8,564 research outputs found
The impact of the Duke of Edinburgh's Award on young people
No full textThis report presents the final results from the national evaluation of the impact of the Duke of Edinburgh’s Award on young people. Chapter 2 gives the background to this work and describes the research methods for the whole project. An extensive literature review of previous work relating to the Duke of Edinburgh’s Award and other youth programmes is included as Chapter 3.
Chapters 4, 5, 6 and 7 present the results of the research by participant group. The first results chapter (Chapter 4) presents the results from all phases of the research with young people. Chapter 5 focuses on the results from both
quantitative and qualitative research with delivery partners and Chapter 6 summarises the interviews with other stakeholders. Chapter 7 reports the findings from the oral history interviews with five decades of past participants in the DofE. The themes emerging from all of these strands of the research are collated and discussed in Chapter 8, which also gives the recommendations for
future action.
This project was commissioned by The Duke of Edinburgh’s Award and funded by The Pears Foundation. The project was undertaken by the Centre for Children
and Youth (CCY) – a research centre based at The University of Northampto
Panel V: Missile Defense
No full textAppearing: Peter Feaver (Dept. of Political Science, Duke University), chair ; Don MacNamara (Center for International Relations, Queen\u27s University), John Polanyi (Nobel Laureate, University of Toronto), Thomas M. Nichols (Dept. of Strategy & Policy, US Naval War College) and the Honorable Paul Okalik (Premier, Minister of Justice, Nunavut, Canada), panelists
Panel V: Restoration and Accountability
No full textAppearing: Gerald J. Postema (University of North Carolina at Chapel Hill, chair; David M. Malone (International Peace Academy), Madeline Morris (Duke University School of Law), Mark A. Drumbl (Washington and Lee University School of Law), Fiona McKay (Lawyers Committee for Human Rights), speakers
More on the Ethics of E-Discovery: Predictive Coding and Other Forms of Computer-Assisted Review
No full textThis paper was circulated at a TAR conference hosted by the Bolch Judicial Institute (then the Center for Judicial Studies) in 2015. With the author\u27s permission, the paper has been archived in the scholarship repository.
This document does not represent the views of Duke Law School, Duke University, their faculties, or any other organization
Ownership of addiction: variations across time and place
No full textThe chapter explores the main idea of the book, focusing on the variances in defining, understanding, and addressing addictive substances and behaviours in the European continent. A general view of the different parts of the book ties together analyses of language use, politics, governance, and stakeholders, showing that the variations across the European continent is an under-researched area that could greatly contribute to, but also question, certain governing dogma in the field of addiction studies
Simulation discussed : tax avoidance in the common law
No full textIncludes bibliographical references.The simulation doctrine has, in the law of taxation, always played the role of being SARS' remedy in the common law, vis-a-vis its legislated cohorts, viz. both the specific and general anti-avoidance provisions contained in the various tax statutes. Building on the principles established in Zandberg v Van Zyl, Dadoo Ltd and others v Krugersdorp Municipal Council and Commissioner of Customs and Excise v Randles Brothers & Hudson Ltd, the test which emerged and has been applied since, is broadly recognised as being that as formulated by Watermeyer JA in Randles, being that where the parties to a contract truly intended to act in accordance with the tenor of the agreement, irrespective of what their purpose for entering into that transaction was, that contract cannot be a simulated one. However, the Supreme Court of Appeal judgment in CSARS v NWK Ltd has necessitated that the principles applied previously be revisited academically to determine whether the doctrine for determining whether a simulation is present has changed - and if so, to what extent. Some argue that the comments in NWK, which is perceived to have changed the simulation test, were merely part of the obiter of the judgment, though they hasten to add that this does not mean that such comments are void of import where lower courts may consider the doctrine in future. Opposed hereto are those who are of the view that the judgment has indeed changed the simulation doctrine's landscape
The Prague Studies of Bolko V, Duke of Opole - a Problem of Identification
No full textThe following article concerns the Prague studies of Bolko V, Duke of Opole (died 1460), also known as the Hussite, the Heretic or Wołoszek. To be more precise, the article returns to the hypothesis concerning his studies in Prague, which were supposed to end with obtain‑ ing the bachelor degree (bachelor of liberal arts). To this end, the article focuses on the earlier findings of historians and enters a polemic with those sources (particularly the works of Maciej Woźny), which leads the author to completely new conclusions and allows him to disprove the earlier findings. The article establishes that the primary sources as well as Polish literature on the subject contributed to the creation of a historiographical myth (particularly due to the information included in Annales Glogovienses) regarding Duke Bolko V and his education, which stemmed from insufficiently critical approach to the source material and its selective use. Primarily, the issue concerns incorrect analysis of a writ of the Papal office, dating May 7, 1413, which was, according to Woźny, supposed to shed new light onto the subject, and which has been reinterpreted in the present article. Moreover, the confrontation of the earlier research findings with the source documents as well as Czech literature (particularly hitherto unused stu‑ dent registers and dean’s records of the Prague universities) did not allow to consider the Duke a student of a university in Prague. In light of the repeated analysis of the issue of the Prague studies of Bolko V, Duke of Opole and an interpretation of the archived primary sources, the author argues that it is impossible to substantiate the claim that Bolko V ever studied in Prague and obtained a bachelor’s degree (at least until new sources emerge).In dem vorliegenden Artikel wird auf das Thema des Prager Studiums des Herzogs von Oppeln Bolko V. (gest. 1460), der auch der Hussit, Ketzer oder Wołoszek genannt wurde, ein‑ gegangen, genauer gesagt wird auf die Hypothese über sein Studium in Prag zurückgekommen, das mit dem Erwerb des Grades des Bakkalaureus (implizit: im Bereich der freien Künste) abgeschlossen werden sollte. Der Fokus liegt deshalb auf den bisherigen Erkenntnissen von Historikern und auf der Polemik mit ihnen (vor allem mit der Arbeit von Maciej Woźny), was völlig neue Schlussfolgerungen formulieren und vor allem auch die Thesen der früheren For‑ scher widerlegen lässt. Es ist gelungen festzustellen, dass die Quellen und die Literatur polni‑ scher Provenienz zur Entstehung eines historiographischen Mythos um den Herzog Bolko V. und seine Ausbildung (vor allem durch den Eintrag in Annales Glogovienses) führten, was auch indirekt aus der wenig kritischen Herangehensweise an das Quellenmaterial und aus seiner begrenzten Verwendung resultierte. Es handelt sich hier insbesondere um die falsche Analyse der Schrift der Papstkanzlei vom 7. Mai 1413, die (laut M. Woźny) ein neues Licht auf dieses Thema werfen sollte und dank diesem Artikel neu interpretiert wird. Darüber hinaus lässt die Gegenüberstellung der bisherigen Erkenntnisse der Forscher mit den Quellen und der Literatur tschechischer Provenienz (meist mit den bisher nicht verwendeten Studienurkunden und dem Dekanbuch der Prager Universitäten) nicht zu, den Herzog von Oppeln als einen Studenten der Prager Universität wahrzunehmen. In Anbetracht der erneuten Analyse des Themas des Prager Studiums des Herzogs von Oppeln Bolko V. und der Interpretation der erhaltenen Quellen wird angenommen, dass die These über das Studium des Herzogs in Prag und den von ihm erworbenen Grad des Bakkalaureus (zumindest bis zum Erscheinen der neuen Quellen, die den genannten Herzog betreffen) abgelehnt werden sollte. The following article concerns the Prague studies of Bolko V, Duke of Opole (died 1460), also known as the Hussite, the Heretic or Wołoszek. To be more precise, the article returns to the hypothesis concerning his studies in Prague, which were supposed to end with obtain‑ ing the bachelor degree (bachelor of liberal arts). To this end, the article focuses on the earlier findings of historians and enters a polemic with those sources (particularly the works of Maciej Woźny), which leads the author to completely new conclusions and allows him to disprove the earlier findings. The article establishes that the primary sources as well as Polish literature on the subject contributed to the creation of a historiographical myth (particularly due to the information included in Annales Glogovienses) regarding Duke Bolko V and his education, which stemmed from insufficiently critical approach to the source material and its selective use. Primarily, the issue concerns incorrect analysis of a writ of the Papal office, dating May 7, 1413, which was, according to Woźny, supposed to shed new light onto the subject, and which has been reinterpreted in the present article. Moreover, the confrontation of the earlier research findings with the source documents as well as Czech literature (particularly hitherto unused stu‑ dent registers and dean’s records of the Prague universities) did not allow to consider the Duke a student of a university in Prague. In light of the repeated analysis of the issue of the Prague studies of Bolko V, Duke of Opole and an interpretation of the archived primary sources, the author argues that it is impossible to substantiate the claim that Bolko V ever studied in Prague and obtained a bachelor’s degree (at least until new sources emerge).
Letter from W. C. Duke, M. D., Lily Dale, New York, to Mrs. Victoria V. Clayton, February 27, 1904
No full textAramaic in Postbiblical Judaism and Early Christianity. Edited by Eric M. Meyers and PauL V. M. Flesher
No full text


Aramaic in Postbiblical Judaism and Early Christianity. Edited by Eric M. Meyers and Paul V. Flesher. Duke Judaic Studies Series, vol. 3. Winona Lake, Ind.: Eisenbrauns, 2010. Pp. xx + 300. $49.50.


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The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
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