Curriculum Vitae
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
A Century Long Commitment to Assessing Artificial Intelligence and Its Impact on Society1 Barbara J
A Century Long Commitment to Assessing Artificial Intelligence and Its Impact on Society1 Barbara J. Grosz, Harvard University, Inaugural Chair of the AI100 Standing Committee Peter Stone, University of Texas at Austin, Chair of the Inaugural AI100 Study Panel The Stanford One Hundred Year Study on Artificial Intelligence, a project that launched in December 2014, is designed to be a century-long periodic assessment of the field of Artificial Intelligence (AI) and its influences on people, their communities, and society. Colloquially referred to as "AI100", the project issued its first report in September 2016. A Standing Committee works with the Stanford Faculty Director of AI100 in overseeing the project and designing its activities. A little more than two years after the first report appeared, we reflect on the decisions made in shaping it, the process that produced it, its major conclusions, and reactions subsequent to its release. The inaugural AI100 report [4], which is titled “Artificial Intelligence and Life in 2030,” examines eight domains of human activity in which AI technologies are already starting to affect urban life. In scope, it encompasses domains with emerging products enabled by AI methods and ones raising concerns about technological impact generated by potential AI-enabled systems. The Study Panel members who authored the report and the AI100 Standing Committee, which is the body that directs the AI100 project, intend for it to act as a catalyst, spurring conversations on how we as a society might shape and share the potentially powerful technologies that AI could enable. In addition to influencing researchers and guiding decisions in industry and governments, the report aims to provide the general public with a scientifically and technologically accurate portrayal of the current state of AI and its potential. -
Arizona State University Washington Center Event Guide
Arizona State University Washington Center Event Guide ASU Washington Center 1834 Connecticut Avenue, NW Washington, DC 20009 Main: (202) 446-0380 Fax: (202) 446-0390 https://washingtoncenter.asu.edu welcome On behalf of Arizona State University, welcome to the Washington Center. We are pleased you are considering hosting your program with us. The Washington Center has been home to ASU in Washington, DC since March of 2010. Located north of Dupont Circle, the 108 year-old four-story townhome has been retrofitted to offer intimate event space to accommodate meetings, events, receptions and classes. The below information has been compiled as a resource to help in your planning. Our staff will also gladly assist you with your planning needs. Please don’t hesitate to ask. reserving the ASU Washington Center When booking a room at the Washington Center, we will request the following information. For your convenience, the below questions are also available as a Google form that may be submitted online. • What is the date/time you are seeking to host your function? • How much time will you need for set-up and breakdown? • How many people do you expect to attend? • What type of function is it? (Standing reception, seated presentation, class, etc.) • What is the topic of your discussion or the purpose for your function? • What audio/visual equipment will you need? The ASU Washington Center has many built-in audio/visual capabilities. We will also be happy to help you contract with a local AV provider should we not be able to accommodate all your needs. -
Stories of Capitalism: Inside the Role of Financial Analysts
Stories of Capitalism Stories of Capitalism InsIde the Role of fInancIal analysts Stefan Leins The University of Chicago Press Chicago and London publication of this book has been aided by grants from the bevington fund and the swiss national science foundation. This work is being made available under the Creative Commons Attribution-Non-Commercial-No Derivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/ The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2018 by The University of Chicago All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations in critical articles and reviews. For more information, contact the University of Chicago Press, 1427 East 60th Street, Chicago, IL 60637. Published 2018 Printed in the United States of America 27 26 25 24 23 22 21 20 19 18 1 2 3 4 5 ISBN-13: 978-0-226-52339-2 (cloth) ISBN-13: 978-0-226-52342-2 (paper) ISBN-13: 978-0-226-52356-9 (e- book) DOI: 10.7208/chicago/9780226523569.001.0001 Library of Congress Cataloging-in-Publication Data Names: Leins, Stefan, author. Title: Stories of capitalism : inside the role of financial analysts / Stefan Leins. Description: Chicago ; London : The University of Chicago Press, 2018. | Includes bibliographical references and index. Identifiers: LCCN 2017031750 | ISBN 9780226523392 (cloth : alk. paper) | ISBN 9780226523422 (pbk. : alk. paper) | ISBN 9780226523569 (e-book) Subjects: LCSH: Financial analysts | Financial services industry—Employees. -
“Reflections on the Status and Future of Artificial Intelligence”
STATEMENT OF: ERIC HORVITZ TECHNICAL FELLOW AND DIRECTOR MICROSOFT RESEARCH—REDMOND LAB MICROSOFT CORPORATION BEFORE THE COMMITTEE ON COMMERCE SUBCOMMITTEE ON SPACE, SCIENCE, AND COMPETITIVENESS UNITED STATES SENATE HEARING ON THE DAWN OF ARTIFICIAL INTELLIGENCE NOVEMBER 30, 2016 “Reflections on the Status and Future of Artificial Intelligence” NOVEMBER 30, 2016 1 Chairman Cruz, Ranking Member Peters, and Members of the Subcommittee, my name is Eric Horvitz, and I am a Technical Fellow and Director of Microsoft’s Research Lab in Redmond, Washington. While I am also serving as Co-Chair of a new organization, the Partnership on Artificial Intelligence, I am speaking today in my role at Microsoft. We appreciate being asked to testify about AI and are committed to working collaboratively with you and other policymakers so that the potential of AI to benefit our country, and to people and society more broadly can be fully realized. With my testimony, I will first offer a historical perspective of AI, a definition of AI and discuss the inflection point the discipline is currently facing. Second, I will highlight key opportunities using examples in the healthcare and transportation industries. Third, I will identify the important research direction many are taking with AI. Next, I will attempt to identify some of the challenges related to AI and offer my thoughts on how best to address them. Finally, I will offer several recommendations. What is Artificial Intelligence? Artificial intelligence (AI) refers to a set of computer science disciplines aimed at the scientific understanding of the mechanisms underlying thought and intelligent behavior and the embodiment of these principles in machines that can deliver value to people and society. -
Murillo Campello
MurilloCampello December 2020 Samuel Curtis JohnsonGraduateSchoo lofManagementPho ne:(607) 255-1282 CornellUniversityE-mail:[email protected] 381SageHall Ithaca,NY14853-6201 CurrentAppointments 2011—:LewisH.DurlandProfessorofFinance,JohnsonSchool,CornellUniversity 2010—:ResearchAssociate,NationalBureau ofEconomicResearch(CorporateFinance) 2018—2020:AcademicDirector,FinancialManagementAssociation PastAppointmentsandVisits 2019,2020(SpringSemester):VisitingProfessorofFinance,UniversityNovadeLisboa 2017 (SpringSemester):VisitingProfessorofFinance,UniversityofCambridge 2014(March), 2016(FallSemester):Visitin gProfessorofFinance,ColumbiaUniversity 2009—2011, 2013—2015, 2019(May/June):VisitingProfessorofFinance,UniversityofAmsterdam 2013,2014(July):VisitingProfessorofFinance,ChineseUniversityofHongKong 2013,2015(September):VisitingScholar,FederalReserveBank ofNewYork 2016 (September):VisitingScholar,FederalReserveBankBoardofGovernors(D.C.) 2014,2015(July):VisitingProfessorofFinance,University ofQueensland 2015,2016, 2017,2018, 2019(November):Visitin gProfessorofFinance,University ofManchester 2006—2010:FacultyResearchFellow,NationalBureauofEconomicResearch(CorporateFinance) 2009—2011:Alan andJoyceBaltzProfessorofFinance,UniversityofIllinois 2008—2009: I.B.E.ProfessorofFinance,University of Illinois 2006—2008:AssociateProfessorofFinance,University of Illinois 2002—2006:AssistantProfessorofFinance,UniversityofIllinois 2001—2002:AssistantProfessorofFinance,MichiganStateUniversity 2000—2001:AssistantProfessorofFinance,ArizonaStateUniversity -
A CSU-UC Phd Bridge Program to Increase Diversity in STEM the Cal
Cal-Bridge: a CSU-UC PhD Bridge Program to Increase Diversity in STEM The Cal-Bridge program has the mission of creating opportunities for traditionally underrepresented groups to participate and advance in physics, astronomy, computer science, and computer engineering and to increase their numbers in PhD programs in those fields. Cal-Bridge consists of two programs: a CSU-UC PhD Bridge program and a summer research program (also known as CAMPARE). The main Cal-Bridge program is a partnership between 9 University of California (UC), 16 California State University (CSU), and over 30 community college campuses in California, with over 200 faculty from the two systems participating. Scholars are recruited from the CSU and community college campuses in our network, with the help of local faculty and/or staff liaisons at each campus. Community college students transfer to a participating CSU to join the program. Additional community colleges are joining the network as we find faculty and/or staff at those campuses to act as liaisons. The program uses research-validated selection methods to identify “diamonds-in-the-rough”, students from underrepresented groups who display strong socioemotional competencies, along with academic potential, and provides them with the support necessary to successfully matriculate to a PhD program, targeted at the UC campuses in the Cal-Bridge network. Once selected, Cal-Bridge Scholars benefit from financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to a wide variety of research opportunities, including at the participating UC campuses. Since its inception in 2014, the Cal-Bridge program has selected 127 scholars in 7 cohorts, including 69 Latinx, 14 Black/African American, and 57 women scholars (30 of the 57 women are from underrepresented minority groups). -
Curriculum Vitae
Curriculum Vitae Jolyana Begay-Kroupa [email protected] Education 2009 M.A. - Social & Philosophical Foundations of Indian Education Thesis: “Through the Eyes of Navajo Students: Understanding the Impacts and Effects of the Fort Defiance Navajo Immersion Program” Arizona State University, Tempe, AZ Advisor: Dr. Mary Eunice Romero-Little 2004 B.A. - Multicultural / Multilingual Elementary Education Arizona State University, Tempe, AZ Professional Employment - Post Secondary Teaching Experience 2005 to Present Director of Development – Navajo Language & Culture Phoenix Indian Center, Phoenix, AZ Provide oversight of educational language and culture revitalization programs and Coalition driven activity, assuring all project deliverables are met and well coordinated with existing center-wide activity including staff supervision. Additionally, I teach Navajo language and culture courses including: Beginning Navajo Intermediate Navajo Navajo Weaving Navajo Singing Navajo Literacy 2008 to Present Navajo Language Instructor – American Indian Studies Arizona State University, Tempe, AZ Teach four levels of Navajo language courses including: Beginning Navajo I – AIS 194 (equivalent to NAV 101) Beginning Navajo II – AIS 194 (equivalent to NAV 102) Intermediate Navajo I – AIS 394 (equivalent to NAV 201) Intermediate Navajo II – AIS 394 (equivalent to NAV 202) 2014 to Present Navajo Language Instructor – Stanford Language Center Stanford University, Palo Alto, CA Teach First Year Navajo language courses via distance learning: First Year Navajo I First -
Fagan Edward R., Ed. Teacher Education: Reflection and Change
DOCUMENT RESUME ED 330 647 SP 032 935 AUTHOR Dupuis, Mary M., Ed.; Fagan Edward R., Ed. TITLE Teacher Education: Reflection and Change. Monograph 5. INSTITUTION Pennsylvania State Univ., University Park. Div. of Curriculum and Instruction. PUB DATE Nov 90 NOTE 142p. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS American Indians; Beginning Teacher Induction; Biculturalism; Cognitive Style; Computer Assisted Instruction; Cooperative Learning; *Educational Change; Elementary Secondary Education; Field Experience Programs; Higher Education; *Preservice Teacher Education; Reading Processes; Staff Development; *Teacher Education Curriculum; *Teacher Education Programs ABSTRACT The papers in this monograph represent responses to criticisms of teacher education. The theme connecting the papers is reflection and change in teacher education. The followingpapers are included:(1) "Computers in Education--Another Failed Technolo y?" (Thomas A. Drazdowski);(2) "Selected Effects of Cooperative Learning" (Therese A. Ream); (3) "Teaching the Reading Processto Elementary Education Majors: Issues to Consider" (Michele L. Irvin); (4) "Field Experiences To Bridge the Gap Between Theory andPractice" (Michele Tellep); (5) "Bicultural Teacher Education: A Native American Perspective" (Doris McGrady);(6) "Whole Brain Learning, Learning Styles and Implications on Teacher Education" (Phillip V. Shortman);(7) "Expert Teachers as Guest Lecturers for Preservice Teachers: An Organizational Proposal" (Robert Clemens);(8) "New -
Kommunikationswissenschaft Verantwortung Als Duft-Marke
Kommunikationswissenschaft Verantwortung als Duft-Marke Schadensbegrenzung durch Dialog-Inszenierung Dargestellt am Beispiel der Imagekampagnen der chemisch-pharmazeutischen Industrie (1987-2003) Eine Inhaltsanalyse Inaugural-Dissertation zur Erlangung des Doktorgrades der P h i l o s o p h i s c h e n F a k u l t ä t der Westfälischen Wilhelms-Universität zu Münster (Westfalen) vorgelegt von Christian M. Peter aus Freiburg i. Br. 2004 Tag der mündlichen Prüfung: 04.02.2005 Dekan: Univ.-Prof. Dr. Dr. h.c. Wichard Woyke Referent: Univ.-Prof. Dr. Joachim Westerbarkey Korreferent: Univ.-Prof. Dr. Klaus Merten M e i n e r F a m i l i e Danksagung Dem Land Nordrhein-Westfalen schulde ich meinen ausdrücklichen Dank. Es prote- gierte durch ein Stipendium meine Promotion und sorgte damit für vielfältige For- schungsfreiräume. Herrn Prof. Dr. Joachim Westerbarkey ist es zu verdanken, dass nach Ablauf der Förderung diese Studie doch noch erfolgreich abgeschlossen wurde. Beharrlich und geduldig betreute mein Doktorvater diese Abhandlung, insbesondere in den Stun- den, und davon gab es einige, in denen jobbedingt der Stillstand drohte. In den produktiven Phasen wogen Claude Bertemes, Achim Sarrazin und Ole Lünne- mann kritisch die in meiner Dissertation vorgefundenen Worte und Wörter. Claus Dolleck, Christine und Stefan Thole, Michael Thurau, Beate Hessel (geb. Wilms) und meine Frau Cordula reihten dagegen viele Zahlen aneinander. Sie testeten anhand vorgegebener Beispiele und Anweisungen die Brauchbarkeit meines Erhebungs- instruments und opferten mehrere Abende, um mit mir gemeinsam verschiedene An- zeigen der chemisch-pharmazeutischen Industrie zu codieren. Alle Mitstreiterinnen und Mitstreiter verdienen dafür ein herzliches Dankeschön. -
Arizona State University
Arizona State University Website:www.asu.edu Arizona State University (ASU) is a creating a new model for American higher education, an unprecedented combination of academic excellence, entrepreneurial energy and broad access. This New American University is a single, unified institution comprising four differentiated campuses positively impacting the economic, social, cultural and environmental health of the communities it serves. Its research is inspired by real world application, blurring the boundaries that traditionally separate academic disciplines. ASU serves more than 64,000 students in metropolitan Phoenix, Arizona, the nation's fifth largest city. ASU champions intellectual and cultural diversity, and welcomes students from all fifty states and more than one hundred nations across the globe. ASU is coeducational and operates on a semester calendar. WUE programs are limited to ASU’s New College of Interdisciplinary Arts & Sciences (West Campus) and to select majors in the College of Technology and Innovation (Polytechnic Campus). See the complete list of participating programs for the 2009 – 2010 academic year below. New College of Interdisciplinary Arts & Sciences, Degree Type West Campus American Studies BA Applied Computing BS Applied Mathematics BS Applied Science BAS Communication Studies BA/BS English BA Ethnicity, Race, First Nation Studies BA History BA Integrative Studies BA Interdisciplinary Arts & Performance BA Life Sciences BS Political Science BA/BS Psychology BA/BS Religion & Applied Ethics Studies BA Social & -
African American Reparations, Human Rights, and the War on Terror
Michigan Law Review Volume 101 Issue 5 2003 American Racial Jusice on Trial - Again: African American Reparations, Human Rights, and the War on Terror Eric K. Yamamoto William S. Richardson School of Law, University of Hawai'i Susan K. Serrano Equal Justice Society Michelle Natividad Rodriguez Follow this and additional works at: https://repository.law.umich.edu/mlr Part of the Civil Rights and Discrimination Commons, Human Rights Law Commons, International Law Commons, Law and Race Commons, and the Supreme Court of the United States Commons Recommended Citation Eric K. Yamamoto, Susan K. Serrano & Michelle N. Rodriguez, American Racial Jusice on Trial - Again: African American Reparations, Human Rights, and the War on Terror, 101 MICH. L. REV. 1269 (2003). Available at: https://repository.law.umich.edu/mlr/vol101/iss5/6 This Essay is brought to you for free and open access by the Michigan Law Review at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Law Review by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. AMERICAN RACIAL JUSTICE ON TRIAL - . AGAIN: AFRICAN AMERICAN REPARATIONS, HUMAN RIGHTS, AND THE WAR· ON TERROR Eric K. Yamamoto,* Susan K. Serrano,** and Michelle Natividad Rodriguez*** Few questions challenge us to consider 380 years of history all at once, to tunnel inside our souls to discover what we truly believe about race and equality and the value of human suffering. - Kevin Merida1 (on African American reparations) Secretary of State Colin L. Powell said today that terrorists can only be attacked from "the highest moral plan" and that there is no contradiction between the Bush Administration's war on terrorism and a continuing U.S. -
A Conversation with Sr. Elizabeth Carey
September 2019 A Conversation with Sr. Elizabeth Carey You’ve heard of the FIVE brave nuns who came from Ireland to begin our school in 1954, but who was the SIXTH? by Debra LaPlante & Mary Jo Wahlers The following is our conversation with Sr. Elizabeth, the 6th nun to arrive, about her memories of the beginning years at SS. Simon & Jude School. How did it come about that you would be sent to Arizona? I had already made my final profession and knew the other Loreto Sisters who were here in Arizona as they were from County Westmeath, so I was sent to replace Sr. Carmel in 1955. (Sr. Maria Sheerin who is also currently living at the convent was also sent with Sr. Elizabeth to Arizona at that time, but she only stayed one year as she was called to do further studies.) Did you have any reservations about coming to Arizona? Like the original five, I thought I may not return to Ireland again, but five years later, I was lucky enough to be able to travel to see my family! As the Loreto Sisters grew in numbers throughout the United States, we often traveled to attend meetings in other cities in the U.S, or other countries, and were given the opportunity to visit our families in Ireland. Did you live in the convent here on campus? No, the convent wasn’t built yet, so we lived in a house on 27th Drive in the beginning years. We burned our garbage right at the house in those days, and never crossed the irrigation ditch.