Rebuilding a Country, Cultivating Local Capacity

2011 ◽  
Vol 81 (2) ◽  
pp. 267-278 ◽  
Author(s):  
Fabienne Doucet ◽  
Louis Herns Marcelin
Keyword(s):  
New York ◽  
Harvard Educational Review ◽  
New York University ◽  
Reconstruction Process ◽  
Effect Change ◽  
Review Editor ◽  
Local Actors ◽  
Haitian American ◽  
Haitian Students ◽  
The University

In this interview conducted by Harvard Educational Review editor Raygine DiAquoi,Fabienne Doucet of New York University and Louis Herns Marcelin of the University of Miami discuss their roles as Haitian American scholars who are participating in Haiti's reconstruction process after the earthquake of January 2010. Each professor focuses on different sectors of the educational system: Doucet on the importance of investing in early childhood education and Marcelin on the significance of higher education in rebuilding Haitian society. From these scholars we learn about the importance of including local actors in the efforts to rebuild in the aftermath of a natural disaster. Through the Interuniversity Institute for Research and Development(INURED), they work with scholars around the world to facilitate participatory research that seeks to democratize the production of knowledge while simultaneously building the capacity of Haitian students and educators to use research to effect change in their own communities.

Clochards, Commercials, Cohabitation, Continuity, and Change, a Summary of Colloquia Held at the Institute of French Studies, New York University, Autumn 1986

1987 ◽  
Vol 8 (x) ◽  
pp. 341-352
Author(s):  
Melissa Clegg
Keyword(s):  
New York ◽  
Political Life ◽  
Professor Emeritus ◽  
Second Empire ◽  
New York University ◽  
Fifth Republic ◽  
French Studies ◽  
Continuity And Change ◽  
Napoleon Iii ◽  
The University

Since the founding of the Fifth Republic Paris has been rebuilt to an extent only the reconstructions of the Second Empire under Napoleon III could match. The story of its rebuilding—told by David Pinkney, Professor Emeritus of History at the University of Washington—could serve as a fable with a moral about the whole of French cultural and political life for the last twenty-five years. De Gaulle began the transformation of Paris by deregulating the building industry. The threats of that policy to the historical character of the city eventually provoked, under Giscard d’Estaing and Mitterrand, a return to the centrist practices of a state accustomed to regulation.

A Ptolemaic-Roman Temple Foundation at Tell Timai

2019 ◽  
Vol 105 (2) ◽  
pp. 217-225
Author(s):  
James E. Bennett
Keyword(s):  
New York ◽  
Roman Period ◽  
New York University ◽  
North West ◽  
The North ◽  
Construction Techniques ◽  
Late Roman Period ◽  
University Of Hawai'i ◽  
The 1960S ◽  
The University

The mission of the University of Hawai’i at Tell Timai in 2009 began excavating the remains of a limestone temple foundation platform in the north-west area of the site. The foundations had been partially recorded in survey work conducted in 1930 by Alexander Langsdorff and Siegfried Schott, and again in the 1960s by New York University, however no known investigations of the structure were conducted. In 2017 as part of an Egypt Exploration Society Fieldwork and Research Grant, excavations were renewed to finalise the understanding of the temple’s construction techniques, and the date of the temple. The foundations were of a casemate design with internal fills of alternating silt and limestone chips. The ceramic evidence from within the construction fills dates its construction from the end of the Ptolemaic to the early Roman Period, and the temple’s superstructure was most likely taken down and the blocks reused in the late Roman Period (fourth to fifth century ce).

New Working Group on “Cultural Protocols” Convenes at New York University, 19 August 2011

2011 ◽  
Vol 18 (4) ◽  
pp. 459-460 ◽  
Author(s):  
Madhavi Sunder
Keyword(s):  
New York ◽  
International Law ◽  
Working Group ◽  
Cultural Property ◽  
Benefit Sharing ◽  
New York University ◽  
Access And Benefit Sharing ◽  
Study Protocols ◽  
University Of Massachusetts ◽  
The University

Protocols in international law seem to be proliferating. Examples of official protocols at international law abound, from the 1967 Stockholm Protocol Regarding Developing Countries (amending the Berne Convention on copyright), to the 1997 Kyoto Protocol on climate change, to the recent Nagoya Protocol on Access and Benefit Sharing in 2010. But what exactly is a “protocol” compared to other international legal instruments, such as declarations and treaties? And why does there seem to be a flurry of new protocols today, in domains as vast as intellectual property and indigenous people's rights? On 19 August a new “working group” convened at the New York University School of Law to begin to study protocols, especially with an eye toward their use as a tool to protect indigenous cultural property—hence, the term “cultural protocols.” The working group is the brainchild of Dr. Jane Anderson of the University of Massachusetts and Professor Barton Beebe of the New York University School of Law.

“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression

2015 ◽  
Vol 55 (3) ◽  
pp. 319-345 ◽  
Author(s):  
Diana D'Amico
Keyword(s):  
New York ◽  
Public Schools ◽  
Professional Education ◽  
Late Nineteenth Century ◽  
Columbia University ◽  
New York University ◽  
Teachers College ◽  
The Great Depression ◽  
Old Order ◽  
The University

From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.

Why are There No Austrian Socialists? Ideology, Science and the Austrian School

1995 ◽  
Vol 17 (1) ◽  
pp. 35-56 ◽  
Author(s):  
Peter J. Boettke
Keyword(s):  
New York ◽  
Free Market ◽  
Austrian School ◽  
New York University ◽  
City College ◽  
Economics Profession ◽  
Von Mises ◽  
The Right ◽  
The University ◽  
Grove City

The Austrian School of Economics has long been branded as a sort of radical laissez-faire wing within the economics profession, even much more “right-wing,” in fact, than Milton Friedman, the profession;'s most recognized “preacher” of the free-market. The economic journalist Alfred Malabre, Jr., for example, in his recent critical book on modern economics, Lost Prophets, argues that “the monetarism that Friedman and his followers were preaching was not quite as conservative as advertised. In fact, the University of Chicago professor was treading not far from the middle of the economic road, flanked on the left by the likes of Galbraith and Leontief and on the right by Hayek, along with such other Austrian-school luminaries as Hans Sennholz, chairman of the economics department at Grove City College in western Pennsylvania, and Ludwig von Mises, transplanted from Austria and finishing out a distinguished academic and writing career at New York University” (Malabre 1994, p. 144).

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