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Book part
Publication date: 15 April 2014

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Education for a Knowledge Society in Arabian Gulf Countries
Type: Book
ISBN: 978-1-78350-834-1

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Article
Publication date: 1 January 1987

Evelyn S. Meyer

When the first edition of Poems by Emily Dickinson was published in 1890, Samuel G. Ward, a writer for the Dial, commented, “I am with all the world intensely interested…

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When the first edition of Poems by Emily Dickinson was published in 1890, Samuel G. Ward, a writer for the Dial, commented, “I am with all the world intensely interested in Emily Dickinson. She may become world famous or she may never get out of New England” (Sewall 1974, 26). A century after Emily Dickinson's death, all the world is intensely interested in the full nature of her poetic genius and her commanding presence in American literature. Indeed, if fame belonged to her she could not escape it (JL 265). She was concerned about becoming “great.” Fame intrigued her, but it did not consume her. She preferred “To earn it by disdaining it—”(JP 1427). Critics say that she sensed her genius but could never have envisioned the extent to which others would recognize it. She wrote, “Fame is a bee./It has a song—/It has a sting—/Ah, too, it has a wing” (JP 1763). On 7 May 1984 the names of Emily Dickinson and Walt Whitman were inscribed on stone tablets and set into the floor of the newly founded United States Poets' Corner of the Cathedral of St. John the Divine in New York City, “the first poets elected to this pantheon of American writers” (New York Times 1985). Celebrations in her honor draw a distinguished assemblage of international scholars, renowned authors and poets, biographers, critics, literary historians, and admirers‐at‐large. In May 1986 devoted followers came from places as distant as Germany, Poland, Scandinavia, and Japan to Washington, DC, to participate in the Folger Shakespeare Library's conference, “Emily Dickinson, Letter to the World.”

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Reference Services Review, vol. 15 no. 1
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 17 June 2020

Emily Anderson, Ayesha Khurshid, Karen Monkman and Payal Shah

This chapter explores the colocation of ethnographic and discourse approaches in gender-focused research in comparative and international education. Drawing from the…

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This chapter explores the colocation of ethnographic and discourse approaches in gender-focused research in comparative and international education. Drawing from the authors’ scholarship in the fields of girls’ education, women’s empowerment, and international education policy and development, this chapter highlights opportunities to interrogate culture in qualitative data through ethnographic and discourse approaches. The chapter concludes with reflection and future directions for these authors and for the field.

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Annual Review of Comparative and International Education 2019
Type: Book
ISBN: 978-1-83867-724-4

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Annual Review of Comparative and International Education 2013
Type: Book
ISBN: 978-1-78190-694-1

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Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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Article
Publication date: 1 January 2000

M. Eric Johnson and Emily Anderson

The value of postponing product differentiation until final distribution for manufacturers who market a family of product derivatives through multiple channels is…

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The value of postponing product differentiation until final distribution for manufacturers who market a family of product derivatives through multiple channels is examined. A model is developed of a supply chain that distributes many short‐lived products through different channels. Using the model, we find the postponement is particularly valuable for managing short‐life products. Postponement increases distribution service levels while reducing costs and order fulfillment risk. Postponement is particularly valuable when there are many derivative products and forecast error is high. Trade‐off curves are presented, that allow managers to evaluate the benefits of investing in postponement strategies.

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The International Journal of Logistics Management, vol. 11 no. 1
Type: Research Article
ISSN: 0957-4093

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Book part
Publication date: 6 January 2016

Alexander W. Wiseman, Emily Anderson, Petrina Davidson and Calley Stevens Taylor

Reflecting on scholarship and professional practice is a hallmark of a developing scholarly field and its professionalization. Yet, reflection requires data or evidence to…

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Reflecting on scholarship and professional practice is a hallmark of a developing scholarly field and its professionalization. Yet, reflection requires data or evidence to support the ideas and directions of the field as it develops. Although there is an increasing amount of data examining comparative and international education scholarship, it is neither coordinated nor systematic. This research identifies a foundation plan for creating a systematic and consistent evidence base for reflective practice. First, by examining the full-text articles in four leading comparative and international education journals published in 2014, the research reported here empirically analyzes both the content coverage in the field as well as how the research published in the field is methodologically approached. This gives an indication of where the field of comparative and international education has been and where it is going. And, by finding the answers to the “what” and “how” questions, scholars and professionals in comparative and international education are better equipped to reflect on the field and revise, expand, and develop it accordingly. This foundational research finds that single-country, qualitative research authored by single authors dominates the field of comparative and international education. But, there is also evidence that the dominant discourse in the field – represented by the most frequent title, abstract, and keywords – is incorporated into quantitative and theoretical work more than in any other. This suggests that the nature of research in comparative and international education may be characterized by a particular type (single country, single author, qualitative), but that the dominant discourse published in the comparative and international education field does not necessarily align with the most frequently used methodologies in comparative and international education research.

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Annual Review of Comparative and International Education 2015
Type: Book
ISBN: 978-1-78560-297-9

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Annual Review of Comparative and International Education 2015
Type: Book
ISBN: 978-1-78560-297-9

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Book part
Publication date: 3 July 2018

Emily Anderson

The United Nations (UN) actively incorporated new media as a tool for consultation and agenda setting during the Millennium Development Goal (MDG)–Sustainable Development…

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The United Nations (UN) actively incorporated new media as a tool for consultation and agenda setting during the Millennium Development Goal (MDG)–Sustainable Development Goal (SDG) transition. As global actors shifted their attention to the sustainable development goals, the UN and its partners scaled up their digital engagement with civil society, multinational agencies, and country-level stakeholders to inform the post-2015 agenda. This chapter explored how the UN integrated Twitter into the post-2015 consultation and how the UN Women and the United Nations Girls’ Education Initiative used Twitter to construct and diffuse girls’ education policy discourse during the MDG–SDG transition.

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Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform
Type: Book
ISBN: 978-1-78743-767-8

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Book part
Publication date: 22 August 2014

Alexander W. Wiseman and Emily Anderson

The Annual Review of Comparative and International Education 2014 provides an opportunity for reflection and debate of current issues in the field. Central among these is…

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The Annual Review of Comparative and International Education 2014 provides an opportunity for reflection and debate of current issues in the field. Central among these is how comparative and international education (CIE) is defined by scholars and practitioners, and how these understandings contribute to the field’s sense of professional and academic identity. The work of teachers and teaching in classrooms worldwide comprises much of the CIE field’s technical core and focus of policymaking as well as other relevant activity. As a result, the education of teachers and their professional development are key, and often undervalued, components. Based upon this foundation, the 2014 Annual Review highlights ways that teacher education and professional development impact CIE research and professional activity, and vice versa.

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Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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