University of Cincinnati
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Current and Future Climate of Airline Consolidation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Southern Methodist University Journal of Air Law and Commerce Volume 64 | Issue 2 Article 9 1998 The urC rent and Future Climate of Airline Consolidation: The oP ssible Impact of an Alliance of Two Large Airlines and an Examination of the Proposed American Airlines-British Airways Alliance Jeff oM steller Follow this and additional works at: https://scholar.smu.edu/jalc Recommended Citation Jeff osM teller, The Current and Future Climate of Airline Consolidation: The Possible Impact of an Alliance of Two Large Airlines and an Examination of the Proposed American Airlines-British Airways Alliance, 64 J. Air L. & Com. 575 (1998) https://scholar.smu.edu/jalc/vol64/iss2/9 This Comment is brought to you for free and open access by the Law Journals at SMU Scholar. It has been accepted for inclusion in Journal of Air Law and Commerce by an authorized administrator of SMU Scholar. For more information, please visit http://digitalrepository.smu.edu. THE CURRENT AND FUTURE CLIMATE OF AIRLINE CONSOLIDATION: THE POSSIBLE IMPACT OF AN ALLIANCE OF TWO LARGE AIRLINES AND AN EXAMINATION OF THE PROPOSED AMERICAN AIRLINES-BRITISH AIRWAYS ALLIANCE JEFF MOSTELLER TABLE OF CONTENTS I. INTRODUCTION .................................. 576 II. THE HISTORY OF AIRLINE REGULATION AND CONSOLIDATION ................................ 577 A . BEFORE 1978 ................................... 577 B. AFTER DEREGULATION: 1978-1989 ............... 578 C . THE 1990s ...................................... 579 III. THE PRESENT PRO-CONSOLIDATION ENVIRONM ENT ................................... 580 A. THE CURRENT PRO-CONSOLIDATION CLIMATE ... 581 1. The Economic Climate........................ 582 2. Non-Economic Reasons ....................... 583 3. -
Solving 9-11
Solving 9-11 An Independent Investigation of the Crime that Changed the World By Christopher Bollyn Table of Contents (As of May 30, 2009) Preface by Author Forward by Dr. Steven E. Jones (preferably) Chapters 1. 9-11 Through the Eyes of an American Skeptic (5150) As a journalist and skeptic of the unproven official version, I have examined the facts and evidence and concluded that the U.S. government and controlled media have engaged in a conspiracy to deceive the world about what really happened on 9-11. 2. The Planes of 9-11 (6340) A foreign and privately-owned aircraft leasing company is connected to the airport security and passenger screening company at the center of the terror attacks of 9-11. 3. America the Target: 9-11 and the History of False Flag Terrorism (9985) An examination of key events in the history of false-flag terror attacks and the people behind them. 4. The Terror Drills That Became Real: 9-11, the London Bombings & the Sinking of Estonia (6077) The past two decades have been marked by a number of terror events which occurred during security exercises in which the scenario was identical to the real-life terror attack. 5. How Did Spy Software Get Onto FAA Computers? (2841) 9-11 was also a sophisticated computer crime, carried out through long-term foreign infiltration of the most sensitive U.S. military and government computer networks. 6. Who Controls Our Elections? (2860) The stealing of American elections is primarily a computer crime, as were the terror attacks of 9-11. -
The Relationship Between Poverty and Eros in Plato's Symposium Lorelle D
Marquette University e-Publications@Marquette Dissertations (2009 -) Dissertations, Theses, and Professional Projects Love's Lack: The Relationship between Poverty and Eros in Plato's Symposium Lorelle D. Lamascus Marquette University Recommended Citation Lamascus, Lorelle D., "Love's Lack: The Relationship between Poverty and Eros in Plato's Symposium" (2010). Dissertations (2009 -). Paper 71. http://epublications.marquette.edu/dissertations_mu/71 LOVE’S LACK: THE RELATIONSHIP BETWEEN POVERTY AND EROS IN PLATO’S SYMPOSIUM By Lorelle D. Lamascus A Dissertation Submitted to the Faculty of the Graduate School, Marquette University, In partial fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of Philosophy Milwaukee, Wisconsin December 2010 ABSTRACT LOVE’S LACK: THE RELATIONSHIP BETWEEN EROS AND POVERTY IN PLATO’S SYMPOSIUM Lorelle D. Lamascus Marquette University, 2010 This dissertation responds to a long-standing debate among scholars regarding the nature of Platonic Eros and its relation to lack. The more prominent account of Platonic Eros presents the lack of Eros as a deficiency or need experienced by the lover with respect to the object needed, lacked, or desired, so that the nature of Eros is construed as self-interested or acquisitive, subsisting only so long as the lover lacks the beloved object. This dissertation argues that such an interpretation neglects the different senses of lack present in the Symposium and presents an alternative interpretation of Eros based on the Symposium ’s presentation of Eros as the child of Poverty and Resource. Chapter one examines the origin and development of the position that Platonic Eros is acquisitive or egocentric and the influence this has had on subsequent interpretations of Plato’s thought. -
Proquest Dissertations
u Ottawa L'Universit6 canadieruie Canada's university FACULTE DES ETUDES SUPERIEURES FACULTY OF GRADUATE AND ET POSTDOCTORALES u Ottawa POSTDOCTORAL STUDIES L'Univer.sito c muulienne Canada's university Heather MacQuarrie Ph.D. (Philosophy) Department of Philosophy Feminine Consciousness and Greek Spirit in Hegel TITRE DE LA THESE / TITLE OF THESIS D. Moggach "CO-DTRECTEUR"(CO-DI EXAMINATEURS (EXAMINATRICES) DE LA THESE/THESIS EXAMINERS L. Armour N. Changfoot J. Reid D. Schlitt Gary W. Slater Le Doyen de la Faculte des etudes superieures et postdoctorales / Dean of the Faculty of Graduate and Postdoctoral Studies Feminine Consciousness and Greek Spirit in Hegel Heather D. Macquarrie Thesis submitted to the Faculty of Graduate and Postdoctoral Studies In partial fulfillment of the requirements For the PhD degree in Philosophy Department of Philosophy Faculty of Arts University of Ottawa © Heather D. Macquarrie, Ottawa, Canada, 2009 Library and Archives Bibliothfeque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'6dition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre r&f&rence ISBN: 978-0-494-59500-8 Our file Notre reference ISBN: 978-0-494-59500-8 NOTICE: AVIS: The author has granted a non- L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, pr§ter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. -
Job Performance of Young Workers in Relation To
REPORT RESUMES E) 015 231 VT 000 457 JOB PERFORMANCE OF YOUNG WORKERS IN RELATION TO SCHOOL BACKGROUND, A TILOT APPROACH TOWARD USING THE JOB ENVIRONMENT IN EVALUATING BOTH GENERAL AND VOCATIONAL EDUCATION. BY. BERGSTROM, HOWARD E. EDUCATIONAL RESEARCH AND DEV. COUNC.OF TWIN CITIES PUB DATE 20 APR 66 EDRS PRICE MF.41.00 HC -$O.76 217P. DESCRIPTORS- *VOCATIONAL EDUCATION, *HIGH SCHOOL GRADUATES, *GENERAL EDUCATION, *PERSONNEL EVALUATION, PROGRAM EVALUATION, COMPARATIVE ANALYSIS, MALES, GRADES (SCHOLASTIC), EMPLOYMENT LEVEL, PILOT PROJECTS, INDIVIDUAL CHARACTERISTICS, THE PURPOSE OF THIS STUDY WAS TO EXPLORE WAYS OF USING THE WORK ENVIRONMENT TO APPRAISE THE EFFECTS OF PREEMPLOYMENT EDUCATION BOTH GENERAL AND VOCATIONAL EDUCATION ON SUBSEQUENT JOB SUCCESS. DATA WERE COLLECTED FROM AUGUST 1964 TO MAY 1965, AND CAME FROM THREE PRIMARY SOURCES (1) TELEPHONE INTERVIEWS WITH 150 BOYS WHO GRADUATED FROM THREE DIFFERENT TYPES OF HIGH SCHOOLS IN 1963 BUT HAD OBTAINED FULL-TIME WORK INSTEAD OF CONTINUING THEIR FORMAL EDUCATION, (2) THEIR OFFICIAL SCHOOL RECORDS (CLASS RANK, GRADES IN ENGLISH AND VOCATIONALLY - ORIENTED SUBJECTS, ATTENDANCE RECORDS, AND SCORES IN INTELLIGENCE AND THE DIFFERENTIAL APTITUDE TEST), AND (3) THE EMPLOYERS OF THE 150 BOYS WHO WERE INTERVIEWED BY THE INVESTIGATOR AT 123 PLACES OF EMPLOYMENT. EACH EMPLOYER DEFINED THE JOB AS BEING ON ONE OF FOUR LEVELS OF DIFFICULTY, AND INDICATED THE ORDER OF IMPORTANCE OF THREE CLUSTERS OF CHARACTERISTICS (1) COMMUNICATION COMPETENCY (VALUED MOST IN 42 CASES), (2) PERSONAL ADEQUACY (VALUED MOST IN 91 CASES), AND (3) SKILLS UNIQUE TO THE JOB (VALUED MOST IN 17 CASES). BOYS FROM ALL THREE SCHOOLS WERE EQUALLY SUCCESSFUL IN OBTAINING JOBS RELATED TO THEIR TRAINING. -
Qualitative Inquiry in Daily Life
Qualitative Inquiry in Daily Life David Dwayne Williams Version: 1.3 Built on: 05/28/2020 04:10pm This book is provided freely to you by CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it. Table of Contents Preface .............................................................................................. 7 Overview of qualitative inquiry and general texts on this topic ............................................................................................................. 9 A School Story of Qualitative Inquiry .................................. 10 An Analysis of the Story ........................................................ 18 Qualitative Inquiry Process ................................................... 20 The Reality about the Process .............................................. 22 Organization of this Book ...................................................... 31 Conclusion ................................................................................ 32 Assumptions we make in doing qualitative inquiry ................. 34 Some Common Assumptions ................................................. 35 An Analysis of Assumptions .................................................. 38 Common Questions about Qualitative Inquiry ................... 42 Some Additional Beliefs and Assumptions Regarding Human Inquiry .................................................................. 45 Conclusion ............................................................................... -
Hereditary Genius-Its Laws and Consequences
Hereditary Genius Francis Galton Sir William Sydney, John Dudley, Earl of Warwick Soldier and knight and Duke of Northumberland; Earl of renown Marshal. “The minion of his time.” _________|_________ ___________|___ | | | | Lucy, marr. Sir Henry Sydney = Mary Sir Robt. Dudley, William Herbert Sir James three times Lord | the great Earl of 1st E. Pembroke Harrington Deputy of Ireland.| Leicester. Statesman and __________________________|____________ soldier. | | | | Sir Philip Sydney, Sir Robert, Mary = 2d Earl of Pembroke. Scholar, soldier, 1st Earl Leicester, Epitaph | courtier. Soldier & courtier. by Ben | | Johnson | | | Sir Robert, 2d Earl. 3d Earl Pembroke, “Learning, observation, Patron of letters. and veracity.” ____________|_____________________ | | | Philip Sydney, Algernon Sydney, Dorothy, 3d Earl, Patriot. Waller's one of Cromwell's Beheaded, 1683. “Saccharissa.” Council. First published in 1869. Second Edition, with an additional preface, 1892. Third corrected proof of the first electronic edition, 2000. Based on the text of the second edition. The page numbering and layout of the second edition have been preserved, as far as possible, to simplify cross-referencing. This is a corrected proof. Although it has been checked against the print edition, expect minor errors introduced by conversion and transcription. This document forms part of the archive of Galton material available at http://galton.org. Original electronic conversion by Michal Kulczycki, based on a facsimile prepared by Gavan Tredoux. This edition was edited, cross-checked and reformatted by Gavan Tredoux. HEREDITARY GENIUS AN INQUIRY INTO ITS LAWS AND CONSEQUENCES BY FRANCIS GALTON, F.R.S., ETC. London MACMILLAN AND CO. AND NEW YORK 1892 The Right of Translation and Reproduction is Reserved ELECTRONIC CONTENTS PREFATORY CHAPTER TO THE EDITION OF 1892. -
Woodlands Academy Relationship and Growing up Education Policy
Woodlands Academy Relationship and Growing up Education Policy March 2021 Committee with oversight Full Governing Board for this policy Policy to be approved by The Headteacher Staff responsible RGU working party Date 22 March 2021 Policy last reviewed by the 22 March 2021 Full Governing Board Policy last ratified and 22 March 2021 adopted by the Headteacher Policy/Document due for March 2023 review 1 1. Rationale Definition: The following policy refers to Relationships and Growing Up Education at Woodlands Academy. We define Relationships and Growing Up Education as learning about caring friendships, families and people who care for me, respectful relationships, online relationships, being safe, growing up and puberty. Sex Education is also covered in Relationships and Growing Up Education and well as aspects being covered in the National Science Curriculum (see appendix 1). Sex education is defined in this policy as preparing boys and girls for the changes that adolescence brings and the scientific process of how a baby is conceived and born. Relationships and Growing Up Education provides an excellent forum to provide pupils with life-skills that will enable them to make informed decisions and protect themselves against harmful and exploitative situations. Relationships and Growing Up Education is therefore a tool to safeguard children. Relationships and Growing Up Education contributes to the foundation of PSHE and Spiritual, Moral, Social and Cultural (SMSC) development and offers a valuable vehicle for promoting equality between individuals and groups. It involves an exploration of human and social diversity, and a fostering of self- worth whilst recognising, accepting and respecting differences. -
Structural Sources of Conflict - Bernard Guerin
CONFLICT RESOLUTION – Vol. I - Structural Sources of Conflict - Bernard Guerin STRUCTURAL SOURCES OF CONFLICT Bernard Guerin, Psychology Department, University of South Australia, Australia Keywords: conflict, game theory, zero-sum game, competition, cooperation, prisoner’s dilemma, chicken game, social dilemma, common’s dilemma, public goods dilemma, reputation, trust, resources, mixed-motive games, common-pool resources, common resource property, free-riding Contents 1. Introduction to Conflict 2. Analyzing the Structure of Conflict 2.1. The Practical Aims and Limitations of Game Theory 2.2. Pure Competition/ Zero-Sum Games 3. Mixed-Motive Games 3.1. Prisoner's Dilemma Game 3.2. The Chicken Game 4. Social Dilemmas: Mixed-Motive Games with Large Groups 4.1. The Dilemma of the Commons 4.2. Public Good's Dilemma 4.3. The Problems of Social Dilemmas 4.4. Overcoming Social Dilemmas 5. Conclusions Glossary Bibliography Biographical Sketch Summary The basics of life are the resources we need and the following sections and articles under Topic 1.40.2 trace the multi-stranded links between resources and our social and individual lives. There is no simple reductionist way to link every action by an individual directly to resource conflict but the analysis of those links is most fruitful when theUNESCO full, and complex, contexts are – described. EOLSS Even the complex and agency-like actions of individuals can be analyzed according to the structuring and allocation of resources, once the types of resources are analyzed beyond the simple matters of food, water and shelter.SAMPLE This article analyzes simple CHAPTERS forms of resource structuring and the conflicts and cooperations this produces. -
Relationships, Sex Education and Health Education Policy January 2021
Relationships, Sex Education and Health Education policy January 2021 Statement of Intent 1. At Stobhillgate First School, we understand our responsibility to deliver a high-quality, age appropriate and evidence based relationships, sex and health curriculum for all of our pupils. This policy sets out the framework for our relationships, sex and health curriculum providing clarity on how it is informed and delivered. 2. The school is committed to making reasonable adjustments wherever possible to promote accessibility and inclusivity of the curriculum. The school understands that pupils with SEND or other needs (such as those with social, emotional or mental health needs) are entitled to learn about relationships, sex and health education and the programme will be designed to be inclusive of all pupils. Legal Framework 3. This policy has been developed with regard to legislation and statutory guidance including, but not limited to, the following:- ● Section 80A of the Education Act 2002 ● Children and Social Work Act 2017 ● The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019 ● Equality Act 2010 ● DfE (2019) ‘Relationships, Education, Relationships and Sex Education (RSE) and Health Education’ ● DfE (2013) ‘Science programmes of study: key stages 1 and 2’ ● DfE Guidance ‘Plan your relationships, sex and health curriculum’ - Information to help school leaders plan, develop and implement the new statutory curriculum. September 2020 https://www.gov.uk/guidance/plan-your-relationships-sex-and-health-curriculum#creating-a-policy-for-the-new-curriculum 06/10/2020 stobhillgate.the3rivers.net 4. This policy works in conjunction with the following policies: ● Safeguarding ● Behaviour ● SEND ● Equal Opportunities ● Anti-bullying ● Mental Health and Well-being ● Pupil Confidentiality ● Inclusion ● Social, Moral and Cultural ● Spirituality 5. -
TAP Portugal
TAP Portugal por José Manuel Tavares dos Santos Bom Dissertação Apresentada como Requisito Parcial para a Obtenção do Grau de Mestre em Gestão de Empresas pela Faculdade de Economia da Universidade Nova de Lisboa 2005 José Manuel Bom – MBA 2004/2005 – Universidade Nova de Lisboa Orientador: Prof. Doutor Miguel Pina e Cunha – Faculdade de Economia – Universidade Nova de Lisboa Tese de Mestrado – MBA 2004/2005 TAP Portugal ÍNDICE 1. Dedicatória........................................................................................................................................................................5 2. Agradecimentos ................................................................................................................................................................6 3. Prefácio..............................................................................................................................................................................7 4. Resumo..............................................................................................................................................................................8 5. Abstract.............................................................................................................................................................................9 6. Introdução.......................................................................................................................................................................10 7. Caso A: A Primeira Revolução -
Relationship and Health Education Primary Phase
Relationship and Health Education Primary Phase Principal/ Policy Owner: Katie Smith Approved By: Leadership Team Requirement to Target Primary Phase Publish on Yes Audience: Website: Statutory Purpose: Yes Policy: Review Date: 1 September 2021 Approval Date: 1 September 2020 Oversight by: Board Member/ Committee 1 1. Rationale Definition: The following policy refers to Relationships Education at Alec Reed Academy Primary School. We define Relationships Education as learning about families, caring friendships and people who care for me, respectful relationships, online relationships, being safe, growing up and puberty. In Relationships Education, Sex Education is also covered and well as aspects of sex education being covered in the National Science Curriculum (see appendix 1). Sex education is defined in this policy preparing boys and girls for the changes that adolescence brings and the scientific process of how a baby is conceived and born. Relationships Education is a tool in which to safeguard children as it aims to provide an excellent forum to provide pupils with life-skills that will enable them to make informed decisions and protect themselves against harmful and exploitative situations. Relationships Education explores social and human diversity and respect for differences. It contributes to the foundation of PSHE and Spiritual, Moral, Social and Cultural (SMSC) development and offers a valuable vehicle for promoting equality between individuals and groups. Aspects of Relationships Education are taught as an integral part of the school’s PSHE provision throughout the primary school from Nursery to Year 6. In this way, children are able to develop their ideas, knowledge and skills gradually and appropriately in a non-threatening environment.