28,396 research outputs found
Dynamic Activity Analysis Model Based Win-Win Development Forecasting Under the Environmental Regulation in China
No full textPorter Hypothesis states that environmental regulation may lead to win-win opportunities, that is, improve the productivity and reduce the undesirable output simultaneously. Based on directional distance function, this paper proposes a novel dynamic activity analysis model to forecast the possibilities of win-win development in Chinese Industry between 2009 and 2049. The evidence reveals that the appropriate energy-saving and emission-abating regulation will result in both the improvement in net growth of potential output and the steadily increasing growth of total factor productivity. This favors Porter Hypothesis.Dynamic Activity Analysis Model, Energy-Saving and Emission-Abating, Environmental Regulation, Win-Win Development
Public trust in the Myanmar police force : exploring the influencing factors
No full textThura Aung and Win Win May ; edited by Radka Antalíková, PhDLiteraturverzeichnis Seite 1
Judith Win
No full textSelected excerpts from the Oral History Project interview. The full transcript may be restricted. To request access please contact the Simon’s Rock College Archives. Well, [campus] was very beautiful. The students were wonderful, they were interesting and funny and quirky. I think the reason they were interested in us was because we had a lot of experience with teenagers. We had led the trips around the country in a van, eight weeks with ten kids. So we kind of knew what they talked about and how egocentric they were. We knew what to expect and we liked them. We liked that age group, we still do, that’s my main interest, really, adolescents. That’s what I’ve focused on in my clinical work-- my developmental interest, my interest in adolescent development. So we were deans then and we had little kids so I remember going to a house meeting in Crosby where we were meeting with the students to go over the rules and Ba Win would give his, sort of, very hard-nosed speech about what you have to do. He probably talked about some of that, others may have; alumni still talk about some of the things he said. They didn’t have YouTube so nothing went viral. Good thing, we dodged that bullet. But Za, who was maybe three or four, was wandering around in the hallways and, while we were having the meeting, he set off the fire alarm. [Livy Hall] was a prince of a man. Gentlemanly, kindly. Extremely funny. He always had a joke, and he didn’t even repeat them. He always had a new joke, well into older age. [...] When computers were first invented for personal use was when we didn’t have them here, obviously. Nobody wanted them. Everyone thought it was a terrible thing and that word processing would be the death of the English language as we know it. The English department, particularly-- nobody wanted to have anything to do with them. The first person in the Simon’s Rock community to get a computer was Livy Hall. He would send these little notes and memos that he would type on his word processor and print out. He kind of shamed everybody into-- “If I’m almost 90 and I can do this, you can do this. He was in his 80s then. Gradually, computers came in, but he introduced it. Ian, his heart and soul is committed. Plus he knows Bard High School Early College. He worked at BHSEC, and he was instrumental in starting the Bard Academy, which is the Bard High School Early College model with a BA tacked on. So we’ve got something very special now and Ian is the perfect person to bring it all together. Plus, like Ba Win and like Leon and like Bernie, he’s young. He’s going to be around for a while. He’s not as young as Ba Win and Leon were when we first started, I think they were 32 or 33, but he’s maybe 37. But he’s young. He’s a kid. And he’s energetic and he’s smart and he’s hardworking. And he gets it. And he’s inspirational when he talks about it. [The thesis is] a wonderful tool and it helps kids get into graduate school. Plus, it takes discipline to do. And there’s an advantage to being small when you’re not defensively small like we used to be. Because you can do independent study, you can do tutorials, all these things, special things. You can make a four-subject major if you really, really want to! We’re not so bureaucratic that you can’t get an exception to do almost anything, there are people who will help you. Everybody knows you. And so by the time you’re a junior, you have a lot of faculty friends who want to see you succeed and will help you do things. I was out on the lake canoeing and my glasses fell off, just before we were coming for the interview. I never could function without my glasses. By the time contact lenses were invented, I was used to wearing glasses. But I did have an old pair with a cracked lens, so I had to wear those. And I didn’t have a dress. And Ba Win didn’t have-- We had to stop in town and buy a dress and a pair of pants for the interview and we stopped in Great Barrington and bought a pair of pants. We worked at a summer camp, we didn’t have any clothes for this. Not that this was a dressy place, but still. So there I was in my cracked glasses and my shirtwaist dress. We were late because we looked at the map and we said, oh, we get on the Mass Pike and we get off, it’s only two exits on the Mass Pike. We were half an hour late! It’s a long way-- two exits, but it’s 30 miles! You think of two exits and when your center has always been Boston, you don’t realize that those two exits are so-- they say Western Mass, they mean Northampton. The Berkshires didn’t exist. [Gill Panchy] made the best signs. [One of them in the mail room] said “Please be patient while the mail is being SORDID” It’s so Gill, it’s so Simon’s Rock. So kids would have to sit patiently until she was ready, she wouldn’t be hurried.https://digitalcommons.bard.edu/sr-oral_hist/1019/thumbnail.jp
How to identify win–win interventions that benefit human health and conservation
No full textTo reach the Sustainable Development Goals, we may need to act on synergies between some targets while mediating trade-offs between other targets. But what, exactly, are synergies and trade-offs, and how are they related to other outcomes, such as ‘win–win’ solutions? Finding limited guidance in the existing literature, we developed an operational method for distinguishing win–wins from eight other possible dual outcomes (lose–lose, lose–neutral and so on). Using examples related to human health and conservation, we illustrate how interdisciplinary problem-solvers can use this framework to assess relationships among targets and compare multi-target interventions that affect people and nature.Full Tex
Dematerialisation of consumption: a win-win strategy?
No full textA dematerialisation of the economy can provide a crucial contribution toward sustainable devel-opment. It can take place in the production sphere through technological change or in the con-sumption sphere through altered consumer behaviour. This paper focuses on the second case, a shift of expenditure from material consumption (e.g. manufactured products) to non-material consumption (e.g. services). Since all production requires material, an input-output model is used to account for indirect material use. The model features post-Keynesian macroeconomic founda-tions, which make it possible to study the effects of altered consumption patterns on total con-sumption, output, and income distribution. The empirical application for the case of Germany shows that a dematerialisation of consumption might be considered a win-win strategy from an ecological and economic viewpoint. However, its effects on the distribution of income and inter-national trade may be problematic.Sustainable consumption, input-output model, social sustainability, income distribution
Ba Win and Pete Baumann
No full textSelected excerpts from an event at which Ba Win and Pete Baumann were the guest speakers. The full transcript may be restricted. To request access contact the Simon’s Rock College Archives.
Ba Win: Mrs. Hall told me that she thought that a variant on even a good American high schools might be possible based on her conversations with her alumnae, her Concord graduates who had come back to visit her, and she asked them how are things going, and these young women at the best schools in America, they would say “Fine, it’s OK.” without much enthusiasm but she knew they were doing well, and when she dug further she found that what had happened was that she had a bunch of bright students at Concord, and she had great teachers working for her, and in a private school you don’t have to conform to state standards, you can do whatever you want within reason, and what had happened was that... the teachers would raise the bar and the students would respond to the teachers raising the bar and on and on it went. So much so that it wasn’t until their sophomore or even their junior years that her Concord Academy students really encountered real work, that without meaning to, they had anticipated the first two years of college, and they had gone into it, and so it really brought to Mrs. Hall the question about the convention that 18 year olds are only supposed to be doing this much, in fact her 18 year old students were doing a whole lot more than that.
Ba Win: For years and years and years, after the original campus was built, and it was a very nice new campus, we did not have sophisticated facilities. Science was taught with a piece of chalk, photo labs were as basic as they could be, but basic as they were, 3 weeks ago in the New York Times, they had a series of winter scenes in the city, 10 pictures, utterly beautiful, all [by] Simon’s Rock [alumni Jan Staller ‘70] At a time when we had very primitive performance facilities we nevertheless produced the Coen Brothers, Ethan and Joel Coen, so we’ve had extraordinary people come out of this place. We have more than a piece of chalk now to do the sciences, and that’s how it should be, when you recruit the most talented people that you can find you owe them the appropriate facilities but the tradition of really teaching, not just using bells and whistles, has persisted.
Pete Baumann: I thought of an idea, wouldn’t it be nice to put a little water in [the Library Atrium] or something or something like that so I dug a ditch and got some stones and river rocks, and put in some black plastic and some water. [...] Ace who was there by himself, and one of the guys decided, you know, throw in a couple extra frogs and he ate them, except for one, and that one survived and we called him Deuce. Deuce had a little bit of a problem, he couldn’t swim well, he couldn’t swallow well and I had to kind of hand feed him, and everyone would come in and take pictures of the frogs, little kids would come in with their parents, maybe brothers and sisters, maybe prospective students. I used to bring them out and show them the frogs, well some of these little kids grew up and became students at Simon’s Rock, graduated, and brought their kids in, that’s how long. The two bullfrogs were in there for 15 years, Ace and Deuce were, and they were very tame, the bullfrogs were, the students used to pick them up and pet them, and if the students were sitting there the frogs would come out and sit right there between them like they were part of the conversation, it was really something.
Ba Win: Betty Hall was very successful at Concord Academy at a time when the women\u27s voice was very nascent, she was one of the people who by being a strong leader was showing that generation who were at school with her that all the usual rules and limitations should not apply, they were ridiculous, they should fall away. But she was also of an older style, she would begin a meeting by saying “Ladies” and when she started Simon’s Rock she had one foot in her mother\u27s generation and one foot in the next generation. It’s important to remember that she started the school in the second half of the 60s when questioning authority was very much en vogue. She took care to hire younger teachers, she did not want to hire very experienced people because she was sure once they came they would revert to what they were familiar with, she wanted something new and as a result she went out and hired a whole lot of recently minted MA and PhDs, but they were also stepping out of the 60s having just come out of college where protests and demands were commonplace, so, basically Betty collided with the 60s and she found it really, really hard. In many ways the form of education that she proposed was transformative, it was very different, it wasn’t you sit there obediently and silently and I’ll tell you and you record it, and of course if you have questions I’m happy to answer. It was going from that to challenging everything.https://digitalcommons.bard.edu/sr-oral_hist/1002/thumbnail.jp
Win-Win business ethics engagement and corruption reform methods
No full textNo abstractThere has been comparatively less work done on how to effectively engage with and reform unethical and corrupt behaviors in business world; behaviors that can be both legal and illegal. According to the author, however, the research that has been done is very encouraging. Effective business ethics methods can be very profitable and sustainable. Effective business ethics methods can be learned and taught. Further, effective business ethics methods can help cause and stimulate better and greater socioeconomic development. In this paper, the author first considers nine types of effective business ethics engagement and corruption reform methods. Second, he examines in some detail six win-win methods with real case examples. Third, theoretical foundations for win-win methods and why win-win ethical business practices and relationships are profitable and sustainable are considered. Fourth, he discusses strengths and limitations of win-win methods. For the author, win-win methods can help facilitate ethical and mutually prosperous association
Case Report WIN-MTB-2023001 WIN International Molecular Tumor Board A 62-year-old male with metastatic colorectal cancer with 5 prior lines of treatment
No full textCancer; Colorectal carcinoma; Precision oncologyCáncer; Carcinoma colorrectal; Oncología de precisiónCàncer; Carcinoma colorectal; Oncologia de precisióHeavily pretreated metastatic colorectal cancer (mCRC) poses significant therapeutic challenges. Advances in molecular profiling enables personalized strategies. We present a 62-year-old male with mCRC harboring BRAF, MET, APC, TP53 and NRAS alterations, following FOLFOX and FOLFIRI, dabrafenib plus panitumumab, and a BRAF inhibitor clinical trial, each leading to initial responses followed by disease progression.
WIN Consortium International Molecular Tumor Board (MTB), included experts from institutions across 13 countries. Enrollment in suitable clinical trials was explored but limited by availability. Personalized combinations suggested included amivantamab-vmjw (anti-MET/EGFR antibody) (one-third standard dose) (for MET amplification and due to prior response to anti-EGFR antibody), trametinib, 1 mg po daily (MEK inhibitor for BRAF V600E mutation), and regorafenib (may have WNT inhibitor activity relevant to APC mutation; VEGFR activity relevant since TP53 alterations upregulate VEGF/VEGFR axis) starting at 40 mg po daily three weeks on, one week off. Another option was trametinib at 1 mg daily, cetuximab (EGFR antibody), 250 mg/m² IV every two-weeks, and cabozantinib (MET and VEGFR inhibitor), 40 mg po daily. FOLFOXFIRI combined with bevacizumab, or liver-directed therapies for hepatic metastases, or regorafenib with 5FU, or crizotinib (MET inhibitor) combined with regorafenib or dabrafenib, was also suggested.
This case emphasizes the critical role of comprehensive molecular profiling and personalized therapeutic approaches in managing complex mCRC. The WIN International MTB aims to provide treatment and biomarker analysis discussion with the ultimate goal of optimizing treatment efficacy by targeting specific molecular alterations, though final treatment decisions remain at the discretion of the treating physician.The Molecular Tumor Board is fully supported by the Worldwide Innovative Network (WIN) Association - WIN Consortium
Ba Win
No full textSelected excerpts from the Oral History Project interview. The full transcript may be restricted. To request access contact the Simon’s Rock College Archives. Mr. [George] Gilder was invited to do a talk and it happened in the lecture center. It was a packed house. [...] At the end of the talk, in the questions part, a number of students had come really, really well prepared. And they asked questions but it was not the usual pedestrian question. They would ask something detailed and Gilder would kind of treat it like some common response. But then the student would say “look, the statistics, Mr. Gilder, are these” and blah blah and blah blah and contradict him right there. And then, out of nowhere-- you could not see it-- on the PA system, came a whole bunch of absolutely ridiculous things that Mr. Reagan had said, in his own voice. These were taped snippets, one after another. Bob Ackerman, who was then the head of the school, was beside himself. He had this distinguished guest and then on the audio system were these authentic, not made up, Mr. Reagan quotes saying absolutely foolish things. And the guests didn’t know what to do at first but after a while people began to laugh and it kind of ended in a, you know, confused mess. Because Bob was saying “Unplug it! Unplug it!” but there was nothing to unplug! [...] It was a brilliant and cerebral joke. It wasn’t drowning and insulting him by saying lousy things. It was bringing up things that were incontrovertible and doing it in such a clever way. I was so proud! [Leon Botstein introduced the Seminar program.] His feeling there was that all of college should not be like a Chinese restaurant menu, something from column A, something from column B, and so on. There ought to be a unifying intellectual experience. And yes, I will be arbitrary by saying we should read this, this, and this and not that, that, and that, but the works are not carved in stone. It’s just important to have everyone do the same thing. Over time you can change what that thing comprises of, but he said it ought to be possible to have a campus-wide conversation about it. Pat Sharpe, who was the academic dean, said to me “Ba Win, I need you to teach freshman seminar.” Me? What are you talking about? I haven’t read any of these books, you know? But what had happened was, someone who had committed to teaching it left. And suddenly we had a section with nobody to teach it. I furiously read. I was one week ahead of my class all the time-- because I’d have to read it two, three times. Then as it happened, Pat [Sharpe]’s class met at ten o’clock. And my class met at one o’clock or something like that. So I would go to Pat’s class and sit with the students and listen. Because I had read the stuff, hear kinds of questions that got raised and the way Pat would discuss it. And then I’d go to my class, heart in my mouth, and go-- you know, it worked out. Because I would say to them “I don’t know. I’m new to it too. But the working idea is that I know how to read and I know how to think and together we can figure it out.” And do you know, it was the most exciting-- it was more exciting than any class I ever had at Kalamazoo College. Because there, the specialists talked and we took notes. And here, Simon’s Rock, as you know from your own experience, there are some really unusual people here. Quirky, imaginative, willing to just-- burst out with whatever comes to mind. And sometimes it’s totally foolish and we all have a good laugh. And sometimes it’s jaw-dropping. How did you find this? I read the same thing and that never occurred to me! So it was-- I became a believer. Oh, I loved [Livy] to pieces. I used to spend Wednesday mornings with him, from about 8:30 to 10:00. Livy was about 6’6”, very tall man, but by the time I met him, he was stooped. And he was such a thoughtful person. I would talk to him about whatever was bothering me with my work. And if a question came up, his frequent response was, “Well, let me think.” And we’d go into this thirty seconds of quiet where he would-- he always was cogitating. He would think through, and he would never tell me what to do. He would say “Well, there are many ways to look at it,” and he would trot them out. He was such a nice person. He was a one-man scholarship bank. In my time, in just the years that I knew him, probably about thirty kids had their-- the tuitions that they owed that they couldn’t pay-- taken care of. [...] It was never formal-- nobody ever announced it, I certainly wouldn’t talk about it. But if it came to my attention that somebody needed help, I brought it to him. He’d just write a check. He was a very, very generous man. I’d been here all of two weeks at the time, and [Doreen Young] had a talk for the incoming freshman class. [There was] a slide of a Japanese painting. Kind of characteristically, it was not a painting filled with stuff, it was a spare looking painting. She knew how to elicit a response from the group. And then she said, right towards the end, “Do you know, if the painter had added two more lines, the painting would not have been this good? It would have spoiled the effect.” She said, “The painter had to exercise restraint.” And it was like a bomb. She was telling young people, sixteen year old people, who are just filled with life, that there is virtue to restraint, to not doing the next thing.https://digitalcommons.bard.edu/sr-oral_hist/1001/thumbnail.jp
Fuzzy Win-Win: A Novel Approach to Quantify Win-Win Using Fuzzy Logic
No full textThe classic notion of a win–win situation has a key flaw in that it cannot always offer the parties equal amounts of winningsbecause each party believes they are winners. In reality, one party may win more than the other. This strategy is not limited to a single product or negotiation; it may be applied to a variety of situations in life. We present a novel way to measure the win–win situation in this paper. The proposed method employs fuzzy logic to create a mathematical model that aids negotiators in quantifying their winning percentages. The model is put to the test on real-life negotiation scenarios such as the Iraqi–Jordanian oil deal and iron ore negotiation (2005–2009), in addition to scenarios from the game of chess. The presented model has proven to be a useful tool in practice and can be easily generalized to be utilized in other domains as well
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