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Ayn Rand? Ayn Rand Ayn
Who Is Ayn Rand? Ayn Rand Few 20th century intellectuals have been as influential—and controversial— as the novelist and philosopher Ayn Rand. Her thinking still has a profound impact, particularly on those who come to it through her novels, Atlas Shrugged and The Fountainhead—with their core messages of individualism, self-worth, and the right to live without the impositions of others. Although ignored or scorned by some academics, traditionalists, pro- gressives, and public intellectuals, her thought remains a major influence on Ayn Rand many of the world’s leading legislators, policy advisers, economists, entre- preneurs, and investors. INTRODUCTION AN Why does Rand’s work remain so influential? Ayn Rand: An Introduction illuminates Rand’s importance, detailing her understanding of reality and human nature, and explores the ongoing fascination with and debates about her conclusions on knowledge, morality, politics, economics, government, AN INTRODUCTION public issues, aesthetics and literature. The book also places these in the context of her life and times, showing how revolutionary they were, and how they have influenced and continue to impact public policy debates. EAMONN BUTLER is director of the Adam Smith Institute, a leading think tank in the UK. He holds degrees in economics and psychology, a PhD in philosophy, and an honorary DLitt. A former winner of the Freedom Medal of Freedom’s Foundation at Valley Forge and the UK National Free Enterprise Award, Eamonn is currently secretary of the Mont Pelerin Society. Butler is the author of many books, including introductions on the pioneering economists Eamonn Butler Adam Smith, Milton Friedman, F. -
Make a Mini Dance
OurStory: An American Story in Dance and Music Make a Mini Dance Parent Guide Read the “Directions” sheets for step-by-step instructions. SUMMARY In this activity children will watch two very short videos online, then create their own mini dances. WHY This activity will get children thinking about the ways their bodies move. They will think about how movements can represent shapes, such as letters in a word. TIME ■ 10–20 minutes RECOMMENDED AGE GROUP This activity will work best for children in kindergarten through 4th grade. GET READY ■ Read Ballet for Martha: Making Appalachian Spring together. Ballet for Martha tells the story of three artists who worked together to make a treasured work of American art. For tips on reading this book together, check out the Guided Reading Activity (http://americanhistory.si.edu/ourstory/pdf/dance/dance_reading.pdf). ■ Read the Step Back in Time sheets. YOU NEED ■ Directions sheets (attached) ■ Ballet for Martha book (optional) ■ Step Back in Time sheets (attached) ■ ThinkAbout sheet (attached) ■ Open space to move ■ Video camera (optional) ■ Computer with Internet and speakers/headphones More information at http://americanhistory.si.edu/ourstory/activities/dance/. OurStory: An American Story in Dance and Music Make a Mini Dance Directions, page 1 of 2 For adults and kids to follow together. 1. On May 11, 2011, the Internet search company Google celebrated Martha Graham’s birthday with a special “Google Doodle,” which spelled out G-o-o-g-l-e using a dancer’s movements. Take a look at the video (http://www.google.com/logos/2011/ graham.html). -
State Finalist in Doodle 4 Google Contest Is Pine Grove 4Th Grader
Serving the Community of Orcutt, California • July 22, 2009 • www.OrcuttPioneer.com • Circulation 17,000 + State Finalist in Doodle 4 Google Bent Axles Car Show Brings Contest is Pine Grove 4th Grader Rolling History to Old Orcutt “At Google we believe in thinking big What she heard was a phone message and dreaming big, and we can’t think of regarding her achievement. Once the anything more important than encourag- relief at not being in trouble subsided, ing students to do the same.” the excitement set it. This simple statement is the philoso- “It was shocking!” she says, “And also phy behind the annual Doodle 4 Google important. It made me feel known.” contest in which the company invites When asked why she chose to enter the students from all over the country to re- contest, Madison says, “It’s a chance for invent their homepage logo. This year’s children to show their imagination. Last theme was entitled “What I Wish For The year I wasn’t able to enter and I never World”. thought of myself Pine Grove El- as a good draw- ementary School er, but I thought teacher Kelly Va- it would be fun. nAllen thought And I didn’t think this contest was I’d win!” the prefect com- Mrs. VanAllen is plement to what quick to point out s h e i s a l w a y s Madison’s won- trying to instill derful creative in her students side and is clear- – that the world ly proud of her is something not students’ global Bent Axles members display their rolling works of art. -
Introducing More Students to Ayn Rand's Ideas
Volume 11, Number 9, September 2005 Introducing More Students to Ayn Rand’s Ideas he 14,332 high school students who entered Ayn Rand’s works but, for lack of funding, cannot Tthe Ayn Rand Institute’s annual essay contest obtain enough copies for their classrooms. With in 2005 will soon receive an acknowledgement of the books, we also send suggested lesson-plans their effort and an invitation to read another of Ayn and teachers guides. Rand’s novels—in the form of a free copy of The In the last three years the Institute has distrib- Fountainhead or Atlas Shrugged. uted more than 165,000 free books. Whereas, to In the fall ARI will send all students who date, the flyers have produced a steadily grow- submitted essays to The Fountainhead contest ing stream of book requests, the Web site has the last academic year a complimentary copy of potential to generate a torrent. Atlas Shrugged. These students are entering their ARI’s ability to supply books depends senior year in school or have recently graduated; on funding. The decision to invite teachers to those starting college are eligible to enter our request books online was made after the Institute contest on Atlas. received a million-dollar contribution to help All 9,525 students who entered the Anthem fund the program. contest as freshmen or sophomores in 2005 will soon receive a copy of The Fountainhead. Of these Foundation’s Grant Is Matched—Again former entrants, students now in the 11th grade are For the second straight year, a foundation in eligible to enter the Fountainhead contest. -
Activity Pack 1: Imagine
Activity Pack 1: Imagine Activity for Grades 6-8 Thomas Edison once said, “To have a great idea is to have a lot of them.” Brainstorming is a key part of this stage in the creative process. In fact, brainstorming remains one of the most effective creative thinking techniques in use today. The primary cornerstone to brainstorming is the absence of judgment or criticism. All ideas, no matter how non-traditional, have the right to exist at this stage. This is particularly valuable for those students who lack the confidence to publicly share their ideas. A comfortable, collaborative environment can help to inspire students during the “imagine” phase. Invite students to sit on beanbag chairs instead of at desks, in groups instead of by themselves, outdoors rather than inside the school, or listening to music instead of working in silence. This year’s Doodle 4 Google competition theme is: If I could invent one thing to make the world a better place. We can think of no greater purpose for students to show their creativity than to make the world better for others. It all starts with a little imagination! Graffiti Inspiration In this activity, students come up with 101 ideas for improving their schools and use their imaginations and the graffiti carousel brainstorming technique to generate creative ideas for how to make the world a better place. Strategy: This activity uses graffiti carousel brainstorming, a technique used to help generate creative ideas while stimulating physical movement. Large sheets of butcher paper are hung on walls, each with a different prompt or question. -
Understanding Rational Egoism
Understanding Rational Egoism CRAIG BIDDLE Copyright © 2018 by The Objective Standard. All rights reserved. The Rational Alternative to “Liberalism” and Conservatism OBAMACARE v. GOVERNMENT’S ASSAULT ANDY KESSLER ON Ayn Rand THE BRILLIANCE THE CONSTITUTION (p.11) ON CAREER COLLEGES (p.53) “EATING PEOPLE” (p.75) Contra Nietzsche CEO Jim Brown’s Vision OF LOUIS PASTEURTHE OBJECTIVE STANDARD THE WAR BETWEEN STANDARD OBJECTIVE THE for the Ayn Rand Institute EDUCATION IN INTELLECTUALS AND CAPITALISM Capitalism A FREE SOCIETY Because Science Alex Epstein on How to The Objective StandardVOL. 6, NO. 2 • SUMMER 2011 THE OBJECTIVE STANDARD The Objective Standard Improve Your World – 2014 VOL. 8, NO. 4 • WINTER 2013 Robin Field on Objectivism Forand theProfit Performing Arts The Objective Standard VOL. 12, NO. 1 • SPRING 2017 “Ayn Rand Said” Libertarianism It is Is Not an Argument VOL. 11, NO. 2 • SUMMER 2016 vs. THE OBJECTIVE STANDARD Time: The Objective Standard Radical Capitalism America CONSERVATIVES’FAULT at Her The Iranian & Saudi Regimes Best Plus: Is SPRING 2017 ∙ VOL. 12, NO. 1 NO. 12, VOL. ∙ 2017 SPRING (p.19) SUMMER 2011 ∙ VOL. 6, NO. 2 NO. 6, ∙ VOL. SUMMER 2011 MUST GO WINTER 2013–2014 ∙ VOL. 8, NO. 4 Plus: Ex-CIA Spy Reza Kahlili on Iran’s Evil Regime (p.24)Hamiltonian Ribbon, Orange Crate, and Votive Holder, 14” x 18” Historian John D. Lewis on U.S. Foreign Policy (p.38) LINDA MANN Still Lifes in Oil SUMMER 2016 ∙ VOL. 11, NO. 2 lindamann.com ∙ 425.644.9952 WWW.CAPITALISTPIG.COM POB 1658 Chicago, IL 60658 An actively managed hedge fund. -
Expressions of Legislative Sentiment Recognizing
MAINE STATE LEGISLATURE The following document is provided by the LAW AND LEGISLATIVE DIGITAL LIBRARY at the Maine State Law and Legislative Reference Library http://legislature.maine.gov/lawlib Reproduced from electronic originals (may include minor formatting differences from printed original) Senate Legislative Record One Hundred and Twenty-Sixth Legislature State of Maine Daily Edition First Regular Session December 5, 2012 - July 9, 2013 First Special Session August 29, 2013 Second Regular Session January 8, 2014 - May 1, 2014 First Confirmation Session July 31, 2014 Second Confirmation Session September 30, 2014 pages 1 - 2435 SENATE LEGISLATIVE RECORD Senate Legislative Sentiment Appendix Cheryl DiCara, of Brunswick, on her retirement from the extend our appreciation to Mr. Seitzinger for his commitment to Department of Health and Human Services after 29 years of the citizens of Augusta and congratulate him on his receiving this service. During her career at the department, Ms. DiCara award; (SLS 7) provided direction and leadership for state initiatives concerning The Family Violence Project, of Augusta, which is the the prevention of injury and suicide. She helped to establish recipient of the 2012 Kennebec Valley Chamber of Commerce Maine as a national leader in the effort to prevent youth suicide Community Service Award. The Family Violence Project provides and has been fundamental in uniting public and private entities to support and services for survivors of domestic violence in assist in this important work. We send our appreciation to Ms. Kennebec County and Somerset County. Under the leadership of DiCara for her dedicated service and commitment to and Deborah Shephard, the Family Violence Project each year compassion for the people of Maine, and we extend our handles 4,000 calls and nearly 3,000 face to face visits with congratulations and best wishes to her on her retirement; (SLS 1) victims at its 3 outreach offices and provides 5,000 nights of Wild Oats Bakery and Cafe, of Brunswick, on its being safety for victims at its shelters. -
200306 IMPACT02.Qxd
Volume 9, Number 6, June 2003 Local Activism: Introducing Ayn Rand’s In the Media: Dr. Brook on PBS In May 2002 Dr. Yaron Brook was a panelist on Books Into Texas Schools The McCuistion Program; the topic was “The Israel-Palestine Conflict: Solutions for Peace.” That program re-aired last month, at various The Houston Objectivism Society (HOS), an At one school she suggested that her times, on PBS and cable channels throughout independent community group that promotes the department obtain copies of Anthem and Ayn the country. study of Ayn Rand’s philosophy, has long Rand’s play Night of January 16th. As a result, supported ARI’s projects. For several years a fellow teacher is using them in class, “because . and on Fox News Channel HOS has amplified the effect of our high school she saw them on the shelves, and she remem- On April 27 Dr. Brook was interviewed on the essay contest on Anthem and The Fountainhead bered me telling her how much my students Fox News Channel show At Large With by sponsoring prizes for contest winners in the enjoyed the books,” said Ms. Wich. Geraldo. He discussed the dangers of an Houston area. Since 1995 the members of HOS Iranian-backed attempt to install an Islamic have given more than $18,000 in scholarship Books Quickly Win Fans Among Students theocracy in post-war Iraq. money to local winners. The overwhelming response to Though the efforts of HOS Anthem and The Fountainhead, . and on C-SPAN have helped to encourage teachers she continued, “was extremely In April Dr. -
The American Philosophical Association EASTERN DIVISION ONE HUNDRED TENTH ANNUAL MEETING PROGRAM
The American Philosophical Association EASTERN DIVISION ONE HUNDRED TENTH ANNUAL MEETING PROGRAM BALTIMORE MARRIOTT WATERFRONT BALTIMORE, MARYLAND DECEMBER 27 – 30, 2013 Important Notices for Meeting Attendees SESSION LOCATIONS Please note: the locations of all individual sessions will be included in the paper program that you will receive when you pick up your registration materials at the meeting. To save on printing costs, the program will be available only online prior to the meeting; with the exception of plenary sessions, the online version does not include session locations. In addition, locations for sessions on the first evening (December 27) will be posted in the registration area. IMPORTANT INFORMATION ABOUT REGISTRATION Please note: it costs $40 less to register in advance than to register at the meeting. The advance registration rates are the same as last year, but the additional cost of registering at the meeting has increased. Online advance registration at www.apaonline.org is available until December 26. 1 Friday Evening, December 27: 6:30–9:30 p.m. FRIDAY, DECEMBER 27 EXECUTIVE COMMITTEE MEETING 1:00–6:00 p.m. REGISTRATION 3:00–10:00 p.m., registration desk (third floor) PLACEMENT INFORMATION Interviewers and candidates: 3:00–10:00 p.m., Dover A and B (third floor) Interview tables: Harborside Ballroom, Salons A, B, and C (fourth floor) FRIDAY EVENING, 6:30–9:30 P.M. MAIN PROGRAM SESSIONS I-A. Symposium: Ancient and Medieval Philosophy of Language THIS SESSION HAS BEEN CANCELLED. I-B. Symposium: German Idealism: Recent Revivals and Contemporary Relevance Chair: Jamie Lindsay (City University of New York–Graduate Center) Speakers: Robert Brandom (University of Pittsburgh) Axel Honneth (Columbia University) Commentator: Sally Sedgwick (University of Illinois–Chicago) I-C. -
Google's Rap Sheet Consolidated 6-14-13.Xlsx
6/14/2013 GOOGLE'S CONSOLIDATED RAP SHEET Precursor LLC PROFILE PAGE NAME: Google Inc. ‐‐ HQ in Mountain View California; offices in 40 countries; $54b annual revenues; 55% gross profit margin; ~54,000 employees AKA: Youtube, Android, Google+, DoubleClick, Chrome, AdWords, AdSense LEADERS: Larry Page, CEO & Co‐founder; Eric Schmidt, Executive Chairman; Sergey Brin Co‐founder; David Drummond, Chief Legal Officer TURF: 83% global searches (Netmarketshare); 93% US mobile advertising (emarketer); ~50% of global online advertising revenues (ZenithOptimedia) CONSUMERS AT RISK: U.S.: Search: 175m; YouTube: 160m; Android: 135m; Chrome 110m; Social Media: 90m; Gmail: 60m Global: Search: 1.2b; YouTube: 1b; Android: 900m; Chrome: 750m; social media: 600m; Gmail: 425m CORE PROBLEM: America's worst scofflaw runs the world's largest and dominant information marketplace for finding and monetizing online content MODUS OPERANDI BUSINESS M.O. "Ask for forgiveness, not permission;" "launch first, fix later; "think big & inspire a culture of yes;" "minimal accountability controls" Assume ISP safe harbor indemnifies for willful blindness; Google need only react, not act proactively to address well‐known criminal activity on Google Assume minimal responsibility for Google‐hosted content; put responsibility on others to crowdsource detect, & report wrongdoing on Google Argues: laws don't apply to Google/Internet (except for safe harbor); laws are outdated or anti‐innovation; Google's use of others' copyrights is fair use Deny any conflicts of interest; bait with free products to gain dominance then switch to payment model; play innovation as get‐out‐of‐jail‐free card Assume everything digital is public, fair game and sharable; urge everyone to be transparent to Google, while Google remains exceptionally secretive LEGAL M.O. -
Alex Molnar and Faith Boninger Joseph Fogarty
THE EDUCATIONAL COST OF SCHOOLHOUSE COMMERCIALISM Alex Molnar and Faith Boninger University of Colorado Boulder Joseph Fogarty Corballa National School, County Sligo, Ireland November 2011 National Education Policy Center School of Education, University of Colorado Boulder Boulder, CO 80309-0249 Telephone: 303-735-5290 Fax: 303-492-7090 Email: [email protected] http://nepc.colorado.edu The annual report on Schoolhouse Commercialism trends is made possible in part by funding from Consumers Union and is produced by the Commercialism in Education Research Unit Kevin Welner Editor Patricia H. Hinchey Academic Editor William Mathis Managing Director Erik Gunn Managing Editor Briefs published by the National Education Policy Center (NEPC) are blind peer-reviewed by members of the Editorial Review Board. Visit http://nepc.colorado.edu to find all of these briefs. For information on the editorial board and its members, visit: http://nepc.colorado.edu/editorial-board. Publishing Director: Alex Molnar Suggested Citation: Molnar, A., Boninger, F., & Fogarty, J. (2011). The Educational Cost of Schoolhouse Commercialism--The Fourteenth Annual Report on Schoolhouse Commercializing Trends: 2010- 2011. Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/publication/schoolhouse-commercialism-2011. This material is provided free of cost to NEPC's readers, who may make non-commercial use of the material as long as NEPC and its author(s) are credited as the source. For inquiries about commercial use, please contact -
Is Life the Ultimate Value? a Reassessment of Ayn Rand's Ethics
Reason Papers Vol. 34, no. 2 Is Life the Ultimate Value? A Reassessment of Ayn Rand’s Ethics Ole Martin Moen University of Oslo 1. Introduction: The Problem of Ultimate Value We all value things. For example, we value friendships, prosperity, and knowledge. These seem to be good things and things worthy of pursuit. They seem better and more worthy of pursuit, at least, than do their opposites: enmity, poverty, and ignorance. A notable fact about the things we consider valuable is that most of them appear to be valuable not merely as things worth having for their own sake, but as things worth having for the sake of something else. Consider prosperity: Though we genuinely value prosperity—we want it, we think it is good, and we act to gain and keep it—we value it not merely so as to be prosperous, but so as to achieve something further, such as steady access to food, drink, and clothes. Were it not for the food, drink, and clothes—and the other things that prosperity brings about, such as transportation, medicine, and homes—a great deal, if not all, of the value of prosperity would be lost. Food, drink, and clothes, moreover, do not seem to be ends in themselves either. Though they are ends of prosperity, they are also—from another perspective—means to avoid hunger, thirst, and cold. Furthermore, avoiding hunger, thirst, and cold seems to be a means to yet another end: remaining in good health. Where does the chain of values end? It seems that the chain of values must end somewhere, for though some values can be values by virtue of being means to or constituent parts of further values, not all values can be values of this kind.