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2013 - 57th Annual Conference of the Comparative and International Education Society Words: 418 words || 
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1. Liu, Baocun. "From Project 211 to Project 2011: A Policy Analysis of the Higher Education Reform in China" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p635693_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: From Project 211 to Project 2011: A Policy Analysis of the Higher Education Reform in China

Higher education in China has been undergoing dramatic changes during the past 20 years. On the one hand, China has established the largest higher education system in the world, providing more higher education opportunities to senior high school graduates. On the other hand, China launched Project 211, Project 985 and Project 2011 to build world class universities and promote the quality of higher education as well as the transition from a country of huge human resources to a country of strong human resources.
Project 211, started from 1993, aims to build 100 universities and key disciplines in the 21st century, with key disciplines, public service system and overall conditions as its priorities. Project 985 , started from 1998, aims to build some world-class universities and high-level universities , with mechanism innovation, faculty development, research centers construction, supporting resources , international exchange and cooperation as its main tasks. Project 2011, started in 2012, aims to promote mechanism reform of higher education institutions and improve their innovation competence in education, research and discipline. Project 2011 is the expansion and development of Project 211 and Project 985. Project 211 and Project 985 give more priority to disciplines, talents training and research centers construction to promote the development within the campuses while Project 2011 gives more priority to mechanism reform of the universities to promote the collaborative innovation among the university, research institution and enterprises. The three projects are different but connected. The development from Project 211, Project 985 to Project 2011 reflects the different demands and strategies at different stages of higher education in China.
The goal of the research is to examine the development of the higher education reform policy in China, focusing on the three important projects, analyze the differences and relationship among them. The research will be based on the government documents, data from Ministry of Education. Policy analysis and comparative study will be used in the research. The data will be analyzed from the view of the Triple Helix Theory of Henry Etzkowitz and Loet Leydesdoff.
The development from Project 211, Project 985 to Project 2011, reflects the characteristics of higher education reform in China. At different stages of higher education development, China makes different policies to solve different problems and achieve different goals. At the beginning of Project 2011, China is facing with some challenges and problems. Thus the research will also put forward some suggestions to the governments and the universities.

2012 - The Law and Society Association Words: 499 words || 
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2. Yearby, Ruqaiijah. "The Issue of Race and the Potential Dangers of the Genome Project of Africa and the "Phenome" Project" Paper presented at the annual meeting of the The Law and Society Association, Hilton Hawaiian Village Resort, Honolulu, HI, Jun 03, 2012 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p558883_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: One central purpose of genetic research is to determine specific genotypes associated with diseases. Most thought that the Human Genome Project Race put to rest that race accounts for significant genetic difference among humans, which accounts for disparities in disease. Yet, race still remains central in genetic research. The Genome Project of Africa and the ‘phenome’ project illustrate the perils of the continued use of race in genetic research.

Recently announced, the Genome Project of Africa has several goals, including using new research tools to help us understand the relationship between genes and the environment, in health and disease and building capacity on the African continent so that African researchers can conduct these kinds of studies. The project is potentially beneficial because it will be easier to delineate the genetic variants linked to diseases that predominate in Africa. However, the project may also perpetuate colonial racialized notions that one group of Africans is more superior or civilized to another based on genetic differences.

Although the organizers recognized that research in the past had been in a colonial mode of doing science because the research has been done in Africa and then the byproducts have been transported to other countries, I suggest that some of the new forms of research such as the Genome Project in African continue this colonial mode by the structure of the research, the statements made by researchers and the explicit and implicit goals of the research.

For example, racialized theories of superiority and civilization are the basis for the division of Africa into Northern and Sub-Saharan Africa. The Genome Project is concentrating only on Sub-Saharan Africa, even though Northern Africans are affected by the same environmental factors. The belief of inferiority/superiority is also apparent in statements made by the key organizers of the project and the overall ideology of the project.

In a public meeting announcing the program, one organizer stated that “if you look at science and genetics, most of the research is coming from Africa, and indeed not led by African scientists, I don’t think that’s because of lack of intellectual capacity, but not having the resources to do that at the present time.” Discussing any ethnic or racial populations' intellectual ability is a eugenics idea that ethnic and racial groups are innately inferior. It is ironic that this statement was made about the ability of Africans to be scientist, when the project is partnering with African scientists. Moreover, the genome project has shown that the differences among ethnicities and races is minute, yet those organizing the genome project in Africa still harbor this belief that there is some difference in intellect linked to ethnicity or race. Although the speaker seems to discount the possible inferiority of Africans, by raising the issue at all means that some believe that it is relevant and maybe used as an explanation if the project fails to accomplish the task to train Africans or build capacity.

2015 - American Sociological Association Annual Meeting Words: 238 words || 
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3. Del Villar, Erika Mae. "PROJECT TERROR: State Projects, U.S. Policy and the Construction of the War on Terror" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton Chicago and Palmer House Hilton, Chicago, Illinois, Aug 20, 2015 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p1010179_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The absence of a universal definition of terrorism has resulted in varied – and even conflicting – interpretations of the phenomenon within national legal systems. Defining terrorism and operationalizing the mechanisms to combat it can thus be perceived as a ‘state project’ (Jessop 1990) rather than a global one; it is a tool necessary for state formation, cohesion, and hegemony. Since each State has the liberty to define terrorism and formulate laws or policies in line with it, the processes by which a state conceptualizes and operationalizes terrorism reflects particular political (rather than human rights) interests, and ultimately becomes another instrument of state power. In the case of the United States, the adoption of post-9/11 counterterrorism policies reflected the development of a highly politicized discourse on the ‘War on Terror,’ and was the product of the need to prove American resilience and national might in the face of an “unknown enemy.”
Drawing on the theoretical lens of Bob Jessop’s (1990) strategic-relational approach to examining states, this paper examines the strategic political processes engaged in by the United States to define and frame terrorism through formal laws and government policies over time. The aim is to understand how these processes relate to the development of a discourse and regime around terrorism (and counter-terrorism) that not merely seeks to address the threat, but more significantly, becomes another mechanism to consistently ensure and reify the global hegemonic power of the United States.

2015 - ARNOVA’s 44th Annual Conference Words: 101 words || 
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4. Garcia Contreras, Rogelio. and Parra, Carmen. "Project Design, Implementation and Impact Evaluation: The Challenges of a Social Enterprise Project in the Yucatan" Paper presented at the annual meeting of the ARNOVA’s 44th Annual Conference, Palmer House Hotel, Chicago, Illinois, Nov 18, 2015 <Not Available>. 2018-04-20 <http://citation.allacademic.com/meta/p1034184_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This article is a compilation of survey data, independent research and impact evaluations on the development of microcredit revolving funds for the creation of small business operations in highly impoverished and marginalized communities of the Yucatan Peninsula. The article gathers testimony of dozens of families that have had access to at least three different sources of micro finance services in the region: Government revolving funds, a private microfinance institution and a small non-profit foundation. The study highlights achievements and shortcomings of each of these programs, evaluating the impact they have on efforts to eradicate poverty and sponsor small business operations.

2016 - LRA Annual Conference Pages: unavailable || Words: unavailable || 
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5. Duke, Nell., Halvorsen, Anne-Lise., Revelle, Katie. and Strachan, Stephanie. "Implementation and Effects of Project-Based Units Taught by Teachers New to Project-Based Pedagogy" Paper presented at the annual meeting of the LRA Annual Conference, OMNI Nashville, Nashville, Tennessee, Nov 29, 2016 Online <APPLICATION/PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p1145485_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed

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