American universities announced that their branch campuses in Qatar were operating normally while they monitored diplomatic developments. US Universities in Qatar monitor Diplomatic Chaos in the on-going crisis within the Gulf Countries.
This article published in USNews.com on June 5, 2017, written by Carolyn Thompson, Associated Press elaborates on the confusing situation.
FILE – In this April 2012 file photo with the new high-rise buildings of downtown Doha in the background, Qatari women and a man enjoy walking by the sea in Doha, Qatar. Saudi Arabia and three Arab countries severed ties to Qatar on Monday, June 5, 2017 and moved to cut off land, sea and air routes to the energy-rich nation that is home to a major U.S. military base, accusing it of supporting regional terror groups. (AP Photo/Kamran Jebreili, File) THE ASSOCIATED PRESS
“American universities said branch campuses in Qatar were operating normally Monday while they monitored diplomatic developments in the Gulf nation.
After Saudi Arabia and other Arab powers severed diplomatic ties and shut down land, sea and air links with the energy-rich nation, Northwestern University, Texas A&M University, Georgetown University, Virginia Commonwealth University said they were keeping their Qatar faculty and students informed while summer classes continued.
“The safety and security of our students, faculty and staff are top priorities of the university,” Northwestern spokesman Alan Cubbage said in a statement echoed by the others.
The universities, along with Weill Cornell Medical College and Carnegie Mellon University, have programs in Qatar’s “Education City” complex, which was established by the Qatar Foundation for Education, Science and Community Development to enable Qataris and others to earn U.S. degrees without going abroad.
Bahrain, Egypt, Saudi Arabia and the United Arab Emirates accused Qatar of supporting terror groups in the region and began withdrawing their diplomatic staff. Regional airlines announced they would suspend service to Qatar’s capital, Doha, where the 25,000-acre Education City is situated.
Qatar has denied the allegations.
“It is too early to know the real impact on VCU Qatar, including travel plans of our students, faculty and staff,” said Pamela DiSalvo Lepley, spokeswoman at Virginia Commonwealth University, whose Qatar campus has 28 students enrolled for the summer session. About 365 students are enrolled during the academic year.
The Qatar Foundation was established in 1995 by then-ruler of Qatar, Sheikh Hamad bin Khalifa Al Thani. Members of the ruling family and influential government ministers serve as trustees and directors.
“We are monitoring the situation closely and keeping our community apprised through regular communications,” Georgetown University said in a statement. Its Qatar campus has about 10 current students from the affected countries, the statement said.
Two students from the countries that severed relations are enrolled at Northwestern University-Qatar for the summer, out of 90 overall, Cubbage said. Fewer than 20 students from the Gulf countries are enrolled at that school for the fall.
Carnegie Mellon said it was conferring with the State Department and monitoring the situation. “The university will offer any necessary assistance to any members of our community who may be affected,” the university said in a statement.
The university doesn’t have a summer session but said there were currently a “small number of students on campus.” During the academic year, about 400 students are enrolled at its Qatar campus. Cornell University declined to comment to The Associated Press.”
Copyright 2017 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
Although young people are driving a global wake-up call on climate change and the need to reduce our carbon footprint, many Universities struggling with the concept and agenda of ‘Greening’ and their achievements to date have been “scattered and unsystematic”, UN Environment, the leading global environmental authority, warned this week. But what is behind Universities struggling with the concept and agenda of ‘Greening’? Is it another mission like those of the US Universities in Qatar Monitoring Diplomatic Chaos.
In a report published on its website, it says some schools and universities are leading by example and reducing carbon emissions, promoting renewable energy and becoming “hotbeds of activism on the defining issue for a generation”.
But, it says, “while some noteworthy exemplars of university sustainability initiatives exist around the world, there is a need to maximise the potential benefits by encouraging their replication in as many universities as possible globally.”
This article is part of a series on Transformative Leadership published by University World News in partnership with Mastercard Foundation. University World News is solely responsible for the editorial content.
Across the world, UN Environment is working with universities to set up national and regional Green University Networks to enable institutions to incorporate low carbon-climate resilience development strategies and sustainability in education, training and campus operations.
“Decarbonising our economies and lives will be a defining and recurrent element of any profession until the end of this century,” said Niklas Hagelberg, coordinator of the Climate Change Programme at UN Environment. He said going carbon-neutral provides a great opportunity to “demystify carbon neutrality for students” and can give them a practical experience through inclusion in curricula and operations of the school or university.
UN Environment has produced the Greening Universities Toolkit V2.0 to inspire universities to design, develop and implement strategies for green, resource-efficient and low carbon campuses.
The toolkit aims to encourage and promote the contribution of universities to the overall sustainability of the planet and help them become agents of change. Drawing on innovations and best practice in sustainability, it looks at defining sustainability, initiating transformations, indicators, technologies for transformation, policy governance and administration and resources for change.
It includes dozens of case studies from Africa, Asia-Pacific, Europe, Latin America and North America outlining sustainable campus innovations implemented.
In Britain, declaring a climate change emergency, the University of Bristol had already become what is thought to be the world’s first higher education institution to issue its own ‘climate emergency’ declaration, reflecting growing student unease over the slow pace of official action. Two weeks later, parliament, on 5 May made history by declaring a ‘climate change emergency’.
The university has reduced carbon emissions by 27% since 2005 through a combination of technical measures, including heating controls and LED lighting. It has pledged to become carbon neutral by 2030 and in March 2018 it announced plans to divest completely from all investments in fossil fuel companies within two years.
“The University of Bristol plays a key role in fighting climate change; it does this through its research, its teaching and how it operates,” said Professor Judith Squires, deputy vice-chancellor and provost.
“Calling a climate emergency highlights the urgency of the task we are engaged in and I hope others join us in increasing their action on this, the biggest challenge we face.”
UN Environment said it is fitting that Bristol University should be a leader in this field: it houses the Cabot Institute for the Environment, home to several of the lead authors on reports for the Intergovernmental Panel on Climate Change, including last year’s devastating analysis that the world is running out of time to limit global warming to 1.5°C above pre-industrial levels.
Many other positive examples among universities exist to inspire innovation and action.
Achieving carbon neutrality
For example, Bowdoin College in Maine in the United States became carbon neutral in 2018, two years ahead of the schedule it pledged as part of the Presidents’ Climate Leadership Commitments. The private liberal arts college reduced its carbon emissions by 29%, from 16,326 metric tons in 2008 to 11,620 metric tons in 2017.
Bowdoin College installed a cogeneration turbine, which produces electricity as a by-product of generating heat, converted buildings from oil to natural gas, insulated 5,100 feet of underground steam tunnels, replaced thousands of lights with efficient LED bulbs and diverted more than 50% of its waste from landfills.
To account for its remaining emissions, the college is investing in carbon offsets with regional impacts, and in renewable energy credits associated with wind farms. Additionally, Bowdoin is announcing a pioneering renewable energy project partnership that will result in the largest solar array in the state of Maine.
This will involve working with other educational institutions to help fund construction of a 75-megawatt solar project in Farmington. The project is expected to offset nearly half of Bowdoin’s annual electricity consumption.
As part of its carbon neutrality action plan, Bowdoin has held energy reduction contests, trained eco-reps to educate the campus community and employed about 200 students to raise awareness about climate change among their peers.
It has increased its composting of food waste, switched security officers out of vehicles and onto bikes to use less petrol, and has insulated buildings and sealed doors and windows to reduce energy waste.
In Washington DC, American University also reached carbon neutrality two years ahead of schedule. It now uses 21% less energy per square foot than it did in 2005.
American University also has eight green roofs, seven solar panel arrays and nine bioretention basins and rain gardens. All of its shuttle buses run on biodiesel, the campus is also bicycle-friendly and the university has planted more than 1.2 million trees in the city to offset greenhouse gas emissions from commuting.
Half of American University’s power needs come from a solar panel farm it established in North Carolina in partnership with the George Washington University and George Washington University Hospital. The other half comes from renewable energy credits.
Australia’s Charles Sturt University was certified the country’s first carbon neutral university in 2016. As well as procuring carbon offsets, it has introduced electric carts on campuses, commissioned solar photovoltaic systems, established battery recycling centres and beefed up its recycling processes.
In Kenya, Strathmore University set out to become the first climate neutral university in the country and installed a 0.6 MW rooftop solar plant to provide energy and reduce its carbon footprint. The Strathmore Energy Research Centre decided to export the excess energy to the grid and a power purchase agreement was signed in 2015. The solar plant is also used as a live laboratory to train technicians to design and maintain such installations.
UN Environment says it is working with other Kenyan educational institutions through the Kenya Green University Network, which was launched in 2016 in collaboration with the National Environment Management Authority and the Commission for University Education. The aim is to integrate sound environmental practices and knowledge sharing into Kenya’s 70 public and private universities.
Direct personal action
Students across the world in schools and universities have also taken direct, personal action. At West Hollow Middle School in Long Island in the United States, students have taken the UN’s Climate Neutral Now pledge to measure the school’s greenhouse gas emissions, reduce what they can and offset the rest using certified emissions reductions.
UN Environment said such action has effects that ripple out into the community. West Hollow School has produced a full curriculum for teachers to raise awareness among students and encourage both pupils and staff to also work on reducing their carbon footprints at home.
For Bristol University student, Giles Atkinson, who had a key role in organising the petition to declare a climate emergency, universities can take a leading role in responding to climate change.
“This [climate emergency] declaration will help communicate the urgency of the situation and inspire further action. We hope that other universities follow suit,” he said.
Hamad Bin Khalifa University (HBKU) of Qatar organizes International Hydrogen Energy workshop as reported by Gulf Times of Qatar as an attempt to not only inform on the country’s hydrogen energy opportunities but also to promote discussions regarding the nation’s strategy of its energy transition.
The picture above is of the Qatar Foundation Headquarters in Doha.
October 10, 2020
Qatar Environment and Energy Research Institute (QEERI) at Hamad Bin Khalifa University (HBKU) organized an international workshop entitled The Hydrogen Energy Opportunity for Qatar.
The two-day event sought to inform stakeholders on the countrys hydrogen energy opportunities, promote discussions regarding a national strategy, and facilitate international collaboration in the areas of policy, business and research, and saw the participation of over 50 delegates from eight countries including Qatar, Japan, Australia, the United States, United Kingdom, Germany, France, and Switzerland.
Organized in line with QEERIs mandate to support Qatar in tackling its grand challenges related to energy, water and the environment, the workshop brought together leading international experts and national stakeholders from the public, private, academic and industry sectors. The Hydrogen Energy Opportunity for Qatar also reflected the unprecedented attention currently being paid to hydrogen energy as well as global efforts to harness its full potential.
The Principal Economist at QEERI and chair of the workshop Dr. Marcello Contestabile, explained: “There is a growing international consensus that hydrogen has a key role to play in a deeply decarbonized energy system. Conversely, there is also a need for large investments and international cooperation to ensure that hydrogen technology is scaled up and rolled out, and for markets to be created for the end product.
“Qatar is already playing a global role in the energy transition as a major supplier of the cleanest fossil fuel and is taking assertive steps to reduce the greenhouse gas footprint of the LNG it delivers through methane management and CCS. Hydrogen will allow the country to take this further and continue to profit from its endowment of natural gas in a low carbon world. To make the most of it, however, a joint approach at the national and international level is required.” he said.
He added: “The timeliness of the event is demonstrated by the very strong and enthusiastic response we received from international experts and national stakeholders alike. We provided a forum for the necessary conversations to begin and look forward to continuing to play our part supporting the development of a hydrogen ecosystem in Qatar.”
The Energy Technology Analyst in Hydrogen and Alternative Fuels at the International Energy Agency (IEA) Dr. Jose M Bermudez, said: “Hydrogen could play a key role in the energy transition, especially in hard to abate sectors where direct electrification will be challenging and sustainable biomass availability will not be able to meet energy demands. However, this will require to significantly expand hydrogen use and, at the same time, switch hydrogen production to low-carbon routes. This is not an easy endeavour and will require a lot of collaboration and coordination at all levels and, especially, at international level.”
He added: “The first step that countries should take is to develop their national hydrogen strategies that take into due consideration the evolution of the international landscape. Platforms like this workshop, bringing together local and international stakeholders, are ideal to stimulate the conversations and knowledge sharing that is required to develop strategies that will shape the role of hydrogen in a future clean energy system”
Highlighting the importance of such conversations among stakeholders, Dr. Marc Vermeersch said: “It is absolutely imperative that we combine forces and work collectively to achieve the targets set forth by the Qatar National Vision 2030. The Hydrogen Energy Opportunity for Qatar workshop provided a platform not just for knowledge sharing and learning global best practices, but also to discuss how each of us can contribute towards building a robust and efficient strategy for Qatar.”
QEERI is committed to assisting Qatar to diversify its energy mix, and focuses on sustainability research, development and innovation across its various centers including the Energy Center, Water Center, Environment and Sustainability Center, Corrosion Center and its Earth Sciences Program.
A Qatar based media The Peninsula dwelt on how a local institution Qatar Foundation aka QF is stemming the brain drain meaning of earlier times. Qatar representing 0.10% of the total MENA region land area could perhaps be only doing that to the same proportion. Is it still worth it? Another hiccup would be that of the increasingly divested from and diminishing fossil fuels export-related revenues; could these be that helpful at the same rate in the future, be it near or far? In any case, let us see what it is all about.
The image above is for illustration only and is of the Qatar Foundation headquarters in Doha, Qatar.
QF stemming the brain drain
Doha: In the past decades, many of the MENA region’s best Arab scientists, inventors, engineers, designers, and innovators left their home countries for better opportunities in the West.
While the reasons for the “brain drain” in this part of the world have been varied, many of these talented youth cite a lack of support and resources as their reason for leaving. However, the situation is evolving – for the better.
For more than a decade, Qatar has become a confluence for science and innovation in the MENA region. It is home to Qatar Foundation’s (QF) edutainment show Stars of Science, and it hosts Qatar Science & Technology Park (QSTP).
The show falls under QSTP’s umbrella of programmes that support incubation and start-ups, enhancing capacity to further develop the Qatar Foundation Research, Development and Innovation (QF RDI) ecosystem. The area is fast becoming recognised as the epicentre for technological, engineering, and scientific innovation.
This ecosystem supports and nurtures home-grown innovations from some of the region’s brightest young Arab minds with a view to stemming the tide of MENA innovators seeking resources, support, and mentorship elsewhere. It provides inventors with a nurturing environment where they can refine their inventions, gain guidance, confidence, and mentorship, with the aim to retain promising talent. And with numerous alumni creating innovations that are being used globally, the program also helps to showcase Arab talent to the wider world.
While Stars of Science helps shape the region’s future through revealing the potential of innovators, QSTP promotes one of QF’s key objectives; empowering the innovator behind the idea.
Contestants are automatically enrolled into the flagship accelerator programme, XLR8, where they can continue working on their projects with QF’s support. This unique innovation hub assists inventive entrepreneurs with successful startups, helping them bring their creations to the market within the region, but also internationally.
One such innovator is Dr. Nour Majbour, former researcher at Qatar Biomedical Research Institute, part of QF’s Hamad Bin Khalifa University (HBKU), who took her fascination with the human brain and created a laboratory kit designed to diagnose Parkinson’s disease in its early stages through antibodies. After the show, Dr. Majbour went on to further develop her Stars of Science project, named QABY, within Qatar’s supportive technological ecosystem and officially registered it as a trademark with QF.
Another alumnus from the show is veterinarian Dr. Mohammed Doumir from Algeria – his ingenious project addresses the issue of limping in racing camels. Post Stars of Science, Qatar’s unique collaborative ecosystem appealed to Dr. Doumir, and he stayed in the country pushing for technological advancement and promoting innovation. With the support of the QSTP Product Development Fund – which incubated and funded his idea – he opened his own company named Vetosis, and is now the director for veterinary research and innovation at QSTP. He is currently adding new applications to his device for camel training and fitness promotion.
In Stars of Science Season 11, Abdulrahman Saleh Khamis, from Qatar, took inspiration from his Islamic faith to develop Sajdah, the unique Smart Educational Prayer Rug. Targeted at young and newly converted Muslims, the rug teaches the user the correct way to pray — and more.
After Stars of Science, he started his own company, Thakaa Technologies currently incubated at QSTP where he received funding through the QSTP Product Development Fund. He also successfully completed a pre-order crowdfunding campaign on Launchgood, a platform co-founded by another Stars of Science alumnus, Omar Hamid.
These projects serve as prime examples of incredible collaborations with Qatar’s technological ecosystem, and are a testament to successfully promoting Arab innovators. They highlight Qatar’s unique atmosphere of innovation and support, to the benefit of the Arab region – and beyond – transforming ideas into inventions that positively impact local and international communities.
But, like women elsewhere, they lag when it comes to careers in these fields. As recent research shows, bridging this gap matters not just for women, but for the future of us all. So, how come Arab women are thriving in science and math education? The New York Times tells this story.
Here’s a strange paradox: In the Middle East, where many countries face stark gender inequality, women earn more science and math degrees per capita than their counterparts in the United States and Europe. In fact, up to 57 percent of all STEM (science, technology, engineering and math) graduates in Arab countries are women, according to Unesco.
On the other hand, take Qatar, a small country with a population of just 2.8 million. The country’s first university, Qatar University, opened its doors only in 1973, with separate faculties for men and women. But by 2012, there were almost twice as many female students enrolled in the university as there were males.
Bolstered by the country’s fervor for higher education, more women are attending Qatar’s private universities — and more are pursuing traditionally male-dominated career paths, including engineering and science. Qatar Foundation’s 3,000-acre Education City campus, home to eleven K-12 schools and nine leading universities — including branches of Georgetown, Cornell and Texas A&M — standing alongside a science and technology park, global innovation forums, a modern art museum, start-up incubators and more.
Many of these Qatari campuses are already drawing much greater percentages of women in their programs than similar ones in the U.S. At Texas A&M University at Qatar, women account for 51.6 percent of all undergraduate engineers — more than double the U.S. national average of 23.4 percent.“For people who have never been to the Middle East, they may well think women here are somehow oppressed, covered up and kept at a different level,” says Lama Al-Oreibi, reservoir engineer at Shell and former student at Texas A&M University in Qatar. “But engineering and science are professions that are looked upon highly in this part of the world. And I was encouraged by my family to pursue this path.”
In contrast to stubborn stereotypes elsewhere, adds Mashael Al-Sabah, a cybersecurity scientist at Qatar Computing Research Institute inside Education City, Qatari people don’t generally perceive men to be better at science and math.
“THE WOMEN IN ENGINEERING AND SCIENCE HERE OUTNUMBER MEN AND, OFTEN, THEY PERFORM BETTER.”
Up to 57%
of all STEM graduates in Arab countries are women.
This sentiment is echoed by Rana Dajani, a Jordanian molecular biologist and associate professor at Hashemite University, who is currently writing a paper about this subject, slated for publication later this year. “[Middle Eastern] women’s attraction to STEM studies is something that runs much deeper than the region’s modern history,” she says. “A theme in Islamic culture is that you are respected for your mind. Therefore, if you go into science, this is something respectful, because it celebrates your mind — and this was the same for boys and girls.”
THE WOMEN CHALLENGING STEM’S STATUS QUO IN QATAR
From current students to alumni, here are the stories of some women of Education City who have broken through stereotypes in Qatar to pursue their dreams in STEM.
For 14-year-old Al Shamari, technology “is the solution to everything.” “Take astrophysics, for example. If we have a way to control it, we have a way of sustaining life on Earth without having to go back to traditional ways.”
Now a student at Qatar Academy for Science and Technology, she says she enrolled because the only other STEM school for her age group in Qatar is an all-boy school. “Here, everyone puts gender aside because that doesn’t matter in education. We all know how to work together,” she says. And for the future? “I want to go to MIT. There was a girl who graduated from MIT who figured out the algorithm for the black hole picture. It’s like a 900,000-line algorithm to figure out where to put the pieces, and I’m really impressed by her.”
“I LOVE SCIENCE AND ESPECIALLY ASTROPHYSICS. PEOPLE ALWAYS LOOK TO THE GROUND FOR SOLUTIONS. WHY DON’T WE LOOK UP?”
As a part of her course, Abdalla, a student at Texas A&M University in Qatar, is currently making an innovative type of low-fuel vehicle — from scratch. But even for a pioneering engineer like her, gender expectations have been hard to escape. “We were taking the car from the garage to the lab,” she says, “and this guy shouted at my [male] friend, saying he should help me carry it!”
The 22-year-old, who is studying mechanical engineering, says she likes that engineering opens up many different areas of work. “I feel that there will always be a need for scientists and engineers. As an engineer, you feel like you’ve got some skills that other people may not have — and I like that.” After graduation, Abdalla is set to start a Ph.D. in Virginia, in the U.S.
“ONE OF THE THINGS I REALLY LIKE ABOUT GOING INTO ENGINEERING IS THAT YOU CAN ACTUALLY GO INTO SO MANY OTHER AREAS. I LIKE THAT IT TRAINS YOUR MIND IN A CERTAIN WAY AND I FEEL THERE WILL ALWAYS BE A NEED FOR SCIENTISTS AND ENGINEERS.”
Al-Oreibi was among the first groups of students to attend Texas A&M University in Qatar. “I wanted to stay in Qatar for university, and Texas A&M was opening here at the time,” she says. “It’s still a male-dominated industry, but in my class there were six girls and five guys, so we had a pretty good head start.”
Now a reservoir engineer at Shell, Al-Oreibi says she’s excited to be a part of the transition toward sustainability in oil and gas. “We have more awareness around our carbon footprint, something that wasn’t as strongly driven when I first joined the industry,” she says. “I’m very proud to be contributing to the global energy supply and doing so in a safe, environmentally friendly manner.”
“WITH SCIENCE, FOR ME, THE SKY’S THE LIMIT. YOU CAN DO ANYTHING WITH IT, AND YOU CAN HAVE AN IMPACT. AT THE END OF THE DAY, I’D LIKE TO THINK THAT WHAT I DO ON A DAY-TO-DAY BASIS HAS A POSITIVE IMPACT ON MY SOCIETY AND THE HUMAN RACE.”
But for Veronica Bermudez, senior research director for energy at Education City’s Qatar Environment and Energy Research Institute, the real issue comes after university, when these highly educated women enter the job force — or rather, don’t. In fact, although Qatar’s female labor-force participation ranks higher than the world average, the proportion of Qatari women in the work force still lags slightly behind that in developed countries. “In the renewable energy sector, for example, the growth expectations in terms of jobs are going to triple in the next 10, 20 years,” says Bermudez. “We really need to engage more females in STEM to be able to address that challenge.”
Despite regional differences in female participation in STEM education, getting more women into science and math jobs remains a challenge across the world. High female participation in STEM education doesn’t necessarily translate into employment. Across OECD countries, 71 percent of male graduates in STEM subjects work as professionals in STEM fields, compared with only 43 percent of female graduates, according to the Organization for Economic Cooperation and Development.
For Arab women in particular, a number of barriers block them from finding employment in their respective STEM fields: Unesco’s “Science Report: Towards 2030” points to everything from low awareness about what a career in STEM entails to a lack of female role models and a family bias against working in mixed-gender environments. A dearth of suitable positions can hold women back, too. “We simply don’t have a market like Silicon Valley,” says Sana Odeh, clinical professor of computer science at New York University in Abu Dhabi, who’s working on a study on Middle Eastern women’s participation in STEM. “There aren’t thousands of jobs that are opened up by these large companies.”
Then, of course, there are the more universal issues, which for Dajani are every bit as important. “The workplace as we know it today was created around 100, 150 years ago by men, for men,” she says.
“THE FUNDAMENTAL DIFFERENCE IS BIOLOGICAL, EVOLUTIONARY — WOMEN HAVE BABIES AND NEED TO NURSE THEM. AND THE MODERN WORKPLACE DOESN’T FIT THIS.”
of the total student body at Texas A&M University in Qatar are women.
Anna Paolini, director of Unesco’s regional office in Doha, agrees. “We see willingness and interest from women to continue working, but once they get married many don’t go back to work, and that’s a loss for the system and for countries as small as Qatar.”
This “loss” that Paolini points to takes a toll on the bottom line, too. A growing body of evidence shows that more diverse organizations enjoy greater creativity, stronger governance, better problem-solving skills — and increased profitability. What’s more, an International Monetary Fund report from this year states that the growth gains from adding more women to the labor force are larger than previously thought — closing the gender gap could increase GDP by an average of 35 percent for much of the developing world.
And nowhere is diversity so valuable as in scientific study itself, according to Andrei Cimpion, associate professor of psychology at New York University, who has conducted studies on gender stereotypes in STEM. “The reality of what scientists do is that they work in teams. They work for socially important goals that help humanity,” he says.
“SCIENCE CAN ACCOMMODATE — AND NEEDS — THESE DIFFERENCES. SCIENCE DOES NOT EXCLUDE NOR DOES IT PREVENT SUCCESS BASED ON PERSONALITY CHARACTERISTICS.”
of female STEM graduates in OECD countries work in STEM fields, vs. 71% of male graduates.
However, for Bermudez, the costs of a lack of diversity in STEM could be even greater than that. “Men and women see things from a different point of view,” she says. “And if we keep this male dominance in STEM, we are skipping 50 percent of human resources around the world. With a diverse group, you have more opportunities to find the right way to solve problems.”
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