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Focuses on the Harvard University School of Law's compulsory retirement policy for its faculty members. Retirement age; Conflicts in approaches to the problem of aging; Issues related to the school's retirement policy raised in the student paper 'Harvard Law Record.'

This paper introduces three current major university ranking systems. The Performance Ranking of Scientific Papers for World Universities by Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT Ranking) emphasizes both the quality and quantity of research and current research performance. The Academic Ranking of World Universities by Shanghai Jiao Tung University (ARWU) focuses on outstanding performance of universities with indicators such as Nobel Prize winners. The QS World University Ranking (2004-2009) by Times Higher Education (THE-QS) emphasizes on peer review with high weighting in evaluation. This paper compares the 2009 ranking results from the three ranking systems. Differences exist in the top 20 universities in three ranking systems except the Harvard University, which scored top one in all of the three rankings. Comparisons also revealed that the THE-QS favored UK universities. Further, obvious differences can be observed between THE-QS and the other two rankings when ranking results of some European countries (Germany, UK, Netherlands, & Switzerland) and Chinese speaking regions were compared. [ABSTRACT FROM AUTHOR]

The article provides information on various developments related to environment. The Allied Social Science Associations (ASSA) will conduct its winter meeting in New Orleans, Louisiana, on January 4 to 6, 2008. A workshop on environmental policy will be held at the National Bureau of Economic Research (NBER) in Cambridge, Massachusetts, on July 21 and 22, 2008. The Harvard University Center for the Environment will award two-year postdoctoral research fellowships to scholars of environment.

• We explore micro-features of quality across early education and care in Massachusetts. • Children in middle-income families are the least likely to attend formal settings. • Public school prekindergarten show relative strengths on some indicators. • Quality measures did not explain differences in child skills across settings. This paper uses rich, representative data from the Early Learning Study at Harvard (ELS@H) to examine the landscape of early education and care among three- and four-year-olds in one state. We examine the distribution of children in setting types, taking socio-demographic characteristics of children and families into account, investigate how micro-features of quality differ across early education and care setting types (i.e., formal and informal settings), and explore whether variation in micro-features of quality is associated with children's language, literacy, math, executive functions, and social-emotional skills across the setting types. To address these aims, we employ measures of quality that capture detailed information about adult–child interactions and the nature of daily activities. Overall, we found a slight majority of three- and four-year-olds in the state were enrolled in formal settings, with fewer children enrolled in informal settings or parental care only. We observed different patterns of enrollment in formal and informal care settings based on child and family characteristics; younger children were less likely than older children to attend formal care settings, and middle-income families were less likely to use formal care relative to lower-income and higher-income families. Moderate differences in quality across setting types were observed. Children's skills also varied across setting types. However, controlling quality features did not change these patterns, and child and family characteristics accounted for much of the variation in child skills between setting types. [ABSTRACT FROM AUTHOR]

This article presents information about awards distribution. The Young Investigators' Prizes recognize outstanding and promising work by investigators who received their doctorates in the three years preceding the application deadline or who are in their final year of graduate school. The prizes include presentation of a research paper at the annual meeting of the American Society of Naturalists, reimbursement for travel to the annual meeting, and a $500 honorarium. The prize committee requests applications for the 2006 prizes from anyone supporting the objectives of the Society. Suggested names and addresses of people who should be encouraged to apply are also welcome. In recognition of the lifetime of outstanding contributions of professor E.O. Wilson in the areas of ecology and evolutionary biology, this award was established in the year of Professor Wilson's retirement from Harvard University, Cambridge, Massachusetts. Individuals whose research and writing illuminate principles of evolutionary biology and an enhanced aesthetic appreciation of natural history will merit special consideration.

This paper is based upon five interviews I conducted with Robert Vivian Pound in 2006–2007 and covers his childhood interest in radios, his time at the Massachusetts Institute of Technology Radiation Laboratory during the Second World War, his work on the discovery of nuclear magnetic resonance in condensed matter, his travels as a professor at Harvard University, and his social interactions with other physicists. [ABSTRACT FROM AUTHOR]

This article gives an account of how Aldo P. Magi, compiler of the works of author and poet Thomas Wolfe was able to acquire certain documents of correspondence by Wolfe after his death. The said documents were in the possession of a widow Carolyn Lamb in New Canaan, Connecticut, after the death of her husband Thomas Lamb. Thomas Lamb was given these documents by his teacher John Terry, who was collecting documents for a proposed biography of Wolfe. The widow, who made all efforts to gain monetary benefits from the papers, was finally persuaded by Magi and the papers were given to the Houghton Library in Harvard University, Cambridge, Massachusetts, for inclusion in the William B. Wisdom Collection of Thomas Wolfe.

Entrepreneurship education at U.S. universities formally began at Harvard University in 1947 with a single course and most significant efforts began in the past 30 years (Katz 2003). This paper provides entrepreneurship education profiles of top ranked programs, emerging campus-wide programs, and 1890 Land Grant Institution programs. Entrepreneurship Centers (ECs), typically in Schools of Business, are components of entrepreneurship education at many institutions. ECs have programs and services from research to academic instruction to community outreach and programming. This paper introduces a typology of ECs predicated upon their academic programs and community outreach. Detailed program information on and recommendations for the 1890 Land Grant Programs is provided. [ABSTRACT FROM AUTHOR]

Almost a hundred years after its foundation, the Harvard Business School (HBS) continues to represent the epitome of general management knowledge. As an academic organization, it is both idiosyncratic and conventional; as an institution, it is admired for its position, longevity and power. This paper investigates institutional mechanisms that have allowed HBS to organize around a particular set of values and beliefs, which may account for its privileged standing. We argue that a complex institution like Harvard is mirrored somewhat in the written text it produces, the case and the case method, which can be deconstructed by "reading" the resulting predicaments in sustaining such a model of knowledge. What is produced at the HBS is specific to its own organizational structure but intrinsically linked through the notion of relevance to three business ideologies: managerialism, institutionalism and American capitalism. The case method as organizational artifact and methodological tool provides a basis for understanding these general institutional dynamics as a limit to HBS's ability to change. [ABSTRACT FROM AUTHOR]

The article discusses a paper by Gerald Gabrielse et al. which brings the first improvement in two decades in the measurement of the electron's gyromagnetic ratio in 2006. The measurement of [sub e] from the group from Harvard University in Cambridge, Massachusetts, the electron's magnetic moment in units of the Bohr magneton carries an estimated uncertainty of 7.6 parts in 10. The g[sub e] measurement yields a determination of at ten times more accurate than any competing method has been able to provide.

Focuses on the life and works of the literary scholar Richard S. Kennedy. Kennedy was born in St. Paul, Minnesota, in the year 1920, and attended the University of Southern California and the University of California at Los Angeles, completing his requirements for a graduate degree in English in 1942. He chose Harvard University for further studies and began to explore the William Wisdom Collection of Thomas Wolfe's papers for a seminar paper focusing on Wolfe's dramatic works. He contributed a great deal in the study works of Thomas Wolfe. Kennedy died on December 29, 2002.

An interview with maps curator David Cobb at the Harvard University in Cambridge, Massachusetts is presented. Cobb imparts that the difference of Harvard from his former university is that users expect to use the historical collections on the benefit of their research. He states that he is well budgeted in his works at Harvard as compared to most academic collections. Cobb notes that the installation of computers is the biggest change since his arrival at the university in 1992.

The article presents information on the selection of social activist Clement G. Morgan and academic W. E. B. Du Bois as the first African Americans to deliver speeches at graduation exercises of Harvard University in Cambridge, Massachusetts in June 1890. The school administration's decision broke a racial barrier in higher education in the U.S., but new evidence provides insight on the amount of controversy that the decision raised within the University. The author explores these documents and discusses the racial tensions and discrimination that existed at Harvard despite their seemingly colorblind decision.

The author focuses on the Statistics Department at Harvard University in Cambridge, Massachusetts, and the persons who had their contribution in its history. He states that the first person who made a mark on the statistical history while at Harvard was Benjamin Peirce. He is popularly known today as the father of the philosopher Charles Sanders Peirce, but in addition to leaving a significant body of work in linear associative algebras, he also worked in statistics. After 1900, the intellectual climate in the university somewhat brightened. In 1895, it has produced an unusual pair of men, Julian Lowell Coolidge and Edward Vermilye Huntington, who left their mark on the history of statistics in Harvard.

The article focuses on the Center for Cognitive Studies of Harvard University as a case to employ economies of research tool exchange to create a method for characterizing cross-disciplinary research. It is observed that because its directors and patrons are committed to the view that creative science is an assorted search for and development of new tools, the Center's interdisciplinary research culture stressed the exchange of methods and ideas. The Center's multidisciplinary economy had the scientists working in parallel, several years later.

Focuses on preparations for tercentenary anniversary of Harvard University in Cambridge, Massachusetts. Importance of continuity and longevity as a feature of an institutions; Account on previous celebrations of the anniversary of the institution; History of the legislative founding of the university.

Excerpts from the Alfred H. Barr Papers are presented including a discussion of the implementation of a modern architectural building design for the new site of the Museum of Modern Art located in New York City, the hiring of Philip Goodwin as designer for this site, and the hiring of Gropius Andor Mies as Professor of Architecture for Harvard University in Cambridge, Massachusetts.

The article presents information on steps towards understanding and improving the educational experience of economics majors. The primary concern is with general economic understanding, the emphasis of this paper will be on how well students learn micro and macroeconomic concepts and how to apply them. At Harvard University economics students choose between an honors major and a nonhonors major. In a typical year, there are about 75 honors and 125 nonhonors majors. students are required to complete a course in both intermediate micro and macro and to write a senior thesis. Although nonhonors students have neither requirement, many complete the intermediate theory courses because of an interest in the topic, because they wish to be well prepared for the general exam, or because they had at some time intended to pursue an honors program. Honors students have a number of options in meeting the intermediate micromacro requirement. The courses with the largest numbers of students are the traditional micro and macro offerings.

For the past three years the Harvard University of the U.S. has been experimenting with self-paced instruction (SPI) in several sections of its introductory economics course, Economics 10. This paper is a report of the "what, how and for whom" of that experiment: what the benefits and costs of SPI have been, how SPI changes the learning process, and for whom among the students, it has been particularly helpful. The reader will note the lack of the evangelicalism often found in descriptions of educational innovations. This is not intended to suggest that self-paced instruction is without merit; indeed evidence suggests quite strongly that under the right circumstances, the marginal product of SPI is a 10-20 percent increase in scores and that it inspires students to take more courses in economics. However, it is also true that producing the "right circumstances" is initially rather costly in time and energy; that the distribution of the benefits is not uniform; and that after an initial period of enthusiasm, students are not happier in self-paced courses than in conventional courses. In short situations in which an SPI system would not dominate a conventional course are plausible.

The article discusses manuscript sources in American radicalism. Scholars interested in American radicalism must be prepared to travel widely if they expect to inspect manuscript sources. Virtually every state, almost every university library of any stature, has some such holdings. Socialists, and other radicals, were prolific writers of letters, memoranda, speeches and pamphlets. They also tended to keep extensive minutes of meetings of branches, committees, national boards, and even of factions. Moreover, most Socialists had a sense of history and preserved their records. Unfortunately, there is no single repository for this Socialist material. At one time it was expected that the Tamiment Institute-then called the Rand School-Library in New York would house the material. But Socialists, in the course of human events, split into innumerable factions, and the leaders of different factions gave their papers to various libraries some of them thousands of miles apart. There were also geographic reasons for the dispersion: the early Socialists of the Nineteenth century lived in Indiana, New York, Massachusetts, and (after 1880) California.

Presents information on financial management of Harvard College between 1776-90. Expenses incurred by Ebenezer Storer as treasurer of the college in 1777; Amount invested in the college in 1777; Reason why the college was obliged to protect itself against rise in prices caused by inflation of the currency.

The authors discuss the Harvard Forum II event that was held at the Harvard University in Cambridge, Massachusetts in September 2009, featured in a September 2010 issue of the journal "Information Technologies & International Development." The forum was participated by Nobel laureates Michael Spence and Amartya Sen. Among the topics discussed at the event were poverty reduction, human development, and information and communications technology (ICT).

How, where, and why carbon (C) moves into and out of an ecosystem through time are long‐standing questions in biogeochemistry. Here, we bring together hundreds of thousands of C‐cycle observations at the Harvard Forest in central Massachusetts, USA, a mid‐latitude landscape dominated by 80–120‐yr‐old closed‐canopy forests. These data answered four questions: (1) where and how much C is presently stored in dominant forest types; (2) what are current rates of C accrual and loss; (3) what biotic and abiotic factors contribute to variability in these rates; and (4) how has climate change affected the forest's C cycle? Harvard Forest is an active C sink resulting from forest regrowth following land abandonment. Soil and tree biomass comprise nearly equal portions of existing C stocks. Net primary production (NPP) averaged 680–750 g C·m−2·yr−1; belowground NPP contributed 38–47% of the total, but with large uncertainty. Mineral soil C measured in the same inventory plots in 1992 and 2013 was too heterogeneous to detect change in soil‐C pools; however, radiocarbon data suggest a small but persistent sink of 10–30 g C·m−2·yr−1. Net ecosystem production (NEP) in hardwood stands averaged ~300 g C·m−2·yr−1. NEP in hemlock‐dominated forests averaged ~450 g C·m−2·yr−1 until infestation by the hemlock woolly adelgid turned these stands into a net C source. Since 2000, NPP has increased by 26%. For the period 1992–2015, NEP increased 93%. The increase in mean annual temperature and growing season length alone accounted for ~30% of the increase in productivity. Interannual variations in GPP and NEP were also correlated with increases in red oak biomass, forest leaf area, and canopy‐scale light‐use efficiency. Compared to long‐term global change experiments at the Harvard Forest, the C sink in regrowing biomass equaled or exceeded C cycle modifications imposed by soil warming, N saturation, and hemlock removal. Results of this synthesis and comparison to simulation models suggest that forests across the region are likely to accrue C for decades to come but may be disrupted if the frequency or severity of biotic and abiotic disturbances increases. [ABSTRACT FROM AUTHOR]

An interview with Matthew S. Meselson, geneticist and Thomas Dudley Cabot Professor of the Natural Sciences at Harvard University in Cambridge, Massachusetts is presented. Meselson states that the end of biological weapons program in 1969 by the federal government was due to the 1925 Geneva Protocol. He believes that lack of transparency in U.S. biodefense work would foster perception to other nation regarding the development of threat agents.

The article examines the unprecedented interaction between scientists and the public that took place in Cambridge, Massachusetts, from August 1976 to January 1977. The controversy started when anxiety developed over the renovation of a biological laboratory at Harvard University. Scientists were planning recombinant DNA molecule experiments that required a special containment facility based on the newly issued guidelines of the National Institute of Health. Local citizens convened a citizen court to advise the city council on whether the guidelines offered were sufficient protection to the community.