Literatura científica selecionada sobre o tema "Harvard Club of Chicago"

Should theology be a part of the Great Conversation of the modern university? Oxford and Cambridge employ theologians while in Australia theology is utterly unknown in any reputable secular university. Harvard, Yale, and Chicago maintain divinity schools while Princeton, Stanford, and the best public institutions in America keep theology resolutely on the margins—in student clubs and chaplaincies. Canadian universities present a widely varying spectrum from coast to coast. This article explores why there is ambiguity and ambivalence over such an ancient discipline, particularly dealing with critiques in the name of “scientific” rigour. It shows how theology and the public university can be mutually beneficial so long as each abides by its authentic norms.

On 28 August 2006, the Council on American-Islamic Relations (CAIR)sponsored a panel discussion on “The Israeli Lobby and the U.S. Responseto the War in Lebanon” at the National Press Club, Washington, DC. StephenWalt (Kennedy School of Government, Harvard) and John Mearsheimer(University of Chicago), authors of the controversial article “The IsraeliLobby and U.S. Foreign Policy,” were featured.The panel began with opening remarks by Corey Saylor (governmentaffairs director, CAIR) and Nihad Awad (executive director, CAIR). Awaddiscussed the war in Lebanon and the situation in Gaza, described Israel’sdropping of cluster bombs on civilian Lebanese towns, quoted a HumanRights Watch report that states Israel does not distinguish between combatants and civilians, as well as an Amnesty International report describingIsraeli actions in Lebanon as war crimes. He concluded: “Our one-sided supportfor Israel is a liability in the war on terror. It has turned much of theworld, including our European allies, against us.”Stephen Walt summarized the main arguments of his research articlewith John Mearsheimer. Among them are that comprehending the recent warin Lebanon requires an understanding of the pro-Israel groups’ politicalpower in the United States; that the Israeli lobby’s influence has led to policiesthat are not in the United States’ national interest, or in those of theregion’s countries, including Israel; and that $3 billion of American taxpayers’money is given unconditionally to a wealthy industrial nation. Hequoted former American negotiator Aaron Miller’s remark that the UnitedStates acted as Israeli’s lawyer during Oslo and has been even more onesidedunder President Bush ...

Background. At the beginning of the 1920’s, after establishing the borders of the restored Polish State, its eastern territories were dominated by the Ukrainian, Belarusian and Lithuanian populations, and in the western part, a significant percentage were Germans. Accordingly, the state faced the problem of developing a constructive policy towards national minorities. Purpose. The article analyzes the attitude of the Polish intellectual elite to the prob-lem of national minorities, whose opinions were partially reflected in a poll conducted in July and August 1924 by the liberal Warsaw newspaper “Kurjer Polski”. The discussion intensified, in particular, due to the expiration of the government’s commitment to give Eastern Galicia autonomy, the preparation of a government law on education (known as Lex Grabski). Results. The opening of a Ukrainian university was a part of the problem. At the request of the government, the academic community of the Jagiellonian University expressed its views in June, which generally welcomed the idea of opening a separate Ukrainian university in Lviv, Warsaw or Krakow. “Kurjer Polski” published reflections of intellectuals representing different regions of the country and political currents: socialists (A. Śliwiński – Warsaw), nationalists (S. Bukowiecki – Vilno), conservatives (Fr. Bossowsky, T. Dembowsky – Vilno; E. Hauswald – Lviv ). The basis for solving the problem at that time, most authors called the provisions of the March 1921 Constitution on the main democratic rights of citizens, unanimously called for creating opportunities for cultural and national development of national minorities, hoping for the consolidation of the state. It was emphasized the need to take into account the individual characteristics of each minority and regional specifics. In particular, E. Hauswald considered the experience of the Austro-Hungarian monarchy of the early twentieth century as an example of solving the problem (Moravian Compensation 1905 and The Bukovinian Compromise 1910). Quite controversial about the essence of Belarusian (Belarusians are not a nation that encompasses all segments of society, but only the mass of the peasantry is devoid of any political ambitions; Belarusian language is a set of dialects that makes a gradual transition from Russian to Polish; literary Belarusian lan-guage is artificially created, the population does not understand it) and Ukrainian (did not deny the existence of political ambitions, but emphasized the significant differences in Volhynia and Eastern Galicia and dependence on external support) national movements were the reflections of Fr. Bossovsky, who, however, supported the idea of granting national minorities freedom of cultural development. Lviv lawyer J. Makarewicz (representative of the Christian Democrats) called for a policy of state assimilation towards Ukrainians and Belarusians, tactics of “state indifference” towards Jews, Russians and Germans. However, despite the existence of such ideas in the Polish intellectual environment, government circles have chosen the concept of a unitary mono-national state. As early as July 1924, a law on education was passed, many articles of which were aimed at discriminating against national minorities. And further changes in the political life of the country only exacerbated the problem, which was not solved throughout the interwar period. Keywords: Fr. Bossowski, S. Bukowiecki, T. Dembowski, interwar Poland, E. Hauswald, Kurjer Polski, J. Makarewicz, national question, A. Śliwiński. A never-extinguishing volcano, 1924. Kurjer Polski, May 31, р.2. (In Polish) Announcement of the National Electoral Commission on November 24, 1930, s. 1. [online] Avialable at: http://isap.sejm.gov.pl/isap.nsf/download.xsp/ WMP19302720369/ O/M19300369. pdf [Accessed 15 march 2021]. (In Polish) Baran, Z., 1998. On the question of the agrarian policy of the governments of interwar Poland towards Western Ukraine. Visnyk of the Lviv University, 33. Series History. Lviv, pp.146–153. (In Ukrainian) Baran, Z., 2011. Julian Makarevich’s socio-political views. In: Historical sights of Galicia. Proceedings of the fifth scientific conference on local history, 12 november 2010. Lviv, рр.188–198. (In Ukrainian) Bezuk, O., 2019. The reaction of the Western Ukrainian and world community to the death of Olga Levitska-Basarab. In: The modern movement of science: theses add. VII In-ternational Scientific and Practical Internet Conference, 6–7 june 2019. Dnipro, pp.75–81. (In Ukrainian) Bojarski, Р., 2015. Piłsudski’s May Coup in commentaries of “Dziennik Wileński” journalists. The Scientific Journals of the Learned Society of Ostrołęka, 29, рр.101–114. (In Polish) Bohachevsky-Chomiak, М., 1981. The Ukrainian university in Galicia. Harvard Ukrainian Studies, 5(4). Published by Harvard Ukrainian Research Institute, pp.497–545. (In English) Bossowski, F., 1924. Any irritating policy must be abandoned. Kurjer Polski, August 24, р.3. (In Polish) Bukowiecki, S., 1922. The policy of independent Poland. Essay of the program. War-saw: Ignis S.A. (In Polish) Bukowiecki, S., 1924. Providing cultural development for minorities unites them with the State. Kurjer Polski, July 4, р.2. (In Polish) Czekaj, К., 2011. Artur Śliwiński (1877–1953). Politician, publicist, historian. Warsaw. (In Polish) Dąbrowski, P., 2020. Belarussian and Jewish issues in the political and legal thought of polish groups in Vilnius in the first years of independence – selected issues. Studia juridica Lublinensia, 29(4). Pomeranian University in Slupsk, pp.59–70. (In English) Dembowski, T., 1924. May everyone in Poland be fine. Kurjer Polski, August 10, р.4. (In Polish) Do you know who it is?, 1938. S. Łozа, ed. Warsaw: Wydawnictwo Głównej księgarni wojskowej. [online] Avialable at: https://prokuratoria.gov.pl/index.php?p=m&idg=m3,113 [Accessed 23 march 2021] (In Polish) Hauswald, Е., 1924. It is necessary to adhere to the principles of fairness and compre-hensive tolerance. Kurjer Polski, August 7, р.2. (In Polish) Hud, B., 2018. From the history of ethnosocial conflicts. Ukrainians and Poles in the Dnieper region, Volhynia and Eastern Galicia in the XIX–first half of the XX century. Harkiv: Akta. (In Ukrainian) Holzer, J. 1974. Political mosaic of the Second Polish Republic. Warsaw: Książka і Wiedza. (In Polish) Jászi, O., 1929. The Dissolution of the Habsburg Monarchy. Chicago–Illinois: The University of Chicago Press. [online] Avialable at: https://ia801603.us.archive.org/33/ items/in.ernet.dli.2015.151077/2015.151077.The-Dissolution-Of-The-Habsburg Monar-chy.pdf [Accessed 15 march 2021]. (In English) Kakareko, A., 2002. To restore the state myth: reception of the Jagiellonian heritage in the environment of the Club of Tramps Seniors in Vilnius in the 1930s. In: Poles and neighbors – distances and the interpenetration of cultures: a collection of studies, part 3. R. Wapiński, еd. Ostaszewo Gdańskie: Stepan design. (In Polish) Krykun, M. and Zashkilnyak, L., 2002. History of Poland. From ancient times to the present days. Lviv: Ivan Franko National University in Lviv. (in Ukrainian). Krzywobłocka, B., 1974. Christian Democrats 1918–1937. Warsaw: Książka і Wiedza. (In Polish) Kurjer Polski, 1924a. May 21. (In Polish) Kurjer Polski, 1924b. May 23. (In Polish) Kurjer Polski, 1924c. July 4. (In Polish) Makarewicz, J., 1924. Minorities. Lviv: Chrześcijańska Spółka Wydawnicza, 1924. (In Polish) Malycka, K., 1924. About Olga Levitsky Bessarabova. Dilo. February 23. (In Ukraini-an) Minutes of a conference held 11–12 july 1924, at the polish Ministry of Religions and Education, 1981. In: Bohachevsky-Chomiak, М., 1981. The Ukrainian university in Gali-cia. Harvard Ukrainian Studies, 5(4). Published by Harvard Ukrainian Research Institute, doc.3, pp.524–527. (In Polish) More than independence, 2001. Polish political thought 1918–1939. J. Jachymek and W. Paruch, ed. science. Lublin: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej. (In Polish) Mudryj, V., 1948. Ukrainian University in Lviv in 1921–1925. Nurenberg: Czas. (In Ukrainian) National-State Union, 1922. Program declaration. June 28. [online] Avialable at: https://polona.pl/item/deklaracja-programowa-inc-polska-jako-narod-ani-na-chwile-nie-przestawala-istniec,NjIxNjY2NzE/0/#info:metadata [Accessed 15 march 2021]. (In Polish) Orman, E., 1989–1991. Rosner Ignacy Juliusz (1865–1926). Polish Biographical Dictionary, Vol.32. Romiszewski Aleksander – Rudowski Jan. Wrocław: National Institute of Ossolińskich – Publishing House of the Polish Academy of Sciences, рр.106–110. [online] Avialable at: https://www.ipsb.nina.gov.pl/ a/biografia/ignacy-juliusz-rosner [Ac-cessed 3 december 2021] (In Polish) Renner, K., 2005. State and nation (1899). In: National Cultural Autonomy and its Contemporary Critics. Ephraim Nimni, ed. London and New York: Routledge, рр.13–40. (In English) Reports of the faculties at the Jagellonian about the plans for Ukrainian university studies, 1981. In: Bohachevsky-Chomiak, М., 1981. The Ukrainian university in Galicia. Harvard Ukrainian Studies, 5(4). Published by Harvard Ukrainian Research Institute, doc.2, pp.521–524. (In Polish) Shabuldo, F.M., 2004. The Union of Horodło 1413. Encyclopedia of History of Ukraine: Vol.2: G-D. Kyiv: Naukova Dumka. [online] Avialable at: http://www.history. org.ua/?termin=Gorodelska_uniya_1413 [Accessed 15 march 2021] (In Ukrainian) Shvaguliak, M., 2013. Historical studies. Ukrainians at the crossroads and sharp turns of history (second half of the XIX – first half of the XX century). Lviv: Triada plus. (In Ukrainian) Smith, A. D., 1994. National Identity. Translate from English by P. Tarashchuk. Kyiv: Osnovy. (In Ukrainian) Stourzh, G., 2019. Equality of nationalities in the constitution and public administration of Austria (1848–1918). S. Paholkiv, ed. Lviv: Piramida. (In Ukrainian) Śliwiński, А., 1924. Nationalist chauvinism is the greatest obstacle to solving the matter. Kurjer Polski, August 19, р.4. (In Polish) The results of the census, 1910. Vom 31. In the Kingdoms and Countries represented in the Imperial Council – The summary results of the census. [online] Avialable at: https://anno.onb.ac.at/cgi-content/anno-plus?aid=ost&datum =0001&page=168 [Ac-cessed 12 april 2021]. (In German) Zashkilnyak, L., 1997. Genesis and consequences of the Ukrainian-Polish normaliza-tion in 1935. In: Poland and Ukraine – the Alliance of 1920 and its aftermath. Materials from the scientific conference “Poland and Ukraine – the Alliance of 1920 and its after-math”. Toruń, on November 16–18, 1995. Toruń, рр.431–454. (In Ukrainian)

Abstract Narrative is introduced as a cultural practice and life form which contributes to creating the foundation of our lives as it helps us to interpret the world, through stories, in which we must be able to act. Borrowed from Ricœur (Time and narrative: The configuration of time in fictional narrative (Vol. 2, K. McLaughlin & D. Pellauer, Trans). Chicago, IL: The University of Chicago Press (1985) and The course of recognition (D. Pellauer, Trans). Cambridge, MA: Harvard University Press (2005).), the concepts of time and space are presented as the contexts and products of narrative. The functions of storytelling are discussed under the heading of “technologies of Self-construction” (inspired by Foucault, Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Technologies of the self: A seminar with Michel Foucault (pp. 16–49). Amherst, MA: The University of Massachusetts Press (1988).), which provide orientation, self-understanding, and transgression. These need to be developed within the constraints of social norms—so the theory goes—and yet subjects still have some room to move within the process of adopting norms (Butler, Giving an account of oneself. New York, NY: Fordham University Press (2005).).

Alice Freeman Palmer (1855-1902), one of the most influential forces in women’s education in late 19th-century America, became President of Wellesley College at the age of 27 in 1882. A beloved, charismatic leader, she raised the school’s academic standards and solidified its finances. She fell deeply in love with George Herbert Palmer (1842-1933), a professor of Moral Philosophy at Harvard University, but was reluctant to marry him because he insisted she would have to give up the Wellesley presidency. She finally agreed, and they married in 1887. Her public life did not end, however. After she spent several years as a paid lecturer, speaking all over the country on women’s education, she and George were both offered jobs at the newly founded University of Chicago in 1892. George refused to leave Harvard, but Alice continued to negotiate for herself. Overcoming George’s objections, Alice became the first dean of women at the University of Chicago in 1892. She went to Chicago for weeks at a time, leaving him in charge of their Cambridge household and the renovations of their new home, financed in part with her earnings. Alice loved her work, and George applauded her achievements. But he repeatedly pressured her to return home earlier than planned to ease his loneliness or deal with troublesome servants. After three years, she resigned from the deanship and stayed in Cambridge, where she devoted herself to George and a demanding mix of volunteer activities. After Alice’s untimely death in 1902, George published a best-selling account of her life. His Life of Alice Freeman Palmer (1908) enshrined her in the public imagination as a domestic angel who happily gave up her career to marry the man she loved and fulfill her womanly destiny. As a result, she became a symbol of what a college-educated woman could accomplish before marriage, rather than an inspiration for women who wanted to combine marriage and career. The Palmers’ correspondence and the poems Alice wrote in secret tell a more complex, and more troubling, story of her work and marriage. They reveal how she struggled to maintain her independence and resist his efforts to protect and control her.

Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.

This poster is presented by Vincas Grigas Vilnius University. Summary of abstract: Dr. Ian Malcolm from Jurassic Park once said, “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” This applies to academic publishing because it has numerous citation styles (10,377 in fact) that cause confusion. Crossref, which registers digital identifiers, reported that only half its registered articles have reference lists. A study of 270 reputable journals showed that most don’t require a specific citation style, giving authors examples instead. APA was the next common style, with others like Vancouver, Harvard, Chicago following. Even unnamed citation styles often matched known styles like APA and Harvard, but with minor changes. Despite digital identifiers’ importance, only 41.1% of journals requested them from authors, yet 78.1% did include them. The citation style choices were influenced more by the journal’s scientific field and less by the country of origin.