scholarly journals Introduction

Poetics Today ◽  
2021 ◽  
Vol 42 (1) ◽  
pp. 1-8
Author(s):  
Adam R. Rosenthal
Keyword(s):  
New York ◽  
Social Research ◽  
Publishing House ◽  
Law School ◽  
Editorial Team ◽  
Yale University ◽  
New York University ◽  
New School ◽  
Johns Hopkins University ◽  
The University

Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, Éditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida’s death in 2004, the seminar publications —projected to continue well into the 2050s — became the principal source of all Derrida’s future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida’s teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of “the seminar”？

scholarly journals Introductory Remarks by Chantal Thomas

2018 ◽  
Vol 112 ◽  
pp. 175-175
Author(s):  
Chantal Thomas
Keyword(s):  
New York ◽  
New York City ◽  
Law School ◽  
International Labor Organization ◽  
New School ◽  
Program Manager ◽  
International Labor ◽  
High Commissioner ◽  
University Professor ◽  
The University

Without further ado, our really fabulous group of speakers. We will begin with Professor Alex Aleinikoff. He is the university professor and director of the Zolberg Institute on Migration and Mobility at The New School in New York City, formerly the United Nations (UN) deputy high commissioner for Refugees, and before that dean of the Georgetown Law School here in Washington. After that we will be hearing from Alice Thomas, who is the climate displacement program manager for Refugees International. And then Michelle Leighton, who is the chief of the Labor Migration Branch of the International Labor Organization.

JOSEPH SCHILLINGER – A DISCIPLE'S REMINISCENCES OF THE MAN AND HIS THEORIES: AN INTERVIEW WITH PROF. ZVI KEREN

Tempo ◽  
2010 ◽  
Vol 64 (251) ◽  
pp. 17-27
Author(s):  
Alona Keren-Sagee
Keyword(s):  
New York ◽  
Social Research ◽  
The United States ◽  
Musical Composition ◽  
Columbia University ◽  
New York University ◽  
Mathematical Basis ◽  
Teachers College ◽  
New School ◽  
The Arts

Joseph Schillinger (1895–1943), the eminent Russian-American music theorist, teacher and composer, emigrated to the United States in 1928, after having served in high positions in some of the major music institutions in the Ukraine, Khar'kov, Moscow, and Leningrad. He settled in New York, where he taught music, mathematics, art history, and his theory of rhythmic design at the New School for Social Research, New York University, and the Teachers College of Columbia University. He formulated a philosophical and practical system of music theory based on mathematics, and became a celebrated teacher of prominent composers and radio musicians. Schillinger's writings include: Kaleidophone: New Resources of Melody and Harmony (New York: M. Witmark, 1940; New York: Charles Colin, 1976); Schillinger System of Musical Composition, 2 vols. (New York: Carl Fischer, 1946; New York: Da Capo Press, 1977); Mathematical Basis of the Arts (New York: Philosophical Library, 1948; New York: Da Capo Press, 1976); Encyclopedia of Rhythms (New York: Charles Colin, 1966; New York: Da Capo Press, 1976).

Introduction to Learning Management Systems

2011 ◽  
pp. 1280-1286 ◽  
Author(s):  
Diane D. Chapman
Keyword(s):  
New York ◽  
Liberal Arts ◽  
Educational Institutions ◽  
Traditional Learning ◽  
State University ◽  
Yale University ◽  
Cornell University ◽  
Johns Hopkins University ◽  
Penn State ◽  
The University

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

Book Reviews

2013 ◽  
Vol 51 (3) ◽  
pp. 897-900
Keyword(s):  
New York ◽  
International Law ◽  
Environmental Law ◽  
Foreign Debt ◽  
International Investment ◽  
Law School ◽  
International Criminal Law ◽  
New York University ◽  
Customary International Law ◽  
The University

Explores topics in the economic approach to international law. Discusses the fundamentals of international law; economic analysis of international law—the essentials; sovereignty and attributes of statehood; customary international law; treaties; international institutions; state responsibility; remedies; the intersection between international law and domestic law; treatment of aliens, foreign property, and foreign debt; the use of force; the conduct of war; human rights; international criminal law; international environmental law; the law of the sea; international trade; and international investment, antitrust, and monetary law. Posner is Kirkland and Ellis Professor of Law at the University of Chicago Law School. Sykes is Robert A. Kindler Professor of Law at the New York University School of Law.

“Over There and Over Here”: Some Observations on Recent Reader Services Developments at four Academic Legal Researh Libraries

2003 ◽  
Vol 3 (2) ◽  
pp. 99-106 ◽  
Author(s):  
David Gee
Keyword(s):  
New York ◽  
The United States ◽  
Law School ◽  
Columbia University ◽  
Yale University ◽  
New York University ◽  
Central Park ◽  
Perpetual Motion ◽  
Creative Space ◽  
To Come

Every night for ten nights last May, I returned to room 128 in the Westside YMCA (West 63rd Street, New York City – just off Central Park) armed with more behind the scenes insights, professional secrets and first hand accounts of US law library operation and management than one slim A5 notebook could hope to hold. I was fortunate to be in the United States on a two-week placement at Columbia University, visiting some of America's great law libraries – the law school libraries of Columbia itself, New York University and Yale University. Each morning, after orange juice, coffee and a toasted cream cheese bagel, I would head out with the commuters to join the subway at Columbus Circle – uptown for Columbia or downtown for NYU. Every evening I would admire the energy of the mostly silver-haired athletes in brightly coloured lycra returning to the Westside “Y” after numerous circuits of the Jackie “O” reservoir on the upper east side of Central Park. The park is 843 acres of creative space bounded by impressive hotels, apartment blocks and the streets of Harlem. In May it is in perpetual motion from dawn to dusk with joggers, roller-bladers and cyclists weaving their way around the trees, fountains and numerous statues. Indeed it appears to be a huge magic garden, complete with beautiful street lamps that seem to come from C.S. Lewis's Narnia – another world, like the City itself, at once familiar and fascinatingly different.

Introduction to Learning Management Systems

2011 ◽  
pp. 1149-1155 ◽  
Author(s):  
Diane Chapman
Keyword(s):  
New York ◽  
Liberal Arts ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Yale University ◽  
Cornell University ◽  
Johns Hopkins University ◽  
Penn State ◽  
The University ◽  
Learning Options

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

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