Daughter of Babylon
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Accountability and the Promise of Performance: in Search of The
Accountability and the Promise of Performance: In Search of the Mechanisms Melvin J. Dubnick Professor of Political Science & Public Administration Rutgers University – Newark & Visiting Professor Institute of Governance, Public Policy and Social Research Queen’s University, Belfast [email protected] Prepared for delivery at the 2003 Annual Meeting of the American Political Science Association, August 28-31, Philadelphia, PA & Conference of the European Group of Public Administration (EGPA) September 3-6, 2003, Lisbon, Portugal ver: 8/29/03 Self-evident truths are frequently invoked when scholars and policymakers propose political reforms. We often hear: "It is obvious that X is true, therefore we need to do Y." The implication of this assertion is that common sense dictates our understanding of the problem and the solution. But is it really the case that X is true? And is Y really the best response? The fact that something is widely believed does not make it correct. (Ostrom 2000) Introduction: The Promise of Performance Among the pervasive notions characterizing contemporary public administration rhetoric and scholarship is the idea of accountability as the solution to a wide range of problems. According to proponents of accountability-centered reforms, enhanced accountability will (among other things) result in · greater transparency and openness in a world threatened by the powerful forces of hierarchy and bureaucratization (the promise of democracy) (O'Donnell 1998; Schedler, Diamond, and Plattner 1999); · access to impartial arenas where abuses of authority can be challenged and judged (the promise of justice) (Borneman 1997; Miller 1998; Ambos 2000); · pressures and oversight that will promote appropriate behavior on the part of public officials (the promise of ethical behavior) (Gray and Jenkins 1993; Anechiarico and Jacobs 1994; Morgan and Reynolds 1997; Dubnick 2003c); and · improvements in the quality of government services (the promise of performance). -
Chapter 4: Answers and Comments
Chapter 4: Answers and Comments Answers: I. True or False 1. See textbook. 2. False. One of the most common mistakes. The focus should be even if the premise is true, the reasoning is weak. 3. See textbook. 4. True. We could criticize the truth of the premise as well, but this would not be relevant to the focus of a fallacy of relevance. 5. True. There is nothing inherently wrong with loyalty as a behavior or an emotion. The point is there should be good reasons, which we have thought about, for our loyalty commitments. 6. FALSE! Two Wrongs is a fallacy of relevance, so the focus is not on the truth of the premise. The focus should be on the reasoning. Usually the premise is true, but irrelevant to why either item compared should be considered good. 7. See textbook. 8. False. The name-calling is always in the premise. 9. False. In our age many in-group appeals are aimed at sub-cultural groups. People who believe they are more intelligent than most, more cool, more modern, etc. 10. True. 11. True. For a complete argument analysis, these two points must be made. 12. False. It was used as an example for structuring arguments. It will be covered in Chapter 5. We will see that it is a fallacy of relevance and it always has a premise that is relevant to the conclusion. 13. False. There could be very good reasons for a particular act of loyalty. 14. True. In this chapter there will be situations where the difference between one label and another is inconsequential. -
Chapter 4: INFORMAL FALLACIES I
Essential Logic Ronald C. Pine Chapter 4: INFORMAL FALLACIES I All effective propaganda must be confined to a few bare necessities and then must be expressed in a few stereotyped formulas. Adolf Hitler Until the habit of thinking is well formed, facing the situation to discover the facts requires an effort. For the mind tends to dislike what is unpleasant and so to sheer off from an adequate notice of that which is especially annoying. John Dewey, How We Think Introduction In everyday speech you may have heard someone refer to a commonly accepted belief as a fallacy. What is usually meant is that the belief is false, although widely accepted. In logic, a fallacy refers to logically weak argument appeal (not a belief or statement) that is widely used and successful. Here is our definition: A logical fallacy is an argument that is usually psychologically persuasive but logically weak. By this definition we mean that fallacious arguments work in getting many people to accept conclusions, that they make bad arguments appear good even though a little commonsense reflection will reveal that people ought not to accept the conclusions of these arguments as strongly supported. Although logicians distinguish between formal and informal fallacies, our focus in this chapter and the next one will be on traditional informal fallacies.1 For our purposes, we can think of these fallacies as "informal" because they are most often found in the everyday exchanges of ideas, such as newspaper editorials, letters to the editor, political speeches, advertisements, conversational disagreements between people in social networking sites and Internet discussion boards, and so on. -
Round 02 - Tossups
NSC 2018 - Round 02 - Tossups 1. A 1958 book on the "method of theory" of the "American" form of this discipline stated the authors' belief that this discipline is "anthropology or it is nothing." A 20th-century practitioner of this discipline adapted Robert Merton's idea of "middle range theories" to describe an approach to this discipline that involved ethnographic fieldwork among hunter-gatherer societies. Lewis Binford pioneered the "new," or (*) "processual," form of this discipline. The "Harris matrix" is a method of creating seriation diagrams in this discipline that rely on the laws of "original horizontality," "stratigraphic succession," and "superposition." Sites such as Göbekli Tepe (go-BEK-lee TEH-pay) and Cahokia (kuh-HO-kee-uh) are examined by practitioners of, for 10 points, what academic discipline concerning the excavation of human-built sites? ANSWER: archaeology [accept ethnoarchaeology or processual archaeology or new archaeology or middle-range archaeology; accept forms of the word archaeology such as archaeological study; do not accept or prompt on "paleontology" or similar answers] <Hart, Social Science - Other> 2. Residents of a locale created by this author include Elias, who fails exams to be a doctor and a sanitary inspector before eventually becoming a cart driver, and a poet who fails to write anything past the first line of his magnum opus and is named B. Wordsworth. In another novel by this author, Father Huismans collects African masks, and a man who worships the cult of the Black Madonna takes over an unnamed town. The shopkeeper Salim lives in a country led by the (*) Big Man in a novel by this man, who also wrote Miguel Street and a novel whose title character, an eleven-fingered sign-painter, marries into the overbearing Tulsi family. -
The Great Monkey Trial</Article-Title>
a number of experiments that might HISTORYAND PHILOSOPHY ment. Tennessee repealed its anti- well be performed in a course in elec- OF SCIENCE evolution law. Such laws still remain on the tronics for engineering students or A GUIDE TO SCIENCE AND INDEX TO THE books in Arkansas and Mis- In physics majors, but none of the basic LIFE SCIENCE LIBRARY, Editors of Life, sissippi. Little Rock, Mrs. Susan theorv is included. 208 pp., $3.95, Time-Like Books, Chi- Epperson's suit, putting forth the in- Richard Weidner cago, 1968. teresting claim that the Arkansas law Rutgers University The finale to a superb series and infringes on her civil rights, is now New Brunswick, N. J. one which has its place in the school before the United States Supreme as well as in the home. The response Court. Biology teachers are aware of to this series is not public knowledge the strenuous and successful efforts to NUCLEARPROPULSION FOR SPACE, U. S0. but it surely must have been tremen- list the BSCS textbooks in Texas and Atomic Energy Commission, Division dous. This one simply has illustrated Arizona, in the face of violent criti- of Technical Information, 56 pp., chapters summarizing the fields of cism of their evolutionary approach. Free, U. S. Atomic Energy Commis- science and then the index to all the Similar rashes of controversy, some sion. Washington, D.C. volumes. Even the chapter titles and overt and sensational, but many others A pamphlet outlining various forms subheads are informative and creative covert and unpublicized, break out in of nuclear propulsion for space vehi- in their ability to tell the story. -
The Inventory of the L. Sprague De Camp Collection
The Inventory of the L. Sprague de Camp Collection #60 Howard Gotlieb Archival Research Center de Camp, L, Sprague 1965 Box 1 Amra v. 2 no. 4, 6-12, 14-16 June 1959-Dec. 1964 20-24, 26-31. (LSdeC is editor and contributor) Reprints: Some Alaskan Place Names Scranton pronunciation Before Stirrups Master Gunner Appolonios [Review of] House of the Double Ax, by A. Carr Xerxes' Okapi in Greek Geography An Early Patent Law Opposed Creation and Innovation File of "The California Tech." Misc. contributions to college paper Addenda April 1965 Boxes 2 3 4 3 boxes of Science Fiction "Little" Magazines that either mention author or contain works of his. ,,, . Page 2 deCamp, 1. SpraiYe (addenda - Sept. 1965) Box 115 1. The Day of the Dragon (unpublished) a . First draft. Typescript with holograph corrections, 3581. (incomrl ete - lacks chapters three and four) b. Second draft. Typescript with holograph corrections (2 holograph.J . ) , c .480.J. (includes two drafts of first chapter) c . Another draft. Typescript and typescript carbon (first 62.J. carbon, remainder original), holograph corrections, 1TJJ. (first five chapters only) d. 4 drawings for the book done by deCamp ("discarded first attempts") 2 . Spirits, Stars, and Spells (to be published, 1965?) a . Notes and outline, holograph (pencil), 53.J. b. First draft. Typescript with holograph corrections, c.510.J. A.lso jacket copy, typescript wi:t:h holograph corrections, 7.,,f. Reference notes, hol., 27,/. • c . Second draft. Typescript with holograph corrections, c.45o.J . d. Third draft. TYPescript with holograph corrections, chapter five only, 30J. 3. -
Complete History
The Hotel Albert 23 East 10th Street, NYC Hotel Albert c.1907 Photograph obtained from The Museum of the City of New York A History Prepared by Anthony W. Robins Thompson & Columbus, Inc. April 2011 TABLE OF CONTENTS INTRODUCTION............................................................................................................. 3 PART I: Construction History ........................................................................................ 5 PART II: Descriptions of the Hotel St. Stephen Prior to its Incorporation into the Hotel Albert .................................................................................................... 15 PART III: The Early Years Up To World War I – Descriptions and Visitors ......... 19 PART IV: The Early Years Up To World War I – Resident Writers and Artists ... 30 PART V: From the 1920s Through World War II and Just Afterwards .................. 43 PART VI: From the 1920s Through World War II and Afterward: Writers, Artists and Radicals ................................................................................................... 46 PART VII: 1950s and 1960s – Writers, Artists, Actors And Descriptions Of The Hotel .............................................................................................................. 61 PART VIII: The Albert French Restaurant ................................................................. 69 PART IX: 1960s Musicians ............................................................................................ 89 PART X: End of an Era .............................................................................................. -
American Journalism Historians Association
39 ftt AMERICAIV 4790Journalism The publication of the American Journalism Historians Association OCT 2 8 2005 PUBLISHED QUARTERLY BY THE ASSOCIATION Volume IV (1987), Number 1 AMERICAN JOURNALISM solicits manuscripts throughout the year. Articles are "blind" judged by three readers chosen from the Editorial Board oi AmericanJournalism for their expertise in the particular subject matter of the articles. On matters of documentation and style, American Journalism follows the MLA Handbook. Authors are asked to do the same. Four copies of a manuscript should be mailed to the following address: Wm. David Sloan Editor, AmericanJournalism School of Communication P.O. Box 1482 University of Alabama Tuscaloosa, AL 35487 If the author wishes to have the manuscript returned, he or she should include a self- addressed manila envelope with adequate postage. Inquiries on all matters should be directed to AmericanJournalism's editorial and business offices in the School of Communication at the University of Alabama. Copyright 1986, AmericanJournalism Historians Association AMERICAN Journalism The publication of the American Journalism Historians Association IH'BI.ISHF.D qi'ARIERLY BY 1 HE ASSOCIATION Volume IV (1987) Number 1 AMERICAN JOURNALISM EDITOR: Wm. David Sloan, Alabama ASSOCIATE EDITORS: Gary Whitby, Southern Illinois, and James D. Startt, Valparaiso ASSISTANT EDITOR: Kelly Saxton, Alabama BOOK REVIEW EDITOR: Douglas Birkhead, Utah GRAPHICS AND DESIGN EDITOR: Sharon M. W. Bass, Kansas EDITORIAL BOARD Dave Anderson, Norlfirrn Colorado; Douglas A. Anderson, Arizona Stale; Edd Applegaie, Middle Tennessee Stale; Donald Avery, Southern Mississippi; Anantha Babbili, Texas Christian; Warren F.. liarnard, Indiana State; Ralph D. Barney, Hri^hani Youti^; Maurine Beasley, Maryland, |ohn Behrens, Utica of Syracuse; Sherilyn (1. -
A Critical Analysis of the Stage Work Inherit the Wind Regarding Its Deviation from the Historic Scopes'
A CRITICAL ANALYSIS OF THE STAGE WORK INHERIT THE WIND REGARDING ITS DEVIATION FROM THE HISTORIC SCOPES’ TRIAL OF 1925 AND SUBSEQUENT IMPACT UPON THE DEBATE OF HUMAN ORIGINS A Thesis Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Master of Arts Jeffrey S. Miller May 2008 A CRITICAL ANALYSIS OF THE STAGE WORK INHERIT THE WIND REGARDING ITS DEVIATION FROM THE HISTORIC SCOPES’ TRIAL OF 1925 AND SUBSEQUENT IMPACT UPON THE DEBATE OF HUMAN ORIGINS Jeffrey S. Miller Thesis Approved: Accepted: Advisor Dean of the College James Slowiak James M. Lynn Faculty Reader Dean of the Graduate School Durand L. Pope George R. Newkome Faculty Reader Date Kevin Priest School Director Neil Sapienza ii TABLE OF CONTENTS CHAPTER Page I. THE STAGE WORK’S ORGINAL INTENT AS A PRODUCT OF THE TIMES…………………………………..…………….………….…..………………….01 II. THE STAGE WORK’S GRADUAL DEVIATION FROM ITS ORIGINAL INTENT………………………………………………………………..……………..…06 III. THE STAGE WORK’S DEVIATION FROM THE HISTORICAL PERCEPTION OF THE CHARACTER OF WILLIAM JENNINGS BRYAN…..…14 IV. THE STAGE WORK’S DEVIATION FROM THE HISTORICAL PERCEPTION OF THE CHARACTER OF CLARENCE DARROW……………...24 V. THE STAGE WORK’S DEVIATION FROM A HISTORICAL PERCEPTION OF DAYTON, TENNESSE’S RELIGIOUS POPULATION……..............…..….…..35 H. L. Mencken…………………………………………………………….……47 Concluding thoughts on the religious of Dayton, Tennessee……...…..….53 VI. THE PHENOMENON OF ART’S ABILITY TO INFLUENCE SOCIETY AS SEEN IN THE STAGEWORK INHERIT THE WIND………….…….…..….……....55 -
Inherit the Myth: How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial
Campbell University School of Law Scholarly Repository @ Campbell University School of Law Scholarly Works Faculty Scholarship 2004 Inherit the Myth: How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial Kevin P. Lee Campbell University School of Law, [email protected] Follow this and additional works at: https://scholarship.law.campbell.edu/fac_sw Recommended Citation Kevin P. Lee, Inherit the Myth: How William Jennings Bryan's Struggle with Social Darwinism and Legal Formalism Demythologize the Scopes Monkey Trial, 33 Cap. U. L. Rev. 347 (2004). Available at: https://scholarship.law.campbell.edu/fac_sw/41 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarly Repository @ Campbell University School of Law. It has been accepted for inclusion in Scholarly Works by an authorized administrator of Scholarly Repository @ Campbell University School of Law. INHERIT THE MYTH: HOW WILLIAM JENNINGS BRYAN'S STRUGGLE WITH SOCIAL DARWINISM AND LEGAL FORMALISM DEMYTHOLOGIZE THE SCOPES MONKEY TRIAL KEVIN P. LEE* The trial of John T. Scopes is an important milestone in the history of American legal thought. Known in the vernacular as the "Scopes Monkey Trial," the case took place in Dayton, Tennessee in the summer of 1925.1 It concerned a substitute high school biology teacher who was arrested and convicted for teaching evolutionary theory in violation of a Tennessee anti- evolution act.2 At the time, the trial was the most public confrontation between religious fundamentalism and modem science. By 1955, Jerome Lawrence and Robert E. Lee had written a play about the trial called Inherit the Wind,3 and film treatments of that play followed.4 These fictionalized accounts helped to create a mythic view of the case in popular culture. -
Communication and Sensemaking During the Exit Phase of Socialization
COMMUNICATION AND SENSEMAKING DURING THE EXIT PHASE OF SOCIALIZATION A Dissertation Presented to the Faculty of the Graduate School University of Missouri—Columbia In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy By STEPHANIE R. KLATZKE Dr. Michael W. Kramer, Dissertation Supervisor MAY 2008 The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled COMMUNICATION AND SENSEMAKING DURING THE EXIT PHASE OF SOCIALIZATION Presented by Stephanie R. Klatzke A candidate for the degree of Doctor of Philosophy, And hereby certify that, in their opinion, it is worthy of acceptance. ________________________________________________ Dr. Michael W. Kramer ________________________________________________ Dr. Debbie S. Dougherty ________________________________________________ Dr. Jon A. Hess ________________________________________________ Dr. Mitchell S. McKinney ________________________________________________ Dr. Tom W. Dougherty ACKNOWLEDGEMENTS To begin, there are not enough words to thank the many people who have impacted my academic journey. I hope they each realize how much I have valued their time, support, advice, and encouragement. I am indebted to them. I am proud to have been a part of the Department of Communication at the University of Missouri— Columbia. Heartfelt thanks go first to the members of my committee. Each of my committee members has made an important contribution to this paper and to my education. Dr. Debbie Dougherty has a passion for her research that is unmatched and inspiring. She has pushed me to become a better researcher and writer. It was a joy to learn from Dr. Jon Hess. He taught me to always approach my students with a positive attitude and enthusiasm. I also want to thank Dr. -
And Others Critical Thinking: Implications for Teaching
DOCUMENT RESUME ED 352 358 SP 034 242 AUTHOR Oxman, Wendy, Ed.; And Others TITLE Critical Thinking: Implications for Teaching and Teachers. Proceedings of a Conference (Upper Montclair, New Jersey, 1991). INSTITUTION Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking. PUB DATE 92 NOTE 367p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS *Critical Thinking; *Educational Objectives; *Educational Practices; Educational Theories; Elementary Secondary Education; Faculty Development; Higher Education; Holistic Approach; *Knowledge Level; Learning Strategies; *Perspective Taking; Teacher Participation; Teaching Methods; Theory Practice Relationship IDENTIFIERS Montclair State College NJ; *Teacher Knowledge ABSTRACT The purpose of the conference reported in these proceedings was to help enrich the field of criticalthinking through the perspectives of scholars and professional practitionersin a variety of academic disciplines. Thepapers included in these proceedings reflect the thoughts of 49 authors representing10 academic fields. After the presentation ofthe plenary session papers, the volume is divided into four sections which includepapers addressing the goals and purposes of education,general approaches, the nature of teachers' professional knowledge,and specific techniques for teaching and learning. Centralissues in critical thinking are addressed witha focus on aspects of educational theory and practice that relate critical thinking to education--for teachers, students,