The Conference of European Schools for Advanced Engineering Education and Research (CESAER) is a non-profit association of leading engineering universities in Europe. CESAER was set up on May 10, 1990, with headquarters in Leuven, Belgium. The main objectives are to provide high quality engineering education in Europe and to improve links between association members in research, as well as postgraduate and continuing education.
Read more about Conference Of European Schools For Advanced Engineering Education And Research: Members
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“Politics is still the man’s game. The women are allowed to do the chores, the dirty work, and now and then—but only occasionally—one is present at some secret conference or other. But it’s not the rule. They can go out and get the vote, if they can and will; they can collect money, they can be grateful for being permitted to work. But that is all.”
—Mary Roberts Rinehart (1876–1958)
“Assassination is the perquisite of princes.”
—19th-century European court cliché.
“I lay my eternal curse on whomsoever shall now or at any time hereafter make schoolbooks of my works and make me hated as Shakespeare is hated. My plays were not designed as instruments of torture. All the schools that lust after them get this answer, and will never get any other.”
—George Bernard Shaw (1856–1950)
“Predatory capitalism created a complex industrial system and an advanced technology; it permitted a considerable extension of democratic practice and fostered certain liberal values, but within limits that are now being pressed and must be overcome. It is not a fit system for the mid- twentieth century.”
—Noam Chomsky (b. 1928)
“Mining today is an affair of mathematics, of finance, of the latest in engineering skill. Cautious men behind polished desks in San Francisco figure out in advance the amount of metal to a cubic yard, the number of yards washed a day, the cost of each operation. They have no need of grubstakes.”
—Merle Colby, U.S. public relief program (1935-1943)
“Casting an eye on the education of children, from whence I can make a judgment of my own, I observe they are instructed in religious matters before they can reason about them, and consequently that all such instruction is nothing else but filling the tender mind of a child with prejudices.”
—George Berkeley (1685–1753)
“The research on gender and morality shows that women and men looked at the world through very different moral frameworks. Men tend to think in terms of “justice” or absolute “right and wrong,” while women define morality through the filter of how relationships will be affected. Given these basic differences, why would men and women suddenly agree about disciplining children?”
—Ron Taffel (20th century)