944 resultados para Fullbright Scholar
Resumo:
This dissertation aims at integrating two scholarships: state-society relation studies and Chinese foreign policy analysis. I created Two-level Perception Gap Model to analyze different intellectual groups' relations with party-state by confirming Chinese intellectuals play a role in CFP making in general, China's Japan policy in particular. This model is an alternative approach, instead of conventional wisdom patron-client approach, to explain and analyze the pluralized intellectual-state relations in China. This model first analyzed the role of two intellectual groups, namely think tank scholars and popular nationalist, in China's Japan policy making, and then based on these analyses it explains the interactional patterns between these two intellectual groups and party-state. I used three case studies, which represented different types of issue, Chinese attitude toward the U.S.-Japan alliance and the Japanese defense policy, the controversy over the Yasukuni Shrine Visit, and the territorial dispute over the Diaoyu/Senkaku Islands, to examine this model. First, I examined think tank scholar groups and the extent they influenced "core interest issue and sensitive issue (Issue 1)," Chinese attitude toward the U.S.-Japan alliance and the Japanese defense policy, and their international patterns with party-state. Chapter 3 compares the responses of Chinese officials to the changes in the defense policy of Japan to the analyses from the think tank scholars. As the model assumes, results show that think tank scholars' analyses are consistent with China's policy position; nevertheless, it is difficult to confirm their analyses have influence on Chinese attitude toward the U.S.-Japan alliance and the Japanese defense policy. Based on the analysis of journal articles, most articles do not provide policy suggestions or simply provide suggestions that do not deviate from the policy. As Gu's theory of pluralist institutionalism and my hypothesis points out, most think tank scholars are establishment intellectuals so they tend to be self-disciplined. Second, this model provide a new concept "patriotic dilemma" for analyzing the challenge and constraints brought by popular nationalist discourses and public mobilization to Chinese foreign policy decision makers. Chapter 4 investigated the cases study of the controversy over the Yasukuni Shrine Visit, defined as "major/minor interest issue/ sensitive issue (Issue 3)," and the discourses from the popular nationalist, mainly focusing on anti-Japanese activists. The chapter also observes their influence on nationalist public opinions and analyzes how the nationalist public opinions constrain the policy choices among decision makers. Results strongly supported the hypothesis of patriotic dilemma that, although the popular nationalist group and public opinions constrained the policy choices of Chinese decision makers in the short term, they were unable to change the fundamental policy direction. Third, chapter 5 also focuses on anti-Japanese activists and examines the model with the case of the territorial dispute over the Diaoyu/Senkaku Islands. The result supported that hypothesis that China's policy change was not because of the influence from popular nationalist's discourses or public opinions but because of the change of priority of this issue, from major/minor interest issue to core interest issue. These two chapters also indicate that the patron-client model is unable to describe the popular nationalist. An alternative approach, such as the concept "patriotic dilemma" is needed to describe the relations between the popular nationalist and the government.
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Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.
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With the onset of global integration and knowledge of economics, the value of human capital is improving and playing a leading role in enterprise. Motivating employees in the workplace becomes an eternal and challenging subject for today's enterprise. This capstone project identifies and illustrates what motivation is, what effectively motivates employees, and how to motivate employees in the workplace. This project not only talks about individuals' motivation but also motivation in groups and specific organizations. The global workforce, as a special group, is also discovered in this project. The project mainly is based on secondary research. The types of sources come from books, journal articles, blogs, periodicals, and other print materials through the Penrose Library and websites (such as Google Scholar). This project is written for the business leaders and human resources professionals, helping them to increase employees' satisfaction and maintaining the valuable employees in their organizations.
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Objetivo. Consciente de la necesidad de una herramienta consensuada para medir la clase social en ciencias de la salud, la Sociedad Española de Epidemiología (SEE) realizó en 1995 una propuesta para su medida. El objetivo de este trabajo es explorar el impacto bibliométrico de dicha medida. Métodos. Utilizando Google Scholar y Scopus se recuperaron los artículos que citan el informe de la SEE y los que citan los artículos publicados a partir del informe. La información que se extrajo de estas citas fue: año, origen y factor de impacto de la revista de publicación, autocitas, fuente de información, área temática, ciudad del primer autor, tipo de publicación, diseño del estudio, utilización de la clase social como variable, número de categorías en las que se ha agrupado la clase social y utilización de la ocupación o de los estudios para determinar la clase social. Resultados. Se observa un aumento progresivo de las citas y una gran heterogeneidad en los temas. Generalmente las citas se publicaron en revistas con factor de impacto, en artículos originales, en trabajos de diseño transversal y por investigadores residentes en Barcelona o Madrid. Conclusiones. La propuesta de la SEE ha mostrado ser una herramienta de creciente utilidad, aplicable en distintos contextos. Como sugirió la SEE, puede ser necesaria su actualización.
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This article presents a complete codicological description of Manchester, Chetham's Library, MS 8009 (Mun.A.6.31), a late fifteenth-century production that contains a combination of secular and religious texts. The manuscript's significance for both the literary and textual scholar was recognized by Derek Pearsall when he suggested its suitability for a facsimile edition. The restrictions imposed by the Governors of the Library for reproduction under the present conditions, however, suggest that Pearsall's recommendation may have to wait for some time. The purpose of this paper is to fill that void by correcting some inaccuracies in previous descriptions and completing them with supporting visual evidence.
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The first two pages of this notebook contain a comparative chronology of the reign of Augustus, outlined in two columns. One column outlines the chronology according to ecclesiastical scholar Laurence Echard, and the other column outlines the chronology according to William Cave. The rest of the notebook contains extensive entries on the following subjects, with related rules, problems, and illustrations: fractions, decimals, arithmetical progression, geometrical progression, "disjunct proportion, or ye Golden Rule," signs and symbols, integers, geometrical definitions, and Euclidian geometry.
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These appear to be Parmele's notes on a work by the scholar William Jones (1726-1800) regarding the Catholic doctrine of the Trinity.
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Abraham Hill (A.B. 1737) claimed that Prince had come to his College chamber "smoaking a pipe of Tobacco" the previous summer and asked numerous unusual questions. Hill also testified that Prince had accused fellow Tutor Daniel Rogers of being someone who "never did know what a scholar was" and Tutor Henry Flynt of having been "superannuated long ago." This deposition was attested by Justice of the Peace Trowbridge.
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This long and narrow leather-bound volume, sometimes referred to as the Long College Book, contains early records of Harvard's two governing boards, the Corporation and the Board of Overseers, as well as a miscellany of entries, made in multiple hands, on assorted topics. Although its proper title is College Book 1, the spine title reads "College Book 1 & 2" due to a nineteenth century labeling error. Proceedings from Corporation and Overseers' meetings were entered unsystematically in this volume, alongside financial statements and other records. The varied purposes of the individual quires which make up this volume, along with the early scarcity of paper, contribute to its disorganized nature. One scholar described it as "jumbled together in a haphazard way now impossible of explanation," although several other scholars have attempted to explain its organization. Some entries are in Latin.
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Diary kept in an interleaved almanac from 1751. Entries in the diary are brief and sporadic, recording events including travel, visitors, weather, sermons heard, holidays, illnesses and deaths. Occasional expenses are noted, including ones for hay, cider, bottles, shoes, and doctoring. A few dates of college events are noted, including the semi-annual Corporation meeting and Commencement. On the last page is a list of student names, presumably those tutored by Marsh.
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Headed on the first page with the words "Nomenclatura hebraica," this handwritten volume is a vocabulary with the Hebrew word in the left column, and the English translation on the right. While the book is arranged in sections by letter, individual entries do not appear in strict alphabetical order. The small vocabulary varies greatly and includes entries like enigma, excommunication, and martyr, as well as cucumber and maggot. There are translations of the astrological signs at the end of the volume. Poem written at the bottom of the last page in different hand: "Women when good the best of saints/ that bright seraphick lovely/ she, who nothing of an angel/ wants but truth & immortality./ Verse 2: Who silken limbs & charming/ face. Keeps nature warm."
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This letter was written by John Quincy Adams on July 2, 1786 to his younger brother, Thomas Boylston Adams, who was then staying with their uncle, the Reverend John Shaw, in Haverhill, Massachusetts. In the letter, John gives Thomas advice on life as a student at Harvard, instructing him to choose his friends carefully, to favor those who are virtuous and studious over those who are idle and prone to vice, to maintain an "unblemished moral reputation," and to spend as much as six hours each day studying in order to excel as a scholar.
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This leather-bound volume contains ten handwritten Hebrew texts presumably compiled by Judah Monis in the early 18th century. The pieces range from three to 150 pages on different sized leaves and appear to be in multiple hands. The last page of the volume has the struck-through inscription, "Judah Monis' Book" and accompanies a 44-page text. The texts are unattributed and undated, but have been identified as transcriptions of cabalistic writings and include a short biography of Isaac Luria (1533-1572) and extracts from the work of Luria, Hayyim ben Joseph Vital, Jacob ben Hayyim Zemah, Abraham ben Isaac of Granada, and Naphtali Bachrach. The transcriptions appear to be unattributed and undated.
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Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2014
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In an ageing world with demographic and economic imbalances, the number of international migrants is likely to rise during the twenty-first century. The geography of migration flows is changing, however. Mobile people will be increasingly attracted by faster-growing economies. Therefore, some traditional destinations in western Europe will face stronger competition for skilled labour-not least from countries like China where the working-age population will shrink after 2020. At the same time, the sentiment in many European receiving societies is turning against migration and intra-European Union mobility.