Die Schweiz ist ein Land, das seit der Industrialisierung und des damit einhergehenden wirtschaftlichen Aufschwungs am Ende des 19. Jahrhunderts Zuwanderer anzieht. Der Ausländeranteil an der Gesamtbevölkerung lag 2009 bei 22,9 Prozent und damit höher als in vielen anderen europäischen Staaten. Trotz dieser Tatsachen hat die Schweiz es lange Zeit abgelehnt, sich als Einwanderungsland zu sehen. Eine systematische Integrationspolitik wurde daher erst in den letzten Jahren konzipiert. Während seit den 1990er Jahren die Zuwanderungsbedingungen für EU-Staatsangehörige sukzessiv erleichtert wurden, beschränkt sich die Zuwanderung aus Drittstaaten aktuell auf Hochqualifizierte und den Familiennachzug.
Since the industrialization in the 19th century, Switzerland has been an attractive destination for immigrants. In 2009, foreign residents constituted 22.9 percent of the total population. Switzerland was thus host to more foreigners than many other European countries. Despite these facts, Switzerland has - for a long time - denied to be a country of immigration. Coherent integration policies have therefore been designed only in recent years. While conditions for immigration have been eased for EU citizens since the 1990s, immigration of third country citizens is currently limited to the highly qualified and family reunification.
The G20 has produced mixed results. After initial high hopes and some success, negotiations within the G20 forum have slowed, progress is less visible and disagreement rather than agreement has come to the fore. Against this background, this paper revisits the basic economic and geopolitical motivations for the G20, in order to review its performance and attempt to draw lessons for the path ahead. We conclude that: (1) in today's global economy (with its trade and financial market integration and its institutional architecture) a 'G20-type' institution is necessary - if it didn't exist, it should be created; (2) the G20 had its high noon moment in 2008-09 and some recalibration of expectations was inevitable, but its achievements in 2010-11 have nevertheless been disappointing; (3) to be fair there is, in detailed and technical work, more progress than there seems to be at first sight; (4) from a governance standpoint, the G20 is not an efficient forum; improvements in working methods are urgently needed; (5) more fundamentally, for the G20 to retain its role, its members need to develop a common vision of global economic problems and the way to approach them.
Contents: The school; Activities; Athletics; Military; Organizations; Miscellaneous ; New Mexico College of Agriculture and Mechanic Arts yearbook for 1928.
Marine ecosystems around the globe are increasingly affected by human activities such as fisheries, shipping, offshore petroleum developments, wind farms, recreation, tourism and more. Whereas the necessity and urgency to regulate and plan competing marine spatial claims is growing, the planning and regulation of these claims is even more difficult than on land, among others because of insufficient data and knowledge on how ecosystems are affected, the international dimension of marine ecosystems and, as yet, poorly validated Marine Spatial Planning practices. The main question in this paper is: what exactly defines the high level of complexity of Marine Spatial Planning (MSP), and, given the strong transnational dimension of MSP, what can be done to integrate and harmonize the various planning practices of the EU member states? In this paper, the authors present the use of an international simulation-game (with 68 international MSP professionals in Lisbon, 3 November 2011) to conduct an expert panel study on MSP, both in the real and gamed countries. In order to analyze the panel and in-game data, several scales on MSP-outcome and process were defined and validated. In this paper the authors present the main insights of the pre-game panel study. They conclude that the differences in approaches to the MSP process and outcomes among the real countries are significant. ; Multi Actor Systems ; Technology, Policy and Management
Ports are known to be one of the most polluting sectors, and therefore provide an opportunity to reduce emission significantly. Until now, the attention has been given to reduction of emissions in transport and shipping. The scope of research must expand to include port infrastructures, which should be made more sustainable. In many industries, sustainable purchasing and procurement is already integrated, but the procurement by port authorities for construction works seems to be lagging behind. The objective of this paper is to promote sustainable procurement, through preparing a tool, method or model that can be easily used by all stakeholders. The research has been divided into four phases: Analysis, Synthesis, Simulation and Evaluation. In the first phase, i.e. Analysis, insight is gained in the processes for (sustainable) procurement of different institutions and stakeholders, e.g. governments, port authorities and contractors. In addition, the legal aspects of procurement are examined. In the next phase, i.e., Synthesis, a procurement model is set up. This requires a selection of procurement criteria based on Life Cycle Analysis, and a selection of weight factors to be assigned to the various criteria. The format and type of model too needs to be determined based on requirements such as flexibility, stability and user-friendliness. During the third step, i.e., Simulation the model is tested using reference contracts from current or existing projects. The impact of different criteria can be examined in this manner and, eventually, the model can be adapted. In the last step, Evaluation and recommendations over the application of the model will be given. ; Hydraulic Engineering ; Civil Engineering and Geosciences
Glatfelter, Charles H.; Oral History Collection To read the transcript and access the audio/video (if available) of this interview at the same time, first download the pdf of the transcript by clicking on the link at the top of this screen. The transcript will open in a separate window. Next, select the or option to the right of the screen to access the media player. Special Collections & College Archives Musselman Library Interview with Michael Birkner Interviewer: Rebecca Duffy Interview Date: November 22, 2013 Interview with Michael Birkner Rebecca Duffy, November 22, 2013 1 Rebecca Duffy: [Today is November 22, 2013. I am Rebecca Duffy and I will be interviewing Professor Michael Birkner in Special Collections at Gettysburg College's Musselman Library.] We will start with you as a student here, so that we can get some insight. I think that's really special that we have an alumnus [that is so accessible] from the 1970s. You graduated in 1972? Michael Birkner: Yes. Duffy: Did you start here in 1968 and go straight through the four years? Birkner: Yes, I did. Duffy: You were a History major. Did you have any other majors or minors? Birkner: Actually, I was a back-ended History major. I was a Political Science major for three years and I intended to go into political journalism. That was my interest. I was always a politics junkie, so it was a natural for me to be interested in that. If you know anything about American History from 1968 to 1972, you know it was a very tumultuous time. Being interested in history as it was being made was particularly attractive to me. But by the time I was finishing my junior year as a student I looked back and thought about what I had done in Political Science and what I still had to do and I wasn't impressed by the coherence of the Political Science major. Specifically, I also had been avoiding a particular faculty member who was terrible and who taught a required course in International Affairs. I thought about it and I said [to myself], "I don't want to take this person's course just for the sake of getting a major that I'm not even convinced is worth having. So I went over to see Dr. [Charles] Glatfelter. I said to him, "I realize I am a second semester junior, but I think I would rather major in history. Is that possible?" [Pause] I don't want to make myself out to be special, but the people in the History department knew me and I had taken courses in history because I had liked history. They [Norman Forness, George Fick, and Charles Glatfelter] pitched to me that I should switch majors and become a history major. The important thing was they said, "if you just take this and this and this, you have got your major." So I did. I had probably seven or eight courses in Political Science, but I didn't [think well enough of my 2 experience to] declare it a minor. I just left and became a History major and then wound up going on to graduate school. Duffy: What were some of the courses that you took in History while you were here? Birkner: Well, I won't go into all the details because that will bog you down, but I will say that the program in History at the time was Euro-centric. If you look at the catalogue you will see that there really was very little World History. You took courses on the western historical tradition, you took courses on the European and British history, and you took courses on American history. There was no Africanist in the department, there was no Latin Americanist, and there was no Middle Eastern person. We did have a person that did Asian history, but half of that person's courses were focused on American diplomatic history which was not unusual at that time. So, essentially outside of the West we actually had half of a person to do anything else in the world. It was a provincial kind of historical learning. I did take a course in Chinese history, but I cannot say I had a good grounding in anything more than the Western traditions. The other thing I can abstract for you about my experience is that I was again unusual in that my interests were American history, but I took more non-American history than American history. My attitude- and I think it was justifiable- was that if I went to graduate school in History, I would be doing almost all American history and why should I not have the opportunity now to get a little wider range. In retrospect now there are all kinds of ways I could have broadened my education in college [with]. I was not adventurous and the college wasn't particularly adventurous in its curriculum. When you think about it, the one smart thing I did was not do all of that American history when I was going to get [plenty of] it in graduate school. Duffy: That Professor that you had for Chinese history, was that Professor Stemen? Birkner: Yes, Roger Stemen. Duffy: He was in charge of anything East Asian, sometimes even Indian history, I think I noticed? 3 Birkner: He might have done that once and that was it. He wasn't really interested in Indian history. We had a woman named Janet Gemmill [whose maiden name was Powers], so [after her divorce] she is Janet Powers. She taught Indian Civilization, but for reasons I have never really understood- this is before my time as a faculty member -I think she and the History department were not on the same wavelength, so she didn't teach it through the History department, she taught it through IDS. Mr. Stemen was the Asianist. He came in 1961 and he was the first to teach that. Duffy: I noticed that. I also noticed that the courses at that time [during the 1960's primarily] were dual courses, such as 201 and 202. Were you required to take both of them if you took one? Birkner: No, but you are right, they were sequenced. I'm guessing a lot of that was because a good percentage of undergraduates in those days went on to social studies education. They probably wanted to fill out a card of having the 201, 202 of History. That wasn't anything that affected me as a student. That wasn't a requirement. [Pauses to collect thoughts] The only requirement where we had to go through both parts of the sequence were interdisciplinary courses called "Contemporary Civilization" and "Literary Foundations of Western Civilization." Duffy: What was required by the History department [when you were a student] was passing a few three hundred level courses, the Methods course and Senior Seminar, right? Birkner: Right. Duffy: So you completed all of those? Birkner: Absolutely. Duffy: Did you have Professor Glatfelter for Methods? Birkner: Absolutely, everybody took Methods with Dr. Glatfelter. Except for the semesters when he was on sabbatical, he was it. Duffy: What was that experience like? How would you have described it when you were in the class? 4 Birkner: Maybe, it was a lot like what you experience with me. However, Dr. Glatfelter was a very different personality than I am . He was very Germanic. He had been trained originally to be a high school social studies teacher. Now he was a very smart man and wound up getting a PhD from Johns Hopkins. You don't do that unless you have some brains. He was one of these people who went by categories--one, two, three- which is not the way I do things. His approach to teaching was not very exciting to me. Just to give you an example of the way he taught Methods, one-third of the course he lectured about the historiography of Western Civilization, the writing of the history of the West from Herodotus until the Progressive Era in the early 20th century. Each day he would come in for seventy-five minutes and lecture about Herodotus or Livy or Gibbon or Voltaire- who was a historian not a very good one, but a historian [none the less]- [hand motions and voice indicating droning on], Prescott and Parkman and Bancroft. Your first big paper in the course was to read three of these historians--one from the Ancient World, one from Early Modern Europe and one from the 18th or 191h century--and write a comparative [paper]. He did that every semester. I benefited from it, though I have not read those historians since. But [in general] this was dull. The second part of the course was more "Nuts and Bolts." That's where he talked about doing footnotes and bibliographies and reference books. Of course [this was] the pre-computer age so he would bring in a cart and show you reference books. Again, it wasn't too exciting. The third part of the course was the "Philosophy of History'' in which he would talk about a range of things from why we do history to the discourses of history. It was very conservative. As I may have said in class, we read one article about Oral History and he basically said, "I made you read this because it is possible this may be interesting, but it is also possible that it may just be a fad." We didn't do anything more with that. We did the same thing with Psychohistory; maybe we read an article on it. Now Psychohistory came and went really, it is not much today talked about. But he was not an adventurous person. So why is it that he is remembered? Because Dr. Glatfelter had extremely high standards and he challenged you to be the best that you could be. He was a very demanding task-master. 5 When you handed in a paper, he read every line and corrected every line. You got away with nothing. He was a person of tremendous integrity and he wanted you to be. That's what really affected me the most, to be honest with you. The specifics of what he was teaching didn't grab me much, but his ethos, that's what really grabbed me. I don't know what students think about me, but I would guess I am considered "old school" and that's okay, because you need to authentic. Dr. Glatfelter was authentic. And I like to think I am. Some students probably think it is good and some maybe think I am too hard [and demand too much work]. Again, I don't know what the word on the street is, but you've got to be what you are as long as you're nice and fair and all those things- some [professors] can be mean and that's not a good thing [chuckles], but I don't think I am that! [In the end] I think I took away [Dr. Glatfelter's] sensibility about doing history and that has always had an impact on me- [even] forty years on. If you talk to other graduates, I bet you would get similar responses. Duffy: That he was a challenging teacher, but certainly worth it in the end for [the experiences] you get out of it? Birkner: Yeah, sure. Duffy: More than [simply] as a historian? Birkner: [Thoughtful] Yeah, absolutely. [Pauses to collect thoughts] He and I were colleagues for a year when I was back in the late seventies teaching here. When he retired [in 1989], I took his job. We became close [friends] and for the last 24 years of his life- he died in February [2013]- we did a lot of things together. For [many] years I brought him into the Methods class to talk to the students about a specific project or brought the students down to Weidensalllobby to talk with him if they had questions about a particular topic. He was wonderful. Duffy: What was that like when you first came back here having Professor Glatfelter and I can't remember exactly who was still here then who had been here when you were a studentBirkner: Everyone 6 Duffy: Everyone? Birkner: Everybody. Duffy: [So then,] what was that department dynamic like when you joined, having your old professors [as colleagues]? Birkner: . As a student was I was very close with faculty, more close than I think [most] students are today. Just to give you an example, there was no Specialty Dining in those days, there was the Bullet Hole- [though] it was in a different part of the CUB- and there was a group of about 8-10 faculty that ate there every day and talked politics- remember, it's a very interesting time- and they talked campus business as well. They invited me to eat lunch with them. So, I ate lunch in the Bullet Hole every day with the faculty. Now, you say you already know a creepy amount of information about me, but one thing [is that] I belonged to a fraternity. The fraternity I belonged to only ate dinner together in our house; we didn't eat breakfast or lunch together. We were on our own for lunch. Most of my fraternity brothers after class went back to the house and ate lunch together; probably watched Jeopardy or something and just hung out. I never did. I always went to the Bullet Hole and ate lunch with the faculty. Secondly, I was the editor of the Gettysburgian. At the time newspapers were different then they are now. They were really newspapers as opposed to mostly opinion. [Pauses to collect thoughts] The paper [during my years in college] was well respected. So, faculty members wrote for it, faculty members called me up. I had a kind of elevated sense of myself. To answer your question, it wasn't a hard transition to come back in 1978 to teach because people had always treated me collegially as opposed to say you were simply a student. Duffy: As a subordinate71 Birkner: Yeah, well [Pauses to collect thoughts] I hope I don't treat you [quite] like that. We all have different roles to play. It was an easy transition is the short of it. 1 Intended to say something which more conveyed the mentor-student relationship 7 Duffy: What about the transition that we started to talk about before- when you took over the Methods class? What was that like? Did you see that you wanted to make a lot of changes? Did you make them right away? Birkner: That's a good question. Dr. Glatfelter was not a controlling person, but on the other hand he was a very "tracked" person. As I said there wasn't a lot of change [over time] . I was hired, in some measure, because [members of the History department] felt the Methods course was an important course and they felt that I would be the person who could make it matter in the future. When I came back, Dr. Glatfelter said [something like], "You do what you want with the Methods course, but here's the way I do it." The first year I tried to teach it along the track he laid out. I used some different books, but I basically had the same structure he had. I was bored teaching it! Teaching about Medieval historians and giving students bits and pieces about historians -I could see that nothing was going to stick with them. I just said [to myself], "I can't do this!" That's when I said to myself, "this course is going to need re-tooling." That's how you have more or less greater extent what you are experiencing [this semester in Methods]. Dr. Glatfelter was the one who had the three projects and I have three projects, but he never would have assigned an Oral History! Here's the other interesting thing, he didn't assign any manuscript, original material research because we didn't have an archive for the students to work in! We really couldn't do a lot of that. Dr. Glatfelter's laboratory was the Adams County Historical Society where he was the director. He never had the students [go there]. I was surprised about this because we could have done that. We had an archive [at the college]; it just wasn't a place where you could work. He could have assigned us to have stuff to work on and under controlled conditions we could have done it. He just never did it. The part that really surprised me was that here he is the director of the Adams County Historical Society, which has tons of great [material] to work on. I've used it many times in my Methods class- just not this semester because they have had some difficulties moving out of the old Schmucker building [and into a much smaller facility]. So, one of the things I said was that 8 were going to start doing this! What I did [was encourage the creation of a facility for storing a working with archival material on Gettysburg College's campus]. I had something to do with the fact that this [special collections research room] exists because [as department chair] I was able to get a very unusual bequest which had not originally been directed to Gettysburg College. I was able to convince Homer Rosenberger's executor [Attorney William Duck of Waynesboro, PA] that Gettysburg College would be the place to house the Rosenberger Collection, with the idea we would get his estate. The money we got from that estate allowed Robin Wagner, the library director, to hypothecate into other money which enabled them to build this room- which is an enormous asset to students of history, and not just in Methods. Plus we have all of these great internships etc. which we didn't have before that. So, [to go back for a second] in 1990-1991, which was my second year here, I revamped the course really along the lines of what you are taking now. Duffy: So has it not changed so much in the past few decades? What would you say has changed? Birkner: What has changed in part is that the discourses in history have grown increasingly focused on anthropology. The opportunity for students to do more intensive work in Special Collections has probably been the biggest change. They can do much more in Special Collections than they could when I first started teaching here. The idea is always to give students opportunity to work with the stuff of history and be historians rather than just write about [secondary works]. I'm a little off sync with some of my colleagues who are so emphatic that what students need to learn is historiography and what I think is what students need to learn is to feel confident about doing history and that means doing it, instead of writing about historians doing it. I want you to do it. Now, of course the two are not mutually exclusive. You should learn that history is an evolving discipline and there is always an on-going dialogue -that's of course important. But to me, for the Methods course, what's really important- if I can put it this way- is to get your hands dirty doing it, [for example] have that one-on-one experience doing an Oral History with a senior citizen; it will stick with you for a long time. 9 Duffy: Definitely. I think I have noticed that. I feel like I live in Special Collections sometimes! Birkner: And that's a great thing because it is your laboratory! You may have friends that are Environmental Science majors, they're working in a lab. Your lab is right here. Duffy: [Pauses] [So then,] If we could just go back one moment to when you were a student and there weren't as many opportunities [to research in-depth on campus]. I know the senior seminar was molded into a course throughout the sixties Uust before and during your time here as a student]. so I was wondering about your experience in the senior seminar and how you were able to do the research you needed to do [without the facilities here]? Birkner: That's a good question; I think it was only in the late 1960s that they developed the senior seminar more or less the way we know it. Until then, students had to take comprehensive exams and they also wrote a senior thesis, [but there was no senior seminar]. The problem with that program is number one: camps terrify students. A high percentage of the students were not capable of engaging them very effectively, which depressed the faculty. [Further], the quality of the senior theses was generally pretty low, in part because there was little faculty supervision. If you have say forty seniors who are majors and you've got the faculty you have, they just weren't [able to] give the time to the students on an independent study basis to do the senior thesis. So that is when they came up with the seminar notion. As far as being able to do the research- it was unusual for you to be able to spend time doing anything original. Today, more and more of our students [are doing original research]. I was talking to Lincoln Fitch the other day, he's a senior and he is doing his senior thesis on Reconstruction and he's going down to the Library of Congress and working with the papers there and he is making some interesting finds. We wouldn't have thought of that because nobody was encouraging us to do that. I wrote my senior thesis on Christian Humanism in England in the early 16th century. I read a lot of first-hand accounts, they were printed, but they were still primary sources. I read secondary sources about the Humanist movement, which is part of the Renaissance, as it affected life in England. 10 Duffy: So you feel that students now have a better opportunity to delve in deeper? Birkner: Yeah. The other thing that should be emphasized is that our faculty are more "teacher-scholars" or "scholar-teachers" than was the case in the sixties when their primary emphasis was on teaching. Again, you can't draw with too broad a brush because Dr. Glatfelter was always doing scholarship of a kind. He was very productive, but his focus tended to be narrow--on Adams or York counties or religions of York and maybe Pennsylvania. Few people in the department were pursuing active research agendas because they didn't have the same emphasis on scholarship and mentoring students as scholars as we have today. I think having a teaching faculty that is also a scholarly faculty is going to make for better mentors at the senior level or any level. Think about someone like David Wemer, who is a senior History major and just won a prize for the best paper by an undergraduate in the United States. [The prize was sponsored by the American Historical Association.] It was published in a student scholarly journal. What a great recognition for Gettysburg College. He is an exceedingly talented person, but having someone like Dr. Bowman advising him and mentoring him made it [possible]. I mentored three students [over the past several years] who were [George C. Marshall] Scholars. Each was invited down, at my nomination, to become an undergraduate fellow in Lexington, Virginia [under the auspices of] the George C. Marshall Foundation. Each of them did outstanding work and each was recognized for that work. By coincidence, I had lunch today with one of those students. He was a History major and now works as an archivist for the CIA and wanted to come back and talk to me about graduate school. That kind of mentoring I don't think would have happened forty years ago. [However,] I have a certain reputation in the field, I know people, I know what my students are doing and I can then recommend them. The sad thing with the Marshall Program is that they blew through all their money. So, after the program existed for four or five years they ran out of money and I can't recommend students to it anymore because it doesn't exist. The two other students who I recommended for it and got accepted, 11 one is now working on his PhD in Cold War History at Ohio State and the other one is doing a PhD in Early American History at William and Mary, so clearly they moved on and did good things. Duffy: So you would say that the faculty dynamic today- [a group made up of a dozen or so] individuals each scholars and, I would say talented, teachers is creating these opportunities for students? Birkner: I think it enhances and enriches the environment for our History students; hence, it gives them an extra boost toward having a valuable college experience. Dr. Glatfelter had the right standards and the right spirit. But I think that what we have today, is not only that among most of our faculty -I wouldn't say everyone does because Dr. Glatfelter was pretty much the top of the line in that- but they are committed on both the teaching and scholarly side and that's good modeling for students. When you are a senior taking a seminar you will be asked to attend a seminar session in which you will read a faculty member's paper in advance and then go in and hear that faculty member describe how he or she got into writing that paper and then you will be able to ask questions of that member about it. We do that every semester. That's a bit of modeling. You can see what the faculty member does and say to yourself, "Maybe that's how I can do it." That didn't exist forty years ago. We do a lot more stuff you would take for granted, but didn't exist then. Such as, Career Night, Grad School Night, bringing in alumni who are successful in the field of history to talk, the Justin DeWitt Lecture. How about two student journals? The Civil War Journal and The Gettysburg Journal of History again didn't exist forty or even, fifteen years ago, but they do now. That's how David [Wemer] got this national recognition, because he published his article in the History journal. [Earlier today] I was talking to Sam Cooper-Wall today about his thesis for me and I was saying how he really had potential to publish it or expand it as his master's thesis. "Don't forget," he said, "I published it in the Gettysburg Historical Journal." That's right, he did. That's the kind of thing that gives you value added. 12 Duffy: I guess my last question is just going back, once again in a more comparative way, you said the time that you were here was a very [tumultuous] time. Did the faculty use any of those current issues as teaching moments in the classroom? Birkner: Not really. I think one faculty member who taught American Cultural History picked up on environmental issues, which was one of the pieces of the puzzle in the late sixties. Earth Day started when I was college student. He tried to connect Post- Civil War environmentalism, Darwinism, with the new environmental ethic of the late sixties- early seventies. I thought that was good, but he was the only [one]. Professor Stemen, who taught Chinese history, was teaching at the very time that Nixon made his initiative to open doors to China, and he would mention it, but it wasn't integral to the teaching. We were aware of it. I think people made a definite effort not to politicize the classroom. It's not a good idea for teachers at any level to voice their ideas about politics to students. So, that didn't happen really. People were very focused on the subject matter. Duffy: I think that is about it for the questions that I have- Birkner: I think that the one piece of this you are not getting is the student side. You don't want to assume that everything is always [better each year]. I think, today, our students are more sophisticated in many ways about history. You are much more cosmopolitan and you are much more adventurous than our generation in many respects. Just think about that fact that students take courses in fields I never took courses in because they weren't even there, but nobody is afraid to take a course in Middle Eastern history or Australian history or African history. [Today's] students are interested. That's a very good sign. On the other side ofthe coin, I wouldn't disparage students from the late Sixties who were, like me, first generation college students who had a hunger for education and were willing to work hard . . , , There were a lot of people in that circumstance. So, the students were a little bit more aggressive for their education in the late sSxties. Now I will tell you also, that when I came back in the late Seventies the students were not what I remembered them being. They were very self-focused and 13 [pauses to collect thoughts] uninterested it seems to me in the same kinds of issues I had been interested in in college, so that was a little bit of a disappointment. Duffy: I read that I think in one of the oral histories with Professor Glatfelter. He had realized a shift around the mid-Seventies. [He noticed] students were changing what they wanted out of school and how they felt about school. So, I think he saw as well, a decline in the level of learning or [rather] interest in learning. Birkner: I think this is not just a Gettysburg story. Duffy: Right. Birkner: I think it would [have been the case] at you name the place. I remember when I taught my first class at the University of Virginia. This is almost hilarious in a way because I taught a course in [19]74 at the University of Virginia as a grad student. It was a seminar and we read a book on the Sixties. The kids were all like [Raises voice, indicates excitement], "What were the sixties like? What were the sixties like?" and I was thinking [Chuckling between words], "Whoa, whoa!" [To them] It was like "what was World War One like?" It was 1974 and I thought, "Whoa, how quickly the gestalt of the times changes." So, what Glatfelter noticed is certainly what I noticed. Now, particular students, of course, were terrific. They are wonderful and friends of mine now, but the mentality [gestalt] of the campus was very different. Just as an example, the fraternity that I was in had disappeared by the time I came back to teach because it was a more alternative, non-conformist fraternity [and there was no market for that at Gettysburg after 1975]. We didn't do hazing and hell week. We invited the faculty to our parties and they came. Duffy: [Laughs] Birkner: Seriously! It was kind of an admixture of fraternalism, but not the dopey stuff. Obviously, to each his own, but I never had a use for anything [like that]. I remember Dr. Glatfelter- he was not a funny man- but I remember one of the funniest things he ever said. I once said, "Charlie, I know when 14 you were a student at Gettysburg College they still had traditions during orientation where they would punish [underclass] students [for infractions of the rules]. They would cut men's hair off, make women wear side-boards over their front and back with their hometown and phone number on it." Duffy: [Laughs] Birkner: Oh yeah, absolutely! And I said to him, "What if you had ever been brought up by the Tribunal for some infraction when you were a first year student?" Without missing a beat he said to me, "I know exactly what would have happened. I would have packed up my suitcase and gone home because I wouldn't have put up with that nonsense for one second!" That was Charlie. I can't claim that I was as individualistic as he was. For all I know I would have accepted [hazing], but it was nice to find a home [in a fraternity] where it really wasn't practiced. But by the late seventies students weren't into that. They didn't want an alternative fraternity, they wanted a gung-ho fraternity experience. Again, that's okay. I would wish that a fraternity like the one I was in would exist again today because I think there is something to be learned from living in a house with people from different backgrounds [with] different values in some cases. Learning how to live together, learning how to keep a place up [is important]. I don't regret for one minute that I did that. I also had a [fine] experience in that I was a free agent to do what I wanted. Duffy: You got to go to lunch! Birkner: Yeah, I got to go to lunch and I got to eat dinner with my fraternity brothers and party with them and make those horrible road trips down to Wilson College. You did the things that college students do, but you also did it on a slightly different track. When I came back in the late eighties the college was in transition. It had become by then a more national institution, so students were coming from a larger swath of the country, which was a good thing. [It reflected] a more cosmopolitan view. [The population] was still very white, not as diverse as it is today, but moving in the right direction, I think. I would honestly say that your generation of students on the whole is a lot more fun to teach than 15 any generation I have taught before. Just take for example class yesterday on the "Cat Massacre." You are willing to buy into reading something challenging, thinking about it and then talking about it. To me that is learning. But that wasn't really the pedagogy [in the 1960s and 1970s] and when the transition was made a lot of students just wouldn't buy into it because they were [satisfied] being more passive. Learning should be active. It seems to me we have got that buy in from our majors and more generally, too. Hopefully, what you do in my class and your other history classes carries over into Poli Sci and the other courses you are taking, because again, why should it not? [From here we continue to talk for the next few minutes about the intersections between disciplines in the case of myself and my partner Ryan, as well as the possibilities of support from the government for public history and the National Park Service]. 16
In Swahili Forum III Elena Bertoncini-Zubkova (1996) discussed some of the political criticisms, expressed in the form of literary motifs and imagery, that emerged in the works of the Tanzanian Swahili writer Euphrase Kezilahabi since 1978 onwards. She situates this emergent critique in the new political discoursive context where critical reviews of the Ujamaa policy could now be publicly voiced since President Nyerere himself admitted the failure of Ujamaa in his delivery Azimio la Arusha baada ya Miaka Kumi (The Arusha Declaration Ten Years Later, 1977). According to Bertoncini this admission `clear[ed] the way for critical literary works` of which Kezilahabi satirical play Kaputula la Marx (Marx`s Shorts, 1978) and his short story Mayai- Waziri wa maradhi (Eggs- Minister of Sickness, 1978) were among the first.
Abstract Rehm, J., Rehm, M. X., Alho, H., Allamani, A., Aubin, H., Bühringerm G,m Daeppen, J., Frick, U., Gual, A., & Heather, N. (2013). Alcohol dependence treatment in the EU: A literature search and expert consultation about the availability and use of guidelines in all EU countries plus Iceland, Norway, and Switzerland. International Journal of Alcohol and Drug Research, 2(2), 53-67. doi:10.7895/ijadr.v2i2.89 (http://dx.doi.org/10.7895/ijadr.v2i2.89) Aim: To describe guidelines and common practices for alcohol dependence treatment in Europe. Design: Systematic and qualitative review; for each country, guidelines were identified via systematic literature research, followed by interviews with treatment experts. Setting: European Union (EU) countries plus Iceland, Norway, and Switzerland. Participants: Experts in alcohol dependence treatments and treatment systems. Measure: Semi-structured questionnaire for interviews. Findings: While fewer than half of EU countries have formal national guidelines for alcohol dependence treatment, a majority of these countries have guidelines by professional organizations such as psychiatric or neuropsychopharmacologic societies, and several are currently developing such guidelines. Abstinence is the usual treatment goal, but the majority of countries accept reduction of drinking as an intermediate or secondary goal, in practice even more than in the guidelines. Psychotherapy, mainly cognitive-behavioral approaches, motivational interviewing, and family therapy, is the most common treatment for relapse prevention, in part accompanied by pharmacotherapy (disulfiram, acamprosate and naltrexone being used most often). Conclusions: There are differences in treatment for alcohol dependence in Europe. The introduction of reduction of drinking as one treatment goal may attract more patients. Keywords alcohol dependence, treatment, abstinence, reduced drinking, pharmacotherapy ; Rehm, J., Rehm, M., Alho, H., Allamani, A., Aubin, H., Bühringer, G., Daeppen, J., Frick, U., Gual, A., & Heather, N. (2013). Alcohol dependence treatment in the EU: A literature search and expert consultation about the availability and use of guidelines in all EU countries plus Iceland, Norway, and Switzerland. The International Journal Of Alcohol And Drug Research, 2(2), 53-67. doi:http://dx.doi.org/10.7895/ijadr.v2i2.89
Government agencies and businesses cooperate and invest heavily to achieve reliable and secure global supply networks. A so-called data pipeline, which integrates data from various parties in the supply chain and incorporates data from new tracking and monitoring technologies, would enable real-time data management for businesses. This IT infrastructure has a global scale, since it has to function both within and across countries and continents. Governments can use this data pipeline to improve the coordination of border management and reduce the administrative burden for businesses. Furthermore, businesses and government can collaborate to capitalize on modern IT and use the innovation for improving risk and data management. This paper explains a conceptual model of the data pipeline and its governance implications. As this global infrastructure cannot be built by government alone but needs to be largely realized by businesses, a public-private governance model is needed. Governments, and even supra-national institutions, would need to create the right technical, organizational, and legal environment (e.g. standards, harmonization of procedures, mutual recognition), and have to provide alternative incentives to stimulate the development of those parts of the pipeline that are without commercially viable business models. ; Infrastructures, Systems and Services ; Technology, Policy and Management
Marie Curie programme under the European Union's Seventh Framework Programme (FP/2007-2013) / Career Integration Grant n. PCIG10-GA-2011-303728 (CIG Grant NBHCHOICE, Neighbourhood choice, neighbourhood sorting, and neighbourhood effects). The extent to which socioeconomic (dis)advantage is transmitted between generations is receiving increasing attention from academics and policymakers. However, few studies have investigated whether there is a spatial dimension to this intergenerational transmission of (dis)advantage. Drawing on the concept of neighbourhood biographies, this study contends that there are links between the places individuals live with their parents and their subsequent neighbourhood experiences as independent adults. Using individual-level register data tracking the whole Stockholm population from 1990 to 2008, and bespoke neighbourhoods, this study is the first to use sequencing techniques to construct individual neighbourhood histories. Through visualisation methods and ordered logit models, we demonstrate that the socioeconomic composition of the neighbourhood children lived in before they left the parental home is strongly related to the status of the neighbourhood they live in 5, 12 and 18 years later. Children living with their parents in high poverty concentration neighbourhoods are very likely to end up in similar neighbourhoods much later in life. The parental neighbourhood is also important in predicting the cumulative exposure to poverty concentration neighbourhoods over a long period of early adulthood. Ethnic minorities were found to have the longest cumulative exposure to poverty concentration neighbourhoods. These findings imply that for some groups, disadvantage is both inherited and highly persistent. ; OTB ; Architecture and The Built Environment
We developed a new education curriculum called "ALPS" (Active Learning Project Sequence) at Keio University that emphasizes team project-based learning and design thinking with systems engineering techniques. ALPS is a 6 month course, in which students work as a team and design and propose innovative systems. Students identify requirements, propose solution scenarios, and define competitive products or service systems. The multi-university faculty team consists of members of one Japanese university (Keio University), two US universities (Stanford University and MIT), and one European university (TU Delft). The faculty team members from these universities teach design thinking methods and systems engineering methods along a "V model" roadmap. Each year, the university team announces a grand theme. The themes we announced so far were "Enhancing Senior Life in Japan" in 2008, "Creation of Sustainable Community" in 2009, "Safety and Security" in 2010, and "Symbiosis and Synergy" in 2011. Since 2010, the university team asked companies, government, and nonprofit organizations to propose a project based on the grand theme. Proposer organizations work with Keio University early on to define the project and define project requirements. At the end of the 6 months, the final deliverable is an in-depth analysis and recommendations on the problem, based on the latest insights developed at participating universities. By proposing an ALPS project, proposer organizations can encounter fresh, innovative ideas by the mixed student body of multinational/ cultural/professional backgrounds and experience sophisticated system design methods. ; Infrastructures, Systems and Services ; Technology, Policy and Management
This thesis aims to examine some novels of Alphonse Daudet in relation to the family. Starting from Petit Chose we follow a comparative study between Daudet, Dickens and Ippolito Nievo's novels. The theme of childhood, closely linked to the social, political and cultural life of France, reaches its peak in 1870, French crucial period. Indeed, after the defeat of 1870, the child becomes the most popular literary hero: he symbolizes the national tragedy, but at the same time, he represents the hopes of the nation. Dickens and Ippolito Nievo also addressed, in their novels, the theme of childhood abused and brutalized. For these reasons we have analyzed these Bildungs romans from a psychological point of view highlighting the cathartic value of writing ego. The second part our study is the analysis on the topic of divorce and parental alienation in Rose and Ninette and that of jealousy, adultery and forgiveness in the Petite Parish, highlighting the relevance of these themes daudétinnes. The last part of the thesis is devoted to the reception Daudet's novels in Italy. we tried to understand the role played by our writer in a cultural-historical period in which Emile Zola had a great success in Italy. But we also tried to understand how his reputation assentimental writer how novelist childhood was appreciated by Italian realist writers. We studied the reception of texts daudétiens by reading the articles listed in the Italian press at the time, but this perspective of analysis is also supported by the correspondence between Vittorio Pica and Edmond de Goncourt, from 1881 to 1896, collected in volume Votre fidèle ami de Naples by Nunzio Ruggiero, All'avanguardia book of literary criticism written by Vittorio Pica Ritratti letterari written by Edmondo De Amicis and critical essays by Luigi Capuana and Edoardo Scarfoglio. ; Cette thèse a pour objet d'examiner certaines oeuvres romanesques d'Alphonse Daudet par rapport à la famille. À partir du Petit Chose, nous avons analysé le récit autobiographique tant par rapport ...
This thesis aims to examine some novels of Alphonse Daudet in relation to the family. Starting from Petit Chose we follow a comparative study between Daudet, Dickens and Ippolito Nievo's novels. The theme of childhood, closely linked to the social, political and cultural life of France, reaches its peak in 1870, French crucial period. Indeed, after the defeat of 1870, the child becomes the most popular literary hero: he symbolizes the national tragedy, but at the same time, he represents the hopes of the nation. Dickens and Ippolito Nievo also addressed, in their novels, the theme of childhood abused and brutalized. For these reasons we have analyzed these Bildungs romans from a psychological point of view highlighting the cathartic value of writing ego. The second part our study is the analysis on the topic of divorce and parental alienation in Rose and Ninette and that of jealousy, adultery and forgiveness in the Petite Parish, highlighting the relevance of these themes daudétinnes. The last part of the thesis is devoted to the reception Daudet's novels in Italy. we tried to understand the role played by our writer in a cultural-historical period in which Emile Zola had a great success in Italy. But we also tried to understand how his reputation assentimental writer how novelist childhood was appreciated by Italian realist writers. We studied the reception of texts daudétiens by reading the articles listed in the Italian press at the time, but this perspective of analysis is also supported by the correspondence between Vittorio Pica and Edmond de Goncourt, from 1881 to 1896, collected in volume Votre fidèle ami de Naples by Nunzio Ruggiero, All'avanguardia book of literary criticism written by Vittorio Pica Ritratti letterari written by Edmondo De Amicis and critical essays by Luigi Capuana and Edoardo Scarfoglio. ; Cette thèse a pour objet d'examiner certaines oeuvres romanesques d'Alphonse Daudet par rapport à la famille. À partir du Petit Chose, nous avons analysé le récit autobiographique tant par rapport ...
