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Slum Clearance in Havana in an Age of Revolution, 1930-65
SLEEPING ON THE ASHES: SLUM CLEARANCE IN HAVANA IN AN AGE OF REVOLUTION, 1930-65 by Jesse Lewis Horst Bachelor of Arts, St. Olaf College, 2006 Master of Arts, University of Pittsburgh, 2012 Submitted to the Graduate Faculty of The Kenneth P. Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2016 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS & SCIENCES This dissertation was presented by Jesse Horst It was defended on July 28, 2016 and approved by Scott Morgenstern, Associate Professor, Department of Political Science Edward Muller, Professor, Department of History Lara Putnam, Professor and Chair, Department of History Co-Chair: George Reid Andrews, Distinguished Professor, Department of History Co-Chair: Alejandro de la Fuente, Robert Woods Bliss Professor of Latin American History and Economics, Department of History, Harvard University ii Copyright © by Jesse Horst 2016 iii SLEEPING ON THE ASHES: SLUM CLEARANCE IN HAVANA IN AN AGE OF REVOLUTION, 1930-65 Jesse Horst, M.A., PhD University of Pittsburgh, 2016 This dissertation examines the relationship between poor, informally housed communities and the state in Havana, Cuba, from 1930 to 1965, before and after the first socialist revolution in the Western Hemisphere. It challenges the notion of a “great divide” between Republic and Revolution by tracing contentious interactions between technocrats, politicians, and financial elites on one hand, and mobilized, mostly-Afro-descended tenants and shantytown residents on the other hand. The dynamics of housing inequality in Havana not only reflected existing socio- racial hierarchies but also produced and reconfigured them in ways that have not been systematically researched. -
Degrees, Academic Offerings, and Accreditations
Degrees, Academic Offerings, and Accreditations Associate degrees A.A. -- Associate of Arts A.A.S. -- Associate of Applied Science A.S. -- Associate of Science A.S.N. -- Associate of Science in Nursing Bachelor’s degrees B.A.-- Bachelor of Arts B.F.A.-- Bachelor of Fine Arts B.M..-- Bachelor of Music B.S.-- Bachelor of Science B.S.B.A.-- Bachelor of Science in Business Administration B.S.Ed.-- Bachelor of Science in Education B.S.N.-- Bachelor of Science in Nursing Master’s degrees M.A.-- Master of Arts M.B.A.-- Master of Business Administration M.Ed.-- Master of Education M.S.-- Master of Science M.S.L.S.-- Master of Science in Library Science M.S.N.-- Master of Science in Nursing Academic Offerings at Clarion University *Academic Concentrations Bachelor and Master’s Degrees Accounting (BSBA) Anthropology (BA) Art (BA, BFA) Ceramics* Drawing* Dual Drawing* Fiber/Fabrics* Graphic Arts* Painting* Printmaking* Sculpture* Athletic Training (BSAT) from California University of Pennsylvania Biology (MS) Biological Sciences* (graduate levels) Environmental Sciences* (graduate levels) Biology (BA, BS) Ecology and Evolutionary Biology* Business Administration (MBA) Accountancy* Economics* Finance* International Business* Management* Marketing* Chemistry (BS) Biochemistry* Chemistry/Business* Chemistry/Cooperative Engineering* Computer Science (BS) Early Childhood Education (BSED) Economics (BA) Economics, Business (BSBA) Education (MED) Coaching* Curriculum and Instruction* Early Childhood* English* History* Literacy* Mathematics* Reading Specialist* -
Urbanistica N. 146 April-June 2011
Urbanistica n. 146 April-June 2011 Distribution by www.planum.net Index and english translation of the articles Paolo Avarello The plan is dead, long live the plan edited by Gianfranco Gorelli Urban regeneration: fundamental strategy of the new structural Plan of Prato Paolo Maria Vannucchi The ‘factory town’: a problematic reality Michela Brachi, Pamela Bracciotti, Massimo Fabbri The project (pre)view Riccardo Pecorario The path from structure Plan to urban design edited by Carla Ferrari A structural plan for a ‘City of the wine’: the Ps of the Municipality of Bomporto Projects and implementation Raffaella Radoccia Co-planning Pto in the Val Pescara Mariangela Virno Temporal policies in the Abruzzo Region Stefano Stabilini, Roberto Zedda Chronographic analysis of the Urban systems. The case of Pescara edited by Simone Ombuen The geographical digital information in the planning ‘knowledge frameworks’ Simone Ombuen The european implementation of the Inspire directive and the Plan4all project Flavio Camerata, Simone Ombuen, Interoperability and spatial planners: a proposal for a land use Franco Vico ‘data model’ Flavio Camerata, Simone Ombuen What is a land use data model? Giuseppe De Marco Interoperability and metadata catalogues Stefano Magaudda Relationships among regional planning laws, ‘knowledge fra- meworks’ and Territorial information systems in Italy Gaia Caramellino Towards a national Plan. Shaping cuban planning during the fifties Profiles and practices Rosario Pavia Waterfrontstory Carlos Smaniotto Costa, Monica Bocci Brasilia, the city of the future is 50 years old. The urban design and the challenges of the Brazilian national capital Michele Talia To research of one impossible balance Antonella Radicchi On the sonic image of the city Marco Barbieri Urban grapes. -
Chapter 6 the Discipline of Education
CHAPTER 6 THE DISCIPLINE OF EDUCATION 6.1.0 Introduction Richard Peters, in his inaugural lecture as professor of philosophy of education at the Institute of Education, London, in 1963, insisted that ‗education is not an autonomous discipline, but a field, like politics, where the disciplines of history, philosophy, psychology, and sociology have application.‘1 Similarly, in his classic 1966 paper Hirst argued that educational enquiry ‗is not itself an autonomous ―form‖ of knowledge or an autonomous discipline. It involves no conceptual structure unique in its logical features and no unique test for validity. Such validity, in educational research and enquiry, was to be found in forms of knowledge grounded elsewhere in the academy – in philosophy, psychology, sociology and history in particular.‘2 In a similar way, Dearden (1970)3 questions the disciplinary status of education by saying, ‗I do not know quite what an ―educationist‖ is, or what sort of expert or authority he is supposed to be. I know what a philosopher of education is, or an educational psychologist or an educational sociologist, but I am not at all sure what a plain ―educationist‖ would be.‘ Many of us are surprised by our early encounters with educational studies. In schools, we study math, science, history and other subjects but not usually the education process itself. Therefore, we may be unsure of what to expect when beginning study of process of education as a subject in its own right. Where an academic discipline or field of study is well established, properly organized and intellectually respectable, we need not to encounter with such questions. -
The Relationship Between Academic Discipline and Dialogic Behavior in Open University Course Forums
International Review of Research in Open and Distance Learning ISSN: 1492-3831 Volume 11, Number 2. May – 2010 The Relationship between Academic Discipline and Dialogic Behavior in Open University Course Forums Paul Gorsky, Avner Caspi, Avishai Antonovsky, Ina Blau, and Asmahan Mansur Open University of Israel Abstract The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students’ and instructors’ active participation in the forum (posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types. Keywords: Academic disciplines; disciplinary differences; asynchronous forums; dialogic behavior; community of inquiry model; virtual learning community Introduction The organization of knowledge into academic disciplines and the impact of these disciplines on educational objectives and curricula, on how subject matter is taught and learned, on how academic achievement is evaluated, and on how research is carried out has been extensively reported. The goal of our research is to investigate the impact of academic discipline on the dialogic behavior of participants in Open University course forums, that is, students’ and instructors’ active participation in the forum (i.e., posting a message) as well as amounts and proportions of “teaching presence,” “cognitive presence,” and “social presence.” In order to study this relationship, we compared course forums from two broad disciplines whose differences greatly outweighed their similarities: exact and natural sciences versus humanities. -
Business Studies Stage 6 Syllabus
Business Studies Stage 6 Syllabus June 2010 Original published version updated: August 2013 – Updated with minor amendments © 2010 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. -
The Dialectic and Rhetoric of Disciplinary and Interdisciplinary
THE DIALECTIC AND RHETORIC OF DISCIPLINARY AND INTERDISCIPLINARY Julie Thompson Klein Associate Professor of Humanities Wayne State University A. The Disciplinary Paradox A discipline is usually defined as the specialized exploration of particular objects and subjects using particular methods, concepts, tools and exempla in addition to laws and theories which account coherently for the objects and subjects under study. Modes of inquiry are shaped both by external historical contingencies and internal intellectual demands, while innovations are tested in relation to a collective set of ideals, whether that means a formal paradigm or merely a preparadigmatic consensus. Adequate though this basic definition is, however, it fails to account for discrepancies which complicate the comparison of disciplinarity and interdisciplinarity: (1) the sheer breadth of some disciplines (2) the gap between a theoretically- and a practically-based definition of disciplinarity (3) the different rates of change and degrees of receptivity among disciplines. Physics, chemistry and anthropology have been called "federated disciplines" because they have many independent subdivisions. Some of those subdivisions even enjoy the independent status of disciplines, with their own professional associations, journals and programs of graduate study. Cytology, to cite one example, has grown considerably since the end of the nineteenth century. There are now numerous special Cytology societies around the world, and institutions such as the Biological Stain Commission serve its technological needs. While Cytology may not be taxo- nomically classed as a discipline, it does function sociologically as one. With disciplines grown so heterogenous and subspecialities so well defined, it becomes difficult, Wolfram Swoboda points out, to determine if the recipient of a Ph.D. -
'The Planned City Sweeps the Poor Away...'§: Urban Planning and 21St Century Urbanisation
Progress in Planning 72 (2009) 151–193 www.elsevier.com/locate/pplann ‘The planned city sweeps the poor away...’§: Urban planning and 21st century urbanisation Vanessa Watson * School of Architecture, Planning and Geomatics, University of Cape Town, Rondebosch, Cape Town 7700, South Africa Abstract In recent years, attention has been drawn to the fact that now more than half of the world’s population is urbanised, and the bulk of these urban dwellers are living in the global South. Many of these Southern towns and cities are dealing with crises which are compounded by rapid population growth, particularly in peri-urban areas; lack of access to shelter, infrastructure and services by predominantly poor populations; weak local governments and serious environmental issues. There is also a realisation that newer issues of climate change, resource and energy depletion, food insecurity and the current financial crisis will exacerbate present difficult conditions. As ideas that either ‘the market’ or ‘communities’ could solve these urban issues appear increasingly unrealistic, there have been suggestions for a stronger role for governments through reformed instruments of urban planning. However, agencies (such as UN-Habitat) promoting this make the point that in many parts of the world current urban planning systems are actually part of the problem: they serve to promote social and spatial exclusion, are anti-poor, and are doing little to secure environmental sustainability. Urban planning, it is argued, therefore needs fundamental review if it is to play any meaningful role in current urban issues. This paper explores the idea that urban planning has served to exclude the poor, but that it might be possible to develop new planning approaches and systems which address urban growth and the major environment and resource issues, and which are pro- poor. -
New Renovated B-School Facilities
Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate -
Warnell School of Forestry and Natural Resources Professional
Warnell School of Forestry and Natural Resources Professional Program Curriculum Natural Resource Management and Sustainability Major Program of Study Course ID Course Title Hours FANR 3000-3000L Field Orientation, Measurements, and Sampling in Forestry and Natural 4 Resources CRSS (FANR) 3060-3060L Soils and Hydrology 4 FANR 3200W-3200L Ecology of Natural Resources 4 (FANR 3300-3300D and Economics of Renewable Resources 2 FANR 3400-3400D) Society and Natural Resources 2 FANR 3800-3800L Spatial Analysis of Natural Resources 3 FANR 4500S or Senior Project or 4 FANR 4990R Senior Thesis FANR 4800W Renewable Resources Policy 2 Computer Programming Requirement – choose one course from: PBIO (BINF)(FANR) 4700 Computational Plant Science 3 CSCI 1301-1301L Introduction to Computing and Programming 4 CSCI 1360 Foundations for Informatics and Data Analytics 4 CSCI 2150-2150L Introduction to Computational Science 4 Area of Emphasis and Restricted Electives (choose Water and Soil Resources or Geospatial Information 32 Science—see following page) Professional Hours 60 Total with Regents Core 120 Effective for students entering Fall 2017 and later. Professional Program Curriculum (continued) Natural Resource Management and Sustainability Major Areas of Emphasis Community Forestry and Arboriculture Area of Emphasis Course ID Course Title Hours Required Courses: 23 COFA 5001 Urban Tree Management I 3 COFA 5300-5300L Community Soils & Site Development 4 COFA 5010-5010L Urban Tree Management II 4 COFA 5500 Community Forest Management 3 COFA 4650 Community -
From Colonial Segregation to Postcolonial ‘Integration’ – Constructing Ethnic Difference Through Singapore’S Little India and the Singapore ‘Indian’
FROM COLONIAL SEGREGATION TO POSTCOLONIAL ‘INTEGRATION’ – CONSTRUCTING ETHNIC DIFFERENCE THROUGH SINGAPORE’S LITTLE INDIA AND THE SINGAPORE ‘INDIAN’ ------------------------------------------------------------------------------------------- A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy IN THE UNIVERSITY OF CANTERBURY BY SUBRAMANIAM AIYER UNIVERSITY OF CANTERBURY 2006 ---------- Contents ACKNOWLEDGEMENTS ABSTRACT 1 INTRODUCTION 3 Thesis Argument 3 Research Methodology and Fieldwork Experiences 6 Theoretical Perspectives 16 Social Production of Space and Social Construction of Space 16 Hegemony 18 Thesis Structure 30 PART I - SEGREGATION, ‘RACE’ AND THE COLONIAL CITY Chapter 1 COLONIAL ORIGINS TO NATION STATE – A PREVIEW 34 1.1 Singapore – The Colonial City 34 1.1.1 History and Politics 34 1.1.2 Society 38 1.1.3 Urban Political Economy 39 1.2 Singapore – The Nation State 44 1.3 Conclusion 47 2 INDIAN MIGRATION 49 2.1 Indian migration to the British colonies, including Southeast Asia 49 2.2 Indian Migration to Singapore 51 2.3 Gathering Grounds of Early Indian Migrants in Singapore 59 2.4 The Ethnic Signification of Little India 63 2.5 Conclusion 65 3 THE CONSTRUCTION OF THE COLONIAL NARRATIVE IN SINGAPORE – AN IDEOLOGY OF RACIAL ZONING AND SEGREGATION 67 3.1 The Construction of the Colonial Narrative in Singapore 67 3.2 Racial Zoning and Segregation 71 3.3 Street Naming 79 3.4 Urban built forms 84 3.5 Conclusion 85 PART II - ‘INTEGRATION’, ‘RACE’ AND ETHNICITY IN THE NATION STATE Chapter -
The Balkhi School of Geographers
5 · The BalkhI School of Geographers GERALD R. TIBBETTS WORKS OF THE BALKHI SCHOOL 934), a scholar whose background, though not his geo graphical work, was well known in the Arab literary The earliest set of maps to survive from the corpus of milieu.6 Since he was the earliest of these authors and Islamic cartography are those that accompany the text the other authors admit they are indebted to him, this ~urat Kitab al-ar4(Picture of the earth) of Abu al-Qasim group has been referred to by European scholars as the Mubammad ibn Hawqal in the manuscript dated 479/ BalkhI school of geographers.7 1086, found in the Topkapl Sarayi Miizesi Kiitiiphanesi in Istanbul.1 Similar sets of maps occur in other manu scripts in Istanbul and in several well-known manuscripts in European libraries. The next in age is that from the 1. No. 6527 in Fehmi Edhem Karatay, Topkapt Sarayt Muzesi Kutu Forschungsbibliothek in Gotha, dated 569/1173.2 This phanesi: Arap~a Yazmalar Katalogu, 3 vols. (Istanbul: Topkapi Sarayl Miizesi, 1962-66), 3:581. Its shelf number, quoted by J. H. Kramers et manuscript, known as MS. Ar. 1521, contains a text of aI., is A. 3346. Other Topkapl Sarayl Miizesi manuscripts with maps Kitab al-masalik wa-al-mamalik (Book of routes and are A. 3012 (6523), A. 3347 (6528), A. 3348 (6525), and A. 2830 (6524); provinces) of Abu Isbaq IbrahIm ibn Mu1}ammad al-FarisI see 3:580-81. al-l~takhrI, and because it was published in facsimile by 2.