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University of the Arctic: the First Year Report to the Senior Arctic Officials of the Arctic Council Oulu, Finland, May 16, 2002
UNIVERSITY OF THE ARCTIC University of the Arctic: the First Year Report to the Senior Arctic Officials of the Arctic Council Oulu, Finland, May 16, 2002 Introduction The University of the Arctic was officially launched in Rovaniemi, Finland, in conjunction with the first Senior Arctic Officials of the Arctic Council meeting under Finland’s chairmanship and the 10th anniversary of the Rovaniemi process on June 12, 2001. Over 200 people celebrated the Launch of the new University. The guest speakers included Maija Rask, Finland’s Minister of Education, who invited all the Arctic governments to work hard at finding collaborative ways to fund the University of the Arctic and its program, and Professor Asgeir Brekke from the University of Tromsø in Norway , the Chair of the Council of the University of the Arctic since the inception of the idea, who symbolically passed on the Council’s gavel to Sally Adams Webber, President of Yukon College in Canada. The Launch marked the shift from planning of governance structures and programs to the actual implementation of programs. The first year of operation for the University of the Arctic has meant real students, real programs, and a growing enthusiasm and expectation of more to come for those students. The first evaluations of the University of the Arctic’s pilot programs, are being conducted at the time of writing this report. Preliminary results from these evaluations show that, first of all, the early enthusiasts were right in saying that we do need structural solutions to address the need for truly Circumpolar education that takes the needs of the primary client group to heart. -
A Framework for the Static and Dynamic Analysis of Interaction Graphs
A Framework for the Static and Dynamic Analysis of Interaction Graphs DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sitaram Asur, B.E., M.Sc. * * * * * The Ohio State University 2009 Dissertation Committee: Approved by Prof. Srinivasan Parthasarathy, Adviser Prof. Gagan Agrawal Adviser Prof. P. Sadayappan Graduate Program in Computer Science and Engineering c Copyright by Sitaram Asur 2009 ABSTRACT Data originating from many different real-world domains can be represented mean- ingfully as interaction networks. Examples abound, ranging from gene expression networks to social networks, and from the World Wide Web to protein-protein inter- action networks. The study of these complex networks can result in the discovery of meaningful patterns and can potentially afford insight into the structure, properties and behavior of these networks. Hence, there is a need to design suitable algorithms to extract or infer meaningful information from these networks. However, the challenges involved are daunting. First, most of these real-world networks have specific topological constraints that make the task of extracting useful patterns using traditional data mining techniques difficult. Additionally, these networks can be noisy (containing unreliable interac- tions), which makes the process of knowledge discovery difficult. Second, these net- works are usually dynamic in nature. Identifying the portions of the network that are changing, characterizing and modeling the evolution, and inferring or predict- ing future trends are critical challenges that need to be addressed in the context of understanding the evolutionary behavior of such networks. To address these challenges, we propose a framework of algorithms designed to detect, analyze and reason about the structure, behavior and evolution of real-world interaction networks. -
3 & 4 Juillet 2021
3 & 4 JUILLET 2021 CORBEIL-ESSONNES À L’ENTRÉE DU SITE, UNE FÊTE POPULAIRE POUR D’UNE RIVE À L’AUTRE… RE-ENCHANTER NOTRE TERRITOIRE Pourquoi des « guinguettes » ? à établir une relation de dignité Le 3 juillet Le 4 juillet Parce que Corbeil-Essonnes est une avec les personnes auxquelles nous 12h 11h30 ville de tradition populaire qui veut nous adressons. Rappelons ce que le rester. Parce que les guinguettes le mot culture signifie : « les codes, Parade le long Association des étaient des lieux de loisirs ouvriers les normes et les valeurs, les langues, des guinguettes originaires du Portugal situés en bord de rivière et que nous les arts et traditions par lesquels une avons cette chance incroyable d’être personne ou un groupe exprime SAMBATUC Bombos portugais son humanité et les significations Départ du marché, une ville traversée par la Seine et Batucada Bresilienne l’Essonne. qu’il donne à son existence et à son place du Comte Haymont développement ». Le travail culturel 15h Pourquoi « du Monde » ? vers l’entrée du site consiste d’abord à vouloir « faire Parce qu’à Corbeil-Essonnes, 93 Super Raï Band humanité ensemble ». le monde s’est donné rendez-vous, Maghreb brass band 12h & 13h30 108 nationalités s’y côtoient. Notre République se veut fraternelle. 16h15 Aquarela Nous pensons que cela est On ne peut concevoir une humanité une chance. fraternelle sans des personnes libres, Association des Batucada dignes et reconnues comme telles Alors pourquoi une fête des originaires du Portugal dans leur identité culturelle. 15h « guinguettes du monde » Bombos portugais Association Scène à Corbeil-Essonnes ? À travers cette manifestation, 18h Parce que c’est tellement bon de c’est le combat éthique de Et Sonne faire la fête. -
Regional Economics: Understanding the Third Great Transition
REGIONAL ECONOMICS: UNDERSTANDING THE THIRD GREAT TRANSITION Paul Krugman September 2019 Memo to young economists: the transition from fiery upstart to old fuddy-duddy elder statesman sneaks up on you. One day, it seems, you’re trying to turn everything upside down; the next thing you know you’ve turned into one of those old guys whose response to any new idea is “It’s trivial, it’s wrong, and I said it in 1962.” Sure enough, in a couple of weeks I’m giving the luncheon keynote speech at a Boston Fed conference on America’s growing regional disparities, basically providing a break and maybe some inspiration in between presentations by real researchers. The brief talk doesn’t require a paper, and I am not someone who reads prepared speeches. But I thought I might take the occasion to write down a few thoughts on the subject. Basically, I want to make three points: 1. The regional divergence we’ve seen since around 1980 probably isn’t trivial or transient. Instead, it reflects a shift in the underlying logic of regional growth — the kind of shift that theories of economic geography predict will happen now and then, when the balance between forces of agglomeration and those of dispersion crosses a tipping point. 2. This isn’t the first time this kind of transition has happened. In fact, it’s the third such shift in the history of the U.S. economy, which went through earlier eras of both regional divergence and regional convergence. 3. There are pretty good although not ironclad arguments for “place-based” policies to limit regional divergence. -
Coopération Culturelle Caribéenne : Construire Une Coopération Autour Du Patrimoine Culturel Immatériel Anaïs Diné
Coopération culturelle caribéenne : construire une coopération autour du Patrimoine Culturel Immatériel Anaïs Diné To cite this version: Anaïs Diné. Coopération culturelle caribéenne : construire une coopération autour du Patrimoine Culturel Immatériel. Sciences de l’Homme et Société. 2017. dumas-01730691 HAL Id: dumas-01730691 https://dumas.ccsd.cnrs.fr/dumas-01730691 Submitted on 13 Mar 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives| 4.0 International License Sous le sceau de l’Université Bretagne Loire Université Rennes 2 Equipe de recherche ERIMIT Master Langues, cultures étrangères et régionales Les Amériques – Parcours PESO Coopération culturelle caribéenne Construire une coopération autour du Patrimoine Culturel Immatériel Anaïs DINÉ Sous la direction de : Rodolphe ROBIN Septembre 2017 0 1 REMERCIEMENTS Je tiens à remercier toutes les personnes avec lesquelles j’ai pu échanger et qui m’ont aidé à la rédaction de ce mémoire. Je remercie tout d’abord mon directeur de recherches Rodolphe Robin pour m’avoir accompagné et soutenu depuis mes premières années à l’Université Rennes 2. Je remercie grandement l’Université Rennes 2 et l’Université de Puerto Rico (UPR) pour la formation et toutes les opportunités qu’elles m’ont offertes. -
CASID Designated National Resource Center for International Studies By
CENTER FOR ADVANCED STUDY OF INTERNATIONAL DEVELOPMENT FALL 2006 From the Director’s Desk CASID Designated National Resource Center The core faculty and staff for International Studies by U.S. Department of the Center for Advanced Study of International of Education for 2006–2010 Development (CASID) We are pleased to announce that MSU’s Center for Advanced Study of International at Michigan State Univer- Development, with the Women and International Development Program, has been sity are pleased to present designated by the U.S. Department of Education as a National Resource Center (NRC) the Fall 2006 issue of the for international development studies for the four-year cycle 2006–2010. This award will CASID Update, a com- provide support at MSU for programmatic activities related to international development prehensive newsletter on our programmatic and foreign language studies in the areas of teaching, research and outreach. The NRC activities. award is in addition to the four-year Foreign Language and Areas Studies (FLAS) Fellow- CASID is a multidisciplinary unit housed ship Program award that CASID and WID have received for 2006–2010. The NRC and in the College of Social Science and organized FLAS awards are in recognition of the strength, depth and breadth of MSU faculty in the in cooperation with the Office of the Dean of various fields of international development and institutional commitment to these areas. International Studies and Programs. CASID promotes and coordinates the study of issues related to international development from the perspective of the social sciences and liberal CASID Receives U.S. Department of State Funding for Nigeria arts. -
Doctor of Philosophy in Economics
ECO 6525 PUBLIC SECTOR ECONOMICS (3) Course Information Introduction to the public sector and the allocation of resources, emphasis on market failure and the economic role of government. ECO 6115 MICROECONOMICS I (3) (PR: ECO 6115) Microeconomic behavior of consumers, producers, and resource suppliers, price determination in output and factor markets, general ECO 6936 FORECASTING AND ECONOMIC TIME market equilibrium. (PR: ECO 3101, ECO 6405 or CI) SERIES (3) Study of time series econometrics estimation with applications to ECO 7116 MICROECONOMICS II (3) economic forecasting. (PR: ECO 6424) Topics in advanced microeconomic theory, including general equilibrium, welfare economics, intertemporal choice, uncertainty, ECO 6936 BEHAVIORAL ECONOMICS (3) University of South Florida information, and game theory. (PR: ECO 6115) Survey of evidence on departures of economic agents from rationality. Topics include present-based preferences, reference College of Arts and Sciences ECO 6120 ECONOMIC POLICY ANALYSIS (3) dependence, and non-standard beliefs. (PR: ECO 6424) 4202 E. Fowler Avenue The application of economic theory to matters of public policy. (PR: ECO 3101) ECP 6205 LABOR ECONOMICS I (3) Tampa, FL 33620 Labor demand and supply, unemployment, discrimination in labor ECO 6206 MACROECONOMICS I (3) markets, labor force statistics. (PR: ECO 3101 or ECO 6115) Dynamic analysis of the determination of income, employment, prices, and interest rates. (PR: ECO 6405) ECP 7207 LABOR ECONOMICS II (3) Advanced study of labor economics including analysis of the wage Doctor of Philosophy ECO 7207 MACROECONOMICS II (3) structure, labor unions, labor mobility, and unemployment. (PR: Topics in advanced macroeconomic theory with a particular emphasis ECP 6205) on quantitative and empirical applications. -
2020-2021 Bachelor of Arts in Economics Option in Mathematical
CSULB College of Liberal Arts Advising Center 2020 - 2021 Bachelor of Arts in Economics Option in Mathematical Economics and Economic Theory 48 Units Use this checklist in combination with your official Academic Requirements Report (ARR). This checklist is not intended to replace advising. Consult the advisor for appropriate course sequencing. Curriculum changes in progress. Requirements subject to change. To be considered for admission to the major, complete the following Major Specific Requirements (MSR) by 60 units: • ECON 100, ECON 101, MATH 122, MATH 123 with a minimum 2.3 suite GPA and an overall GPA of 2.25 or higher • Grades of “C” or better in GE Foundations Courses Prerequisites Complete ALL of the following courses with grades of “C” or better (18 units total): ECON 100: Principles of Macroeconomics (3) MATH 103 or Higher ECON 101: Principles of Microeconomics (3) MATH 103 or Higher MATH 111; MATH 112B or 113; All with Grades of “C” MATH 122: Calculus I (4) or Better; or Appropriate CSULB Algebra and Calculus Placement MATH 123: Calculus II (4) MATH 122 with a Grade of “C” or Better MATH 224: Calculus III (4) MATH 123 with a Grade of “C” or Better Complete the following course (3 units total): MATH 247: Introduction to Linear Algebra (3) MATH 123 Complete ALL of the following courses with grades of “C” or better (6 units total): ECON 100 and 101; MATH 115 or 119A or 122; ECON 310: Microeconomic Theory (3) All with Grades of “C” or Better ECON 100 and 101; MATH 115 or 119A or 122; ECON 311: Macroeconomic Theory (3) All with -
Les Percussions Extra-Européennes », in L’Education Musicale, N° 5549-550, Janvier-Février 2008, Pp
1 « Les percussions extra-européennes », in L’Education musicale, n° 5549-550, janvier-février 2008, pp. 28-38. 2 3 Les percussions1 extra-européennes Apollinaire Anakesa Kululuka Aborder les percussions extra-européennes dans un cadre aussi restreint que celui d’un article est une entreprise laborieuse, tant le champ que couvre cette problématique est immense et ses implications multiples et variées. Loin de faire une étude exhaustive de leur profusion et de leur prodigieuse diversité, je m’attellerai surtout à l’essentiel pour tenter de spécifier leurs caractéristiques, catégories, modes de fonctionnement et d’utilisation, à travers des exemples tirés, dans le temps et dans l’espace, des cultures musicales différentes du monde extra- européen. Depuis des centaines de siècles jusqu’à nos jours, par son génie et par son imagination, l’homme s’est prodigieusement illustré dans la conception et la fabrication des instruments de musique. Leur richesse et leur variété se manifestent par le biais des multitudes de cultures musicales et de peuples existant à travers le monde, tandis que leur diversité s’exprime aussi bien dans leurs matériaux de fabrication que dans leurs formes, factures et techniques de jeu. Au sein de l’étonnante profusion de types qui en résultent, les percussions constituent une des plus importantes familles d’instruments musicaux qui, probablement, seraient aussi les premiers à être fabriqués par l’homme. Bois entrechoqués, peaux tendues ou lacées, lames de pierre ou de bois, plaques métalliques, coquillages, fruits secs, bref, leur éventail est immense. Ils sont utilisés dans les genres et les styles musicaux également divers : musiques légères ou élaborées et complexes, de tradition orale ou écrite, populaire ou savante. -
Shared Voices Magazine 2010
The University of the Arctic Magazine SHARED VOICES 2010 UArctic VP Indigenous Building on Classroom Connections: UArctic's Vice-President The Development of 06 Indigenous position is the latest initiative towards building a UArctic Student Association indigenous leadership in UArctic Two former students of governance and program activities. 32 the UArctic write about the Newly appointed VP Indigenous need to create a student association and long-time UArctic supporter, and the advantages that such a Jan Henry Keskitalo, explains the group could provide for the future opportunities on the horizon. development of the organisation. Can Good Governance Save the Arctic? The Arctic is experiencing a profound 14 transformation driven by the interacting forces of climate change and globalization. The Arctic Governance Project is one group examining the role of governance in these transformations and exploring different ways that the Arctic's existing governance systems can maximize a cooperative future. Student Profile: Siberian Food – a Raw Deal Chen Yichao Not for the Fainthearted Doing something new is Professional chef, columnist 21 nothing new for Chinese 16 and TV icon Andreas Viestad Polar Law Student Chen Yichao. shares his experiences with local See how this student of human cuisine during his travels in Western rights lived and learned in the Siberia, and offers a recipe for the Arctic, finding ways of applying region's famous Stroganina dish. his studies to Arctic indigenous peoples. The University of the Arctic Shared Voices Magazine 2010 Editorial Team / Outi Snellman, Lars Kullerud, Scott Forrest, Harry Borlase UArctic International Secretariat Editor in Chief / Outi Snellman University of Lapland Managing Editor / Scott Forrest Box 122 96101 Rovaniemi Finland Editorial Assistant / Harry Borlase [email protected] Graphic Design & Layout / Puisto Design & Advertising / www.puistonpenkki.fi Tel. -
Student-Centered Teaching Practices We Choose to Teach College Students Because We Are Committed to the Proposition That Education Can Indeed Be Liberating
Student-Centered Teaching Practices We choose to teach college students because we are committed to the proposition that education can indeed be liberating. How we teach the students who enter our classrooms can make the difference between students who realize their potential and those who leave us discouraged about their possibilities. These resources, organized by topic, offer frameworks and strategies faculty can use to make their classrooms vibrant learning spaces for every student who walks through the door. Equity AAC&U (2018). A Vision for Equity: Results from AAC&U’s Project Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Available at: https://www.aacu.org/publications/vision-equity Gay, G. (2010). Culturally Responsive Teaching: Theory, Research and Practice (2nd Ed). New York: Teachers College Press. Hammond, Zaretta. Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks, CA: Corwin. 2015. Delpit, Lisa. Other People’s Children : Cultural Conflict in the Classroom. New York : New Press ; York : Signature Book Services [distributor], 2006. Delpit, Lisa D. Multiplication Is for White People : Raising Expectations for Other People’s Children. New York : New Press ; London : Turnaround [distributor], 2013. McGuire, S. (2015). Teach Students How to Learn: Strategies You Can Incorporate into Any Course to Improve Student Metacognition, Study Skills and Motivation. Sterling, VA: Stylus Publishing. Pell Institute (2018). Indicators of Higher Education Equity in the United States – 2018 Historical Trend Report. Available at: http://pellinstitute.org/indicators/ Verschelden, C. (2017). Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. -
Social Policies and Indigenous Peoples in Taiwan
Faculty of Social Sciences University of Helsinki Finland SOCIAL POLICIES AND INDIGENOUS PEOPLES IN TAIWAN ELDERLY CARE AMONG THE TAYAL I-An Gao (Wasiq Silan) DOCTORAL THESIS To be presented, with the permission of the Faculty of Social Sciences of the University of Helsinki, for public examination in lecture room 302, Athena, on 18 May 2021, at 8 R¶FORFN. Helsinki 2021 Publications of the Faculty of Social Sciences 186 (2021) ISSN 2343-273X (print) ISSN 2343-2748 (online) © I-An Gao (Wasiq Silan) Cover design and visualization: Pei-Yu Lin Distribution and Sales: Unigrafia Bookstore http://kirjakauppa.unigrafia.fi/ [email protected] ISBN 978-951-51-7005-7 (paperback) ISBN 978-951-51-7006-4 (PDF) Unigrafia Helsinki 2021 ABSTRACT This dissertation explores how Taiwanese social policy deals with Indigenous peoples in caring for Tayal elderly. By delineating care for the elderly both in policy and practice, the study examines how relationships between indigeneity and coloniality are realized in today’s multicultural Taiwan. Decolonial scholars have argued that greater recognition of Indigenous rights is not the end of Indigenous peoples’ struggles. Social policy has much to learn from encountering its colonial past, in particular its links to colonization and assimilation. Meanwhile, coloniality continues to make the Indigenous perspective invisible, and imperialism continues to frame Indigenous peoples’ contemporary experience in how policies are constructed. This research focuses on tensions between state recognition and Indigenous peoples’