456 research outputs found
Victoria Samson
No full textVictoria Samson is the Washington Office Director for Secure World Foundation and has nearly twenty years of experience in military space and security issues.
Before joining SWF, Ms. Samson served as a Senior Analyst for the Center for Defense Information (CDI), where she leveraged her expertise in missile defense, nuclear reductions, and space security issues to conduct in-depth analysis and media commentary. Prior to her time at CDI, Ms. Samson was the Senior Policy Associate at the Coalition to Reduce Nuclear Dangers, a consortium of arms control groups in the Washington, D.C. area, where she worked with Congressional staffers, members of the media, embassy officials, citizens, and think-tanks on issues surrounding dealing with national missile defense and nuclear weapons reductions. Before that, she was a researcher at Riverside Research Institute, where she worked on war-gaming scenarios for the Missile Defense Agency\u27s Directorate of Intelligence.
Known throughout the space and security arena as a thought leader on policy and budgetary issues, Ms. Samson is often interviewed by multinational media outlets, including the New York Times, Space News, and NPR. She is also a prolific author of numerous op-eds, analytical pieces, journal articles, and updates on missile defense and space security matters. Read Ms. Samson\u27s publications.https://commons.erau.edu/stm-images/1096/thumbnail.jp
아프리카의 지속가능한 내생적 고등교육 모델
No full text학위논문 (박사)-- 서울대학교 대학원 : 교육학과(평생교육전공), 2015. 8. Lynn Ilon.This study is informed by the endogenous theory as applied to higher education in the context of Africa in general and Zambia in particular. The study explored the Global Knowledge Institute (GKI) as a prototype endogenous
university education system: how it was designedthe extent to which, within the confines of its early development, was sustainable in Zambiaand the lessons that can be derived from its successes, failures and opportunities.
A mixed methods approach to action research that supports the exploratory and descriptive nature of the study was used. A between method-and-data triangulation was employed in data collection and analysis. This means research methods ? documentary analysis (different archival databases), oral
interviews (GKI students, researchers, professors, civil society and community members) and personal diaries (based on participatory observation) ? were juxtaposed. The data was analyzed using a constant comparative strategy, a
research analysis for multi-data sources which begins early in the study, is nearly completed by the end of data collection, and leads to both descriptive and explanatory categories.
The findings showed that the sustainability of an endogenously designed university education system lies in the changes its structure and ideology brings
about, thus transforming the theory and practice of higher education, as traditionally conceived. Traditionally, universities are defined by campuses presided over by professors and libraries as the sources of knowledge. Students are required to master this knowledge, then get assessed, and if they pass, graduated to go and apply the acquired knowledge in society. The public is
charged with the task of financing this schooling. While many children qualify to enter university, only a few make it, not necessarily because of their brilliance,
but because of their financial capacity and, often, connections to realms of power. The endogenous university challenges this with its content and outlook characterized by transformative learning, global networking, local community engagement (which is a social collective problem-solving alignment), inter-and-transdisciplinary pioneer system approaches to learning, orientation towards
universal higher education access to foster university leadership in social transformation through creative research and innovations, and inventive technological applications. With these traits, it systemically and adaptively causes fundamental shifts on hallmark areas of education practice: capital, value, assessment, knowledge sharing, staffing and access.
On capital, the discourse shifts from physical capital to social capital ? access to people, the dynamic resources incorporated in the local and global networks of individual persons, households, communities, businesses and organizations. The value shift is from things such as tuition (money) to knowledge and richness in diversity each individual learner, expert and community brings into the network. This is linked to the shift on assessment. Rather than focusing on test scores and economic value of certification, assessment turns to the co-creation of knowledge to solve real problems and, the capability and competence building processes to meet future learning needs of learners and communities. The old view of how knowledge is shared changes from restrictive, discriminatory and fiscally unsustainable approaches to more open access databases and crowd sourcing information networks. The discourse of staffing and brain drain shifts to ideas of wirearchy management systems and brain networking. Then, the discourse on access becomes universal access to higher education. It is within these new parameters that GKI, albeit with challenges, prove itself to be operational and sustainable.Abstract............................................... iii
Dedication............................................. vi
Acknowledgements....................................... vii
Choosing Korea for Graduate Studies.................... ix
List of Tables......................................... xvii
List of Figures........................................xviii
Chapter 1: Situating the Inquiry....................... 1
Overview............................................... 1
Background............................................. 10
Statement of the Problem............................... 14
Overall Research Question.............................. 14
Theoretical Framework: Endogenous Theory............... 15
Core Precepts of the Endogenous Theory................. 17
Towards Endogenous Approaches: Evidence of Shift in Global Policy................................................. 27
Rationale and Limitations of the Study................. 30
Layout of the Dissertation............................. 33
Chapter 2: Methodology................................. 36
Case under Observation and my Involvement.............. 39
Methods of the Inquiry................................. 44
Documentary Analysis................................... 44
Oral Interviews........................................ 49
Personal Diaries: Participant Observations............. 70
Data Collection........................................ 80
Integration of data and overall analysis............... 81
Ethical Issues......................................... 83
Summary................................................ 88
Chapter 3: University Education in Africa: An Endogenous Perspective............................................ 89
Institutional Viability of University Education Systems in Africa................................................. 94
Management and funding................................. 95
Learning Environment................................... 97
Quantity and Quality of Faculty........................ 98
Research and Publication............................... 101
Global Linkages........................................ 103
Social Transformation and University Education in Africa................................................. 107
Curriculum and Local Culture Knowledge Systems......... 109
Science and Technology................................. 112
Information and Communication Technologies (ICTs)...... 113
Community Engagement................................... 118
Diversity and Equality................................. 120
Academic Freedom....................................... 123
Summary................................................ 125
Chapter 4: University Education in Zambia: An Endogenous Perspective............................................ 127
Development of University Education in Zambia.......... 127
Viability of University Education and Social Transformation in Zambia.............................................. 130
Intellectual Leadership................................ 131
Community Engagement................................... 135
Culture and Language................................... 137
Local and Global Knowledge Interfaces.................. 139
Limited Finance and Access............................. 141
Research and Publication............................... 142
Summary................................................ 144
Chapter 5: Global Knowledge Institute.................. 146
The GKI Background..................................... 146
Lynn Susan Ilon........................................ 147
Mzizi Samson Kantini.................................. 147
The Parking Lot Conversation........................... 153
GKI Endogenous Model................................... 156
Economic and Institutional Strategy.................... 162
Research and Learning Strategy......................... 165
Functionality of the GKI Model......................... 170
Global Network......................................... 170
Graduate Learning System............................... 172
Launch of the GKI in Zambia............................ 179
Registration and incorporation of GKI in Zambia........ 179
The GKI Learning Space................................. 180
Student Enrolment...................................... 183
Official Launch of GKI Zambia.......................... 184
Summary................................................ 187
Chapter 6: Empirical Evidence of the GKI Endogenous System................................................. 192
Endogenous Elements on the Ground...................... 192
Network Learnovation................................... 193
Community Space for Learning........................... 211
Virtual Interface...................................... 218
Summary................................................ 225
Chapter 7: Efficaciousness of the GKI Endogenous System 227
The GKI as a University Learning System................ 227
Integrated School-Community Research................... 229
Learning without borders............................... 232
Pedagogy Classroom Approach............................ 235
Ubuntu Inspired Approach............................... 241
Transdisciplinary Expert Collaboration and Representation......................................... 247
Higher Education for All............................... 247
Unbundled Roles........................................ 250
Major Challenge to the Efficaciousness................. 252
Summary................................................ 255
Chapter 8: Sustainability of the Global Knowledge Institute.............................................. 257
Historic View of Sustainability........................ 258
Sustainability: The Endogenous Perspective............. 261
Ownership.............................................. 263
Interconnectedness..................................... 268
Innovativeness......................................... 270
Inclusiveness.......................................... 273
Heterogeneousness...................................... 274
Organic Adaptive growth................................ 276
Access to knowledge and people over money.............. 278
Summary................................................ 280
Chapter 9: Conclusions................................. 282
Recommendations........................................ 301
Further Research....................................... 307
References............................................. 311
Appendices............................................. 332
Appendix 1: Interview Guide............................ 332
Appendix 2: GKA 2001 Overview and long term vision..... 333
Appendix 3: Extracts from my Pre-Doctoral Diary........ 351
Appendix 4: Southern African Institute of Postgraduate Studies (SAIPS)........................................ 365
Appendix 5: The GKI Global Network.................... 367
Appendix 6: Certificates of Registration and Incorporation.......................................... 384
Appendix 7: Government Official Letter of Recognition.. 385
Appendix 8: MoU Between GKI and UNZA Council........... 386
Appendix 7: GKI Summary Accomplishments, 2011 - 2014... 389Docto
Austin also must be remembered. The Augustinian legacy in Milton's work
No full textWhen I started working on this project, with a limited knowledge of Augustine, but determined to spot his presence in Miltonâs poetry, I was little aware of the intricacy of the relationship between the two authors. At this stage of my research, I do subscribe to Savoyeâs opinion, that this relationship is pervasive. However, one could safely add, it is as pervasive as it is hidden, primarily because of changed cultural paradigms, so that Miltonâs references are no longer familiar to the reader.
As I have pointed out in my presentation of the state of the art, these articulations are hardly made explicit in Miltonâs Oeuvre and also in critical literature they are hardly brought to the surface. My objective has been to make them a little more visible.
I have started my own process of discovery from the works where Milton more openly (but not completely) acknowledges his Augustinian sources, although arguably mediated. As concerns Samson Agonistes, I have presented a reading through Augustinian lenses. I am by no means claiming that mine is the best of all possible readings, but through those lenses I have been able to see a coherence, in Miltonâs dramatic poem, that is not generally recognized.
On the other hand, I thoroughly agree that âone cannot simply take any English poet and turn the post-structuralist critical machine loose on him or her in good faithâ. In particular, I am aware that I have read Miltonâs works against the current critical grain which, with a powerful turn impressed by Empsonâs Miltonâs God, is continually surfacing Miltonâs idiosyncrasies in order to cancel the received picture of a Christian author. Rather, I agree with Cirillo that Miltonâs perspective is that of âa professed Christian poet whose Christian consciousness, no matter how heterodox, colored virtually everything he wrote.â.We may ask, echoing Febvre on Rabelais, âMais de quel christianisme? In accordance with very traditional, even traditionalist Milton Criticism, I think it can safely be stated that Milton is a post-Reformation religious author, and one whose endeavour to âjustify the ways of God to menâ had to come to terms with the difficult task to find signs of providential history in the aftermath of a civil war and in the adverse context of the Restoration. His last published poems deal with this problem in different terms. As readers, we can come to different conclusions as to the texts. Behind them there is the man, âest abyssus humanae conscientiae,â in front of which, after Augustine, I can only say: "nescio"
Evaluation of SAMSON for use in a South Platte decision support system
No full textDecember 1996.The South Platte River basin is a tributary of the Missouri River. Three states share the basin (Colorado, Nebraska, and Wyoming), with most of the basin in Colorado (79 percent). Colorado's population has been growing rapidly, especially in Front-Range cities, increasing the demand on water resources in the basin. Highly productive plains agriculture is also a substantial user of water resources and new uses also can be expected for wildlife and recreation. A decision support system (DSS) is being planned by the State of Colorado for water management in South Platte River Basin. Anticipated needs of the system include data development and some model development specific to the South Platte. Due to the unique characteristics of the South Platte River Basin, the implementation of this framework is expected to be slightly different from other basins in Colorado. The SAMSON (Stream-Aquifer Model for Management by SimulatiON) Model, developed in the 1980s specifically for the South Platte River Basin, has been recommended by past studies for use in a South Platte DSS. This report provides and analysis of the current SAMSON model. The conclusions of this report recommend that SAMSON in its present form not be used as part of a DSS, largely due to recent developments in modeling philosophy, application, and use. SAMSON proved the entire South Platte River Basin system could be effectively modeled, and pointed to the priorities for data collection and development. Components of SAMSON could be part of future DSS systems, but they should be separated into individual modules and evaluated individually against existing models. In summary, the analysis of SAMSON clearly show the need for a modular and data-centered approach for a South Platte DSS.Grant no. 14-08-0001-G2008/5 Project no. 09; financed in part by the Department of the Interior, U.S. Geological Survey, through the Colorado Water Resources Research Institute
Community and academic perceptions of the University of Zambia. Postgraduate education as learning system for local community sustainable developement in Zambia
No full textThe study established whether or not the current postgraduate education as a learning system at the University of Zambia (UNZA) was seen by Zambian academics and local community members to be serving sustainable development needs of local communities in Zambia. This was achieved by firstly identifying sustainable development needs of local communities in Zambia. Secondly, the study established linkages between the then UNZA postgraduate education system and local community sustainable development needs. Thirdly, the study looked at how local knowledge and global knowledge was being interfaced in the UNZA postgraduate education system. In the context of the study, local knowledge was looked at as contextual and indigenous knowledge as well as understanding of oneself and the environment found in communities that are native to a particular geographical area. Global knowledge was viewed as expert knowledge attained through formalised study and exposure to knowledge systems beyond boundaries of a given community. Using both qualitative and quantitative research methods, data were collected using interview guides, observation checklist, Focus Group Discussions and document analysis. The target population was Zambian academics and community members at UNZA and Lusaka Province respectively. The sample size was sixty participants divided into groups of twenty across three categories: community members, lecturers and administrators, and students at postgraduate level across disciplines in different schools and departments of UNZA. In the analysis, these participants were categorised into three: community members, students and lecturers.The findings of the study revealed that postgraduate education as a learning system at the time of the study in the years 2011 to 2012 had linkages with local community development in Zambia. There were interfaces between local knowledge and global knowledge within the system. An in-depth analysis showed that while this was the case, these linkages were at that time very weak and the interfaces were malfunctioning. The malfunctioning of the interface between contextual and expert knowledge was a result of lacking a deliberate independent system that dealt with local and international networks. Such a system was necessary for ensuring that goals of local communities, the corporate world, governments and fellow learning institutions were taken care of by UNZA in the formulation and implementation of its curriculum. It was clear therefore that the absence of this kind of a system was posing serious challenges for UNZA postgraduate education as a learning system to meet sustainable development needs of local communities. Furthermore, a need for an innovation learning centre dubbed as Learnovation Center was identified and recommended. The Centre could help to strengthen the interface between local knowledge and global knowledge in the UNZA postgraduate learning system. This would be possible because UNZA would engage local communities and industries through this centre to develop, promote and patent indigenous knowledge systems to create products and systems that are locally relevant and have a global appeal
Project: Children and youth center "SAMSON"
No full textMaģistra darba mērķis ir SIA „SAMSON” - bērnu un jauniešu centra - dibināšana. Bērnu centrs sniegs tādus sporta pakalpojumus kā karatē un vispārattīstoša vingrošana. Latvijā ir daudz sporta uzņēmumu, kas darbojas šajā jomā, tomēr autore nolēma dibināt sporta klubu Imantas rajonā, kur šobrīd jau eksistē vairāki sporta klubi, bet tie piedāvā tikai vienu sporta pakalpojuma veidu. Līdz ar to jaunam, topošam uzņēmumam SIA „SAMSON” - bērnu un jauniešu centram- būs mazāka konkurence un vairāk iespēju popularizēt un attīstīt sporta jomu noteiktā rajonā. Mūsdienās sabiedrība sāk vairāk pievērst uzmanību savam fiziskajam stāvoklim, rūpējas par veselības uzlabošanu. Vecāki arī domā par bērnu veselību un ved bērnus uz sporta nodarbībām. Līdz ar to autorei radās ideja izveidot bērnu un jauniešu sporta centru.The aim goal of the project is Ltd. Children and Youth Centre „SAMSON” foundation. The children center will give such sport services, as karate and gymnastics. Latvia has many sports companies operating in this field, however, the author has decided to establish a sports club in Imanta district, where there are sports clubs, but they offer only one type of sports service. Consequently, Ltd. Children and Youth Centre „SAMSON” will have less competition and more opportunities to promote and develop the sport in a given area. Today, people pay more attention to their physical condition, taking care of health. Parents also think about children's health and brought children to sports activities. Thus, the author have children and youth sports center creation idea
En celebración de la extraordinaria vida de Elisabeth Samson Title: Celebrating the Extraordinary Life of Elisabeth Samson
No full textCynthia McLeod (1936-), decorated Surinamese author of the best-selling The High Price of Sugar and Farewell Merodia, specialist in 18th century Suriname.Culture & Arts, Cultural Center Encuentros Nro. 27 Cynthia McLeod Celebrating the Extraordinary Life of Elisabeth Samson
The strange biography of Samson
No full textThe biblical story of the life of Samson hides much from the reader&&the Book of Judges has deleted from the story elements that were deemed improper for the book’s placement among the Holy Scriptures. In this article, the author shows how the Bible transforms Samson from a mythological hero, the son of a god, to a mere mortal whose extraordinary strength came through the spirit of God that rested with him so long as he kept his Nazirite vows. The biblical storyteller could not prevent the story of Samson from entering into the biblical corpus since it was a tale of tremendous popularity. He thus told it in such a way as to bring it closer to his monotheistic beliefs and world-view. In its ‘biblical’ form the story does not bring honor to the figure of Samson, and so his placement as the last of the judges in the Book of Judges prepares the reader for the establishment of the institution of kingship, in the Book of Samuel.</jats:p
The Behavioral Economics Guide 2014 (with a foreword by George Loewenstein and Rory Sutherland)
No full textCONTENTS Foreword by George Loewenstein and Rory Sutherland Part 1 - The Basics - An Introduction to Behavioral Economics - Selected Behavioral Economics Concepts - References Part 2 - Resources - Books Read by 'Behavioral Economics Group' Members - Scholarly Journals with Behavioral Economics Content - Postgraduate Programs in Behavioral Economics and Behavioral/Decision Science Part 3 - Applied Perspectives Psychology and Behavioral Economics in Practice Appendix - Author and Contributing Organization Profile
The nineteen letters of Ben Uziel : being a spiritual presentation of the principles of Judaism
No full textby Samson Raphael Hirsch. Transl. by Bernard Brachman, together with a pref. and a biographical scetch of the author by the transl
- …
