Waves of Globalization
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CENTRAL EURASIAN STUDIES REVIEW (CESR) Is a Publication of the Central Eurasian Studies Society (CESS)
The CENTRAL EURASIAN STUDIES REVIEW (CESR) is a publication of the Central Eurasian Studies Society (CESS). CESR is a scholarly review of research, resources, events, publications and developments in scholarship and teaching on Central Eurasia. The Review appears two times annually (Winter and Summer) beginning with Volume 4 (2005) and is distributed free of charge to dues paying members of CESS. It is available by subscription at a rate of $50 per year to institutions within North America and $65 outside North America. The Review is also available to all interested readers via the web. Guidelines for Contributors are available via the web at http://cess.fas.harvard.edu/CESR.html. Central Eurasian Studies Review Editorial Board Chief Editor: Marianne Kamp (Laramie, Wyo., USA) Section Editors: Perspectives: Robert M. Cutler (Ottawa/Montreal, Canada) Research Reports: Jamilya Ukudeeva (Aptos, Calif., USA) Reviews and Abstracts: Shoshana Keller (Clinton, N.Y., USA), Philippe Forêt (Zurich, Switzerland) Conferences and Lecture Series: Payam Foroughi (Salt Lake City, Utah, USA) Educational Resources and Developments: Daniel C. Waugh (Seattle, Wash., USA) Editors-at-Large: Ali Iğmen (Seattle, Wash., USA), Morgan Liu (Cambridge, Mass., USA), Sebastien Peyrouse (Washington, D.C., USA) English Language Style Editor: Helen Faller (Philadelphia, Penn., USA) Production Editor: Sada Aksartova (Tokyo, Japan) Web Editor: Paola Raffetta (Buenos Aires, Argentina) Editorial and Production Consultant: John Schoeberlein (Cambridge, Mass., USA) Manuscripts and related correspondence should be addressed to the appropriate section editors: Perspectives: R. Cutler, rmc alum.mit.edu; Research Reports: J. Ukudeeva, jaukudee cabrillo.edu; Reviews and Abstracts: S. Keller, skeller hamilton.edu; Conferences and Lecture Series: P. -
The Cartographic Steppe: Mapping Environment and Ethnicity in Japan's Imperial Borderlands
The Cartographic Steppe: Mapping Environment and Ethnicity in Japan's Imperial Borderlands The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Christmas, Sakura. 2016. The Cartographic Steppe: Mapping Environment and Ethnicity in Japan's Imperial Borderlands. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33840708 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA The Cartographic Steppe: Mapping Environment and Ethnicity in Japan’s Imperial Borderlands A dissertation presented by Sakura Marcelle Christmas to The Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History Harvard University Cambridge, Massachusetts August 2016 © 2016 Sakura Marcelle Christmas All rights reserved. Dissertation Advisor: Ian Jared Miller Sakura Marcelle Christmas The Cartographic Steppe: Mapping Environment and Ethnicity in Japan’s Imperial Borderlands ABSTRACT This dissertation traces one of the origins of the autonomous region system in the People’s Republic of China to the Japanese imperial project by focusing on Inner Mongolia in the 1930s. Here, Japanese technocrats demarcated the borderlands through categories of ethnicity and livelihood. At the center of this endeavor was the perceived problem of nomadic decline: the loss of the region’s deep history of transhumance to Chinese agricultural expansion and capitalist extraction. -
N E W S L E T T
NEWSLETTER Molina Center for Energy and the Environment Fall 2006 From the Editor: Welcome to the first issue of the Newsletter of the Molina Center, which we hope to use as a means of communication with our col- leagues and friends about the activities of the Center and interesting news and stories of our participants and collaborators. This first issue is devoted to the MCMA-2006 Campaign, one of the components of MILAGRO (Megacity Initiative: Local and Global Research Observations), which was successfully com- pleted in March 2006. The Campaign brought together an in- ternational research team of hundreds of scientists and students to the Mexico City Metropolitan Area, where they have col- Inauguration of the MILAGRO Poster Exhibit (March 2, 2006 laborated with a large group of Mexican investigators and gov- at Universum). From left to right: Julia Tagüeña (UNAM), ernment agencies in both scientific and educational activities. Sasha Madronich (NCAR), Luisa T. Molina (MCE2), Carlos Gay (UNAM), Jeffrey Gaffney (UALR). We are grateful to the many Mexican institutions and agencies for their support in the planning and operation of MILAGRO which In This Issue was instrumental in the success of the Campaign. Overview .............................. 2 Single Particles ................... 17 Toxic Pollutants ................... 5 Balloon Measurements ........ 18 We would like to thank the contributors of the articles and photos T0 Measurement ............ 5 PM Speciation ..................... 18 in this issue. We plan to have a follow-up issue in spring 2007. If Forecasting ........................... 6 Mercury ....................................... 19 MILAGRO participants did not have a chance to send in your con- Open Path DOAS ................. 7 Industrial Stacks ........................ -
When Does Behavioural Economics Really Matter?
When does behavioural economics really matter? Ian McAuley, University of Canberra and Centre for Policy Development (www.cpd.org.au) Paper to accompany presentation to Behavioural Economics stream at Australian Economic Forum, August 2010. Summary Behavioural economics integrates the formal study of psychology, including social psychology, into economics. Its empirical base helps policy makers in understanding how economic actors behave in response to incentives in market transactions and in response to policy interventions. This paper commences with a short description of how behavioural economics fits into the general discipline of economics. The next section outlines the development of behavioural economics, including its development from considerations of individual psychology into the fields of neurology, social psychology and anthropology. It covers developments in general terms; there are excellent and by now well-known detailed descriptions of the specific findings of behavioural economics. The final section examines seven contemporary public policy issues with suggestions on how behavioural economics may help develop sound policy. In some cases Australian policy advisers are already using the findings of behavioural economics to advantage. It matters most of the time In public policy there is nothing novel about behavioural economics, but for a long time it has tended to be ignored in formal texts. Like Molière’s Monsieur Jourdain who was surprised to find he had been speaking prose all his life, economists have long been guided by implicit knowledge of behavioural economics, particularly in macroeconomics. Keynes, for example, understood perfectly the “money illusion” – people’s tendency to think of money in nominal rather than real terms – in his solution to unemployment. -
Spain and the United States: So Close, Yet So Far
Spain and the United States: So Close, Yet So Far William Chislett Working Paper (WP) 23/2006 25/9/2006 Area: US & Transatlantic Dialogue – WP 23/2006 September 2006 Spain and the United States: So Close, Yet So Far1 William Chislett * For Antonio Muñoz Molina and Elvira Lindo, citizens of Madrid and New York Summary: This Paper updates the author’s book Spain and United States: The Quest for Mutual Rediscovery (www.realinstitutoelcano.org/publicaciones/libros/ChislettEsp-EEUU- ingles.pdf), published by Elcano in November 2005, in a much abbreviated form. It incorporates the latest figures and material regarding trade, investment, political and cultural relations and other areas. Contents Historical Overview Political Relations US Investment in Spain Spanish Investment in the United States Foreign Trade The Hispanic Community in the United States Cultural Relations Anti-Americanism in Spain Conclusion Appendix Bibliography Historical Overview Spain’s involvement in the United States stretches back to 1513 when Juan Ponce de León landed on the east coast of what is today the state of Florida and claimed it for the Spanish crown.2 Within three decades of his landing, the Spanish became the first Europeans to reach the Appalachians, the Mississippi, the Grand Canyon and the Great Plains. Spanish ships sailed along the East Coast, reaching present-day Bangor, Maine, and up the Pacific Coast as far as Oregon. In all, Spaniards probed half of today’s lower * Former correspondent for The Times in Spain (1975-78) and the Financial Times in Mexico (1978-84). 1 This Paper updates the author’s book Spain and United States: The Quest for Mutual Rediscovery (www.realinstitutoelcano.org/publicaciones/libros/ChislettEsp-EEUU-ingles.pdf), published in November 2005 by the Elcano Royal Institute, in a much abbreviated form. -
The Life-Cycle of the Barcelona Automobile-Industry Cluster, 1889-20151
The Life-Cycle of the Barcelona Automobile-Industry Cluster, 1889-20151 • JORDI CATALAN Universitat de Barcelona The life cycle of a cluster: some hypotheses Authors such as G. M. P. Swann and E. Bergman have defended the hy- pothesis that clusters have a life cycle.2 During their early history, clusters ben- efit from positive feedback such as strong local suppliers and customers, a pool of specialized labor, shared infrastructures and information externali- ties. However, as clusters mature, they face growing competition in input mar- kets such as real estate and labor, congestion in the use of infrastructures, and some sclerosis in innovation. These advantages and disadvantages combine to create the long-term cycle. In the automobile industry, this interpretation can explain the rise and decline of clusters such as Detroit in the United States or the West Midlands in Britain.3 The objective of this paper is to analyze the life cycle of the Barcelona au- tomobile- industry cluster from its origins at the end of the nineteenth centu- ry to today. The Barcelona district remained at the top of the Iberian auto- mobile clusters for a century. In 2000, when Spain had reached sixth position 1. Earlier versions of this paper were presented at the International Conference of Au- tomotive History (Philadelphia 2012), the 16th World Economic History Congress (Stellen- bosch 2012), and the 3rd Economic History Congress of Latin America (Bariloche 2012). I would like to thank the participants in the former meetings for their comments and sugges- tions. This research benefitted from the financial support of the Spanish Ministry of Econo- my (MINECO) and the European Regional Development Fund (ERDF) through the projects HAR2012-33298 (Cycles and industrial development in the economic history of Spain) and HAR2015-64769-P (Industrial crisis and productive recovery in the Spanish history). -
General Index
General Index Italicized page numbers indicate figures and tables. Color plates are in- cussed; full listings of authors’ works as cited in this volume may be dicated as “pl.” Color plates 1– 40 are in part 1 and plates 41–80 are found in the bibliographical index. in part 2. Authors are listed only when their ideas or works are dis- Aa, Pieter van der (1659–1733), 1338 of military cartography, 971 934 –39; Genoa, 864 –65; Low Coun- Aa River, pl.61, 1523 of nautical charts, 1069, 1424 tries, 1257 Aachen, 1241 printing’s impact on, 607–8 of Dutch hamlets, 1264 Abate, Agostino, 857–58, 864 –65 role of sources in, 66 –67 ecclesiastical subdivisions in, 1090, 1091 Abbeys. See also Cartularies; Monasteries of Russian maps, 1873 of forests, 50 maps: property, 50–51; water system, 43 standards of, 7 German maps in context of, 1224, 1225 plans: juridical uses of, pl.61, 1523–24, studies of, 505–8, 1258 n.53 map consciousness in, 636, 661–62 1525; Wildmore Fen (in psalter), 43– 44 of surveys, 505–8, 708, 1435–36 maps in: cadastral (See Cadastral maps); Abbreviations, 1897, 1899 of town models, 489 central Italy, 909–15; characteristics of, Abreu, Lisuarte de, 1019 Acequia Imperial de Aragón, 507 874 –75, 880 –82; coloring of, 1499, Abruzzi River, 547, 570 Acerra, 951 1588; East-Central Europe, 1806, 1808; Absolutism, 831, 833, 835–36 Ackerman, James S., 427 n.2 England, 50 –51, 1595, 1599, 1603, See also Sovereigns and monarchs Aconcio, Jacopo (d. 1566), 1611 1615, 1629, 1720; France, 1497–1500, Abstraction Acosta, José de (1539–1600), 1235 1501; humanism linked to, 909–10; in- in bird’s-eye views, 688 Acquaviva, Andrea Matteo (d. -
List of AOIME Institutions
List of AOIME Institutions CEEB School City State Zip Code 1001510 Calgary Olympic Math School Calgary AB T2X2E5 1001804 ICUC Academy Calgary AB T3A3W2 820138 Renert School Calgary AB T3R0K4 820225 Western Canada High School Calgary AB T2S0B5 996056 WESTMOUNT CHARTER SCHOOL CALGARY AB T2N 4Y3 820388 Old Scona Academic Edmonton AB T6E 2H5 C10384 University of Alberta Edmonton AB T6G 2R3 1001184 Vernon Barford School Edmonton AB T6J 2C1 10326 ALABAMA SCHOOL OF FINE ARTS BIRMINGHAM AL 35203-2203 10335 ALTAMONT SCHOOL BIRMINGHAM AL 35222-4445 C12963 University of Alabama at Birmingham Birmingham AL 35294 10328 Hoover High School Hoover AL 35244 11697 BOB JONES HIGH SCHOOL MADISON AL 35758-8737 11701 James Clemens High School Madison AL 35756 11793 ALABAMA SCHOOL OF MATH/SCIENCE MOBILE AL 36604-2519 11896 Loveless Academic Magnet Program High School Montgomery AL 36111 11440 Indian Springs School Pelham AL 35124 996060 LOUIS PIZITZ MS VESTAVIA HILLS AL 35216 12768 VESTAVIA HILLS HS VESTAVIA HILLS AL 35216-3314 C07813 University of Arkansas - Fayetteville Fayetteville AR 72701 41148 ASMSA Hot Springs AR 71901 41422 Central High School Little Rock AR 72202 30072 BASIS Chandler Chandler AZ 85248-4598 30045 CHANDLER HIGH SCHOOL CHANDLER AZ 85225-4578 30711 ERIE SCHOOL CAMPUS CHANDLER AZ 85224-4316 30062 Hamilton High School Chandler AZ 85248 997449 GCA - Gilbert Classical Academy Gilbert AZ 85234 30157 MESQUITE HS GILBERT AZ 85233-6506 30668 Perry High School Gilbert AZ 85297 30153 Mountain Ridge High School Glendale AZ 85310 30750 BASIS Mesa -
Catholic Diocese of Fort Worth Presents
PRICING AND ADDITIONAL INFORMATION Double Occupancy: $3,961 Single Occupancy: $4,802 Price includes: Round trip air, one group airport transfer on arrival and departure, land tour, sightseeing, �luxury hotels and meals as specified in the itinerary, fully air-conditioned motorcoach everywhere while touring and the services of a professional tour director. Travel Protection is available for an additional $199 per person. (Must be purchased at the same time of initial deposit) This plan offers comprehensive protection for your vacation. In addition to excellent trip coverage and cancellation protection, the plan includes a Cancel for Any Reason Waiver Benefit that allows for cancellations up to 24 hours prior to departure (or prior business day,whichever is farther out) for any �reason. In the event cancellation is for a non-covered reason under Travel Protection the cancellation penalty retained by Globus, minus the Travel Protection payment, will be reimbursed under the Cancel for Any Reason Waiver Benefit inthe form of Travel Certificates valid for travel within two years from the original cancelled vacation start date. This Cancel for Any Reason Waiver Benefit does not cover Instant Purchase Air or independently purchased air. *Travel Protection rate is based on the land cost of the tour. Rate may vary with additional land services i.e. single supplements and cabin upgrades Cancellations and Cancellation Fees �(If cancellation is received by Globus) 119 - 65 days prior to departure: $250 per person cancelled (prior to this date all land payments are refundable) �64 - 22 days prior to departure: 20% of total price 21 - 8 days prior to departure: 30% of total price CATHOLIC DIOCESE OF 7 - 1 days prior to departure: 50% of total price �On departure day and later: 100% of total price FORT WORTH PRESENTS: Cancellation fees may also apply to any additional services, including accommodations, PILGRIMAGE TO THE HOLY LAND independently supplied services and optionalexcursions, reserved prior to, during and after the tour. -
Certified School List MM-DD-YY.Xlsx
Updated SEVP Certified Schools January 26, 2017 SCHOOL NAME CAMPUS NAME F M CITY ST CAMPUS ID "I Am" School Inc. "I Am" School Inc. Y N Mount Shasta CA 41789 ‐ A ‐ A F International School of Languages Inc. Monroe County Community College Y N Monroe MI 135501 A F International School of Languages Inc. Monroe SH Y N North Hills CA 180718 A. T. Still University of Health Sciences Lipscomb Academy Y N Nashville TN 434743 Aaron School Southeastern Baptist Theological Y N Wake Forest NC 5594 Aaron School Southeastern Bible College Y N Birmingham AL 1110 ABC Beauty Academy, INC. South University ‐ Savannah Y N Savannah GA 10841 ABC Beauty Academy, LLC Glynn County School Administrative Y N Brunswick GA 61664 Abcott Institute Ivy Tech Community College ‐ Y Y Terre Haute IN 6050 Aberdeen School District 6‐1 WATSON SCHOOL OF BIOLOGICAL Y N COLD SPRING NY 8094 Abiding Savior Lutheran School Milford High School Y N Highland MI 23075 Abilene Christian Schools German International School Y N Allston MA 99359 Abilene Christian University Gesu (Catholic School) Y N Detroit MI 146200 Abington Friends School St. Bernard's Academy Y N Eureka CA 25239 Abraham Baldwin Agricultural College Airlink LLC N Y Waterville ME 1721944 Abraham Joshua Heschel School South‐Doyle High School Y N Knoxville TN 184190 ABT Jacqueline Kennedy Onassis School South Georgia State College Y N Douglas GA 4016 Abundant Life Christian School ELS Language Centers Dallas Y N Richardson TX 190950 ABX Air, Inc. Frederick KC Price III Christian Y N Los Angeles CA 389244 Acaciawood School Mid‐State Technical College ‐ MF Y Y Marshfield WI 31309 Academe of the Oaks Argosy University/Twin Cities Y N Eagan MN 7169 Academia Language School Kaplan University Y Y Lincoln NE 7068 Academic High School Ogden‐Hinckley Airport Y Y Ogden UT 553646 Academic High School Ogeechee Technical College Y Y Statesboro GA 3367 Academy at Charlemont, Inc. -
2005-06 TOEFL Test Center Lists and Institution Codes
2005-06 ™ Test of English as a Foreign Language Test Center Lists and Institution Codes To register for a TOEFL® test, use the lists in this publication. These lists are also available in the Learners and Test Takers section of the TOEFL Web site at www.ets.org/toefl. • iBT Test Locations • Department Codes • CBT Test Centers • iBT Native Country and Region Codes • CBT International Regional • iBT Native Language Codes Registration Centers • CBT/PBT Native Country and • PBT Test Centers Region Codes • Institution Codes • CBT/PBT Native Language Codes There are several different ways to register. For the fastest and most convenient service, register online! Internet-Based Testing (iBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – in the U.S. and Canada, call 1-800-GO-TOEFL; all other locations, call your Regional Registration Center • Mail – complete the registration form in the center of the Bulletin Computer-Based Testing (CBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – call your Regional Registration Center • Mail or Fax – complete the International Test Scheduling Form in the Bulletin and mail or fax it to the appropriate Regional Registration Center Paper-Based Testing (PBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Mail – complete the registration form in the center of the Bulletin Go to the TOEFL Web site at www.ets.org/toefl Listening. for the most up-to-date information. Learning. Copyright © 2006 by Educational Testing Service. All rights reserved. Printed in the U.S.A. -
PAPM 1000 Winter 2011 1
PAPM 1000 Winter 2011 1 Carleton University Arthur Kroeger College of Public Affairs PAPM 1000: Introduction to Public Affairs and Policy Management Winter Term: History of Economic Thought Winter 2011 Instructor: Derek Ireland Wednesday: 14:35-16:25 (2:35-4:25 PM) Office: D199 Loeb Building C164 Loeb Building Phone: 613 747 9593 Office Hours: Wednesdays From 13:00 to 14:20 --Or Email: [email protected] Determined Through Emails with Student Course Objective The objective of the course is to provide an understanding of economic ideas and thinking, how these ideas have evolved and developed and been applied through many centuries, and the implications of economic ideas for past and current policy debates, analysis, development and management. What do we mean by economic ideas? Economic ideas are essentially the concepts, hypotheses, presumptions, guesses and initial thoughts on cause and effect relationships that have been identified, discussed and argued about by economic thinkers over the past decades and centuries. Some of these concepts, guesses and so on are then developed into economic theories which are applied and tested in theoretical and empirical research and policy analysis in our attempts to find answers to such questions as: . Why do consumers purchase what they do? . Why do businesses produce what they do and locate in one place rather than another? . Why do countries trade with each other and should there be more or less international trade in the future? . Why do some countries grow faster than others? . Why are the more advanced OECD countries expected by many economists to grow much more slowly in the future? .