Opposition to Public Higher Education in New York State: 1870-1880

A significant amount of opposition surrounded the development of state supported public secondary and higher education in New York State throughout the eighth decade of the nineteenth century. Opposition appeared within various sectors of the social structure. However, this paper will concern itself with the opponents who occupied a political, or politically influential position. They include two governors of the State, a Regent of the State University, a president of a university, a Superintendent of Public Instruction, and the editor of a scholarly journal.published_or_final_versio

La valeur du « précédent » dans la jurisprudence du juge de l'Union européenne

L'objet de mon intervention porte sur la valeur que les juges à la Cour de justice de l'Union européenne donnent à leur jurisprudence ; en particulier, déterminer si les jugements rendus acquièrent une valeur de « précédent ». Si une « doctrine du précédent » est absente en droit de l'Union européenne, force est de constater une utilisation fréquente et différenciée de la jurisprudence établie dans le raisonnement juridique de la Cour. On analysera donc la valeur et le rôle que jouent les jugements antérieurs pour rendre une décision présente et comment la Cour en fait usage (Partie I), ensuite, on étudiera la valeur de la jurisprudence de la Cour de justice dans ses rapports avec le Tribunal et avec les juridictions nationales (Partie II). Sur la base des résultats obtenus dans ces deux analyses, on cherchera à déterminer la portée que les précédents, aussi bien que les revirements de jurisprudence, acquièrent dans l'ordre juridique de l'Union européenne

China's Expansion, Consolidation, and Globalization

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China's Expansion, Consolidation, and Globalization

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Anchoring globalization in Hong Kong's research universities: network agents, institutional arrangements, and brain circulation

International competition drives research universities to find ways to anchor globalization for academic productivity and innovation through cross-border collaboration. This article examines the case of pre- and post-colonial Hong Kong and how its universities transited from undergraduate institutions to highly ranked research universities within 30 years. While this is attributed to an enabling environment of institutional autonomy, open borders and cross-cultural capacity, a case study of one research university points to the role played in all of Hong Kong's universities by network agents, institutional arrangements, and brain circulation to recruit and retain international scholars and scientists. While this has strengthened capacity, it cannot be sustained without indigenous academic leadership to ensure that globalization is anchored in local culture. The article makes the case that the Hong Kong model already studied by research universities on the Chinese mainland, is generalizable as a cosmopolitan model for developing countries.postprin

Looking at public spaces in contemporary Rome: an anthropological perspective on the study of cities

Through the presentation of two case studies this paper aims to engage the theoretical debate on the persistence of public space in the contemporary city, and focuses the attention on the way people practice these spaces and on the policies which are regulating their uses. Starting from the description of different ways in which some urban spaces in Rome (Italy) are used by two different communities of people, one mainly composed by immigrants and the other by young city users, and the diverse ways in which their different practices are seen and tolerated, the aim of this paper is to reflect on public spaces. Observing how city users practice public spaces, and analysing the way in which these practices are considered, are particularly exciting perspectives that can offer an interesting vision of the spatial and social reality of the city and of hegemonic relations which govern it

TEACHER PERCEPTIONS OF STUDENT ACCEPTANCE OF INDIVIDUAL RESPONSIBILITY AT SCHOOL AND FACTORS THAT MAY INFLUENCE THOSE PERCEPTIONS: A MIXED METHOD ANALYSIS

The purpose of the current mixed method study was to determine whether there were statistically significant relationships between teacher perceptions of student acceptance of individual responsibility at school and (a) student gender, (b) student grade level, (c) student socio-economic status, (d) teacher gender, (e) number of years of teaching experience, and (f) teacher access to adequate resources to support students. The researcher collected and explored quantitative data via perceptions of six teacher-participants through a 5-point, 15-item Likert scale called the teacher’s rating scale, which was a measure of student acceptance of individual responsibility at school. Teacher-participants were volunteers via email recruitment. The student-data of this study was selected via random cluster sampling by the teacher-participants. The data pertained to students in three third-grade classes and three fifth-grade classes (90 students in total). The researcher was not, at any time, privy to any of the students’ names or personal information, as this information was substituted for numerical designations by the teacher-participants. The researcher also collected and explored qualitative data by utilizing a phenomenological method. Data was collected and coded from a semi-structured, 16-item interview protocol. The qualitative phase of the current study focused on understanding the subjective, lived experiences and perspectives of the six teacher-participants (Creswell, 2013). The results of the quantitative phase showed significant relationships between teacher perceptions and student gender, student grade level, teacher gender, and number of years of teaching experience. From the qualitative phase, four broad themes emerged from the data; indicating that parents and families influence student acceptance of individual responsibility, teacher rapport and connectedness with students influence student acceptance of individual responsibility, school programs, activities, and supports influence student acceptance of individual responsibility, and student acceptance of individual responsibility at school plays a role in their own academic success. The current study examined factors that may influence teacher perceptions, as well as the potential impact of those perceptions on students. The findings could be pivotal for future research into the concept of students taking more ownership and responsibility for their own learning as well as how teacher perceptions of students may play a role