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Journal articles on the topic 'The School for Scandal'

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Published: 4 June 2021
Last updated: 9 February 2022

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1

Agnew, Thelma. "School for scandal." Nursing Standard 18, no. 36 (May 19, 2004): 20–22. http://dx.doi.org/10.7748/ns2004.05.18.36.20.c3611.

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2

Giroux, Henry A., and Jonathan Rutherford. "School for Scandal." Transition, no. 59 (1993): 88. http://dx.doi.org/10.2307/2934874.

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Hayward, Mike. "School for scandal." Nursing Standard 12, no. 12 (December 10, 1997): 14–15. http://dx.doi.org/10.7748/ns.12.12.14.s34.

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4

Comix, BJR. "School for Scandal." British Journalism Review 22, no. 3 (September 2011): 17. http://dx.doi.org/10.1177/0956474811422774.

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5

Copeland, Nancy, and Richard Brinsley Sheridan. "The School for Scandal." Theatre Journal 40, no. 3 (October 1988): 420. http://dx.doi.org/10.2307/3208337.

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6

Anderson, C. "Scandal scars Minnesota Medical School." Science 262, no. 5141 (December 17, 1993): 1812–13. http://dx.doi.org/10.1126/science.8266066.

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7

Sussman, Henry. "A Critical School for Scandal?" American Book Review 36, no. 1 (2014): 9–10. http://dx.doi.org/10.1353/abr.2014.0153.

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8

Block, Adrienne Fried, Samuel Barber, and Amy Marcy Cheney Beach. "Overture to "The School for Scandal"." American Music 11, no. 1 (1993): 124. http://dx.doi.org/10.2307/3052453.

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9

Hoxworth, Kellen. "Minstrel Scandals; or, the Restorative White Properties of Blackface." TDR/The Drama Review 63, no. 3 (September 2019): 8–19. http://dx.doi.org/10.1162/dram_a_00853.

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In early 2019, a photograph from the 1984 medical school yearbook of Virginia Governor Ralph Northam featuring a blackfaced figure and a figure in a KKK hood sparked a minstrel scandal. Northam issued a contradictory series of admissions and apologies — yet, he remained in office. This incident models how minstrel scandals reproduce dramaturgical structures of blackface minstrelsy, simultaneously appearing to redress antiblack racism while working to restore the enduring racial structures of whiteness.
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PARSONS, CARL. "The Continuing School Exclusion Scandal in England." FORUM 60, no. 2 (2018): 245. http://dx.doi.org/10.15730/forum.2018.60.2.245.

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Thompson, James. "Sheridan, The School for Scandal, and Aggression." Comparative Drama 42, no. 1 (2008): 89–98. http://dx.doi.org/10.1353/cdr.2008.0017.

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12

McDonough, Graham P. "Challenging Catholic School Resistance to GSAs with a Revised Conception of Scandal and a Critique of Perceived Threat." Sexual and Gender Diversity in Schools 22, no. 1 (September 14, 2020): 71–80. http://dx.doi.org/10.7202/1071467ar.

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Educational leaders in Ontario’s publicly-funded Catholic schools typically resist establishing Gay-Straight Alliances (GSAs) on grounds that they contradict Catholic moral teaching and so cause scandal in the school. While the protection of GSAs in these schools is derived from recent provincial legislation, the government intervention has the potential to exacerbate religious-secular tensions in the school and society. This paper assumes that, in the Catholic Church’s current political climate, the only justifications for GSAs that will gain genuine traction and possibly deflate this tension descend from within Catholicism’s own tradition of thought and educational practice. The first part of the argument critiques the Catholic hierarchy’s traditional, narrow conception of scandal, and replaces it with a revised, broader conception from within Catholic theology in which the traditional marginalization of lesbian, gay, bisexual, transgendered, queer, and questioning (LGBTQ) students is the true scandal. These two frameworks are used to analyze inconsistencies between the resistance Catholic schools show toward LGBTQ students wanting to establish GSAs, and the welcoming attitude they display toward pregnant and parenting students. The second part of the argument reveals that the main reason for this difference is that Church officials perceive all LGBTQ organizations as threats to their authority, and this perception is extended to GSAs. This internal critique provides sufficient reason to reverse the current negative Catholic evaluations of GSAs.
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13

ChoSookHee. "The School for Scandal as a Social Text." Journal of Classic and English Renaissance Literature 21, no. 1 (June 2012): 121–44. http://dx.doi.org/10.17259/jcerl.2012.21.1.121.

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14

Wyatt, H. V. "Schools for scandal." Journal of Biological Education 19, no. 1 (March 1985): 1–2. http://dx.doi.org/10.1080/00219266.1985.9654670.

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15

SUMMERS, CAROL. "‘SUBTERRANEAN EVIL’ AND ‘TUMULTUOUS RIOT’ IN BUGANDA: AUTHORITY AND ALIENATION AT KING'S COLLEGE, BUDO, 1942." Journal of African History 47, no. 1 (March 2006): 93–113. http://dx.doi.org/10.1017/s002185370500085x.

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Staff petitions, sexual and disciplinary scandal and open riot pushed Buganda's leaders to close Budo College on the eve of Kabaka (King) Muteesa II's coronation. The upheaval at the school included a teachers' council that proclaimed ownership of the school, student leaders who manipulated the headmaster through scandal and school clubs and associations that celebrated affiliation over discipline. Instead of enacting and celebrating imperial partnership and order in complex, well-choreographed coronation rituals, the school's disruption delineated the fractures and struggles over rightful authority, order and patronage within colonial Buganda, marking out a future of tumultuous political transition.
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16

Lafrance, Marianne. "School for Scandal: different educational experiences for females and males." Gender and Education 3, no. 1 (January 1991): 3–13. http://dx.doi.org/10.1080/0954025910030101.

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17

ALBANESE, DENISE. "School for Scandal? New-Media "Hamlet," Olivier, and Camp Connoisseurship." Renaissance Drama 34 (January 2005): 185–208. http://dx.doi.org/10.1086/rd.34.41917403.

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18

Raja, Khurram Parvez, and Muhammad Anowar Zahid. "Rethinking the role of business school in creating corporate managers." Journal of Governance and Regulation 9, no. 4 (2020): 139–48. http://dx.doi.org/10.22495/jgrv9i4art12.

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Distinguished from the traditional forms of business, namely proprietorship and partnership, a corporation emerged as a new type of business organization in the middle of the nineteenth century in American society, which accepted it only on the understanding that the corporate managers should be professionally well trained and socially beneficial (Khurana, 2010). In order to prepare these new professionals, the business schools came into being in America and elsewhere (Khurana, 2010). However, corporate scandals and financial crises of the late 20th and early 21st centuries posed a valid question about the originally expected role of corporate managers and, in turn, their educators, the business schools. This paper is an attempt to review the post-scandal notion of a corporation and the role of the managers propounded by Canals (2009) and others like Wilson (2004), Mesure (2008), and Koch (2010). It is a qualitative research that finds inadequacies with the existing scholarships and so re-conceptualizes corporation from a holistic perspective. Within that framework, it proposes that the business schools adopt a number of measures to prepare the corporate managers who would efficiently serve the interests of the shareholders and, at the same time, of other stakeholders equally including the society as a whole.
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19

Picker, John M. "Disturbing Surfaces: Representations of the Fragment in The School for Scandal." ELH 65, no. 3 (1998): 637–52. http://dx.doi.org/10.1353/elh.1998.0027.

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20

Gilbert, Nora. "Thackeray, Sturges, and the Scandal of Censorship." PMLA/Publications of the Modern Language Association of America 127, no. 3 (May 2012): 542–57. http://dx.doi.org/10.1632/pmla.2012.127.3.542.

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In the wake of Foucault's influential retelling of the history of sexuality, a new school of censorship theory emerged that was devoted to exposing and unpacking the paradoxically productive effects of censorious practices. This essay traces a particular strand of that paradox, labeled here the logic of scandal: the logic wherein discourse is authorized and amplified by feelings like shock and moral condemnation rather than stymied by them. To explore the ramifications of this logic for and within narrative art, I take as my subjects a novel written during the famously prudish Victorian era and a film produced under the famously stringent Production Code—W. M. Thackeray's Vanity Fair and Preston Sturges's The Lady Eve. In each the “scandalous” discursive acrobatics performed by the text's morally ambiguous heroine reflect the strategies of censorship evasion employed by the morally ambiguous artist who created her.
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21

Colbert, Jan. "The Atlanta Public Schools Scandal: Educator Fraud, RICO, And COSO." Journal of Business Case Studies (JBCS) 12, no. 3 (June 30, 2016): 103–18. http://dx.doi.org/10.19030/jbcs.v12i3.9711.

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As the new Chief Audit Executive (CAE) of the school district in Big City, you are interested in the lessons regarding internal control which can be learned from educator fraud (cheating) which occurred in the Atlanta Public Schools (APS) scandal. You discover that educators erased students’ wrong answers and changed them to right answers, that educators made false certifications of test results, and that tests were opened (and resealed) prior to administration. The cheating went on for years. Multiple investigations ensued and the Georgia Bureau of Investigation eventually became involved. About 150 educators resigned, retired or lost their appeals to have their jobs reinstated. Educators who chose to go to trial were prosecuted under the RICO statute (Racketeer Influenced and Corrupt Organizations Act). The APS eventually begun making remediation efforts for the students impacted by false test results. To attempt to prevent such cheating and fraud from occurring again, you relate the facts of the case to both the COSO internal control framework and to the fraud triangle. As CAE, you will use this information to instruct the internal auditors in your department.
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22

Young-Joo Lee. "Meaning of Laughter in The Country Wife and The School for Scandal." Journal of Classic and English Renaissance Literature 16, no. 1 (June 2007): 5–19. http://dx.doi.org/10.17259/jcerl.2007.16.1.5.

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23

Moghtaderi, Ali. "Child Abuse Scandal Publicity and Catholic School Enrollment: Does theBoston GlobeCoverage Matter?" Social Science Quarterly 99, no. 1 (February 9, 2017): 169–84. http://dx.doi.org/10.1111/ssqu.12361.

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24

Royal, Camika, and Vanessa Dodo Seriki. "Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal." Urban Education 53, no. 2 (December 20, 2017): 196–211. http://dx.doi.org/10.1177/0042085917747099.

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This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.
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25

Smith, Mark, and Ros Burnett. "The origins of the Jimmy Savile scandal." International Journal of Sociology and Social Policy 38, no. 1/2 (March 12, 2018): 26–40. http://dx.doi.org/10.1108/ijssp-03-2017-0029.

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Purpose The purpose of this paper is to explore the origins of the Jimmy Savile Scandal in which the former BBC entertainer was accused of a series of sexual offences after his death in 2011. The case has had a massive impact on UK policing and criminal justice policy and on care work, with implications for due process and public expenditure in responding to reports of sexual abuse. Design/methodology/approach The paper draws on an Economic and Social Research Council funded project to collate data on the Savile case. It is based, primarily, on interview material from former pupils and staff members from Duncroft School, from whence initial allegations against Savile emanate, contrasting these with media accounts. Findings The research provides a very different picture of Duncroft and the contemporary policy context to that presented in media accounts. A questioning account of the origins of the scandal emerges. The findings may lend themselves to a moral panics analysis but also point to the power of dominant stories in influencing public policy. Research limitations/implications This paper is based on only a very small sample of interviews. The material is ethically sensitive in that it may be claimed or used to cast doubt on accounts of abuse. Social implications The implications of the wider project from which it draws are potentially profound, casting doubt on the origins and detail of the Savile scandal. Originality/value The paper addresses one of the major socio-cultural episodes in recent British history, which has had a profound effect on the workings of the criminal justice system, signalling a shift away from a presumption of innocence. It also offers insight into the cultural context of care work and the possibility, especially for males, of being subject to allegations made against them.
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26

Wright, David. "The South Kensington Music Schools and the Development of the British Conservatoire in the Late Nineteenth Century." Journal of the Royal Musical Association 130, no. 2 (2005): 236–82. http://dx.doi.org/10.1093/jrma/fki012.

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In 1876, the National Training School for Music was established by the Society of Arts as a model of advanced music education after the pattern of leading European conservatoires. But, despite having Arthur Sullivan as Principal, the School failed amidst the rumblings of an academic scandal that dogged George Grove's attempt to establish the new Royal College of Music. The article sets this failure against the successful start of the Royal College and explains how conservatoires, after being in all practical senses virtually an irrelevance to professional concert life, managed to reinvent themselves as vital incubators of British musical talent.
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Pembroke, Sinéad. "Foucault and Industrial Schools in Ireland: Subtly Disciplining or Dominating through Brutality?" Sociology 53, no. 2 (April 6, 2018): 385–400. http://dx.doi.org/10.1177/0038038518763490.

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Industrial Schools run by Catholic Religious Orders in Ireland were a form of institutionalised child-welfare that incarcerated children in need for most of the 20th century. During the last decade, Industrial Schools were one of the most controversial elements of Ireland’s recent history; the abuse scandal associated with such places has led to a state apology, the setting up of an inquiry and redress process, with its final report (the Ryan Report), published in 2009. Although a fast growing literature exists on Industrial Schools, they do not analyse the precise nature of the regime inside these institutions. This article contributes to understandings of Foucault by looking at the regime and practices imposed on children incarcerated in Industrial Schools in Ireland in the 20th century, and exploring why they were used. Twenty-five interviews were conducted with male and female Industrial School survivors and analysed using a grounded theory approach.
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Choudhury, Mita. "Sheridan, Garrick, and a Colonial Gesture: "The School for Scandal" on the Calcutta Stage." Theatre Journal 46, no. 3 (October 1994): 303. http://dx.doi.org/10.2307/3208609.

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29

Fadipe, Israel Ayinla, and Nuraen Adesola Bakenne. "BBC Sex-for-Grades-Report: Nigeria Tertiary Institutions ‘Crisis Management Strategies and Stakeholders’ Reactions." Journal of Society and Media 4, no. 1 (April 20, 2020): 156. http://dx.doi.org/10.26740/jsm.v4n1.p156-179.

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Studies have already acknowledged sexual scandals as public relations nightmares of higher institutions of learning. Therefore, we examined the crisis management strategies of Nigerian tertiary institutions and stakeholders’ reactions after the British Broadcasting Corporation’s sex-for-grades report. Adopting qualitative research, we analysed 13 available press releases of institutions retrieved from some institutions’ websites and sampled opinions of 20 stakeholders comprising parents, students and lecturers through a depth interview. We used Coombs’ theory of crisis response strategies: denial, diminish, rebuild and bolstering as thematic categories. We discovered that the institutions mostly used denial with diminish response strategy to blame societal decadence, scapegoat female students for and downplayed the severity of sexual harassment incidence by the institutions. More so, all the stakeholders distrust the credibility of local media in the reportage of sexual harassment cases. However, female students feel aggrieved that school administrations and national government neglected them for failing to outlaw sexual harassment and severely punish offenders. Therefore, we recommend that considering stakeholders’ perception of sexual harassment incidence in Nigerian ivory tower, Nigerian higher educational institutions should not adopt denial response strategy for sex scandal cases.
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30

Jones, Robert W. "Texts, Tools and Things: An Approach to Manuscripts of Richard Brinsley Sheridan’sThe School for Scandal." Review of English Studies 66, no. 276 (March 24, 2015): 723–43. http://dx.doi.org/10.1093/res/hgv023.

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Baar, M. "Disability and Civil Courage under State Socialism: the Scandal over the Hungarian Guide-Dog School." Past & Present 227, no. 1 (April 9, 2015): 179–203. http://dx.doi.org/10.1093/pastj/gtu043.

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Nespor, Jan. "Future imaginaries of urban school reform." education policy analysis archives 24 (January 4, 2016): 2. http://dx.doi.org/10.14507/epaa.24.2179.

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Drawing on analytic heuristics from critical discourse analysis and cultural political economy (Jessop, 2010; Wodak, 2002), this article examines the temporal premises and “futures” embedded in a report and reform proposal created in a mid-sized, American city, Columbus, Ohio, in 2013. The product of a city-wide commission appointed in response to a school ‘cheating’ scandal, the report is both a condensation of key premises and claims circulating through national education policy discourses, and an effort to fit those ideas to a particular urban locale. This fitting involves aligning the city with a particular neoliberal representation or “imaginary” of the future that pervades current education policy discourse and planning. The article unpacks the temporal premises associated with this imaginary and shows their influence on the city’s planning. Among other things, the discourse individuates scholastic time and subordinates the present to a distant future that is represented as an already-known or predictable state of affairs. It positions practices such as standardized testing as temporal technologies for predicting the child’s position in the imagined future, and reframes racially- and class-based inequalities as differences in the kinds of futures towards which groups are oriented. The effect is to overwrite political questions of what kind of future we might want to create with technical questions of how best to prepare for an inevitable future we can’t avoid.
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Nespor, Jan. "Future imaginaries of urban school reform." education policy analysis archives 24 (January 4, 2016): 2. http://dx.doi.org/10.14507/epaa.v24.2179.

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Drawing on analytic heuristics from critical discourse analysis and cultural political economy (Jessop, 2010; Wodak, 2002), this article examines the temporal premises and “futures” embedded in a report and reform proposal created in a mid-sized, American city, Columbus, Ohio, in 2013. The product of a city-wide commission appointed in response to a school ‘cheating’ scandal, the report is both a condensation of key premises and claims circulating through national education policy discourses, and an effort to fit those ideas to a particular urban locale. This fitting involves aligning the city with a particular neoliberal representation or “imaginary” of the future that pervades current education policy discourse and planning. The article unpacks the temporal premises associated with this imaginary and shows their influence on the city’s planning. Among other things, the discourse individuates scholastic time and subordinates the present to a distant future that is represented as an already-known or predictable state of affairs. It positions practices such as standardized testing as temporal technologies for predicting the child’s position in the imagined future, and reframes racially- and class-based inequalities as differences in the kinds of futures towards which groups are oriented. The effect is to overwrite political questions of what kind of future we might want to create with technical questions of how best to prepare for an inevitable future we can’t avoid.
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TAYLOR, SARAH. "BELL, BOOK AND SCANDAL: THE STRUGGLE FOR SCHOOL ATTENDANCE IN A SOUTH CAMBRIDGESHIRE VILLAGE 1880–1890." Family & Community History 1, no. 1 (November 1998): 71–84. http://dx.doi.org/10.1179/fch.1998.1.1.006.

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35

Ribes Traver, Purificación. "Sheridan “arreglado” para la escena española: La escuela de la murmuración, de Rafael Galves Amandi (1861)." Quaderns de Filologia - Estudis Literaris 22 (January 7, 2018): 189. http://dx.doi.org/10.7203/qdfed.22.11259.

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La comedia más notable de Richard Brinsley Sheridan, The School for Scandal, se estrenó en Londres en 1777 y, debido a su enorme popularidad, se editó, representó y tradujo a diferentes lenguas a lo largo del siglo XIX. Rafael Galves, consciente de las notables diferencias de carácter ideológico, cultural y estilístico entre el teatro inglés y el español, realizó una profunda adaptación de la obra al verterla al castellano en 1861. Este artículo tiene como objetivo analizar de qué forma los rasgos estructurales, temáticos y estilísticos de su versión libre de la comedia se adecuaron a la sensibilidad y el gusto de los espectadores españoles de mediados del siglo XIX.
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Alderfer, Clayton P. "Not Just Football: An Intergroup Perspective on the Sandusky Scandal at Penn State." Industrial and Organizational Psychology 6, no. 2 (June 2013): 117–33. http://dx.doi.org/10.1111/iops.12022.

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AbstractWhen the Penn State football scandal exploded in 2012, observers tended to frame events in terms of individuals behaving badly or irresponsibly. The perpetrator of child abuse was convicted and sent to prison; the head football coach was fired; the president of the University and several senior administrators were terminated; and the former head of the Board of Trustees was forced to resign. Certainly, these actions were understandable under the circumstances. Terrible crimes had been committed and covered up for over a decade. Nevertheless, an exclusively individual focus overlooks the roles of 9 groups whose collective behavior first allowed the criminal acts to occur and then put an end to them. The groups included the children's families and high school coaches, the Penn State football coaching staff, the Penn State senior administration, the Penn State Board of Trustees, the Second Mile charitable organization, the Centre County Pennsylvania criminal justice system, Penn State students, the Big 10 athletic conference, and the National Collegiate Athletic Association. This article employs a group and intergroup perspective to analyze key events and to explain both the dysfunctional systemic behavior and the corrective actions.
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Solberg, Winton U. "A Struggle for Control and a Moral Scandal: President Edmund J. James and the Powers of the President at the University of Illinois, 1911–14." History of Education Quarterly 49, no. 1 (February 2009): 39–67. http://dx.doi.org/10.1111/j.1748-5959.2009.01167.x.

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The University of Illinois, a land-grant college, opened in 1868 and developed slowly for a quarter of a century. In 1894 the trustees, determined to give the institution greater recognition, appointed Andrew S. Draper as president. Draper had made a reputation in New York State and in Cleveland as a school administrator, but he had never attended a college or university and did not understand the transformation of higher education then taking place in the United States. During his ten-year tenure the University gained the shape of a university by establishing various professional schools, but it lacked the spirit of a university.
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Heller, Rafael. "The Editor’s Note: Equity in anxious times." Phi Delta Kappan 100, no. 8 (April 29, 2019): 4. http://dx.doi.org/10.1177/0031721719846880.

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The March 2019 Varsity Blues scandal brought to light how wealthy parents have cheated to get their children into top colleges. But even without cheating, affluent students receive many advantages in education. As economic anxiety continues to bubble up, the question of how schools can provide more equitable opportunities for children becomes even more important, argues Rafael Heller.
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DeMatthews, David, Elena Izquierdo, and David S. Knight. "Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border." education policy analysis archives 25 (January 6, 2017): 1. http://dx.doi.org/10.14507/epaa.25.2436.

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The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that “disappeared” hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.
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Rich, Emma, Lee F. Monaghan, and Andrea E. Bombak. "A discourse analysis of school girls engagement with fat pedagogy and critical health education: rethinking the childhood ‘obesity scandal’." Sport, Education and Society 25, no. 2 (January 27, 2019): 127–42. http://dx.doi.org/10.1080/13573322.2019.1566121.

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41

Tuckett, Anna. "Managing paper trails after Windrush." Journal of Legal Anthropology 3, no. 2 (December 1, 2019): 120–23. http://dx.doi.org/10.3167/jla.2019.030208.

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Stories of those who were victims of the Windrush scandal are characterised by tales of long-lost documents and urgent quests to procure paperwork – maternity certificates, payslips, dental records, school reports – that would attest to a lifetime spent in the United Kingdom. The so-called Windrush generation came to need this paperwork because, although unbeknown to most, the 1971 Immigration Act demanded that from 1973, all migrants must document their ‘legal’ presence in the UK. It was, however, only from 2014 – because of changes in legislation – that now retirement-age Commonwealth citizens, most of whom had migrated to the United Kingdom as children, found themselves facing deportation back to countries that many had not visited for decades (for a historical account of the legislation and politics that led to the Windrush scandal, see Olusoga 2019). The 2014 Immigration Act deleted a key clause of the 1999 legislation that had provided long-standing Commonwealth residents with protection from enforced removal (Taylor 2018). Some of those affected by this updated legislation report that they believed themselves to be legitimate citizens of the British state and therefore did not need to prove their right to be resident through such documentation (for case studies, see Gentleman 2019). In this case, as well as in common-sense thought more generally, documents and paperwork are understood to hold the ‘truth’. Uncover it and their holder’s rightful status will be triumphantly revealed. As such, documents are imagined to act as unambiguous mechanisms of inclusion, their absence therefore denoting the exact opposite.
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Shambaugh, David. "Training China's Political Elite: The Party School System." China Quarterly 196 (December 2008): 827–44. http://dx.doi.org/10.1017/s0305741008001148.

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AbstractOne of the most important, but under-researched and least well understood, instruments of the Chinese Communist Party (CCP) is the extensive national network of Party schools (approximately 2,700). They serve as the key institution of mid-career training and indoctrination for all Party cadres, many government cadres, some military officers and selected businessmen. In addition to its training and indoctrination functions, the Party school system (particularly the Central Party School in Beijing) is also an important generator of policy initiatives. Not all Party schools are stalwart institutions, with some being involved in corruption scandals, but on the whole they have come to play an increasingly important role in the CCP's rebuilding efforts in recent years.
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43

Lowe, Roy. "The charitable status of elite schools: the origins of a national scandal." History of Education 49, no. 1 (December 17, 2019): 4–17. http://dx.doi.org/10.1080/0046760x.2019.1674932.

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44

Hren, Darko, Ivan Buljan, and Ana Marušić. "Moral Foundations theory in the context of a political scandal." St open 1 (2020): 1–10. http://dx.doi.org/10.48188/so.1.3.

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Aim: The aim of this study was to examine the moral foundations structure in the Croatian population, and to examine possible changes in moral foundation structure after a major political scandal in Croatia. Methods: We conducted an online survey using Moral Foundations Questionnaire and Key Social Issues Scale, which was distributed in two waves, in 2009 and 2014. Participants were invited from the Faculties of Humanities and Social Sciences at the universities in Zagreb and Split and asked to distribute the survey to colleagues and friends. Results: 3000 participants completed the survey in 2009, 1323 participants completed the survey in 2014. In both samples, most participants reported that they relied more on individual foundations of “Care/Harm” and “Fairness/Cheating”, than on relational foundations of “Loyalty/Betrayal”, “Authority/Subversion” or “Sanctity/Degradation”, which are typically more valued by traditionally oriented or conservative individuals. Comparison of the two measurement time points indicated that scores on traditional foundations significantly decreased, while liberal values increased. These changes were triangulated and confirmed by the results on the Key Social Issues Scale. Conclusion: In order to encourage students and training doctors to more readily engage in research, exposure to re-search and research participation could have an incremental value to existing research education in medical schools.
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45

Kristin A. Cook. "A Transatlantic Dialogue: Affective Considerations in Sheridan's The School for Scandal and Royall Tyler's The Contrast." Yearbook of English Studies 46 (2016): 161. http://dx.doi.org/10.5699/yearenglstud.46.2016.0161.

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46

Klotz, Volker. "Rufmordangst und Rufmordlust im Komödienspiel: Richard Brinsley Sheridans The School for Scandal und Oscar Wildes The Importance of Being Earnest." Anglia 131, no. 1 (April 2013): 52–75. http://dx.doi.org/10.1515/anglia-2013-0004.

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47

Oblova, Liudmyla. "Рhilosophical understanding of philosophy. Higher school without philosophy." Grani 24, no. 3 (March 30, 2021): 104–11. http://dx.doi.org/10.15421/172132.

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The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.
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48

Oblova, Liudmyla. "Рhilosophical understanding of philosophy. Higher school without philosophy." Grani 24, no. 2 (February 28, 2021): 110–18. http://dx.doi.org/10.15421/172119.

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The conversation raises the question of the universal understanding of philosophy in order to question about the level of the contemporary's ability to understand philosophy in accordance with its original way of being. The statement of the question is connected with the catchy oddities of the current situation. We are talking about the current desire of the philosophizing community to justify the benefits of philosophy, and its substantive presence in the academic environment through the development of "competence philosophies". The spreading philosophies of "what you want", with a departure in the partial moments of a given problem, communicate a system of certain truths. But is it being introduced into a philosophical state? And do they preserve philosophy itself? Also, today, there are enough proposals to convey philosophical thought in a world separation from institutionalization. But, by all means, a fashionable and famous thinker. Or philosophize along with something attractive. With a scandal, for example. Basically, such offers are in demand. Therefore, thinking “for the money” is actively scattering. I will call this philosophy through subscription.At the same time, the applications offer spicy or hot topics with the prefix: a philosophical meeting, a philosophical view, a philosophical understanding. What do the joint stays of people who associate with the philosophy attached to the vital lead to? The aim of the article is to study the level of a contemporary's ability to understand philosophy in accordance with its original way of being. The main tasks are: 1) assessment of the current situation of actively spreading innovative teaching of philosophy; 2) analysis of the thinking of a person who is in a position where, on the one hand, “competence-based philosophy” and “craft philosophy” are being strengthened, on the other hand, the philosophy of the academy is removed from classical universities as unnecessary - under the conditions of the global market; 3) view of philosophy as an absolute unity.Research methods: The research is based on the metatheoretical method, since it allows one to describe philosophy in an inalienable way, in accordance with its nature. Avoiding methodological confusion, metatheory makes it possible to examine philosophy formally and encourage thinking, testing its power.For reflection, the comparability of the experiences of philosophy in itself and of the involved philosophy is proposed.
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Friedman, Geraldine. "School for Scandal: Sexuality, Race, and National Vice and Virtue inMiss Marianne Woods and Miss Jane Pirie Against Lady Helen Cumming Gordon." Nineteenth-Century Contexts 27, no. 1 (January 2005): 53–76. http://dx.doi.org/10.1080/08905490500133113.

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Duardovich, I. "Onto the ‘black bulletin board’ of shame, or Yury Dombrovsky in the archives of the Higher State Literary Courses (VGLK) (1925–1929)." Voprosy literatury, no. 3 (July 29, 2020): 213–76. http://dx.doi.org/10.31425/0042-8795-2020-3-213-276.

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Founded in Moscow almost a century ago, the Higher Literary-Artistic Institute was nicknamed Bryusov Institute. However, following the poet’s death and the dissolution of his school, it was the Higher State Literary Courses (VGLK) that carried on Bryusov’s project. Very little is known about VGLK, much less about Y. Dombrovsky’s life as a student there. Working on the writer’s biography, the author turned to archives and discovered facts and documents related to Dombrovsky, which also shed light on the history of the university and student and literary life in Moscow in the mid to late 1920s. Among the findings were VGLK records of the scandal involving Dombrovsky and his statement submitted to the Presidium, as well as other documents, this time in relation to a different court case, a trial that shocked Moscow public in 1928: it concerned an alleged gang rape of a female VGLK student, who later committed suicide. These incidents are described in the novel The Faculty of Useless Knowledge [Fakultet nenuzhnykh veshchey]. All materials are published and commented for the first time.
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