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The Pre-History of Self-Determination: Union and Disunion of States in Early Modern International Law
THE PRE-HISTORY OF SELF-DETERMINATION: UNION AND DISUNION OF STATES IN EARLY MODERN INTERNATIONAL LAW Han Liu* TABLE OF CONTENTS ABSTRACT ................................................................................................................ 2 I. INTRODUCTION ...................................................................................................... 2 II. THE STATE AND THE NATION STATE ................................................................... 7 III. TERRITORIAL ACCESSION IN EARLY MODERN EUROPE ...................................... 9 A. The King and the Sovereign .......................................................................... 9 B. Land and Territory ....................................................................................... 15 1. Division of Realms ................................................................................... 17 2. Land and Sovereignty............................................................................... 18 3. Dynastic-Patrimonial Territoriality .......................................................... 20 4. Shape of Early Modern Territory ............................................................. 22 C. Aggregating Land: Conquest and Inheritance.............................................. 24 IV. OUTSIDE EUROPE: LAND APPROPRIATION AND COLONIAL EXPANSION........... 27 A. Just War as Civilizing Process: Vitoria’s Catholic Argument ..................... 29 B. Conquest or Settlement: Locke, Vattel, and the Protestant Argument ........ 31 V. THE JURIDICIAL -
Virtual Currencies in the Eurosystem: Challenges Ahead
STUDY Requested by the ECON committee Virtual currencies in the Eurosystem: challenges ahead Monetary Dialogue July 2018 Policy Department for Economic, Scientific and Quality of Life Policies Authors: Rosa María LASTRA, Jason Grant ALLEN Directorate-General for Internal Policies EN PE 619.020 – July 2018 Virtual currencies in the Eurosystem: challenges ahead Monetary Dialogue July 2018 Abstract Speculation on Bitcoin, the evolution of money in the digital age, and the underlying blockchain technology are attracting growing interest. In the context of the Eurosystem, this briefing paper analyses the legal nature of privately issued virtual currencies (VCs), the implications of VCs for central bank’s monetary policy and monopoly of note issue, and the risks for the financial system at large. The paper also considers some of the proposals concerning central bank issued virtual currencies. This document was provided by Policy Department A at the request of the Committee on Economic and Monetary Affairs. This document was requested by the European Parliament's Committee on Economic and Monetary Affairs. AUTHORS Rosa María LASTRA, Centre for Commercial Law Studies, Queen Mary University of London Jason Grant ALLEN, Humboldt-Universität zu Berlin Centre for British Studies, University of New South Wales Centre for Law Markets and Regulation ADMINISTRATOR RESPONSIBLE Dario PATERNOSTER EDITORIAL ASSISTANT Janetta CUJKOVA LINGUISTIC VERSIONS Original: EN ABOUT THE EDITOR Policy departments provide in-house and external expertise to support EP committees -
Donor-Advised Fund
WELCOME. The New York Community Trust brings together individuals, families, foundations, and businesses to support nonprofits that make a difference. Whether we’re celebrating our commitment to LGBTQ New Yorkers—as this cover does—or working to find promising solutions to complex problems, we are a critical part of our community’s philanthropic response. 2018 ANNUAL REPORT 1 A WORD FROM OUR DONORS Why The Trust? In 2018, we asked our donors, why us? Here’s what they said. SIMPLICITY & FAMILY, FRIENDS FLEXIBILITY & COMMUNITY ______________________ ______________________ I value my ability to I chose The Trust use appreciated equities because I wanted to ‘to‘ fund gifts to many ‘support‘ my community— different charities.” New York City. My ______________________ parents set an example of supporting charity My accountant and teaching me to save, suggested The Trust which led me to having ‘because‘ of its excellent appreciated stock, which tools for administering I used to start my donor- donations. Although advised fund.” my interest was ______________________ driven by practical considerations, The need to fulfill the I eventually realized what charitable goals of a dear an important role it plays ‘friend‘ at the end of his life in the City.” sent me to The Trust. It was a great decision.” ______________________ ______________________ The Trust simplified our charitable giving.” Philanthropy is a ‘‘ family tradition and ______________________ ‘priority.‘ My parents communicated to us the A donor-advised fund imperative, reward, and at The Trust was the pleasure in it.” ‘ideal‘ solution for me and my family.” ______________________ I wanted to give back, so I opened a ‘fund‘ in memory of my grandmother and great-grandmother.” 2 NYCOMMUNITYTRUST. -
Psychology of School Learning: Views of the Learner
DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational -
Reading Comprehension of Materials Written with Select Oral Language Patterns: a Study at Grades 2 and 4
DCCUMENT RESUME ED 036 405 24 RE 002 386 AUTHOR TATHAM, SUSAN MASLAND TITLE READ-NG COMPREHENSION CF MATERIALS WRITTEN WITH SELECT ORAL LANGUAGE PATTERNS: A STUDY AT GRADES 2 AND 4. INSTITUTION WISCONSIN UNIV., MADISON. RESEARCH AND DEVELOPMENT CENTER FOR COGNITIVE LEARNING. SPONS AGENCY OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. BUREAU OF RESEARCH.. REPORT MO TR-86 BUREAU NO BR-5-0216 PUB DATE JUL 69 CONTRACT OEC-5-10-154 MOTE 1422.. EDRS PRICE EDRS PRICE MF-$0..75 HC-$7.20 DESCRIPTORS GRADE 2, GRADE 4, *LANGUAGE PATTERNS, *LANGUAGE RESEARCH, LANGUAGE ROLE, *ORAL EXPRESSION, *READING COMPREHENSION, *READING RESEARCH ABSTRACT TO DETERMINE WHETHER OR NOT STUDENTS IN GRADES 2 AND 4 COMPREHENDED MATERIALS WRITTEN WITH PATTERNS THAT APPEAR FREQUENTLY IN THEIR SPEECH BETTER THAN MATERIALS WRITTEN WITH PATTERNS THAT APPEAR INFREQUENTLY, TWO READING COMPREHENSION TESTS WERE DEVISED BY THE INVESTIGATOR* SUBJECTS WERE ALI SECCND- AND FOURTH-GRADE CLASSROOMS FROM TWO SIMILAR SCHOCLS: 163 GRADE-2 STUDENTS (81 GIRLS, 82 BOYS) AND 137 GRADE-4 STUDENTS (69 GIRLS, 68 BOYS).. TEST A USED FREQUENTLY OCCURRING PATTERNS FRCM THE ORAL LANGUAGE OF SECOND AND FOURTH GRADERS, AND TEST B USED INFREQUENTLY OCCURRING PATTERNS IN THE ORAL LANGUAGE OF STUDENTS IRCM THE SAME GRADES. PATTERNS WERE SELECTED FROM STRICKLAND'S STUDY (1962). CHI SQUARE AND T TESTS WERE USED TO ANALYZE THE DATA RESULTS INDICATED (1) SIGNIFICANTLY MORE GRADE-2 AND -4 STUDENTS OBTAINED HIGHER SCORES ON TEST A THAN ON TEST B (P .091);(2) GRADE-4 STUDENTS PERFORMED SIGNIFICANTLY BETTER THAN GRADE-2 STUDENTS ON BOTH TESTS (P .01); (3) IN GENERAL, THERE WERE NO SIGNIFICANT SEX -DIFFERENCES ON EITHER TEST WITHIN OR ACROSS GRADES. -
Denationalisation of Money -The Argument Refined
Denationalisation of Money -The Argument Refined An Analysis ofthe Theory and Practice of Concurrent Currencies F. A. HAYEK Nohel Laureate 1974 Diseases desperate grown, By desperate appliances are reli'ved, Or not at all. WILLIAM SHAKESPEARE (Hamlet, Act iv, Scene iii) THIRD EDITION ~~ Published by THE INSTITUTE OF ECONOMIC AFFAIRS 1990 First published in October 1976 Second Edition, revised and enlarged, February 1978 Third Edition, with a new Introduction, October 1990 by THE INSTITUTE OF ECONOMIC AFFAIRS 2 Lord North Street, Westminster, London SWIP 3LB © THE INSTITUTE OF ECONOMIC AFFAIRS 1976, 1978, 1990 Hobart Paper (Special) 70 All rights reseroed ISSN 0073-2818 ISBN 0-255 36239-0 Printed in Great Britain by GORON PRO-PRINT CO LTD 6 Marlborough Road, Churchill Industrial Estate, Lancing, W Sussex Text set in 'Monotype' Baskeroille CONTENTS Page PREFACE Arthur Seldon 9 PREFACE TO THE SECOND (EXTENDED) EDITION A.S. 11 AUTHOR'S INTRODUCTION 13 A NOTE TO THE SECOND EDITION 16 THE AUTHOR 18 INTRODUCTION TO THE THIRD EDITION Geoffrey E. Wood 19 THE PRACTICAL PROPOSAL 23 Free trade in money 23 Proposal more practicable than utopian European currency 23 Free trade in banking 24 Preventing government from concealing depreciation 25 II THE GENERALISATION OF THR UNDERLYING PRINCIPLE 26 Competition in currency not discussed by economists 26 Initial advantages of government monopoly in money 27 III THE ORIGIN OF THE GOVERNMENT PREROGATIVE OF MAKING MONEY 28 Government certificate of metal weight and purity 29 The appearance of paper money 31 -
Psychology 230 History, Systems, & Theories
1 Psychology 230 History, Systems, & Theories Fall 2015 Class meets on Monday and Wednesday from 11:45am to 12:55pm in PPHAC 235 Overview: Historical origins of contemporary psychology, including structuralism, associationism, functionalism, behaviorism, Gestalt, and psychoanalysis, as well as recent developments in the field. Prerequisite: Psychology 120. Dana S. Dunn, Ph.D. Department of Psychology Hurd Academic Complex Room 231 Office phone: (610) 861-1562 E-mail: [email protected] 2 Fall 2015 Office hours: Monday By appointment Tuesday 1:30 – 3pm Wednesday By appointment Thursday 1:30 – 3 pm Friday 8:30 – 10:30am Course Goals: 1. To introduce you to the historical development of the scientific study of psychology. 2. To show you where psychology fits in the history of ideas in Western thought. 3. To understand key issues, themes, and controversies that shaped (and continue to shape) the contemporary discipline. Required Books: Freud, S. (1989). On dreams. New York: Norton. Leahey, T. H. (2013). A history of psychology: From antiquity to modernity (7th ed.). New York, NY: Pearson. Skinner, B. F. (1976). Walden Two. New York: Macmillan. Course Requirements 1. Class participation and attendance. This course requires constant attendance, active participation and critical discussion of the readings. I expect that you will attend each and every class, and that you will come prepared to talk about—and question—what you read. Class participation is worth 15% of your final course grade. Please note that I will be taking role, thus your absence from class will affect your participation grade (i.e., if you are not in class, you cannot contribute to discussion). -
Contracts Then and Now: an Appreciation of Friedrich Kessler
Contracts Then and Now: An Appreciation of Friedrich Kessler George L. Prieste Succeeding generations of Contracts scholars too young to have attended Friedrich Kessler's Contracts course' can only imagine its content from Fritz's powerful writings and from his enduring casebook. 2 The modem Contracts course as taught today, however, is surely different. Today, Contracts is a course addressing the regulation of private transactions in which our courts, as self-conscious social engineers, are evaluated in terms of their ability to define rules that optimally assign risks and informational burdens in order to broadly enhance societal welfare. There is little question today that the role of courts in resolving contract disputes is to regulate underlying behavior and to protect parties in unequal bargaining positions. Courts must also define what are called "default" rules-rules to control where the parties' meaning or intent is unclear-with attention to problems of monopoly or economic power, differential informational advantages, and relative risk-bearing ability.' These are not unimportant issues to a modem society, and the concepts and principles of modem Contracts are necessary implements in every lawyer's tool chest. Nevertheless, as a course in applied regulation, Contracts today is not always a class favorite and, to many, lacks the drama and apparent relevance of more popular Yale Law School courses, such as those on discrimination, free speech, or constitutional interpretation. The Contracts course taught by Fritz Kessler, in contrast, was hardly lacking in drama or relevance. Kessler saw the various doctrines of contract law and the principle of freedom of contract as intimately tied to the great issues of the modem world: the apparent decline of modem capitalism; the threatened capture of democracy by industrial interests; and the exploitation t John M. -
Vol 1 Ross A. Mcfarland Papers
Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering 1 Catalog of the Library Mary Ann Hoffman Fordham Health Sciences Library Wright State University School of Medicine Dayton, Ohio 1987 Fordham Library Publication No. 2 ©1987 Ross A. McFarland 1901-1976 CONTENTS Preface vi Introduction vii Acknowledgements ix Catalog 1 Vidéocassettes ИЗ Journals 114 Technical Reports Series 117 Name Index 119 Subject Index 146 PREFACE The Ross A. McFarland Collection in Aerospace Medicine and Human Factors Engineering at the Fordham Health Sciences Library, Wright State University School of Medicine, provides an unparalleled scientific resource and data base for physicians, life scientists, engineers and others working at the leading edge of human progress, especially those in the areas of aviation, space and advanced ground transportation. The Collection is regularly consulted by those currently pioneering these fields and is an invaluable source of information constituting the base upon which future progress is being constructed. I met Dr. McFarland in 1958 and came to know him -well. I observed first-hand his pioneering concepts in human factors, enhanced immeasurably by his articulate communications. Starting in the 1930's, he almost singlehandedly launched the human factors effort in aviation, directly collecting data on airline pilot fatigue and other major operational flight safety aspects. Folio-wing Dr. McFarland's untimely death in 1976, an event -widely recognized as taking from us the father of aerospace human factors, his wife, Mrs. Emily McFarland, decided to deed his library and scientific papers to Wright State University School of Medicine, Fordham Health Sciences Library. This gift consisted of more than 6,000 print items and approximately 400 linear feet of scientific manuscripts, unpublished reports, research data and correspondence, covering 50 years of professional work and research by Dr. -
I F)0. the AIR FORGE OFFICER QUALIFYING TEST Warren B. Shull
I f)0. AN INVESTIGATION OF THE AIR FORGE OFFICER QUALIFYING TEST Warren B. Shull A Dissertation Submitted to the Graduate School of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 1975 Pagination Error <373 77/ 610300 /3 7¿-e-1 /3d,<3£/ ABSTRACT (The Air Force Reserve Officers’ Training Corps (AFROTC) currently administers the Air Force Officer Qualifying Test (AFOQT) to all applicants for AFROTC scholarships and candidates for commissioning. This test contains five composites« pilot, navigator-tech- nical, dfficer quality, verbal, and quantitative A If a significant relationship exists between these scores and other indicators, AFROTC could conduct a less ex tensive aptitude testing program at a substantial savings. Research was conducted to test the null hypotheses that there is no significant correlation between the various composite scores of the AFOQT as dependent vari ables and the various subscores and total/composite scores of the Scholastic Aptitude Test (SAT) and the American College Test (ACT) as independent variables. The group of persons who applied for four-year AFROTC scholarships during the 1973-74 academic year was used as the popu lation from which to sample. The data collected and analyzed in this study indi cated a significant correlation between each composite of the AFOQT and both the verbal and mathematics subscores and the total score of the SAT as well as one or more subscores and the composite score of the ACT. Each AFOQT composite except the pilot composite can be adequately predicted from either the individual’s SAT or ACT score. -
President's Message
April 2013 AMERICAN PSYCHOLOGICAL ASSOCIATION Division Five: Evaluation • Measurement • Statistics NEWSLETTER VOL XXXV. NO 2 President’s Message Reinvigorate Education at Convention As I write this, we recently completed the with a further 10% reduction of divisional INSIDE annual midyear meeting of the Division 5 program hours for 2013. To counter this executive committee in Tempe, Arizona. I decrease, program chair Krista Mattern and HumRRO: Custom am pleased to report that I took several strategies Solutions for Your Division 5 continues to to conserve our available Measurement be in good financial shape program hours, notably Challenges ........................3 and the key activities of holding our Division the division are being 5 executive committee WPS Project Director ..........3 carried out. Here I focus meeting outside of the on four issues. regular APA meeting. 2013 Award Winners .........4 Krista developed a 1. A major goal of strong program from Vote in the Election of my presidency is to the regular submissions. Division Officers ...............5 reinvigorate Division 5’s Some highlights include Section Representatives educational role at the symposia on “Let’s Elected ...............................5 American Psychological Consider How to Make Association (APA) Scientific Inferences” Report of February convention. In the 1990s (Lisa Harlow, organizer), Council Meeting ...............6 Division 5 offered a strong “Thinking Clearly comprehensive program About Multivariate Division 5 Membership at the APA convention Stephen G. West, PhD Models” (Deborah Services .............................8 that included invited President, Division 5 Bandalos, organizer), didactic presentations “Documenting University of Kansas by leading researchers Ourselves—Reflexivity Stats Camp .......................9 on new developments in measurement, and Subjectivity in the Conduct of STUDENT’S CORNER research design, statistics, and assessment. -
Article the Study of International Law in the Spanish Short Nineteenth
! ! Article The Study of International Law in the Spanish Short Nineteenth Century (1808- 1898) ! Ignacio de la Rasilla del Moral* ! ! Si hubo un tiempo en que pensar o esperar, fue soñar o creer, ! hoy esperar es pensar. Pensemos y esperemos.! Concepción del Arenal, Ensayo sobre el Derecho de Gentes (1879)! ! ! ! Table of Contents ! Introduction .............................................................................. 122 I. International Law in Spain Before and After the Independence of the Latin American Republics ....................... 125 II. From the 1850s to the First “Professional” Generation of 1883 .......................................................................................... 132 III. The First Professional Generation and the Return of Vitoria ....................................................................................... 139 Conclusion ................................................................................ 148 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! * Lecturer in Law at Brunel Law School (Brunel University, London) where he teaches Public International Law, European Union Law and Public Law of the United Kingdom. LL.B. (Complutense, Madrid), M.A. & Ph.D. (The Graduate Institute, Geneva). LL.M. (Harvard). Post- Doctoral Max Weber Fellow in Law, European University Institute in Florence (2011-2012). Adjunct Professor of International Human Rights Law, New York University (NYU-Florence) in the Spring of 2012. The author was awarded a Summer Academic Fellowship by Harvard