Harris School Of Public Policy Studies
The University of Chicago Harris School of Public Policy is the public policy school of the University of Chicago in Chicago, Illinois, USA. It is one of the top policy schools in the United States. It is located on the University's main campus in Hyde Park. In addition to policy studies and policy analysis, the school requires its students to pursue training in economics and statistics through preliminary examinations and course requirements. Further, the Harris School is known for its curricular interactions with the University-at-large, with students drawing upon the offerings of the Booth School of Business, Law School, School of Social Service Administration, and the Graduate Division of the Social Sciences.
Read more about Harris School Of Public Policy Studies: Curriculum, Dual Degrees, Cooperative Programs, Non-Degree, Mentor Program, Harris School Policy and Research Centers, Selected Faculty and Administrators
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“You overfed the boy, Ma’am. You raised an artificial spirit in the lad, unbecoming to his station on life. This would never have happened if you kept him on gruel.”
—Vernon Harris (c. 1910)
“The difference between de jure and de facto segregation is the difference open, forthright bigotry and the shamefaced kind that works through unwritten agreements between real estate dealers, school officials, and local politicians.”
—Shirley Chisholm (b. 1924)
“Whatever an author puts between the two covers of his book is public property; whatever of himself he does not put there is his private property, as much as if he had never written a word.”
—Gail Hamilton (1833–1896)
“U.S. international and security policy ... has as its primary goal the preservation of what we might call “the Fifth Freedom,” understood crudely but with a fair degree of accuracy as the freedom to rob, to exploit and to dominate, to undertake any course of action to ensure that existing privilege is protected and advanced.”
—Noam Chomsky (b. 1928)
“Recent studies that have investigated maternal satisfaction have found this to be a better prediction of mother-child interaction than work status alone. More important for the overall quality of interaction with their children than simply whether the mother works or not, these studies suggest, is how satisfied the mother is with her role as worker or homemaker. Satisfied women are consistently more warm, involved, playful, stimulating and effective with their children than unsatisfied women.”
—Alison Clarke-Stewart (20th century)