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Shadow (psychology)

About: Shadow (psychology) is a research topic. Over the lifetime, 8396 publications have been published within this topic receiving 117158 citations.


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Book
22 Mar 2018
TL;DR: White-collar crime is defined as economic crime committed by a person of respectability and high social status in the course of an occupation as mentioned in this paper, and it is a specific type of crime.
Abstract: One of the theoretical challenges facing scholars is to develop an accepted definition of white-collar crime. The main characteristic is that it is economic crime committed by a person of respectability and high social status in the course of an occupation. While Edwin Sutherland’s concept of white-collar crime has enlightened sociologists, criminologists, and management researchers, the concept may have confused attorneys, judges and lawmakers. One reason for this confusion is that white-collar crime in Sutherland’s research is both a crime committed by a specific type of person, and it is a specific type of crime. Later research has indicated, as applied in this book, that white-collar crime is no specific type of crime, it is only a crime committed by a specific type of person.

30 citations

Journal ArticleDOI
TL;DR: The field class is a major problem in two of those three categories as mentioned in this paper, and the field class also has the potential for an impact on retention that ought to be pointed out in deanly or even university foundation discussions.
Abstract: ********** In an academic world continually threatened with budget reductions and evermore-relentless calls for a wholesale redirection of departmental funds into technological upgrades, it is difficult to do something manifestly orthodox. In a professional world in which there is an ever-more-constant drumming about your ears for increased scholarly productivity and grasping at national visibility, it is difficult to do something that involves fiscal or temporal start-up costs. And in a teaching world that seems enthralled with every possible digital enhancement of the spoken word, it is difficult to do something so plainly pedestrian as talking directly to and with small groups of students. In other words, these are very hard times to speak up in favor of a class in old-fashioned, locally focused, low-tech field geography. Conceding these academic realities, I'd nonetheless like to promote the academic and professional merit of stepping up to the motor-pool counter, ordering a van, and taking a dozen or so students out to do battle with the realities of the local world. No battle is more fun to win; few victories bring greater personal and departmental rewards. And, beyond that, there is no bad landscape. Let me explore these domains. DEPARTMENTAL DISINCLINATION TO SUPPORT LOCAL FIELDWORK The current rush in many a college and university is toward increased class size, experiments in distance learning, and--in a manner of contradiction--replacement of graduate teaching assistants in the classroom with ladder faculty whenever possible. The field class is a major problem in two of those three categories. It is as small as a seminar, and its content transports over uplink lines with less efficiency than any classroom lecture material. However, on the real-faculty-interacting-with-real-students front, it is perfect. In terms of class size, there is no arguing about its rich ratio and steep cost. However, there is an intensity in the interaction between faculty and students, both graduate and undergraduate, that has a value one can use to offset exhortations for increased class sizes. The weapons to be used are development and retention, two new terms that currently shadow virtually all university administration innovations. When students take on the task of participating in a local field class, they are casting aside the likelihood of being able to disappear behind a bland wall of other students who function as a buffer between the professor and the reluctant class members. In a field class--just as in a small-section foreign-language class--all students are confronted with a need for responsiveness, reaction, and participation in problem solving in every single class period. Although a student may not view this as good news, it is precisely class situations such as these that capture the mind and have the potential for growing into significant recollections of engaging college life. Such a teaching situation, especially in a large university, stimulates a connection with education that is almost never matched in traditional large lecture classes. The field class also has the potential for an impact on retention that ought to be pointed out in deanly or even university foundation discussions. In talking with students who have walked away from the university, you often hear that "no one there really cared whether I stayed or not." There are a hundred variants on this lament, but they swirl around the core difficulty college students have, particularly in their first years at the university, in finding a niche that seems both accommodating and satisfying. Large auditorium classes and endless sections with teaching assistants who may or may not be sympathetic to this loneliness do not generally solve such problems. A small field class can change everything. And such a change, such enhancement of student reaction and subsequent recollections, may mean real dollars in the context of both retention and development. …

30 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present pieces of this project at Columbia Law School's faculty retreat, the NYU Legal History Colloquium, and conferences at the University of Michigan Law School, University of Texas Law School and University of Southern California Law School.
Abstract: f Associate Professor of Law, Columbia Law School. For helpful comments and conversations at various stages of this Article's progress, I am grateful to Amy Adler, Barbara Black, Nancy Cott, Cindy Estlund, Willy Forbath, Katherine Franke, Jesse Furman, Ron Gilson, Risa Goluboff, Joanna Grossman, Linda Kerber, Larry Kramer, Bill LaPiana, Gillian Lester, Jim Liebman, Gillian Metzger, Subha Narasimhan, Bill Nelson, Gerry Neuman, Richard Primus, Harvey Rishikof, Chuck Sabel, Carol Sanger, Reva Siegel, Susan Sturm, Dennis Ventry, John Witt, and Kenji Yoshino. Thanks also to John Demos, Glenda Gilmore, and Bob Gordon, who offered invaluable advice at an earlier stage of framing this project. I am also grateful for comments I received when I presented pieces of this project at Columbia Law School's faculty retreat, the NYU Legal History Colloquium, and conferences at the University of Michigan Law School, the University of Texas Law School, and the University of Southern California Law School. Finally, Jennifer Chin provided terrific research support, and Matthew McHale and the staff of The Yale Law Journal provided superb editorial assistance.

30 citations

Journal ArticleDOI
TL;DR: In this article, an estimation of the size and development of the shadow economy of Germany, using various estimation procedures, is provided, and conclusions about the effect of shadow economy on the official one and incentive-oriented policy means are presented, so that the ''black'' value added can be transformed into the official value added.

30 citations

Book
01 Jan 1917
TL;DR: Only the young have such moments as discussed by the authors, and only the very young have, properly speaking, no moments, and this is the privilege of early youth to live in advance of its day in all the beautiful continuity of hope which knows no pauses and no introspection.
Abstract: Only the young have such moments. I don’t mean the very young. No. The very young have, properly speaking, no moments. It is the privilege of early youth to live in advance of its day in all the beautiful continuity of hope which knows no pauses and no introspection.

30 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20231,102
20222,472
2021374
2020435
2019429