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Please send submissions electronically to mehat. conference@uchicago.edu by no later than Friday, February 12, 2016. Please include each presenter’s name, institution, and position (graduate student, professor, independent scholar, etc.), and attach a 250-word abstract with a tentative title. The best abstracts will summarize the paper’s topic, its relationship and contribution to existing scholarship and specific conclusions. Abstracts will be collated by an assistant and evaluated anonymously by the coordinators; therefore, please do not include names or any identifying information in the abstract. Selection results will be announced in the middle of March 2016.
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History Day is a regional, state and national competition for students in grades 6-12. History Day encourages students to use primary and secondary sources to develop papers, exhibits, documentaries, performances or websites. Yvonne will show examples of projects, and suggest resources to support students participating in the annual competition.
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Full title: Comparison of classification-related differences in the distribution of journal articles across academic disciplines: The case of social sciences and humanities in Flanders and Norway (2006-2015) Presentation at ISSI2019 (Rome, 5 September 2019) Authors: Linda Sīle, Raf Guns, Frédéric Vandermoere, and Tim C. E. Engels
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Welcome to the spring 2021 UCLA Quarter in Washington Program! This brief slide presentation covers important information about the program schedule, enrollment, and your internship search. Please review it and refer back to it as needed.
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Resume_1_UK
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Please send submissions electronically to mehat. conference@uchicago.edu by no later than Friday, February 12, 2016. Please include each presenter’s name, institution, and position (graduate student, professor, independent scholar, etc.), and attach a 250-word abstract with a tentative title. The best abstracts will summarize the paper’s topic, its relationship and contribution to existing scholarship and specific conclusions. Abstracts will be collated by an assistant and evaluated anonymously by the coordinators; therefore, please do not include names or any identifying information in the abstract. Selection results will be announced in the middle of March 2016.
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History Day is a regional, state and national competition for students in grades 6-12. History Day encourages students to use primary and secondary sources to develop papers, exhibits, documentaries, performances or websites. Yvonne will show examples of projects, and suggest resources to support students participating in the annual competition.
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Full title: Comparison of classification-related differences in the distribution of journal articles across academic disciplines: The case of social sciences and humanities in Flanders and Norway (2006-2015) Presentation at ISSI2019 (Rome, 5 September 2019) Authors: Linda Sīle, Raf Guns, Frédéric Vandermoere, and Tim C. E. Engels
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Welcome to the spring 2021 UCLA Quarter in Washington Program! This brief slide presentation covers important information about the program schedule, enrollment, and your internship search. Please review it and refer back to it as needed.
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To build bridges across Persian and Iranian Studies programs, scholars from New York University’s Middle Eastern and Islamic Studies Department and the Gallatin School (ISI-NYU), Princeton University’s Center for Iran and Persian Gulf Studies, and the University of Pennsylvania’s Middle East Center announce the Iran Graduate Student Workshop (IGSW). The workshop will provide a valuable venue for academic exchange and production, giving distinguished young scholars of the field an unrivalled opportunity to present and promote their research. On May 4-5, 2018, the University of Pennsylvania will host the second gathering of this joint workshop, to be followed by similar meetings at the other campuses every two years. This second workshop in 2018 will consist of PhD students that are near ABD status and preparing their dissertation proposals (i.e., typically in their 2nd or 3rd year of graduate work). In addition, the first cohort will participate again, as discussants, in the 2018 workshop, as they approach the end of their graduate work. Applicants for the second round, in 2018, must focus on modern Iran (roughly 18th-20th centuries), other countries of the Persianate world, or diasporas, or conduct relational histories and comparative work; and will be drawn from disciplines and programs in the humanities and social sciences, including anthropology, art history, economics, history, literature, politics, sociology, and related fields.
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One Year After the Sit-In: Asian American Students' Identities and Their Support for Asian American Studies Okiyoshi Takeda Journal of Asian American Studies, Volume 4, Number 2, June 2001, pp. 147-164 (Article) Published by Johns Hopkins University Press DOI: For additional information about this article Access provided by University of California , Santa Barbara (24 May 2018 16:06 GMT) https://doi.org/10.1353/jaas.2001.0017 https://muse.jhu.edu/article/14627 https://doi.org/10.1353/jaas.2001.0017 https://muse.jhu.edu/article/14627 147ONE YEAR AFTER THE SIT-IN • TAKEDA • ONE YEAR AFTER THE SIT-IN: Asian American Students’ Identities and Their Support for Asian American Studies okiyoshi takeda* JAAS JUNE 2001 • 147–164 © THE JOHNS HOPKINS UNIVERSITY PRESS ON APRIL 20, 1995, seventeen undergraduate students at PrincetonUniversity staged a sit-in at Nassau Hall, a historic building that once lodged the Continental Congress in the eighteenth century and now houses the university president’s office. Frustrated by what they saw as the school administration’s delay and inaction in institutionalizing Asian American and Latino studies, the students stormed the university’s central administrative building and vowed to remain there until the university made a firm commitment in those fields. Outside the building, student supporters held a rally, a rare sight on campus where demonstrations were seldom seen. The sit-in ended thirty-six hours later when the university offered to publish in a campus newspaper its promise of faculty hire. The 1990s saw the second wave1 of student movement for Asian American studies (hereafter AAS) that took place mainly at college cam- puses in the “East of California” region. At these colleges, courses in AAS had hardly existed before but demand for AAS courses had risen signifi- cantly because of intellectual reasons as well as increasing Asian Ameri- can student enrollments.2 Some universities, such as the University of Pennsylvania, established an AAS program peacefully, owing to the col- laborative efforts of an active group of faculty and students and the school administration. At many universities, however, advocates for AAS met various obstacles, ranging from bureaucratic inaction to ideological op- position from faculty. It is no coincidence that similar protests for AAS 148 • JAAS • 4:2 broke out about the same time that the Princeton students staged a sit-in. In April 1995, students at Northwestern University went on a hunger strike to demand permanent AAS courses, and in April 1996, a multi-racial coa- lition of students at Columbia University held a hunger strike and took over university buildings to demand an ethnic studies department. As practitioners of AAS, we know all too well why we need to institu- tionalize AAS programs in colleges across the nation, and why students who strive for this goal sometimes have to re ...
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Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.
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While single melodic lines are simpler and more straightforward, they still allow for creativity and emotional expression. Meanwhile, the simultaneous occurrence of multiple melodic lines can create a more intricate and complex musical structure that challenges the listener's ear and engages their attention.
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The exam questions and answers provided by exact2pass.com for AZ-104 were really helpful in understanding the concepts. I was able to pass the exam with ease and guaranteed success!
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The pricing and discounting feature is very essential for Odoo POS. Global discount is actually a discount that will apply to the entire order. And it indicates that the discount is applied to every item in the order, regardless of how much each item costs separately. This slide will show how to manage global discounts in odoo 17 POS.
How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
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Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
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How to Manage Global Discount in Odoo 17 POS
How to Manage Global Discount in Odoo 17 POS
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