...org/journals/aspa.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact support@jstor.org. http://www.jstor.org Sat Sep 29 14:10:45 2007 James D. Carroll Florida lnternational University H. George Frederickson Universitv of Kansas Dwight Waldo The Early Years Dwight Waldo was born in 1913 in DeWitt, Nebraska, into a farming family of five brothers and sisters. He claimed his two most important boyhood...
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...The Decline and Fall of Literature November 4, 1999 ANDREW DELBANCO E-mail Print [pic]Share [pic] [pic]In Plato’s Cave[pic] by Alvin Kernan A couple of years ago, in an article explaining how funds for faculty positions are allocated in American universities, the provost of the University of California at Berkeley offered some frank advice to department chairs, whose job partly consists of lobbying for a share of the budget. “On every campus,” she wrote, “there is one department whose name need only be mentioned to make people laugh; you don’t want that department to be yours.”1 The provost, Carol Christ (who retains her faculty position as a literature professor), does not name the offender—but everyone knows that if you want to locate the laughingstock on your local campus these days, your best bet is to stop by the English department. The laughter, moreover, is not confined to campuses. It has become a holiday ritual for The New York Times to run a derisory article in deadpan Times style about the annual convention of the Modern Language Association, where thousands of English professors assemble just before the new year. Lately it has become impossible to say with confidence whether such topics as “Eat Me; Captain Cook and the Ingestion of the Other” or “The Semiotics of Sinatra” are parodies of what goes on there or serious presentations by credentialed scholars.2 At one recent English lecture, the speaker discussed a pornographic “performance artist”...
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...A Tiger vs a Cat -Difference between Chinese and Western Education- Yu Kang Pace University Fall 2011 ELI 084A Midterm Research Paper Tara Vassallo November 9, 2011 Abstract According to A cultural perspective for the differences between Chinese education and Western education, there are considerable differences between Chinese and Western education due to the influence of culture and history. What’s more, the article- Views on differences between Chinese and Western education from quality education and Analysis of the differences between Chinese education and Western -show the differences on school and family education specifically and separately. Chinese education is characterized by setting diversified strict rules and regulations on students; Whereas, Western students get more freedom and chances to choose and develop what they really interested in. Generally speaking, Chinese students usually are good law-keeper and possess solid basic foundation but lacking creative spirit. Western kids are more independently and do good jobs on innovation. However, they don not stress too much on discipline and hard working. Zhao and Bai said in Draw inspiration from comparing that Chinese and Western education should learn from each other (1999, p. 46). Therefore, integrating the essence of these two education systems will come up with a better one. Tiger VS Cat Difference between Chinese education and Western Education At the beginning of 2011, a book named “Battle...
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...Введение в Политологию Программа учебного курса Российская экономическая школа, совместный бакалавриат РЭШ-ВШЭ, весенний семестр 2014 года (64 часа в аудитории) Преподаватель – Балалаева Дина Яновна, Ph.D. Занятия: лекция - среда, 15:10-16:30, семинар- 13:40-15:00 Консультации – TBA Компетенции, формируемые в результате освоения дисциплины: В результате освоения дисциплины студент должен обладать следующими общекультурными (ОК) и профессиональными компетенциями (ПК): ОК-4, ПК-8, ПК-9 Общий объем аудиторных часов – 64 в том числе: лекции – 32 часа. практические занятия - 32 часа. Промежуточный контроль – статья. Краткая аннотация Данный курс по «Сравнительной политологии» охватывает наиболее важные темы дисциплины и прослеживает развитие методологии от сравнительных кейс-стади до крупномасштабных межвременных исследований и экспериментов на местах. Почему, в среднем, самые богатые страны – демократии? Или, заимствуя вопрос Л. Даймонда (2010), почему мир не знает ни одной арабской демократии? Почему авторитаризм не помешал (помог?) «азиатским тиграм»? Насколько устойчивы гибриды? В чем «секрет эффективности» парламентской формы правления? Почему страны с пропорциональной системой выборов больше тратят на социальные расходы, чем страны с мажоритарной формулой? Производят ли федерации больше технологических инноваций, чем унитарные государства? Каково оптимальное...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...conduct governing an individual or group Engineering Ethics: activity or discipline aimed at understanding the moral values that should guide engineering practice (only since late 1970s has systematic attention to ethics been devoted by engineers and others, as spurred by a national engineering ethics project sponsored by the U.S. Government (NSF, NEH) in 1978-1980) Why study ethics? to increase your ability as engineers to responsibly confront moral issues raised by technological activity not always in short term best interest, and bring long-term into decision making ethics are imprecise, complex, and in a given situation may conflict vague = which moral considerations to apply to a situation and in what “hierarchy” conflicting moral reasons are common, resulting in a moral dilemma disagreement over how to interpret, apply, and balance moral reasons in particular situations Illustrative “Thinking” Exercise You and your best friend graduate from high school and decide to take a cruise the summer before starting college at Yale University in the fall. While on the boat, tragedy strikes and the boat begins to sink. Your friend is severely injured, but you both manage to get into a life boat. You float in the ocean, with only a little water and sharks circling. Your friends asks you to promise that if for some reason you are...
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...The roosters were crowing before darkness had faded in the riverside Dayak hamlet of Kunsali Patamuan in Kapuas Hulu district, West Kalimantan. Through the cracks of the timber walls in the 122 metre wide long-house, the faint sound of shuffling feet on squeaky floors penetrated to the compartments, as people went back and forth to the kitchens at the back of each living quarter. Not long afterwards, the clattering of tin kettles and stirring of teaspoons could be heard right, left and centre. The long-house was awakening. The village of Malapi is one of the home villages of the Tamans, a sub group of the Iban Dayak. There are about 6000 Tamans in all, their community spread through about a dozen villages in Kapuas Hulu. The village of Malapi is one of them, and consists of a string of four hamlets, one of which is Kunsali Patamuan, and six long-houses. Each long-house lodges between 20 and 40 family units. All are close to the river which runs through the village. Our particular long-house was only recently relocated here as the ever-moving Kapuas river bed had turned its erosive powers right up to the front of the old long-house. The old site had to be abandoned. An increasing rate of riverbank erosion is one of the environmental problems facing this community as a result of upstream logging, both legal and illegal. Every family living in the old long-house builds their own compartment or bilik, and it might take ten years or more before all are completed. The wood used in...
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...of fruitless academic debate with little policy relevance.3 Such divergent readings of the scholarly literature are often explained by differences in ideology or fundamentally different theoretical orientations. This does not seem to be the case with respect to the sanctions debate. Under appropriate circumstances, it is quite possible for liberals, neoliberals, realists, neorealists, or globalists to argue in favor of using economic sanctions. If the sanctions debate is bogged down, the explanation does not seem to lie in the essentially contested nature of the subject matter. A second potential explanation is that scholars are talking past one another because they ask different questions, use different concepts, and set the discussion in different analytical contexts. In short, they are talking about different things. This article explores the second explanation. The basic paradox at the heart of the sanctions debate is that policymakers continue to use sanctions with increasing frequency, while scholars continue to deny the utility of such tools of foreign policy. 4 Two explanations for this David A. Baldwin is Ira D. Wallach Professor of World Order Studies in the Institute of War and Peace Studies at Columbia University. The author would like to thank the following for helpful comments on earlier versions of this article: Richard Betts, Alexander George,...
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...Progressive Taxation Reuven S. Avi-Yonah† Does Atlas Shrug? The Economic Consequences of Taxing the Rich. Edited by Joel B. Slemrod.∗ Cambridge: Harvard University Press, 2000. Pp. 524. $57.95. In Greek mythology, Atlas was a giant who carried the world on his shoulders. In Ayn Rand’s 1957 novel Atlas Shrugged, Atlas represents the “ prime movers” —the talented few who bear the weight of the world’s economy.1 In the novel, the prime movers go on strike against the oppressive burden of excessive regulation and taxation, leaving the world in disarray and demonstrating how indispensable they are to the rest of us (the “ second handers” ). Rand wrote in a world in which the top marginal federal income tax rate in the United States was 91% (beginning at taxable income of $400,000).2 This is an unimaginably high rate by today’s standards, when the dominant view in Washington is that a marginal rate of 39.6% (the top † Irwin I. Cohn Professor of Law, University of Michigan. I would like to thank Yossi Edrey, Allen Graubard, David Hasen, Judy Herman, Don Herzog, Jim Hines, Bob Kuttner, Doron Lamm, Jeff Lehman, Kyle Logue, Dan Shaviro, Joel Slemrod, Dennis Ventry, and Larry Zelenak for their extremely helpful suggestions. All errors are mine. * Paul W. McCracken Collegiate Professor of Business Economics and Public Policy, University of Michigan. 1. AYN RAND, ATLAS SHRUGGED (1957). 2. Joel B. Slemrod, The Economics of Taxing the Rich, in DOES ATLAS SHRUG? THE ECONOMIC CONSEQUENCES OF...
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...plagiarism, see Wikipedia:Plagiarism and Wikipedia:Copyright violations. Plagiarism is the "wrongful appropriation" and "purloining and publication" of another author's "language, thoughts, ideas, or expressions," and the representation of them as one's own original work.[1][2] The idea remains problematic with unclear definitions and unclear rules.[3][4][5] The modern concept of plagiarism as immoral and originality as anideal emerged in Europe only in the 18th century, particularly with the Romantic movement. Plagiarism is considered academic dishonesty and a breach of journalistic ethics. It is subject to sanctions like expulsion. Plagiarism is not a crime per se but in academia and industry it is a serious ethical offense,[6][7] and cases of plagiarism can constitute copyright infringement. Contents [hide] * 1 Etymology * 2 Legal aspects * 3 In academia and journalism * 3.1 Academia * 3.2 Journalism * 3.3 Sanctions for student plagiarism * 3.4 Self-plagiarism * 3.4.1 The concept of self-plagiarism * 3.4.2 Self-plagiarism and codes of ethics * 3.4.3 Factors that justify reuse * 3.5 Organizational publications * 4 In the arts * 4.1 Plagiarism and the history of art * 4.2 Praisings of artistic plagiarism * 5 In other contexts * 5.1 Plagiarism on the Internet * 6 See also * 7 Notes * 8 References * 9 Further reading * 10 External links ------------------------------------------------- ...
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...MINISTERUL EDUCATIEI CERCETARII TINERETULUI SI SPORTULUI CERTIFIED ENGLISH Hillary Diane Rodham Clinton ORADEA, 2012 Hillary Diane Rodham Clinton CONTENTS INTRODUCTION.....................................................................................................4 CHAPTER I: EARLY LIFE AND EDUCATION..................................................5 I.1 EARLY LIFE.....................................................................................................................5 I.2 COLLEGE..........................................................................................................................5 I.3 LAW SCHOOL..................................................................................................................8 CHAPTER II: FAMILY, LIFE AND FIRST LADY OF ARKANSAS............................9 II.1 FROM THE EAST COAST TO ARKANSAS..................................................................9 II.2 EARLY ARKANSAS YEARS........................................................................................10 II.3 LATER ARKANSES YEARS.........................................................................................11 CHAPTER III: FIRST LADY OF THE UNITED STATES............................................13 III.1 ROLE AS A FIRST LADY............................................................................................13 III.2 HEALTH CARE AND OTHER POLICY INITIATIVES.........
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...Betty Friedan – The Mother of Feminism Betty Friedan was born as Bettye Goldstein. She was born in Peoria, Illinois on February 4, 1921. Harry Goldstein, her father, emigrated from Russia in the 1880s in which he built himself a successful jewelry business in the United States (Parry, 2010). Miriam Horwitz, his wife and her mother, was the daughter of Hungarian Jewish immigrants, who actually was unable to attend Smith College due to her parents’ refusal (Parry, 2010). At the fact that her mother was not able to complete her dream of school and education, her mother would continually push for her to do well in her academics because she knew the potential her daughter had. However, even though she saw her potential, she knew that her daughter’s Jewish upbringing would be her hindrance, but she continued for her to strive on and was not ready to give up and surrender to how things were. Therefore, Betty’s rebuttal was always there from the beginning. Her Jewish upbringing caused Betty to experience many blunders along her way. In her high school located in Peoria, Illinois, Jews were not welcome in sororities or fraternities, which had truly played a detrimental effect on her because they played a big role at her school (Selle, 1998). Even though her academic successes were stellar, she was continually shunned upon due to her ethnicity and background. Not only was Betty a spectacular student, but also she was also a writer, poet, and the founder of a literary (Selle, 1998). But...
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...Jewish Diaspora December 16,2014 Fate of Jews in Minsk Minsk is a very special city in the history of Jewish people of the 20’s century because of it’s historical location at the heart of the Pale of Settlement, region of Imperial Russia, beyond which Jews were allowed permanent residency. Minsk became a historic Jewish center centuries before the establishment of the Soviet Union. Comprising of almost half of the city’s population by the beginning of the 20’s century, Jews played an important role in the political, economical and social life of Minsk. Unlike everywhere else in Europe during the Second World War, Jews in Minsk actively collaborated with local Byelorussian Partisan Movement in resistance against Nazis, hence an incredible number of people were able to escape the fate in ghettos. Jewish population dropped from 90.000 in 1941 to 38.000 right after the War. The first and the only memorial of the Holocaust in the Soviet Union was erected in Minsk immediately after World War II. Nevertheless, the Soviet regime remained hostile to Jewry, unofficially promoting overt anti-Semitism and creating discriminatory conditions. When the gates were open, most Jews immigrated to Israel and the United States. After the dissolution of the Soviet Union, around 10,000 Jews remained in Minsk according to census information. Contemporary Jewish organizations in Belarus estimate the Jewish population of Minsk to be around 20,000 people due to the fact that a lot of Jews felt comfortable...
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...Hong, Kil Dong Applying for MBA Yale University 1.Please discuss the principle elements of your educational and work experience to date. Describe your specific career objectives as a professional manager(three to five pages, double-spaced) Since I had worked in the xxx product department of xxx, established by my deceased father, the yearly income was $xx million in 19xx and in the top 10 rank in Korea, my major problem was a lack of knowledge in Finance and Management. Upon graduation from undergraduate studies, I was employed in the Management Planning Team. Because I did not have the background in business administration from majoring in English Literature in undergraduate, I realized the difficulty in grasping the concept of general company matters, marketing analysis, and setting up the short and long-term marketing plan. When I participated in the future development of xxx and sales project for 10 months that began in February 19xx, I realized that I was incapable of successfully performing my duties as an Assistant Manager with 8 staff members for a project in which the company heavily depended upon. It was then that I had realized what special talent was needed to become a successful manager. For instance, while analyzing xxx, xxx’s technological advantage and marketing strategies, I realized the importance of learning Marketing Research and Strategy. I also realized the importance of Financial Management and Corporate Financial Policies when planning...
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...not seen as reliable (Areputational ubiquity challenge@). We propose that the trust hypothesis stands on shaky ground. It can be sustained only under particular conditions that have been neither carefully described in theory nor subject to empirical assessment. The available evidence, patchy and inadequate as it is, seems to suggest that there are ownership-related differences in the organizational behavior of non-profits and for-profits. However, there is little evidence that these differences can be connected to trust per se or provide a rationale for the existence of nonprofit ownership. * Center of Economic Research and Graduate Education at Charles University and Economics Institute of the Academy of Sciences of the Czech Republic. E-mail: andreas.ortmann@cerge-ei.cz or aortmann@yahoo.com ** School of Medicine, Yale University. E-mail: mjs4@email.med.yale.edu Note: A shorter version of this paper has been published under the same title in...
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