™ Meeting.
This was the third annual meeting of representatives from the HE sector, who provide advice and feedback on the Programmeâ€™s activities and priorities.
iv. Information and Communication
The programme website, updated on a regular basis, provides a range of information, news and statistics on Calls for Proposals and funded
projects. It also houses a partner search database, allowing interested higher education institutions to post their areas of interest. Flyers and brochures on the programme are also produced. Information sessions for potential applicants are organised in Europe and in Asia.
For more information on Asia-Link, and the projects it funds:Website:http://ec.europa.eu/
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 5. Some important observations in Gariaband and Mainpur regions.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 6. Interactions with the Herb Vendors of Gariaband and Mainpur regions.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 7. Interactions with the Fishermen of Gariaband and Mainpur regions.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 8. Interesting information on folk zootherapy collected from Gariaband and Mainpur regions.
*Traditional Medicinal Knowledge about herbs used in treatment of Ulcerative Colitis in Indian State Chhattisgarh.
*Farmer's ways of managing insects and monkeys in Durg region of Indian state Chhattisgarh.
*Bt rice in Chhattisgarh: A new curse for the Biodiversity.
J'errais sur le web et je suis tombÃ©e sur Ã§a : http://www.in2p3.fr/physique_pour_tous/aulycee/nepal/index.htm
en gros Ã§a a l'air d'Ãªtre des chercheurs qui se proposent pour venir faire des confs dans les lycÃ©es.
ThÃ¨mes abordÃ©s: Le destin des Ã©toiles, comment la masse vient aux particules, le neutrino, l'antimatiÃ¨re etc etc...
Si Ã§a vous intÃ©resse, n'hÃ©sitez pas Ã les appeler!
The conference paper "Reinventing African Economies: Technological Innovation and the Sustainability Transition"
by Calestous Juma deals with the role of higher education for sustainable development and economic learning.
Focused on Africa, it also present case study outside of the continent.
Costa Rica's EARTH university is a must read!
the report can be downloaded at:
Climate does have a lot to say about how we develop particularly in Africa where extreme climate events are going to be commoner than before. The effects of climate change on health, energy, environment and above all development is a cause for the concern of African climate scientists. As a matter of fact, the importance of global climate change to international development has enrolled non climate scientists like physicists and mathematicians in the bid to study and predict the emerging climate with increasing efficiency.
This blog entry is to renew my earlier call for us to model climate change specifically for the African region without much dependence on GCMs.
So if you are a mathematician, engineer, physisist, atmospheric chemist, or even a social scientist, lets work together on this!
Seven recent research articles at Ecoport.org
*Traditional societies are having much for modern societies specially in field of healthy living.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 1. Interactions with the Traditional Healers of Gariaband and Mainpur regions.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 2. Interactions with the Herb Collectors of Gariaband and Mainpur regions.
*Results of Ethnobotanical surveys conducted from January to August 2006 in Indian state Chhattisgarh. 3. Interactions with the Senior Natives of Gariaband and Mainpur regions.
*Is rare medicinal herb Begonia tessaricarpa present in Indian state Chhattisgarh?
*Study notes (Agronomy) prepared for National Eligibility Test (NET) conducted by Agricultural Scientist Recruitment Board, Indian Council of Agricultural Research, India in year 1996.
Info de derniÃ¨re minute:
Le salon de la solidaritÃ© internationale, consacrÃ© Ã l'engagement des jeunes se tiendra les 17-18 novembre 2006, c'est Ã dire ce weekend, dans les jardins du ministÃ¨re des affaires Ã©trangÃ¨res (et foi d'Alice, Ã§a vaut le coup d'oeil).
Ã§a parlera de chantiers jeunes, de projets, et d'orientation vers ces domaines... Des motivÃ©s pour monter un projet d'ouverture vers la science avec une note de solidaritÃ© internationale..?
pour rÃ©cupÃ©rer une copie de l'invitation, contactez moi par mail!
Ã trÃ¨s bientÃ´t,
Dans le cadre de la Semaine de la solidaritÃ© internationale, le MinistÃ¨re des affaires Ã©trangÃ¨res organise le Salon de la SolidaritÃ© Internationale, consacrÃ© Ã l'engagement des jeunes, qui se tiendra dans les jardins de l'HÃ´tel de la Ministre dÃ©lÃ©guÃ©e Ã la coopÃ©ration, au dÃ©veloppement et Ã la francophonie les 17 et 18 novembre 2006 de 10h00 Ã 18h00.
Vous trouverez ci-joint le programme dÃ©finitif de cette manifestation ainsi qu'une invitation.
La Ministre dÃ©lÃ©guÃ©e remettra Ã cette occasion deux prix "Chantiers de jeunes" sur les dispositifs Jeunesse solidaritÃ© internationale (JSI) et Ville Vie Vacances SolidaritÃ© Internationale (VVV SI). Trois table-rondes consacrÃ©es aux Ã©volutions du Volontariat, Ã l'engagement des jeunes dans des actions de solidaritÃ© internationale et Ã la
dialectique Jeunes et CodÃ©veloppement .
EDUCATION OF THE GIRLS: A CHALLENGE TO PICK UP
Several forces slow down the education of girls in developing countries: child labor, forced and early marriages, the insufficiency of academic infrastructure, the lack of sufficient attention by parents to the academic evolution of the girl child, the existence of sexist stereotypes in academic manuals, amongst others. The consequences generated by these actions are enormous and far reaching and constitute a base for poverty and underdevelopment.
But why the education of the girls in the first place and how do we pick up this challenge?
In fact women make up about 52% of the worldâ€™s population, thus the education of the girl child; the women of tomorrow, must be at the center of all the preoccupations of development. An educated woman constitutes a check to the difficult dilemma faced by the girl child such as:
- Child labor, a situation faced mostly by girls in developing countries.
- Early and forced marriages, which masks other problems such as the sexual exploitation of the girl child.
- Maternal and infant mortality, which is a consequence of the lack of proper hygiene and health related information.
- The rapid growth of the rate of reproduction and thus the lack of a mastery of planification, which leads to malnutrition and its related deadly outcomes.
- The â€œexcisionâ€ also responsible for very high rates of infant mortality and the propagation of sexually transmitted diseases such as HIV and AIDS. We are well aware that AIDS has a huge impact on the activities of the primary sector, and is thus one of the several causes of famine in many countries.
We uphold two recommendations which we consider pertinent to overcome the challenges underlined in the millennium objectives:
- To support and encourage the education of the girl child to at least the secondary level, concurrently with the empowerment of women.
- Integrate in an educational manner, the revision of educative programs, school projects, school manuals and the training of trainers in Gender approach.
As a matter of fact the program on the actual education of the girl child executed this far, is limited to sending girls to school, although the official report is that, the abandonment of this process also begins pretty early. A case in point is Senegal, a country which is like the head light and model in West Africa, which champions the campaign and efforts for the education of the girl child, has registered a gross rate of the education of the girl child, which has steadily progressed from 63% to 80,60% in five years (1999/2000 to 2004/2005).This is however generally limited at CEI; three year of primary education, meanwhile the boys on their part always complete at least the elementary level (source: DRA: Ministry of Education-Senegal).
The maintainance of girls at school is obviously a complex issue, however pro-development programs which are oriented towards â€œthe financial autonomisation of womenâ€, coupled with the enhanced sensitization and conscientisation of the society could generate tangible and anticipated positive results in the long run.
Besides some related socioeconomic and cultural factors it is also vital to revise on the other hand, such as:
- Educative programs which influence the type of man to train and educate.
- School and education projects whose formulation makes more reference to men.
- School manuals with stereotyped contents, in which girls are attached to and associated with secondary roles. Worse still, in some cases, reference to women and girls is almost inexistent in scientific manuals.
Finally, it is important to emphasis that there is need to train qualified trainers, especially teachers and educators, in such a way that existing sexist attitudes and sentiments will be checked and possibly effaced entirely.
The way forward is long and difficult, and the year 2015, has been underlined as the year to evaluate the efforts concentrated to attain the fixed objectives and the projections. The solution to the afore mentioned problem generates another problem, namely that of the education of the girl child and the maintenance of the girl child at school, consequently it is important to actually start taking into consideration the problem of maintaining the girl child at school, in order to handle other related future problems, such as the under representation of women in high professions and functions. /.
Patrice Charlemagne ADOKPO
Teacher - researcher
Lâ€™ EDUCATION DES FILLES : UN DEFI A RELEVER
Beaucoup de pesanteurs freinent lâ€™Ã©ducation des filles dans les pays en dÃ©veloppement : le travail des enfants, le mariage prÃ©coce, le mariage forcÃ©, lâ€™insuffisance dâ€™infrastructures scolaires, le peu dâ€™attention des parents Ã lâ€™Ã©volution scolaire des filles, les stÃ©rÃ©otypes sexistes dans les manuels scolairesâ€¦. Les consÃ©quences de ces actions sont Ã©normes et Ã la base de la pauvretÃ© et du sous-dÃ©veloppement. Mais pourquoi lâ€™Ã©ducation des filles et comment relever ce dÃ©fi ?
Au fait les femmes constituent environ 52% de la population mondiale et lâ€™Ã©ducation des filles â€“ femmes de demain â€“ doit Ãªtre au centre de toute prÃ©occupation de dÃ©veloppement. Une femme instruite constitue un frein :
- au travail des enfants dont les filles en majoritÃ© dans les pays en dÃ©veloppement
- aux mariages prÃ©coces ou forcÃ©s, qui cachent dâ€™autres problÃ©matiques telles que lâ€™exploitation sexuelle des filles
- Ã la mortalitÃ© maternelle et infantile, consÃ©quence dâ€™un manque dâ€™hygiÃ¨ne et dâ€™information
- Ã la croissance rapide du taux de reproduction dont la maÃ®trise par une planification convenable Ã©vite pour beaucoup de familles la sous-nutrition et ses consÃ©quences
- Ã lâ€™excision, responsable aussi du taux Ã©levÃ© de la mortalitÃ© infantile, et surtout de la propagation des maladies sexuellement transmissibles dont le SIDA. Cette derniÃ¨re, nous le savons, prive de bras valides pour les activitÃ©s du secteur primaire et est une des causes de la famine dans beaucoup de pays.
Deux recommandations nous semblent pertinentes pour relever le dÃ©fi des objectifs du millÃ©naire :
- Soutenir la scolarisation des filles, leur maintien Ã lâ€™Ã©cole jusquâ€™au niveau secondaire au moins et en mÃªme temps lâ€™autonomisation des femmes.
- IntÃ©grer dans lâ€™Ã©ducation lâ€™approche Genre ; ce qui suppose la rÃ©vision des programmes Ã©ducatifs, projets dâ€™Ã©coles, manuels scolaires et la formation des formateurs Ã cette approche.
En effet le programme de la scolarisation des filles exÃ©cutÃ© jusquâ€™ici consiste Ã envoyer les filles Ã lâ€™Ã©cole. Or le constat est que le dÃ©crochage de celles-ci commence tÃ´t. Pour preuve le SÃ©nÃ©gal, pays phare pour lâ€™Afrique de lâ€™Ouest dans les efforts de scolarisation des filles, a connu un taux brut de scolarisation (TBS) des filles qui est passÃ© de 63% Ã 80,60% en cinq ans (1999/2000 Ã 2004/2005), mais celles-ci dÃ©crochent gÃ©nÃ©ralement au CE1 (troisiÃ¨me annÃ©e du primaire) alors que les garÃ§ons terminent au moins leur cycle Ã©lÃ©mentaire ; (Source :DRH â€“ MinistÃ¨re de lâ€™Ã©ducation â€“ SÃ©nÃ©gal). Le maintien des filles Ã lâ€™Ã©cole paraÃ®t moins aisÃ© mais des programmes de dÃ©veloppement orientÃ©s Â« autonomisation financiÃ¨re des femmes Â» couplÃ©s avec une conscientisation de la sociÃ©tÃ© peuvent aboutir aux rÃ©sultats escomptÃ©s.
Outre les facteurs socioÃ©conomiques et culturels, il faudra aussi penser Ã rÃ©viser :
- les programmes Ã©ducatifs qui influencent notablement le type dâ€™Homme Ã former
- les projets scolaires dont la formulation se rÃ©fÃ¨re plus Ã lâ€™homme
- les manuels scolaires dont les contenus sont stÃ©rÃ©otypÃ©s, oÃ¹ les femmes se voient attribuer des rÃ´les secondaires. Par ailleurs des rÃ©fÃ©rences aux femmes sont presque inexistantes dans les manuels scientifiques.
En fin il faut assurer la formation des formateurs, notamment des enseignants, Ã lâ€™approche Genre afin de rÃ©duire les attitudes sexistes de ceux-ci.
Le chemin qui reste Ã faire est long et 2015 servira Ã Ã©valuer les efforts consentis pour lâ€™atteinte des objectifs fixÃ©s et les avancÃ©es. La rÃ©solution de problÃ¨mes engendre dâ€™autres problÃ¨mes (de la scolarisation des filles au maintien des filles Ã lâ€™Ã©cole) et il faudra commencer Ã prendre vraiment en compte le problÃ¨me de maintien des filles Ã lâ€™Ã©cole afin dâ€™attÃ©nuer le poids dâ€™autres problÃ¨mes futurs tels que le problÃ¨me de la sous reprÃ©sentativitÃ© des femmes dans les hautes fonctions. /.
Patrice Charlemagne ADOKPO
Enseignant â€“ chercheur
BÃ©ninois Ã Bruxelles
Coucou tout le monde !
Etienne Klein fait 3 cours gratuits de physique quantique Ã la CitÃ© des sciences Ã La Villette les samedis 13, 20 et 27 janvier 2007, de 11h Ã 13h. Le cours est prÃ©vu pour Ãªtre Ã la portÃ©e de tous.
Pour ceux qui peuvent se libÃ©rer et que Ã§a intÃ©resse !
DR. M. RAZIUDDIN SIDDIQI PRIZE FOR SCIENTISTS UNDER 40
The Pakistan Academy of Sciences has instituted Dr. M. Raziuddin Siddiqi prize for young Pakistani scientists under 40, in the fields of Mathematics, Physics and Chemistry on rotating basis. The Academy invites nominations in January/February each year from its Fellows, Vice Chancellors of the Universities and Heads of the R&D Organizations. Only one name is to be proposed.
The Prize carries Rs. 15,000/- Cash, a Gold Medal and a Certificate
A scientist who has already been awarded a Gold Medal/Prize by the Academy in a particular discipline shall be eligible for another Gold Medal/Prize in the same subject after a gap of five (5) years, subject to the conditions that the medal would not be given on the basis of same work. He shall have to submit research work carried out after the award of the first medal. This should be clearly mentioned/reflected in the nomination letter. Four copies of detailed biodata, list of publications, (research papers/books), reprints in original or photocopies should accompany with the nomination. A summary/citation highlighting the achievements of the nominee is also needed.
The nominations complete, in all respects, received within due dates are processed. The documents of the candidates are sent to the Selection Committee constituted for the purpose for assessment in order of merit. On the basis of the recommendations of the Selection Committee, the Council of the Academy selects the candidates for the prize. The prize is awarded to the winners in the investiture ceremony in the General Body meeting in November/December. The decision of the Pakistan Academy of Sciences shall be final and shall not be challengeable in a court of law or elsewhere.
TWAS PRIZE FOR THE YOUNG SCIENTISTS IN THE SOUTH
The Pakistan Academy of Sciences on behalf of Third World Academy of Sciences instituted a prize for Young Pakistani Scientists who are below the age of 40 (the age of the nominee should not exceed 40 on 1st January of the year in which the nominations are invited) in the fields of Biology, Chemistry, Mathematics and Physics on rotation basis.
The Academy invites nominations in January/February each year from its Fellows, Vice Chancellors of the Universities and Heads of R&D Organizations. Only one name is to be proposed.
(1) A scientist who has already been awarded a Gold Medal / Prize by the Academy in a particular discipline shall be eligible for another Gold Medal/Prize in the same subject after a gap of five (5) years, subject to the conditions that the medal would not be given on the basis of same work. He shall have to submit research work carried out after the award of the first medal. This should be clearly mentioned/reflected in the nomination letter.
(2) Four (4) copies of complete biodata of the nominee, giving age, educational qualifications, service record, present address, along with a brief citation highlighting the achievements of the nominee are required.
(3) The nomination for the Prize must be supported by at least one reprint of each of the relevant original paper of the nominee. In case the reprints are not available, photocopies of reprints with complete reference to the Scientific Journals in which the original papers were published mentioning the titles, years of publication and number of pages of research papers should be provided.
(4) List of research papers as distinct from Books, Monographs, Reports, Notes, Popular and Semi-Popular Essays, Conference Proceedings may be provided.
The proposer is requested to verify that the above requirements are fulfilled, failing which the nomination will not be considered. The nominations complete, in all respects, received within due dates are processed. The documents of the candidates are sent to the selection committee constituted for the purpose for assessment in order of merit. On the basis of the recommendations of the Selection Committee, the Council of the Academy selects candidates for the prize. The prize is awarded to the winners in the investiture ceremony in the General Body meeting in November/December. The decision of the Pakistan Academy of Sciences shall be final and shall not be challengeable in a court of law or elsewhere.
Au fait, peut-on mettre des photos sur WAYS?
Su quelqu'un a la recette, je suis preneuse...