Academic literature on the topic 'Olson, bruce'

AbstractWeapon-bearers commit violations of international humanitarian law, whether in response to orders or on their own initiative. Not to say that they are the only ones, but when engaged in hostility, they can decide to use their force legally or in violation of the law. With Denmark's engagements in the wars in the Balkans, Iraq and Afghanistan, training in international humanitarian law has gone from being a theoretical exercise to highly relevant, as the likelihood of a soldier becoming engaged in hostilities has greatly increased. e article discusses the factors determining whether soldiers will respect international humanitarian law when engaged in hostilities. It is based on an interview with Captain Nicholas Brace Olsen, chief of operations of team four of the Danish ISAF contingent in Afghanistan.

One approach to analyzing inequality is to compare average economic choices from a classical theoretical framework. Another approach considers the impact of the formation of society, through statutes and institutions, on average economic outcomes. This paper studies the effects of slavery on black-white wealth inequality upon the emancipation of slaves in the US using historical data. The purpose of wealth has varied from over time. From an economics perspective, wealth is the accumulation of resources that have market value and can be liquidated for present and future consumption. This study proceeds based on the most measurable assumption: households reside in a country with a mixed economy of markets and social planning, such that they have an incentive to accumulate material wealth for intertemporal household consumption and social influence. Becker (1957) and Arrow (1972) developed the most general theories of wage discrimination and favoritism. Oaxaca (1973) and Blinder (1973) have mechanized their theories for empirical analysis. While their findings are insightful, they cannot be directly applied to studying wealth differences since wealth is a complex combination of wages and other variables. Finally, since unexplained differences in states that abolished slavery after the Civil War were 10 percent higher than unexplained effects in states that abolished slavery well before the Civil War and the magnitudes of the unexplained effects were similar over the long-run, we cannot reject the existence of a negatively bounded correlation between the duration of time from enslavement and the magnitude of unexplained differences in wealth. This research was funded in part by the National Science Foundation under Grant SES 0096414. I would like to thank John Ham, Richard Steckel, Randall Olsen, Bruce Weinberg, Audrey Light, Nori Hashimoto, James Peck, Patricia Reagan, Charles Kirwin, Rebecca Blank, Charles Betsey, Alvin Thornton, Leibert Morris, Maude Toussaint-Comeau, Simone Wegge, James Wilbanks, Thomas Maloney, and William Collins for their insightful comments. I would also like to thank participants in workshops and seminars at the Ohio State University, Howard University, University of Michigan, American Economic Association Summer Program and Pipeline Conferences, Western Economics Association International meetings, and Social Science History Association meetings. I would also like to thank James Curtis Sr, K D Curtis, Karen Curtis (deceased), Lariece Grant-Brown, Barbara Broadnax, Dwayne Broadnax, Rudy Broadnax, Zee Curtis-Grant, Raymond Tillery, Chris Cooper, Dr. K A Troy, Dr. H. Beecher Hicks, Reverend Charles Lewis, Reverend Cornelius Wheeler, Reverend James Lewis, Elder David Treadwell, Dr. Stephen Tucker and Roberta Tucker, Minister Charles Webb, Minister David Surles, and Elder Gregory Strong for their support. This draft is a revision of a November 2010 paper and August 2001 paper.

O presente artigo estabelece as relações entre a A room of one’s own e a crítica feminista, observando como essa tem revisto e ressignificado o ensaio de Virginia Woolf. Serão problematizadas questões como a exclusão feminina dos espaços públicos, das esferas políticas e, consequentemente, da literatura e da história. Depois disso, abordaremos a personagem Judith Shakespeare. Por último, duas questões problematizadas serão tratadas nesta análise, a primeira refere-se à tradição literária feminina e a segunda refere-se à própria frase feminina.
 Palavras-chave: Crítica feminista, Judith Shakespeare, tradição literária feminina.
 Referências
 AUERBACH, E. Brown Stocking. In: ______. Mimesis: a representação da realidade na literatura ocidental. São Paulo: Perspectiva, 1971.
 BARRETT, M. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993.
 ______ (ed.). Women and writing. London: The Women’s Press, 1979.
 BOWLBY, R. Feminist destinations and further essays on Virginia Woolf. Edinburgh: Edinburgh University, 1997.
 ______. Walking, women and writing: Virginia Woolf as flâneuse. In: ARMSTRONG, I. (ed.). New Feminist discourses: critical essays on theories and texts. London: Routledge, 1992.
 CAUGHIE, P. L. Virginia Woolf & postmodernism literature in quest and question of itself. Urbana: University of Illinois, 1991.
 COELHO, N. N. Dicionário crítico de escritoras brasileiras. São Paulo: Escrituras, 2002.
 ______. A literatura feminina no Brasil contemporâneo. São Paulo: Siciliano, 1993.
 GILBERT, S. Woman’s Sentence. Man’s Sentencing: Linguistic Fantasies in Woolf and Joyce. In: MARCUS, J. Virginia Woolf and the Bloomsbury: A Centenary. Bloomington: Indiana UP, 1987.
 GILBERT, S.; GILBERT, S. Shakespeare’s sisters: feminist essays on women poets. Bloomington: Indiana University, 1979.
 ______. The madwoman in the attic: the woman writer in the nineteenth-century literary imagination. New Haven: Yale University, 2000.
 ______. The war of words. vol.1 of No man’s land: the place of the woman writer in the twentieth century. New Haven: Yale University, 1988.
 HUSSEY, M. Virginia Woolf: A to Z. New York: Oxford University, 1995.
 JONES, S. Writing the woman artist: essays on poetics, politics, and portraiture. Pennsylvania: University of Pennsylvania, 1991.
 MARCUS, J. Art and anger: reading like a woman. Columbus: Ohio State University, 1988.
 ______. Virginia Woolf and the languages of the patriarchy. Bloomington: Indiana University, 1987a.
 MINOW-PINKNEY, M. Virginia Woolf and the problem of the subject: feminine writing in the major novels. New Brunswick: Rutgers University, 2010.
 MOERS, E. Literary women: the great writers. New York: Doubleday, 1976.
 MUZART, Z. L. Escritoras brasileiras do século XIX. Florianópolis: Mulheres, 2005.
 OLSEN, T. Silences. New York: Seymour Lawrence, 1978.
 RICH, A. Of woman born: motherhood as experience and institution. New York: W W. Norton, 1995.
 ROSENBAUM, S.P. Women and fiction: the manuscript versions of A room of one’s own. Oxford: Blackwell, 1992.
 SHOWALTER, E. Feminist criticism in the wilderness. In: GILBERT, S.; GUBAR, S. Feminist literary theory and criticism. New York; London: W. W. Norton, 2007.
 SNAITH, A. Introduction. In: WOOLF, V. A room of one’s own and Three guineas. Oxford: Oxford University, 2015.
 STETZ, M. D. Anita Brookner: Woman writer as reluctant feminist. In: ______. Writing the woman artist: essays on poetics, politics and portraiture. Pennsylvania: University of Pennsylvania, 1991.
 WALKER, A. In search of our mother’s gardens. In: ______. In search of our mother’s gardens: womanist prose. San Diego: Harcourt Brace Jovanovich, 1983.
 WOOLF, V. A room of one’s own and Three guineas. Introd. Anna Snaith. Oxford: Oxford University, 2015.
 WOOLF, V. A room of one’s own and Three guineas. Introd. Michèle Barrett. London: Penguin, 1993.

Jørn Arne Aas forsvarte den 17. februar 2006 avhandlingen «Microbial flora in oral health and disease studied by molecular genetics» for den filosofiske doktorgrad. Avhandlingen utgår fra Institutt for oral biologi, Det odontologiske fakultet i Oslo. Materialet som doktoravhandlingen er basert på, ble innhentet ved The Forsyth Institute, MA, USA, The CARE Clinic, University of Pacific School of Dentistry, CA, USA, og College of Dentistry, Ohio, Ohio State University, OH, USA. Veileder har vært professor Bruce J. Paster, The Forsyth Institute & Harvard School of Dental Medicine, Boston, USA og professor Ingar Olsen, Det odontologiske fakultet, UIO.

Artikkelen presenterer et nytt undervisningsopplegg der norsklærerstudenter leser en autentisk tekst på sørsamisk og skaffer seg innblikk i grammatikken gjennom stillas­byggende oppgaver og den online tilgjengelige ordboka Nedtedigibaakoeh (u.å.). I løpet av en enkelt økt får studenten innblikk i språket og verktøy og metoder til å utforske samisk språkstruktur videre alene eller sammen med elever. Hverken studenter eller faglærer må kunne et samisk språk for å gjennomføre opplegget. Samisk språk er del av den felles kulturarv som skal forvaltes av nålevende og kommende generasjoner (Utdan­ningsdirektoratet, 2020a). I et språkfag som norsk er det relevant å tilby lærerstudentene innblikk i samisk språkstruktur så vel som språkpolitiske og sosiolingvistiske forhold. Det er generelt utfordringer med å implementere opplæring om samiske tema i lærer­utdanningene (Olsen, Sollid & Johansen, 2017), og uten samisk språkkompetanse kan det være særlig utfordrende å undervise om samisk språkstruktur. Denne artikkelen viser hvordan slike utfordringer kan møtes med et opplegg som vektlegger autentisitet, studentaktivitet og internalisert motivasjon (Ryan & Deci, 2000). En gjennomføring i et førsteårsemne i norskdidaktikk viser at studentene mestrer oppgavene og opplever engasjement og inspirasjon i arbeidet med sørsamiske sangtekster. Med gode stillas kan man altså saktens jobbe med autentisk samisk tekst på samisk og la studentene oppdage samisk språkstruktur. Videre har opplegget grammatikkdidaktisk potensial: Studentene må bruke grammatikkunnskap og metaspråk aktivt for å forstå den samiske teksten og samarbeide i prosessen. Dette kan bidra til varig forståelse av grammatikkbegreper, fordi studentene anvender grammatikkunnskapen til å løse oppgaver i nye sammen­henger (Haugen, 2019; Kunnskapsdepartementet, 2015–2016).

BackgroundCare recipients in care and welfare are increasingly presenting themselves with complex needs (Huber et al., 2016). An answer to this is the integrated organization of care and welfare in a way that personalized care is the measure (Topol, 2016). The reality, however, is that care and welfare are still mainly offered in a standardized, specialized and fragmented way. This imbalance between the need for care and the supply of care not only leads to under-treatment and over-treatment and thus to less (experienced) quality, but also entails the risk of mis-treatment, which means that patient safety is at stake (Berwick, 2005). It also leads to a reduction in the functioning of citizens and unnecessary healthcare cost (Olsson et al, 2009).Integrated CareIntegrated care is the by fellow human beings experienced smooth process of effective help, care and service provided by various disciplines in the zero line, the first line, the second line and the third line in healthcare and welfare, as close as possible (Ettema et al, 2018; Goodwin et al, 2015). Integrated care starts with an extensive assessment with the care recipient. Then the required care and services in the zero line, the first line, the second line and / or the third line are coordinated between different care providers. The care is then delivered to the person (fellow human) at home or as close as possible (Bruce and Parry, 2015; Evers and Paulus, 2015; Lewis, 2015; Spicer, 2015; Cringles, 2002).AimSupport societal participation, quality of live and reduce care demand and costs in people with complex care demands, through integration of healthcare and welfare servicesMethods (overview)1. Create best healthcare and welfare practices in Slovenia, Poland, Austria, Norway, UK, Finland, The Netherlands: three integrated best care practices per involved country 2. Get insight in working mechanisms of favourable outcomes (by studying the contexts, mechanisms and outcomes) to enable personalised integrated care for meeting the complex care demand of people focussed on societal participation in all integrated care best practices.3. Disclose program design features and requirements regarding finance, governance, accountability and management for European policymakers, national policy makers, regional policymakers, national umbrella organisations for healthcare and welfare, funding organisations, and managers of healthcare and welfare organisations.4. Identify needs of healthcare and welfare deliverers for creating and supporting dynamic partnerships for integrating these care services for meeting complex care demands in a personalised way for the client.5. Studying desired behaviours of healthcare and welfare professionals, managers of healthcare and welfare organisations, members of involved funding organisations and national umbrella organisations for healthcare and welfare, regional policymakers, national policy makers and European policymakersInvolved partiesAlma Mater Europaea Maribor Slovenia, Jagiellonian University Krakow Poland, University Graz Austria, Kristiania University Oslo Norway, Salford University Manchester UK, University of Applied Sciences Turku Finland, University of Applied Sciences Utrecht The Netherlands (secretary), Rotterdam Stroke Service The Netherlands, Vilans National Centre of Expertise for Long-term Care The Netherlands, NIVEL Netherlands Institute for Health Services Research, International Foundation of Integrated Care IFIC.References1. Berwick DM. The John Eisenberg Lecture: Health Services Research as a Citizen in Improvement. Health Serv Res. 2005 Apr; 40(2): 317–336.2. Bruce D, Parry B. Integrated care: a Scottish perspective. London J Prim Care (Abingdon). 2015; 7(3): 44–48.3. Cringles MC. Developing an integrated care pathway to manage cancer pain across primary, secondary and tertiary care. International Journal of Palliative Nursing. 2002 May 8;247279.4. Ettema RGA, Eastwood JG, Schrijvers G. Towards Evidence Based Integrated Care. International journal of integrated care 2018;18(s2):293. DOI: 10.5334/ijic.s22935. Evers SM, Paulus AT. Health economics and integrated care: a growing and challenging relationship. Int J Integr Care. 2015 Jun 17;15:e024.6. Goodwin N, Dixon A, Anderson G, Wodchis W. Providing integrated care for older people with complex needs: lessons from seven international case studies. King’s Fund London; 2014.7. Huber M, van Vliet M, Giezenberg M, Winkens B, Heerkens Y, Dagnelie PC, Knottnerus JA. Towards a 'patient-centred' operationalisation of the new dynamic concept of health: a mixed methods study. BMJ Open. 2016 Jan 12;6(1):e010091. doi: 10.1136/bmjopen-2015-0100918. Lewis M. Integrated care in Wales: a summary position. London J Prim Care (Abingdon). 2015; 7(3): 49–54.9. Olsson EL, Hansson E, Ekman I, Karlsson J. A cost-effectiveness study of a patient-centred integrated care pathway. 2009 65;1626–1635.10. Spicer J. Integrated care in the UK: variations on a theme? London J Prim Care (Abingdon). 2015; 7(3): 41–43.11. Topol E. (2016) The Patient Will See You Now. The Future of Medicine Is in Your Hands. New York: Basic Books.