Modern Ethiopia

This address by the chairman of the Anglo-Ethiopian Societywas given at a joint meeting of the Royal African Society, theRoyal Commonwealth Society and the Anglo-Ethiopian Society onMay 3, 1962. Lt.-Col. Neil McLean, D.S.O., M.P., took the chair     

隐形知识的转型:马来西亚华人家族制造业研究

马来西亚华人家族企业文化的特征是以"家"作为其管理模式,是一种集企业文化与权威于一体的家族文化。在"家族至上"的意识下,企业的成员和个体完全归属于家族,个人利益也须服从于家族利益,一切都以家族利益为重。所有的家族成员都有义务尽全力去追求家族的兴旺、发达和荣耀。家族成员都身居要职,掌握着家族企业的隐性知识和核心秘密。由于马来西亚华人家族的利益和企业利益的高度一致,因此他们都会严守秘密,创新其组织,因而制造出利基产品(Niche Product)而使本身企业在激烈的竞争中立于不败之地。当马来西亚华人中小型家族企业(SMEs)经历世代交替之际,这些华人企业却鲜少着重于如何发展其创办人的隐性知识。然而,为确保企业的永续发展,马来西亚华人企业的新一代已开始将隐性知识更加具体化,培育和创新其企业管理、进行企业改革和改善企业的行销技巧。     

‘Toys’ and ‘Whispers’ in ‘16‐land’: SOE and Ireland, 1940–1942

This article explores SOE plans to organise stay behind parties in neutral Ireland in cooperation with Irish army officers, in anticipation of a successful German invasion, as well as efforts to prepare for sabotage operations and to plant rumours through its agent Roddy Keith, and later through the British press attache John Betjeman. SOE's ambitions were opposed both by MI5 and SIS. MI5 wished to protect its own links with Irish intelligence, while SIS feared for the security of its covert Irish networks (which in fact were already penetrated). The consequent rows drew in C, Sir Frank Nelson, and other senior figures. They were resolved by Churchill, who felt that to provide the Irish with war material would only encourage them in their neutrality policy. His verdict was taken as an instruction to SOE to quit Ireland.     

High School Exit Exams and Dropout in an Era of Increased Accountability

A key form of student‐level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students who cannot pass HSEEs moderates any dropout effects. Using a district‐grade‐level panel assembled from the Common Core of Data, we exploit the fact that new exit exam policies first affect a particular graduating class, so we can isolate the impact of exposure to HSEEs for students in one grade in a district separate from other unaffected grades in the same district. We estimate dropout effects by grade for all students, and by race, sex, and urbanicity. We find that HSEEs increase dropout rates for students in the 12th grade, with especially large effects for African‐American students. Dropout effects are uniformly larger in states that do not provide alternate pathways to receive a diploma or alternative credentials for students that cannot pass exit exams. We estimate that 1.25 percent of 12th graders in these states do not graduate with their high school class, likely due to having a diploma withheld because of inability to pass the requisite HSEE. © 2013 by the Association for Public Policy Analysis and Management.