404 research outputs found
Bernard Baruch papers undated, 1862-1957
No full textThe collection consists primarily of letters from Baruch on various subjects. Included are ten letters to Rudolph Kommer, author and playwright (1923-1941); a letter to Mrs. Samuel Gompers regarding her husband (1932); a letter to the editor of the Washington star regarding U.S. loans to foreign governments (1945), and two letters to Herbert Bayard Swope regarding his work on the United Nations Atomic Energy Commission (1947). Also included are seven routine letters, printer's proof for Baruch's entry in Who's Who in America, 1926-1927, three signed photographs, and addresses delivered by Baruch when awarded the Churchman's Medal, and on being awarded a gold medal by the National Institute of Social Sciences (1944). Also contains a medical certificate, signed by Simon Baruch (1840-1921), verifying that R.S. Desportes, an officer of his regiment, was unfit for duty (1862), and Baruch's declaration of intention to become a citizen of the United States
(1870)Gift, in part, of the Elsie O. and Philip D. Sang Foundatio
Reading Jeremiah with Baruch
No full textThere has been substantial discussion regarding the dependency of Baruch on Jeremiah (so Tov 1976). As part of the Jeremianic additions, Baruch has been seen merely to appropriate Jeremianic material and not provide a unique reading (so Moore 1977). This paper seeks to re-evaluate Baruch’s use and reading of Jeremiah in order to show the literary creativity of the author(s). Investigating the final form of Baruch, I argue that Baruch provides a distinctive reading of Jeremiah, one based in Second Temple Judaism, and that this reading is shaped by melding passages from Jeremiah with other books of Jewish Scripture. This is particularly seen in Baruch’s introduction and penitential prayer sections. Overall, Baruch offers a unique reading of Jeremiah that both adopts and adapts the Jeremianic text and provides a new avenue of approach for future interpretation
To MBA or not to MBA
No full textPurpose: the purpose of this paper is to critically reflect on the value of the MBA – a Master in Business Administration, considered the flagship of business and management education. The author aims to bridge the gap in the understanding of the possible added value of the MBA.Design/methodology/approach: this conceptual paper is enriched by findings from secondary data, surveys with managers in the UK, and interviews with human resource managers of leading US firms.Findings: the MBA can generate significant tangible and intangible inputs to graduates' careers and their employing organizations. Having an MBA contributes considerably to graduates' human capital. Employers may profit from such contributions, while an indirect positive effect is implied at the national level.Research limitations/implications: the knowledge of MBA impact should be based on rigor studies rather than unsupported assertions.Practical implications: the MBA is the closest thing to a qualification to manage. It generates positive outcomes and lead to good management. For individuals, embarking on MBA is a major career decision, carrying certain risks, but offer high potential for return on investment.Originality/valueThis contribution is of special importance amid the recent criticism of the MBA by prominent management scholars
Righteous Gentiles: Two Parables (Hebrew)
No full textThe two stories in this pamphlet seem to be "A Lot of Work" and "A Righteous Deed." The first story was first printed in 1777 in the booklet "Tipeh Elahim or Act Rav, etc" by an unknown author. The second piece was printed in Ashkenazi Jewish in 1933 in "Di Yodisha Welt" magazine. Krupnik seems to have been a prolific author who died in 1972. 24 pages. 5" x 7¾".Language note: HebrewTranslator: Baruch Krupni
Cómo pensar el infinito: una propuesta didáctica de la filosofía de Baruch Spinoza
No full textEste artículo propone una didáctica del sistema metafísico de Baruch Spinoza
orientada de acuerdo con el nuevo currículum de primero de bachillerato del Real
Decreto 243/2022, de 5 de abril. A partir de Ética demostrada según el orden geométrico se expone una estrategia para exponer el concepto de sustancia al alumnado. Después, se señalan algunas ideas fundamentales de este autor como sustancia, modos,
naturaleza o Dios. Más adelante se sugiere una didáctica para la filosofía moral de
Spinoza enfocada en la cartografía de los afectos. Por último, se ofrece una valoración de la importancia de su filosofía como contenido docente.This article proposes an appriach to Baruch Spinoza’s metaphysical system according to the new curriculum of the first year of Bachillerato of the Real Decreto
243/2022, of April 5. It starts with an introduction based on Ethics, Demonstrated in
Geometrical Order followed by a strategy to deliver the concept of «substance» to
students. Afterwards, it points out some fundamental ideas from this author such
as «substance», «modes», «nature» or «God». Next it suggests a didactics for the
moral philosophy of Spinoza focused on the cartography of affects. Lastly, it offers
an assessment of the importance of his philosophy as teaching content
"Une étude descriptive démontre l'implication des leucotriènes dans la bronchiolite sévère à virus respiratoire syncytial"
No full textMémoire numérisé par la Direction des bibliothèques de l'Université de Montréal
Un essai clinique avec la diméthylglycine pour le traitement d'enfants porteurs d'un déficit congénital en cytochrome C oxydase de type Saguenay-Lac-Saint-Jean
No full textMémoire numérisé par la Direction des bibliothèques de l'Université de Montréal
The Life Path of Javer Effendi Baruch During the Austro-Hungarian Administration
No full textBased on available archival material and periodicals, the author reconstructs the life story of Javer Effendi Baruch, one of the most respected and wealthy citizens of Sarajevo, during the Austro-Hungarian administration of Bosnia and Herzegovina. The personality of Javer Eff. Baruch has not been thoroughly researched in the historiography so far. It is known that Baruch gained a social reputation during Ottoman rule. After the arrival of Austria-Hungary in Bosnia and Herzegovina, he not only managed to preserve and strengthen his social position but also acquired enviable wealth. This paper aims to present the unusual life path of a Sephardic from Sarajevo. The paper analyzes his life path from a supplier for military needs, a customs tenant, a Sarajevo city councilor, to a convict for insulting majesty. Based on the available historical materials, the existence of changes in the relationship between the then administration and society towards Javer Effendi Baruch after 1887 is examined
Judgment in 4 Ezra, 2 Baruch, and Apocalypse of Abraham
No full textWhen the Roman army destroyed Jerusalem’s temple in 70 CE, it altered Jewish imagination and compelled religious and community leaders to devise messages of consolation. These messages needed to address both the contemporary situation and maintain continuity with Israel’s religious history. 4 Ezra, 2 Baruch, and Apocalypse of Abraham are three important witnesses to these new messages hope in the face of devastation. In this dissertation I focus on how these three authors used and explored the important religious theme of judgment. Regarding 4 Ezra, I argue that by focusing our reading on judgment and its role in the text’s message we uncover 4 Ezra’s essential meaning. 4 Ezra’s main character misunderstands the implications of the destroyed Temple and, despite rounds of dialogue with and angelic interlocutor, he only comes to see God’s justice for Israel in light of the end-time judgment God shows him in two visions. Woven deeply into the fabric of his story, the author of 2 Baruch utilizes judgment for different purposes. With the community’s stability and guidance in question, 2 Baruch promises the coming of God’s judgment on the wicked nations, as well as the heavenly reward for Israel itself. In that way, judgment serves a pedagogical purpose in 2 Baruch–to stabilize and inspire the community through its teaching. Of the three texts, Apocalypse of Abraham explores the meaning of judgment must directly. It also offers the most radical portrayal of judgment. For Apocalypse of Abraham, the violent judgment of Israel’s enemies serves as Israel’s own reward for their faithfulness. Apocalypse of Abraham’s community gets to avenge their own suffering. Through close textual analysis of judgment in 4 Ezra, 2 Baruch, and Apocalypse of Abraham, my dissertation offers a more robust understanding of Early Judaism’s theological development in the years after 70 CE
Contribuições de Baruch Spinoza para as ciências
No full textBaruch Spinoza was a 17th century Dutch philosopher who devised a rational and systematic approach tothe study of nature. He emphasized the importance of a critical and skeptical approach to scientifi cknowledge. For Spinoza, scientifi c knowledge should be disseminated in a clear and accessible way, basedon the scientifi c method that involves detailed observation, hypothesis formulation, experimentation andcritical analysis of results. He believed that science should be accessible to all so that they could benefi tfrom it and move towards good. In this bibliographic research, the aim is to seek the contributions ofSpinoza\u27s theory for Science Teaching. For this, there was a systematic review of narrative writings onGoogle academic, by descriptors; Baruch Spinoza and the Sciences, Baruch Spinoza and the Teaching ofScience, Baruch Spinoza Sciences and the Teaching of Science. Among the results and discussions, theconcepts of affections, the overcoming of superstition by rationality, the value of the collective spirit inthe Sciences are developed, constituting important milestones in Spinoza\u27s theory. The author also discussed the metaphysics that contributed to Einstein\u27s undisciplined thinking that led him to the Theoryof Relativity. Among the fi nal considerations, it is possible to highlight that Spinoza contributessignifi cantly to science by pointing out that through reason it is possible to deconstruct superstitiousthoughts, which means: conscious freedom, criticism and autonomy, which is the objective of scientificknowledge. Baruch Spinoza fue un filósofo holandés del siglo XVII que ideó un enfoque racional y sistemático para el estudio de la naturaleza. Él enfatizó la importancia de un enfoque crítico y escéptico en el conocimiento científico. Para Spinoza, el conocimiento científico debía ser difundido de manera clara y accesible, basado en el método científico que implica una observación minuciosa, formulación de hipótesis, experimentación y análisis crítico de los resultados. Él creía que la ciencia debía ser accesible para todos, para que pudieran beneficiarse de ella y avanzar hacia el bien. En esta investigación bibliográfica, se busca explorar las contribuciones de la teoría de Spinoza a las ciencias. Para ello, se realizó una revisión sistemática de escritos narrativos en Google Académico, utilizando los descriptores "Baruch Spinoza y las ciencias", "Baruch Spinoza y la enseñanza de la ciencia", y "Baruch Spinoza, ciencias y enseñanza de las ciencias". Entre los resultados y discusiones, se desarrollan los conceptos de afectos, la superación de la superstición a través de la racionalidad, el valor del espíritu colectivo en las ciencias, constituyendo hitos importantes en la teoría de Spinoza. El autor también habló sobre la metafísica, que contribuyó al pensamiento indisciplinado de Einstein, llevándolo a la Teoría de la Relatividad. Entre las consideraciones finales, se puede destacar que Spinoza contribuye de manera significativa a la ciencia, señalando que a través de la razón es posible desmantelar los pensamientos supersticiosos, lo que significa libertad consciente, crítica y autonomía, que es el objetivo del conocimiento científico.Baruch Spinoza fue un filósofo holandés del siglo XVII que ideó un enfoque racional y sistemático para elestudio de la naturaleza. Él enfatizó la importancia de un enfoque crítico y escéptico en el conocimientocientífi co. Para Spinoza, el conocimiento científi co debía ser difundido de manera clara y accesible,basado en el método científi co que implica una observación minuciosa, formulación de hipótesis,experimentación y análisis crítico de los resultados. Él creía que la ciencia debía ser accesible para todos,para que pudieran benefi ciarse de ella y avanzar hacia el bien. En esta investigación bibliográfi ca, se buscaexplorar las contribuciones de la teoría de Spinoza a la enseñanza de las ciencias. Para ello, se realizó unarevisión sistemática de escritos narrativos en Google Académico, utilizando los descriptores "BaruchSpinoza y las ciencias", "Baruch Spinoza y la enseñanza de la ciencia", y "Baruch Spinoza, ciencias yenseñanza de las ciencias". Entre los resultados y discusiones, se desarrollan los conceptos de afectos, lasuperación de la superstición a través de la racionalidad, el valor del espíritu colectivo en las ciencias,constituyendo hitos importantes en la teoría de Spinoza. El autor también habló sobre la metafísica, quecontribuyó al pensamiento indisciplinado de Einstein, llevándolo a la Teoría de la Relatividad. Entre lasconsideraciones fi nales, se puede destacar que Spinoza contribuye de manera signifi cativa a la ciencia,señalando que a través de la razón es posible desmantelar los pensamientos supersticiosos, lo quesignifi ca libertad consciente, crítica y autonomía, que es el objetivo del conocimiento científico
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