...Beyond Consumerism: New Historical Perspectives on Consumption Author(s): Frank Trentmann Source: Journal of Contemporary History, Vol. 39, No. 3 (Jul., 2004), pp. 373-401 Published by: Sage Publications, Ltd. Stable URL: http://www.jstor.org/stable/3180734 . Accessed: 21/03/2011 08:15 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=sageltd. . 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. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Sage Publications, Ltd. is collaborating with JSTOR to digitize, preserve and extend access...
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...PROCEDURES AND RECORDING PROCEDURES IN THE EARLY ISLAMIC STATE OMAR ABDULLAH ZAID UNIVERSITY OF BAHRAIN ACCOUNTING HISTORIANS JOURNAL VOL 31, NO 2 Abstract: Despite advances in historical knowledge the precise origins of accounting systems and recording procedures remain uncertain. Recently discovered writings suggest that accounting has played a very important role in various sections of Muslim society since 624 A.D. This paper argues that the accounting systems and recording procedures practiced in Muslim society commenced before the invention of the Arabic numerals in response to religious requirements, especially zakat, a mandatory religious levy imposed on Muslims in the year 2 H. INTRODUCTION In an influential contribution Parker [2000] wrote that "the writing of accounting history is increasingly dominated by writers in English discussing private-sector accounting in English-speaking countries of the 19th and 20th centuries ... the scope of accounting history is much wider than this" [p. 66]. This paper seeks to further advance our increasing knowledge of the history of accounting outside English-speaking countries in periods earlier than the modern era. It also contests de Ste. Croix's claim [1981, p. 114] that "there seems to have been no really efficient method of accounting, by double or even single entry, before the thirteenth century". Analysis of medieval bookkeeping systems in Muslim society throws doubt on this assertion. The paper seeks to explore the work...
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...some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and text-level processes as they are grounded in structures, genres, and disciplinary knowledge pursuits. After the account of these cognitive processes, we turn to a setting-level analysis, in which we examine word- and text level processes within schooling (including instruction in English language arts and the subject matters of history and science) and policy contexts. As we unpack each...
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...1 The Foundations of International Society 2013-2014 Part I: Politics 2 (International Relations I) Paper organiser: Professor Christopher Hill (POLIS): Room 105, Alison Richard Building Email: cjh68@cam.ac.uk Lecturers: Professor Hill (CH), Dr Elisabetta Brighi (EB), Dr Aaron Rapport (AR) and Dr Stefano Recchia (SR). Aims and Objectives The course aims to introduce students to the subject of International Relations (IR), whose main focus is the nature of politics at the international level. Students will acquire the empirical and conceptual foundations needed to understand a world political system which cannot be accurately described as either pure anarchy or a coherent form of ‘global governance’. The starting point is the notion of ‘international society’, which refers to the set of institutions and common procedures generated by states over the last three and a half centuries in their attempts to achieve some minimal form of co-existence, but which has gradually evolved to include many non-state actors and different levels of activity – diplomatic, economic and cultural, as well as that of military competition. By the end of the course you should be able to have an informed discussion about: the historical origins of the present system; what is distinctive about international politics as opposed to politics inside the state; and the main challenges which confront humanity in the twenty-first century. You will also acquire a basic familiarity with the main theories needed...
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...Cynde Snider Table of Contents Plagiarism………………………………………………………………. Plagiarism Statement - Middle School……………………………..... Plagiarism Statement - High School……………………………….... English Research Requirements…………………………………….. Middle School Requirements…………………………………... 9th Grade Requirements………………………………………… 10th Grade Requirements………………………………………. 11th Grade Requirements………………………………………. 12th Grade Requirements………………………………………. Frequently Asked Questions…………………………………………. Annotated Bibliographies……………………………………….. Citation Formats…………………..……………………………... Common Mistakes………………………………………………. Documentation and Plagiarism…………..…………………….. Internet and Databases…………………………………………. MLA Manuscript Form…...……………………………………… Note Cards…..…………………………………………………… Outlines…………………………………………………………… Paraphrases and Quotations..…………………………………. Parenthetical Documentation……………………………...…... Quoting Poetry……………………………..……………………. Research Papers..………………………………………………. Research Process……………….……………………………… Research Projects……….……………………………………… Source Cards..…………………………………………………… Works Cited Page……………………………………………….. Research Glossary……………………………………………………. Online Resources……………………………………………………… Works Cited…………………………………………………………….. Documenting Sources Using MLA Format………………………….. 3 4 5 6-11 7 8 9 10 11 12-49 13-14 15 16-19 20 21 22-24 25-26 27-31 32-35 36-38 39-40 41 42-43 44 45-46 47-49 50-62 63 64 65-71 -2- Research Paper Survival Guide Plagiarism Plagiarism is the representation of another’s ideas or writing as his own...
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...Argue a. Along similar lines, [X] argues that ___. b. There seems to be no compelling reason to argue that ___. c. As a rebuttal to this point, it might be (convincingly) argued that ___. d. There are [three] main arguments that can be advanced to support ___. e. The underlying argument in favor of / against [X] is that ___. f. [X]’s argument in favor of / against [Y] runs as follows: ___. Claim a. In this [paper], I put forward the claim that ___. b. [X] develops the claim that ___. c. There is ample / growing support for the claim that ___. d. [X]’s findings lend support to the claim that ___. e. Taking a middle-ground position, [X] claims that ___. Data a. The data gathered in the [pilot study] suggests / suggest that ___. b. The data appears / appear to suggest that ___. c. The data yielded by this [study] provides strong / convincing evidence that ___. (yielded = generated) d. A closer look at the data indicates that ___. e. The data generated by [X] is / are reported in [table 1]. f. The aim of this [section] is to generalize beyond the data and ___. In modern usage, data can also be treated as a mass / uncountable noun, like information. Before you submit your work, check whether the institution you’re writing for / on behalf of prefers data + plural verb. Debate a. [X] has fostered debate on ___. (fostered = encouraged) b. There has been an inconclusive debate about whether ___. c. The question of whether ___ has caused much debate in [our profession]...
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...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 TAXING THE RICH 3, 3 (Joel B. Slemrod ed., 2000) [hereinafter DOES ATLAS SHRUG...
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...This article was published in the November 2005 issue of Environment. Volume 47, Number 9, pages 22–38. http://www.heldref.org/env.php. © Anthony A. Leiserowitz, Robert W. Kates, and Thomas M. Parris, 2005. © SVEN TORFINN—PANOS Do Global Attitudes and Behaviors Support Sustainable Development? By A NTHONY A. LEISEROWITZ, ROBERT W. K ATES, AND THOMAS M. PARRIS Many advocates of sustainable development recognize that a transition to global sustainability—meeting human needs and reducing hunger and poverty while maintaining the life-support systems of the planet—will require changes in human values, attitudes, and behaviors.1 A previous article in Environment described some of the values used to define or support sustainable development as well as key goals, indicators, and practices.2 Drawing on the few multinational and quasi-global-scale surveys that have been conducted,3 this article synthesizes and reviews what is currently known about global attitudes and behavior that will either support or discourage a global sustainability transition.4 (Table 1 on page 24 provides details about these surveys.) None of these surveys measured public attitudes toward “sustainable development” as a holistic concept. There is, however, a diverse range of empirical data related to many of the subcomponents of sustainable development: development and environment; the driving forces of population, affluence/poverty/consumerism, technology, and entitlement programs; and the gap between attitudes...
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...Jepchumba Kidombo Senior Lecturer, Department of Educational Studies University of Nairobi Page 1 of 240 GENERAL INTRODUCTION TO THE COURSE MODULE The Research Methods course is one of the first semester core courses for those learners pursuing the Master in Project Planning and Management course. You are aware that any good decision is based on facts. Facts are based on data. The data must be systematically collected, processed, analysed and presented for use. The best-known way of collecting empirical data is through scientific research methods. This is what this course module is all about. The main aims of this course unit is to: 1. Providing you with the basic information needed to understand the research process. 2. Enable you to use the knowledge to design their own research agenda on an area of personal interest or that of an organization. MODULE STRUCTURE The module is covered in Lectures. Each Lecture focuses on area in research. You will note that in each unit, there is an introduction, unit objectives, contents presented in subtopics, activities, summary and suggestions for further readings. This structure aims at making it easy for you to read the material more easily and logically. In each Lecture you will find some activities or exercises that you should go through before starting the subsequent unit. It is advisable that you answer all the questions and check the answers from the various sources i.e.,...
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...your research project your research project a step-by-step guide for the first-time researcher NICHOLAS WALLIMAN with Bousmaha Baiche SAGE Publications London • Thousand Oaks • New Delhi To my wife, Ursula © Nicholas Walliman 2001 Chapter 2 © Dr Bousmaha Baiche 2001 First published 2001 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash – I New Delhi 110 048 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 6538 6 ISBN 0 7619 6539 4 (pbk) Library of Congress catalog record available Typeset by Keystroke, Jacaranda Lodge, Wolverhampton. Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire CONTENTS Acknowledgements Introduction 1 2 3 4 5 6 7 8 Research and the Research Problem Information...
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...1 EDUCATIONAL RESEARCH Unit Structure 1.0 Objectives 1.1 Introduction 1.2 Sources Acquiring Knowledge 1.3 Meaning, Steps and Scope of Educational Research 1.4 Scientific Method, aims and characteristics of research as a scientific activity 1.5 Ethical considerations in Educational Research 1.6 Paradigms of Educational research 1.7 Types of Research 1.7.a Fundamental 1.7.b Applied Research 1.7.c. Action Research 1.0 OBJECTIVES : After reading this unit, you will be able to: 1 To explain the concept of Educational Research 2 To describe the scope of Educational Research 3 To state the purpose of Educational Research 4 To explain what is scientific enquiry. 5 To explain importance of theory development. 6 To explain relationship among science, education and educational research. 7 To Identity fundamental research 8 To Identity applied research 9 To Identify action research 10 To Differentiate between fundamental, applied, and action research 11 To Identify different paradigms of research 2 1.1 INTRODUCTION : Research purifies human life. It improves its quality. It is search for knowledge. If shows how to Solve any problem scientifically. It is a careful enquiry through search for any kind of Knowledge. It is a journey from known to unknown. It is a systematic effort to gain new knowledge in any kind of discipline. When it Seeks a solution of any educational problem it leads to educational...
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...00-BBR_18.2.book Page 209 Friday, September 12, 2008 12:00 PM Bulletin for Biblical Research 18.2 (2008) 209–231 “The Disciple Jesus Loved”: Witness, Author, Apostle— A Response to Richard Bauckham’s Jesus and the Eyewitnesses andreas j. köstenberger and stephen o. stout southeastern baptist theological seminary Richard Bauckham’s Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony (Grand Rapids: Eerdmans, 2006) makes a persuasive argument that the Gospels display eyewitness testimony and thus renews the quest for the identity of the Beloved Disciple as the author of the Fourth Gospel. While Bauckham attributes this Gospel to “the presbyter John” mentioned by Papias, the authors of this study show that the patristic evidence more likely seems to support the authorship of John the apostle and that the literary device of inclusio in the Fourth Gospel, astutely observed by Bauckham, also favors the authorship of John the son of Zebedee. Key Words: Fourth Gospel, Beloved Disciple, John, authorship, apostle, Zebedee, John the Elder, Papias, Eusebius, Muratorian Fragment, Polycrates, Irenaeus, Bauckham Introduction Recent years have witnessed a significant number of publications on the identity of “the disciple Jesus loved” in John’s Gospel. The ever more daring proposals have included identifications of this figure as diverse as the apostle Thomas, Mary Magdalene, Lazarus, James the son of Zebedee, and even the Samaritan woman, among others. 1...
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...Southern Cross University ePublications@SCU Theses 2004 The contribution of business/management education, to small enterprise solvency Peter Ellis Southern Cross University, PeterEllis@YSP.com.au Suggested Citation Ellis, P 2004, 'The contribution of business/management education, to small enterprise solvency', DBA thesis, Southern Cross University, Lismore, NSW. Copyright P Ellis 2004 For further information about this thesis Peter Ellis can be contacted at peterellis@ysp.com.au ePublications@SCU is an electronic repository administered by Southern Cross University Library. Its goal is to capture and preserve the intellectual output of Southern Cross University authors and researchers, and to increase visibility and impact through open access to researchers around the world. For further information please contact epubs@scu.edu.au. Southern Cross University Doctor of Business Administration The contribution of business/management education, to small enterprise solvency Peter Ellis Submitted to Graduate College of Management Southern Cross University, in partial fulfilment of the Degree of Doctor of Business Administration. 2004 Copyright “The contribution of business/management education, to small enterprise solvency.” Copyright © 2004 by Dr Peter Ellis, who reserves all rights and asserts his right under the Copyright, Design and Patents Act 1988, to be identified as the author of this work. No part of this work may be used or reproduced...
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...focus of this book is on the Logical Reasoning section of the LSAT, and each Logical Reasoning section contains a total of 24 to 26 questions. Since you have thirty-five minutes to complete the section, you have an average of approximately one minute and twenty-five seconds to complete each question. Of course, the amount of time you spend on each question will vary with the difficulty of each question and the total number of questions per section. For virtually all students the time constraint is a major obstacle, and as we progress through this book we will discuss time management techniques as well as time-saving techniques that you can employ within the section. The Section Directions Each Logical Reasoning section is prefaced by the following directions: “The questions in this section are based on the reasoning contained in brief statements or passages. For some questions, more than one of the choices could conceivably answer the question. However, you are to choose the best answer; that is, the response that most accurately and completely answers the question. You should not make assumptions that are by commonsense standards implausible, superfluous, or incompatible with the passage. After you have chosen the best answer, blacken the corresponding space on your answer sheet.” On average, you have 1 minute and 25 seconds to complete each question. Because these directions precede every Logical Reasoning section, you should familiarize yourself with them now. Once the LSAT...
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...The History of US-Israel Relations Against Our Better Judgment The hidden history of how the United States was used to create Israel Louis Brandeis, flanked by Rabbi Stephen Samuel Wise, founding secretary of the American Federation of Zionists (right) and Nathan Straus, co-owner of Macy’s (Source: Library of Congress) By Alison Weir April 18, 2013 Alison Weir is Executive Director If Americans Knew and President of the Council for the National Interest. She is available to give presentations on this topic and can be reached at contact@ ifamericansknew.org. How the U.S. “special relationship” with Israel came about W hile many people are led to believe that U.S. support for Israel is driven by the American establishment and U.S. national interests, the facts don't support this theory. The reality is that for decades U.S. foreign policy and defense experts opposed supporting the creation of Israel. They then similarly opposed the massive American funding and diplomatic support that sustained the forcibly established state and that provided a blank check for its aggressive expansion. They were simply outmaneuvered and eventually replaced. Like many American policies, U.S. Middle East policies are driven by a special interest lobby. However, the Israel Lobby, as it is called today in the U.S.[1], consists of vastly more than what most people envision in the word "lobby." As this article will demonstrate, the Israel Lobby is considerably more powerful and...
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