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The discipline of anthropology is, at its best, characterized by turbulence, self-examination, and inventiveness. In recent decades, new thinking and practice within the field has certainly reflected this pattern, as shown for example by numerous fruitful ventures into the \"politics and poetics\" of anthropology. Surprisingly little attention, however, has been given to the simple insight that anthropology is composed of claims, whether tacit or explicit, about anthropos and about logos--and the myriad ways in which these two Greek nouns have been, might be, and should be, connected.Anthropos Todayrepresents a pathbreaking effort to fill this gap. Paul Rabinow brings together years of distinguished work in this magisterial volume that seeks to reinvigorate the human sciences. Specifically, he assembles a set of conceptual tools--\"modern equipment\"--to assess how intellectual work is currently conducted and how it might change. Anthropos Todaycrystallizes Rabinow's previous ethnographic inquiries into the production of truth about life in the world of biotechnology and genome mapping (and his invention of new ways of practicing this pursuit), and his findings on how new practices of life, labor, and language have emerged and been institutionalized. Here, Rabinow steps back from empirical research in order to reflect on the conceptual and ethical resources available today to conduct such inquiries. Drawing richly on Foucault and many other thinkers including Weber and Dewey, Rabinow concludes that a \"contingent practice\" must be developed that focuses on \"events of problematization.\" Brilliantly synthesizing insights from American, French, and German traditions, he offers a lucid, deeply learned, original discussion of how one might best think about anthropos today.

This essay sketches the ways that the practices of political science at top R1 institutions and at leading liberal arts colleges differ. But one also can see the two practices as partners in a common enterprise of making political science rigorous, relevant, and clear. This article outlines such a collaboration.

Etienne de Villiers as ethicist of responsibility. The paper considered six ways to describe Etienne de Villiers as ethicist of responsibility. They broadly corresponded with chronological phases in his academic career. The first was the way in which he initially took responsibility to teach theological ethics in a methodologically reflective way. The second was the way in which he increasingly found answers to these methodological concerns in responsibility ethics as an approach. The third was the way in which he spent much time analysing the work of responsibility ethicists. This critical engagement led to a fourth phase, still ongoing, developing his own approach. Against this background, the paper argued that he had always been an ethicist of responsibility in the fifth sense that he addressed urgent moral challenges. Developing this, a final section claims that he was an ethicist of responsibility according to Weber s description of science as vocation. The paper was read as key note presentation at the University of Pretoria on 09 November 2011, when D.E. (Etienne) de Villiers was honoured on the occasion of his retirement. On the specific request of the organisers, the speech was held in Afrikaans and the original oral form was retained here, including the personal rethorical style of the introduction and conclusion.

The Vocational Index, a tool to reliably capture the range of vocational and educational activities in which adults with autism engage, is regularly used in studies of adult outcomes in autism. However, recently it has been noted that there are some activities (primarily postsecondary education options) that were infrequently available when the index was developed and thus are not fully represented in the current categories. The purpose of this report is to describe the process and results of updating the Vocational Index coding categories to reflect this wider range of activities. An iterative process was used to develop updated codes (called the Vocational and Educational Index). The original Vocational Index and updated Vocational and Educational Index codes were applied to a sample of 384 autistic young adults, and differences between original and updated codes were described. The major changes to the codes involved the development of a parallel educational dimension, benchmarked to the vocational dimension in level of integration, supports, and number of hours. Applying original Vocational Index and updated Vocational and Educational Index codes resulted in few differences in the overall distribution of codes but provided additional information about the contribution of vocational versus educational activities to the overall code. Limitations of the Vocational and Educational Index and future directions for research are discussed.

From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We analyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after participating. The results show that the program had an impact on the students’ attitudes towards technology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.

Social challenges represent a significantly under-researched area when it comes to the poor employment outcomes in autism. In this exploratory study employees on the autism spectrum ( N  = 29) and supervisors ( N  = 15), representing seven continents, provided 128 written examples of workplace-based social challenges, their interpretation, consequences and resolution. Content analysis revealed that types of social challenges were individually oriented or associated with the work-environment. Social challenges were frequently attributed to internal or personal factors with direct consequences for the employee. Resolutions were more frequently targeted toward the individual than the workplace, and hindered employees’ experience of work. This international study represents a first look at the types of social challenges that impact equitable work participation of autistic people.

ObjectivesWith the high and rising total cost of medical school, medical student debt is an increasing concern for medical students and graduates, with significant potential to impact the well-being of physicians and their patients. We hypothesised that medical student debt levels would be negatively correlated with mental health and academic performance, and would influence career direction (ie, medical specialty choice).DesignWe performed a systematic literature review to identify articles that assessed associations between medical student mental health, academic performance, specialty choice and debt. The databases PubMed, Medline, Embase, Scopus and PsycINFO were searched on 12 April 2017, for combinations of the medical subject headings Medical Student and Debt as search terms. Updates were incorporated on 24 April 2019.Results678 articles were identified, of which 52 met the inclusion criteria after being reviewed in full text. The majority of studies were conducted in the USA with some from Canada, New Zealand, Scotland and Australia. The most heavily researched aspect was the association between medical student debt and specialty choice, with the majority of studies finding that medical student debt was associated with pursuit of higher paying specialties. In addition, reported levels of financial stress were high among medical students, and correlated with debt. Finally, debt was also shown to be associated with poorer academic performance.ConclusionsMedical student debt levels are negatively associated with mental well-being and academic outcomes, and high debt is likely to drive students towards choosing higher paying specialties. Additional prospective studies may be warranted, to better understand how educational debt loads are affecting the well-being, career preparation and career choices of physicians-in-training, which may in turn impact the quality of care provided to their current and future patients.

A qualitative examination of work meaning in the zookeeping profession pointed to the centrality of the notion of work as a personal calling. The view of calling expressed by zookeepers, however, was closer in basic structure to the classical conceptualization of the Protestant reformers than it was to more recent formulations. We used qualitative data from interviews with U.S. zookeepers to develop hypotheses about the implications of this neoclassical conceptualization of calling for the relationship between individuals and their work. We found that a neoclassical calling is both binding and ennobling. On one hand, zookeepers with a sense of calling strongly identified with and found broader meaning and significance in their work and occupation. On the other hand, they were more likely to see their work as a moral duty, to sacrifice pay, personal time, and comfort for their work, and to hold their zoo to a higher standard. Results of a survey of zookeepers from 157 different zoos in the U.S. and Canada supported the hypotheses from our emergent theory. These results reveal the ways in which deeply meaningful work can become a double-edged sword.

The Covid-19 pandemic is the latest in a series of cascading crises of global capitalism that have both exposed and intensified a systemic problem of social and regional inequality that has in fact been unfolding in the advanced economies for more than four decades. There are growing calls for 'rebuilding back better' from the pandemic, for redesigning capitalism to make it more equitable and sustainable. This paper argues that regional studies has a key role to play in shaping and informing such an agenda, but that to do so requires a rethinking of our research priorities, theoretical frameworks and normative commitments. As part of such a rethinking, the paper calls for a progressive-melioristic turn in regional studies, for a transformative vocation committed to the pursuit of equitable and just regional outcomes.

Purpose Research documents poor outcomes for autistic adults in the domains of employment, independent living, and social relationships. Measurement and sample limitations in prior studies may have amplified past estimates of poor outcomes. The goal of the current study was to improve upon past approaches and to create and describe a measurement approach to capture adult outcomes that reflected the context of young adulthood and the perspectives of autistic individuals, pairing objective outcome indicators with subjective satisfaction indicators. Methods Thirty-six autistic young adults (mean age 19.8 years) and a parent completed self-report surveys. Using these data, we defined an objective and subjective (i.e., satisfaction) outcome indicator in each of three domains: productivity (employment or post-secondary education), social well-being (frequency of contact with friends), and living situation (autonomy). Results Three-quarters of young adults experienced at least 5 out of 6 positive outcomes. Over 90% were engaged in school, work, or a structured transition program, and an equal percentage were satisfied with their productivity activity. Over three-quarters of adults had a good amount of contact with friends and were satisfied with their social life. Most young adults had a moderate level of autonomy in their daily lives, and all were satisfied with their living situation. Conclusion Tailoring outcome measurement approaches specifically for autistic young adults provided a more optimistic portrayal of outcomes than previously noted in the literature. The approach used better reflects a neurodiversity approach and may be useful for evaluating the effectiveness of transition services or interventions.