...Brochure More information from http://www.researchandmarkets.com/reports/2882836/ The Globalization and Development Reader. Perspectives on Development and Global Change. 2nd Edition Description: This revised and updated second edition of The Globalization and Development Reader builds on the considerable success of a first edition that has been used around the world. It combines selected readings and editorial material to provide a coherent text with global coverage, reflecting new theoretical and empirical developments. It provides original texts, including classics in the field and others at the cutting edge, which have been carefully edited for the non–technical reader, and offers concise definitions of key terms and concepts, requiring no prior knowledge about globalization and development or related theories. The second edition expands the collection of classic texts and, at the same time, provides the most important and readable articles and book selections on recent developments. More than half of the readings are new for the second edition, with a higher degree of editing for a student readership, and with increased coverage of China and India supporting its genuinely global coverage. New pieces help to capture the implications for developing countries of the recent Great Recession of the global North. There is more on global inequality and uneven economic development, as well as on women, international migration, the role of cities, agriculture and...
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...students—literature and lessons CHRIS PARK, The Graduate School, Lancaster University, Lancaster, UK ABSTRACT This paper reviews the literature on plagiarism by students, much of it based on North American experience, to discover what lessons it holds for institutional policy and practice within institutions of higher education in the UK. It explores seven themes: the meaning and context of plagiarism, the nature of plagiarism by students, how do students perceive plagiarism, how big a problem is student plagiarism, why do students cheat, what challenges are posed by digital plagiarism and is there a need to promote academic integrity? It is concluded that plagiarism is doubtless common and getting more so (particularly with increased access to digital sources, including the Internet), that there are multiple reasons why students plagiarise and that students often rationalise their cheating behaviour and downplay the importance of plagiarism by themselves and their peers. It is also concluded that there is a growing need for UK institutions to develop cohesive frameworks for dealing with student plagiarism that are based on prevention supported by robust detection and penalty systems that are transparent and applied consistently. Introduction Much has been written on the theme of plagiarism by students, particularly in the context of North American experience. This paper reviews that literature in order to discover what lessons it holds for institutional policy and practice within...
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...SAMPLE BIBLIOGRAPHY KEY POINTS TO NOTE WHEN COMPILING YOUR BIBLIOGRAPHY • Choose a topic on which you will not have to struggle to find enough material • Put a title on your bibliography, so that it is clear what subject you are writing about • Include your search strategy - how you selected your references. • Count your references and make sure that the number is within the limit of 40-50 • Arrange your references in alphabetical order • Cite them properly according to the MHRA (Modern Humanities Research Association) guidelines for referencing your work. These are laid out in Section 10 of the MHRA Style Guide. At http://www.library.soton.ac.uk/infoskills/referencing.shtml#MHRA you will find a link to the Style Guide. There you will also find links to documents containing MHRA-format examples from the Guide, and from the New College Humanities Programme Handbook. • Check and double-check for inaccuracies and inconsistencies in spelling, punctuation and spacing • Include as wide a range of types of information sources on your topic as you can find. The main ones are books, journal articles, electronic journal articles, conferences, theses, websites, and newspaper articles, reports and government publications (though the last two types are unlikely for the subject of this sample bibliography) • Choose references that are up to date, unless your topic has a historical slant, in which case older material will be appropriate ...
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...The Electoral College Andie Downs ENG 105 Research Paper Final Every four years on the Tuesday after the first Monday of November, the election for the next President and Vice President of the United States takes place. Although thousands of individuals cast their vote for their candidate of choice on this day, it is really Electors that they are voting for. The electors that are selected will go on to choose the next President and Vice President of the United States. For example, the candidate that could win the popular vote of a state is not guaranteed because election is actually decided by the group of electors, called the Electoral College. The U.S Electoral College is the division of the government that selects the President and Vice President of the United States. It consists of 538 electors, where the amount from each state equals its number of members in its congressional delegation. In two states, Nebraska and Maine, the candidate is determined by majority vote and the winner of the popular vote receives 2 electoral votes (“What is the Electoral College?”). Allotting a number of votes to each state in this way is inaccurate and doesn’t properly represent the vastly larger or smaller states. Although the use of an Electoral College during a presidential election is considered a key element to democracy, its application to the process makes it unrepresentative of the voters and elections should instead be based on the popular vote of the people. When the constitution...
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...Baker University School of Professional & Graduate Studies MLA Style Guide 8001 College Blvd, Suite 100, Overland Park, KS 66210 913.491.4432 March 2010 Getting Started Introduction • Grab his or her attention in the first paragraph. Thesis • Your paper “proves” a thesis, a one or two sentence statement of your central idea. The thesis is usually placed at the end of the first paragraph, immediately after you introduce the topic. Although the thesis appears early in the paper, it is usually written late in the writing process, after you form your ideas and gather your supporting evidence. • Body • The body of your paper contains the evidence (specific examples and application) to support your thesis. • State viewpoints that oppose yours as effectively as you state your own. Remember HEAP--Honest Evaluation of Alternate Positions. Conclusion • The conclusion is the last chance the writer has to connect with the reader. A conclusion summarizes the paper’s main points with a sense of closure and completeness. • Summarize and/or conclude your paper in a way that helps the reader evaluate whether or not you did what you said you would do. Do not introduce any new material. Include a “killer” statement in the conclusion that leaves no doubt in the reader’s mind that you prove your thesis. Summarize the main ideas of the specific thesis and apply the main ideas of the body to the “bigger picture.” Help the reader by demonstrating to her...
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...The Economist, 2009 Out of the trillions of dollars spent in healthcare, the 2009 PricewaterhoseCooper’s report The price of excess: Identifying waste in healthcare spending estimates that $1.2 trillion is wasted. This is equivalent to more than half of what is allocated towards health spending in the U.S. and the figures are broken down in various categories. The report attributed health wastefulness in the following areas: 1. $765 billion towards issues related to healthcare reform debate (6 major areas identified below) 2. $493 billion related to risky behavior such as smoking, obesity and alcohol abuse 3. $21 billion in staffing turnover 4. $4 billion in prescriptions written on paper 5. $1 billion in the over-prescribing of antibiotics The Institute of Medicine (IOM) released a workshop summary in February 2011 entitled The Healthcare Imperative: Lowering Costs and Improving Outcomes....
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...Evolution of PR from its Inception to Today To discuss the origins of public relations, one must consider what is meant by “public relations.” What is generally termed as public relations today, with greater emphasis on managing communication between publics and the client, began to take shape over the past century. However early methods used by public relation practitioners and the goals for which these methods were utilized are millennia old. Kings and religious leaders throughout time have used persuasion to reinforce their image of power or to spread a truth deemed critical to the populace. Monuments and statues declaring the insurmountable power of leaders and decrees or writings of early religious leaders were used to persuade people to act in accordance with the creators’ goals or desires. The Renaissance brought increased public relation efforts in politics with the forced creation of the Magna Carta and the practices of political philosophers such as Machiavelli. The 1400’s saw the new world discovered, mercantile trade expand even further, and Gutenberg invent the movable type printing press. These factors stimulated new ways of thinking of oneself in relationship to others and increased the uses and means by which one could capitalize on persuasion. The usage and study of public relations has generally been led by the United States and can be seen through five stages: The Beginning of PR (1600-1799), Communicating/Initiating (1800-1899), Reacting/Responding...
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...CLIO. Histoire, femmes et sociétés Numéro 23 (2006) Le genre du sport ............................................................................................................................................................................................................................................................................................... Jim McKay et Suzanne Laberge Sport et masculinités ............................................................................................................................................................................................................................................................................................... Avertissement Le contenu de ce site relève de la législation française sur la propriété intellectuelle et est la propriété exclusive de l'éditeur. Les œuvres figurant sur ce site peuvent être consultées et reproduites sur un support papier ou numérique sous réserve qu'elles soient strictement réservées à un usage soit personnel, soit scientifique ou pédagogique excluant toute exploitation commerciale. La reproduction devra obligatoirement mentionner l'éditeur, le nom de la revue, l'auteur et la référence du document. Toute autre reproduction est interdite sauf accord préalable de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Revues.org est un portail de revues en sciences humaines et sociales développé par le CLEO, Centre pour l'édition électronique...
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.... ] Breaking the Book Known as Q Readers, in fact, never confront abstract, idealized texts detached from any materiality. ey hold in their hands or perceive objects and forms whose structures and modalities govern their reading or hearing, and consequently the possible comprehension of the text read or heard. —Roger Chartier O let my books be then the eloquence . . . —“23” Shake-speares Sonnets I COLEMAN HUTCHISON is a PhD candidate in the Department of English at Northwestern University. He is completing a dissertation entitled “Revision, Reunion, and the American Civil War Text.” N THE FIRST SENTENCE OF HER ART OF SHAKESPEARE’S SONNETS, Helen Vendler tells a little white lie: “I have reprinted both the 1609 quarto Sonnets and a modernized version of my own” (xiii). e crux of this declaration is “reprinted.” Vendler does indeed print a version of the 1609 quarto—or “Q,” as it is referred to bibliographically; one could even say that she “reprints” the type of the quarto. Vendler does not, however, “reprint” the 1609 quarto Sonnets. Like nearly every modern editor before her, Vendler presents the poems as discrete units on a page, eliding and ignoring the page breaks that so o en—and, I will argue, so meaningfully—interrupt the poems. In “reprinting” these poems, Vendler uses a de cut-and-paste method to rearrange, re-member, and reconstitute the type of the 1609 quarto into uninterrupted material units, into what we would visually recognize as “sonnets.” e...
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...Pearson, P. D., & Cervetti, G. N. (2013). The psychology and pedagogy of reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight 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...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...Institution St Mary's Hospital Medical School Imperial College London | Known for | Discovery of penicillin | Notable awards | * FRS (1943)[1] * Nobel Prize (1945) * Knight Bachelor (1944) | Signature | Sir Alexander Fleming, FRSE, FRS,[1] FRCS(Eng) (6 August 1881 – 11 March 1955) was a Scottish biologist, pharmacologist and botanist. He wrote many articles on bacteriology, immunology, and chemotherapy. His best-known discoveries are the enzyme lysozyme in 1923 and the antibiotic substance penicillin from the mould Penicillium notatum in 1928, for which he shared the Nobel Prize in Physiology or Medicine in 1945 with Howard Florey and Ernst Boris Chain.[2][3][4][5][6][7] Contents * 1 Early life and education * 2 Research * 2.1 Work before penicillin * 2.2 Accidental discovery * 2.3 Purification and stabilisation * 2.4 Antibiotics * 3 Myths * 4 Personal life * 5 Death * 6 Honours, awards and achievements * 7 See also * 8 Bibliography * 9 References * 10 External links Early life and education Fleming was born on 6 August 1881 at Lochfield farm near Darvel, in Ayrshire, Scotland. He was the third of the four children of farmer Hugh Fleming (1816–1888) from his second marriage to Grace Stirling Morton (1848–1928), the daughter of a neighbouring farmer. Hugh Fleming had four surviving children from his first marriage. He was 59 at the time of his second marriage, and died when Alexander (known as...
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...Click Here For Current Affair News For UPSC,IAS,SSC, Govt. Exams http://upscportal.com/civilservices/current-affairs Free Guide for SSC General Knowledge TABLE OF CONTENTS 1. History of India and The World 2. Indian Polity and Governance 3. Geography of India and The World 4. Economy 5. General Science 6. Organisations 7. General Knowledge HISTORY OF INDIA AND THE WORLD GOVERNOR-GENERALS OF INDIA (1833–58) Lord W. Bentick (1833–35): First Governor-General of India. Macaulay’s minutes on education were accepted declaring that English should be the official language of India; Abolished provincial courts of appeal and circuit set up by Cornwallis, appointment of Commissioners of revenue and circuit. • Wars: Annexed Coorg (1834), Central Cachar (1834) on the plea of misgovernment. Sir Charles Metcalfe (1835–1836): Passed the famous Press Law, which liberated the press in India (called Liberator the Press). Lord Auckland (1836–42): 1st Anglo-Afghan War (1836–42)—great blow to the prestige of the British in India. Lord Ellenborough (1842–44): Brought an end to the Afghan War. Annexation of Sindh (1843); War with Gwalior (1843). Lord Hardings I (1844–48): 1st Anglo-Sikh war (1845–46) and the Treaty of Lahore 1846 (marked the end of Sikh sovereighty in India); Gave preference to English education in employment. Lord Dalhousie (1848–56): Abolished Titles and Pensions, Widow Remarriage Act (1856). Made Shimla the summer capital. • Administrative Reforms:...
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...Original Article How to ‘mark-to-market’ when there is no market Received (in revised form): 12th December 2010 Samuel Francis is an attorney and certified public accountant experienced in corporate, litigation, audit and tax matters focusing his practice on financial services and investment management. He holds a BS in accounting from the City University of New York, Brooklyn College and a JD from Fordham University School of Law. He is the author of the 2009 award-winning article ‘Meet Two-Face: The Dualistic Rule 10b-5 and the Quandary of Offsetting Losses by Gains’. Fordham Law Review 77(6): 3045–3094. Correspondence: Samuel Francis, 321 Roselle Avenue, Cedarhurst, NY 11516, USA E-mail: samfrancis@optonline.net ABSTRACT At the center of the global financial crisis of 2007–2008 was the collapse of American International Group, brought on by extensive unhedged positions in derivatives, such as credit default swaps, and possibly exacerbated by mark-to-market accounting rules. Even though these rules generally produce the most realistic valuations of derivatives, a heated debate broke out over their application in a dislocated market. The foremost concern was that forcing financial institutions to mark down assets to their current market prices actually causes further declines. Regulators largely dismissed such concerns, but acknowledged that the existing standards could use additional clarification and modification. Many scholarly studies have since concurred that...
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