546,362 research outputs found
Factors that affect short-term commercial bank lending to developing countries
No full textDeveloping countries rely on short-term trade credits for imports of several essential consumer goods, including medicines and basic food supplies. The credits also facilitate export-related transactions. The mechanisms commercial banks use to provide trade credits to developing countries are complex and costly. Even a temporary break in the flow of short-term credit can seriously hurt a country's business. But since short-term trade credits can be structured so that they involve a few risks to a bank and at the same time are very costly to the debtor, they are generally the last forms of credit to be cut and the first to be reestablished in debt-distressed developing countries. To gauge the likelihood of continued short-term trade related financial flows to developing countries, the authors examined the factors that affect short-term commercial bank loans. They studied relevant data over time for seven countries for which data were available: Argentina, Brazil, Egypt,India, Kenya, Mexico, and Turkey. They found that : a) countries with greater growth prospects get more short-term credit; b) short-term credits are usually meant to finance countries with significant trade deficits; c) higher levels of external indebtedness are generally coupled with higher levels of short-term indebtedness to commercial banks; and d) country-specific factors affect the volume of short-term lending to a country.Financial Intermediation,Banks&Banking Reform,Economic Theory&Research,Strategic Debt Management,Financial Crisis Management&Restructuring
The impacts of short break provision on disabled children and families: an international literature review
No full textFor over 30 years, short breaks have been part of the landscape of support provision for families with a disabled child. Historically, the term ‘respite care’ has been used in much of the research literature concerning short breaks for families with a disabled child. However, ‘short breaks’ has become the preferred term, partly due to the negative connotations of family carers requiring ‘respite’ from their children, and partly because short breaks now encompass a much wider range of supports than out-of-home placement in specialist residential facilities (Cramer and Carlin, 2008). As such, the term ‘short breaks’ will be used throughout this review, with the exception of direct quotes from research studies where the term ‘respite’ is used by study participants or study authors
Short Cuts piece on Springvale blues singer C. C. Warner, who has released a
No full textShort Cuts piece on Springvale blues singer C. C. Warner, who has released a CD called Give It Back
Spatial Metaphors of Ambiguity in Roman Culture
No full textThis is the author accepted manuscript. The final version is available from the Paideia Institute via the link in this recordThis chapter takes a somewhat different approach to the topic of ambiguity in Latin literature from
the others in this volume. Taking as a given that Latin speakers were mindful of the capacity of
some words, phrases, and even whole sentences to convey multiple different meanings, other
chapters examine a range of literary settings where lexical or syntactic ambiguities appear to be
exploited deliberately by Latin authors for imaginative aims. I equally assume an awareness of
ambiguity on the part of Latin speakers, but in this paper I interrogate how they conceived of this
and other types of multiplicity of meaning.1
In other words, I look at how Latin speakers went
about representing ambiguity to themselves and how they understood ambiguity as part of their
experience generally. I start by showing that Latin speakers’ conventional understanding of
ambiguity is delivered metaphorically via the image of PATHS DIVERGING. I also show, however,
that in certain technical contexts the image of CENTRALITY is used, permitting the delineation of
two different kinds of ambiguous meaning relations. I go on to argue that what provides the
motivation for, and thus makes sense of, these twin images is Latin’s regular conceptualization of
“meaning” itself in terms of a linear spatial metaphor. I conclude by suggesting that Latin’s spatial
metaphorics of ambiguity anticipate certain aspects of contemporary linguistic theory – but also
more than this: that it constituted a feature of Roman society’s signifying order, contributing to the
valuation of this phenomenon in the culture
Teaching James Joyce's Short Fiction
No full textThe article provides insights for creative writing teachers on how to introduce their students to the short stories of James Joyce and what benefits would be provided in a close study of the writing. According to the author, the epiphanic nature of Joyce's stories makes an effect like sunbursts of light on a canvas. She stresses that the role of the narrator and the presence of the writer in the text offer important pedagogical idea
Hoyle abridged, [electronic resource] : part II. Or, short rules for playing the game of quadrille; with the laws of the game, &c. By Bob Short, Author of Short Rules for Whist.
No full textBob Short = Robert Withy.Price from imprint: price Sixpence (entered at Stationers' Hall.Not in RoscoeElectronic reproduction.English Short Title Catalog,Reproduction of original from British Library
The Edmund C. Short Curriculum Studies Collection: A Celebration
No full textThis proposal is a continuation of the celebratory session at the Curriculum Studies Summer Collaborative in June, 2013, that acknowledged the creation of the William H. Schubert Curriculum Studies Collection at the Zack S. Henderson Library at Georgia Southern University. The 2013 session (“The William H. Schubert Curriculum Studies Collection: A Celebration” Curriculum Studies Summer Collaborative (CSSC) Conference, Savannah, GA, June 21) focused on contributions of William H. Schubert with commentaries by Dr. Bede Mitchell, Dean of the Library, Dr.Tom Kobala, Dean of the College of Education, and introductions of Dr. William H. Schubert (Professor Emeritus of Curriculum and Instruction, University of Illinois at Chicago) by Dr. Julie Maudlin, Associate Professor at Georgia Southern and William H. Watkins (Professor of Education, University of Illinois at Chicago). This was followed by commentary on the Collection by William Schubert.
Insofar as the overall status of the Curriculum Studies Collection includes both Collections of Dr. Schubert and Dr. Edmund C. Short, this proposal pertains to the latter. Thus, we propose a special session to acknowledge the equally substantial collection of books, monographs, journals, and documents pertaining to curriculum history that have been donated to the Zach S. Henderson Library by Edmund C. Short. We suggest that Dean Mitchell and Dean Koballa be invited to share in a similar manner to the tribute given to the William H. Schubert Collection as in 2013. This would be a late afternoon or early evening session that is not in conflict with other sessions. It would be celebratory session, with refreshments. Professor Short has held the conference dates for the event this year, and he had already scheduled travel plans during the 2013 event when he was approached about attending. We suggest that Dr. Short be introduced by Dr. Schubert and by Dr. Maudlin or Dr. Chapman, co-chairs of the CSSC Planning Council. Another possible speaker would be Dr. Andrew Kemp of Georgia Regents University in Augusta, who was one of Dr. Short’s doctoral advisees at Central Florida University
Short, Edmund C., A Decade Later, Journal of Curriculum Theorizing, 16(Fall, 2000), 73-82.
No full textAssesses strengths and weaknesses of the author\u27s 1991 book, Forms of Curriculum Inquiiry; includes updated sources
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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