text:
@article{dumont_many_2019,
	title = {The {Many} ({Subtle}) {Ways} {Parents} {Game} the {System}: {Mixed}-method {Evidence} on the {Transition} into {Secondary}-school {Tracks} in {Germany}},
	volume = {92},
	shorttitle = {The {Many} ({Subtle}) {Ways} {Parents} {Game} the {System}},
	doi = {10.1177/0038040719838223},
	abstract = {We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study (N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents (N = 25) collected during the 2010–11, 2011–12, and 2012–13 school years. The quantitative analyses show that students from high–socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children. © American Sociological Association 2019.},
	number = {2},
	journal = {Sociology of Education},
	author = {Dumont, H. and Klinge, D. and Maaz, K.},
	year = {2019},
	keywords = {class inequality, international education, mixed methods, parental cultural capital, school/parent relationships, social capital, tracking},
	pages = {199--228}
}

@incollection{mayer_germany:_2007,
	title = {Germany: {Institutional} {Change} and {Inequalities} of {Access} in {Higher} {Education}},
	isbn = {978-0-8047-5462-0},
	shorttitle = {{CHAPTER} {TEN}},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=31894206&site=ehost-live},
	abstract = {Chapter Ten of the book "Stratification in Higher Education" is presented. The growth, internal differentiation, and inequalities of access in the German system of tertiary education are examined. Earlier findings that social inequalities in obtaining tertiary education diminish in the long term is presented.},
	urldate = {2018-09-12},
	booktitle = {Stratification in {Higher} {Education}},
	publisher = {Stanford University Press},
	author = {Mayer, Karl Ulrich and Müller, Walter and Pollak, Reinhard},
	month = jun,
	year = {2007},
	keywords = {Social stratification, Equality, Germany, Higher education, Postsecondary education},
	pages = {240--265}
}

@incollection{gratz_legacies_2016,
	title = {Legacies of the {Past}: {Social} {Origin}, {Educational} {Attainment} and {Labour}-{Market} {Outcomes} in {Germany}},
	isbn = {978-1-78536-045-9},
	abstract = {Questioning the assumption that education is the ‘great social equalizer’, this book takes a comparative approach to the social origin–education–destination triangle by examining advantage in 14 different countries, including case studies from Europe, Israel, the USA, Russia and Japan.Contributions from leading experts examine the relation between family background, education and occupational achievement over time and across educational levels, focusing on the relationship between individuals’ social origins and their income and occupational outcomes. Providing new theoretical insights, this book eloquently analyzes a variety of barriers to social mobility. Using concepts of compensatory and boosting advantage to explain the intergenerational transmission of social inequality, it refutes the notion of contemporary societies as education-based and meritocratic, showing that in most of the countries studied there is no sign of decreasing intergenerational association, despite the expansion of education.With its multitude of pertinent case studies, Education, Occupation and Social Origin will be of interest to academics and students of social policy as well as those interested in social inequalities and their evolution over time. It will also be a useful reference for governmental policymakers in the wake of the current economic crisis.},
	language = {en},
	booktitle = {Education, {Occupation} and {Social} {Origin}: {A} {Comparative} {Analysis} of the {Transmission} of {Socio}-{Economic} {Inequalities}},
	publisher = {Edward Elgar Publishing},
	author = {Grätz, Michael and Pollak, Reinhard},
	month = apr,
	year = {2016},
	keywords = {Social Science / Sociology / General, Education / Aims \& Objectives, Education / Educational Policy \& Reform / General, POLITICAL SCIENCE / Public Policy / Cultural Policy, SOCIAL SCIENCE / Anthropology / Cultural, SOCIAL SCIENCE / Popular Culture, Education / Philosophy, Theory \& Social Aspects},
	annote = {Google-Books-ID: GxDxCwAAQBAJ}
}

@incollection{heyman_observations_2001,
	address = {Münster; Piscataway, NJ},
	title = {Observations on {American} {Higher} {Education}: {Is} the {American} {System} {Relevant} {For} {Germany}?},
	isbn = {978-3-8258-4942-9 978-3-8258-4943-6},
	language = {English},
	booktitle = {German and {American} higher education: educational philosophies and political systems},
	publisher = {Lit ; Distributed in North America by Transaction Publishers},
	author = {Heyman, Michael},
	year = {2001},
	annote = {OCLC: 48022997}
}

@incollection{neugebauer_inequality_2013,
	title = {Inequality in {Transitions} to {Secondary} {School} and {Tertiary} {Education}},
	isbn = {978-0-8047-8448-1},
	abstract = {In many countries, concern about socio-economic inequalities in educational attainment has focused on inequalities in test scores and grades. The presumption has been that the best way to reduce inequalities in educational outcomes is to reduce inequalities in performance. But is this presumption correct? Determined to Succeed? is the first book to offer a comprehensive cross-national examination of the roles of performance and choice in generating inequalities in educational attainment. It combines in-depth studies by country specialists with chapters discussing more general empirical, methodological, and theoretical aspects of educational inequality. The aim is to investigate to what extent inequalities in educational attainment can be attributed to differences in academic performance between socio-economic groups, and to what extent they can be attributed to differences in the choices made by students from these groups. The contributors focus predominantly on inequalities related to parental class and parental education.},
	language = {en},
	booktitle = {Determined to {Succeed}?: {Performance} versus {Choice} in {Educational} {Attainment}},
	publisher = {Stanford University Press},
	author = {Neugebauer, Martin and Reimer, David and Schindler, Steffen and Stocke, Volker},
	month = jan,
	year = {2013},
	keywords = {Social Science / Sociology / General},
	pages = {56--88},
	annote = {Google-Books-ID: MLTIlC86xBoC}
}

@incollection{vallet_change_2004,
	title = {Change in {Intergenerational} {Class} {Mobility} in {France} from the 1970s to the 1990s and its {Explanation}: {An} {Analysis} {Following} the {CASMIN} {Approach}},
	isbn = {978-0-19-925845-1},
	abstract = {Social Mobility in Europe is the most comprehensive study to date of trends in intergenerational social mobility. It uses data from 11 European countries covering the last 30 years of the twentieth century to analyze differences between countries and changes through time.The findings call into question several long-standing views about social mobility. We find a growing similarity between countries in their class structures and rates of absolute mobility: in other words, the countries of Europe are now more alike in their flows between class origins and destinations than they were thirty years ago. However, differences between countries in social fluidity (that is, the relative chances, between people of different class origins, of being found in given classdestinations) show no reduction and so there is no evidence supporting theories of modernization which predict such convergence. Our results also contradict the long-standing Featherman Jones Hauser hypothesis of a basic similarity in social fluidity in all industrial societies 'with a market economyand a nuclear family system'. There are considerable differences between countries like Israel and Sweden, where societal openness is very marked, and Italy, France, and Germany, where social fluidity rates are low. Similarly, there is a substantial difference between, for example, the Netherlands in the 1970s (which was quite closed) and in the 1990s, when it ranks among the most open societies.Mobility tables reflect many underlying processes and this makes it difficult to explain mobility and fluidity or to provide policy prescriptions. Nevertheless, those countries in which fluidity increased over the last decades of the twentieth century had not only succeeded in reducing class inequalities in educational attainment but had also restricted the degree to which, among people with the same level of education, class background affected their chances of gaining access to better classdestinations.},
	language = {en},
	booktitle = {Social {Mobility} in {Europe}},
	publisher = {OUP Oxford},
	author = {Vallet, Louis-Andre},
	month = nov,
	year = {2004},
	keywords = {Social Science / Sociology / General, Social Science / Social Classes \& Economic Disparity},
	annote = {Google-Books-ID: HuYTDAAAQBAJ}
}

@article{featherman_assumptions_1975,
	title = {Assumptions of social mobility research in the {U}.{S}.: {The} case of occupational status},
	volume = {4},
	issn = {0049-089X},
	shorttitle = {Assumptions of social mobility research in the {U}.{S}.},
	url = {http://www.sciencedirect.com/science/article/pii/0049089X75900022},
	doi = {10.1016/0049-089X(75)90002-2},
	abstract = {This paper examines the theoretical and empirical basis for common rank-orderings of occupational roles by raters throughout the world. From an illustrative comparison of occupational stratification in Australia and the United States we conclude tentatively that (1) commonalities in the socioeconomic characteristics of occupational roles provide the basis for interplace consistencies in “prestige” scores, (2) the structure of occupational mobility in the U.S. and Australia is largely similar, (3) this similar structure of occupational stratification manifests a common socioeconomic process which defines a (the?) major component of occupational mobility in capitalist, industrial (only?) societies. We infer that “prestige” scores for occupations are fallible estimates of the socioeconomic statuses of occupation, within the context of mobility processes in (at least) the U.S. and Australia.},
	number = {4},
	urldate = {2019-03-07},
	journal = {Social Science Research},
	author = {Featherman, David L and {Jones} and Hauser, Robert M},
	month = dec,
	year = {1975},
	pages = {329--360}
}

@article{lee_elite_2013,
	title = {Elite {Colleges} and {Socioeconomic} {Status}},
	volume = {7},
	issn = {17519020},
	url = {http://doi.wiley.com/10.1111/soc4.12068},
	doi = {10.1111/soc4.12068},
	abstract = {Elite colleges have long been associated with socioeconomic reproduction, passing along elite social standing to children of middle and upper-middle socioeconomic status (SES) parents. How has that role changed during the expansion of American higher education over the past 50 years? Have elite colleges and universities also become providers of socioeconomic mobility? In this essay, I outline recent demographic, admissions, and ﬁnancial aid changes at these institutions and compare both in-college experiences and college outcomes between low-SES and more-afﬂuent students at elite colleges. I argue that although elite colleges and universities do include greater numbers of low-SES students than in earlier generations and have great potential for even further inclusion, they remain far from serving as broad engines of socioeconomic mobility.},
	language = {en},
	number = {9},
	urldate = {2018-04-17},
	journal = {Sociology Compass},
	author = {Lee, Elizabeth M.},
	month = sep,
	year = {2013},
	pages = {786--798},
	file = {Lee - 2013 - Elite Colleges and Socioeconomic Status Elite Col.pdf:C\:\\Users\\axxe.1la\\Zotero\\storage\\ZRHRYZB9\\Lee - 2013 - Elite Colleges and Socioeconomic Status Elite Col.pdf:application/pdf}
}

@article{buchmann_stratification_2009,
	title = {Stratification and the formation of expectations in highly differentiated educational systems},
	volume = {27},
	issn = {02765624},
	url = {http://linkinghub.elsevier.com/retrieve/pii/S0276562409000420},
	doi = {10.1016/j.rssm.2009.10.003},
	abstract = {Highly differentiated educational systems constitute a common organizational form of schooling in which youth are sorted into secondary schools that stress either vocational or academic training and between which movement is rare. With standardized data from ﬁve countries, we illuminate two important stratiﬁcation processes in these systems: (1) social origins strongly inﬂuence students’ placement into different types of schools with high SES students most likely to attend academically oriented schools that provide a direct pathway to the university. (2) The types of schools students attend largely determine their educational and occupational expectations and impart a strong dose of realism in these expectations. Thus, the institutional arrangements of highly differentiated educational systems perpetuate socioeconomic inequalities quite early in the life course, well before students complete their education and enter the labor force.},
	language = {en},
	number = {4},
	urldate = {2018-09-27},
	journal = {Research in Social Stratification and Mobility},
	author = {Buchmann, Claudia and Park, Hyunjoon},
	month = dec,
	year = {2009},
	pages = {245--267}
}

@article{hout_more_1988,
	title = {More {Universalism}, {Less} {Structural} {Mobility}: {The} {American} {Occupational} {Structure} in the 1980s},
	volume = {93},
	issn = {0002-9602},
	shorttitle = {More {Universalism}, {Less} {Structural} {Mobility}},
	url = {http://www.jstor.org/stable/2780817},
	abstract = {The association between men's and women's socioeconomic origins and destinations decreased by one-third between 1972 and 1985. This trend is related to the rising proportion of workers who have college degrees. Origin status effects destination status among workers who do not have bachelor's degrees, but college graduation cancels the effect of background status. Therefore, the more college graduates in the work force, the weaker the association between origin status and destination status for the population as a whole. Overall mobility remains unchanged because a decline in structural mobility offsets the increased openness of the class structure. Upward mobility still exceeds downward mobility in the 1980s but by a smaller margin than it did in the 1960s and 1970s.},
	number = {6},
	urldate = {2018-09-13},
	journal = {American Journal of Sociology},
	author = {Hout, Michael},
	year = {1988},
	pages = {1358--1400}
}

@article{schofer_worldwide_2005,
	title = {The {Worldwide} {Expansion} of {Higher} {Education} in the {Twentieth} {Century}},
	volume = {70},
	issn = {00031224},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=19362362&site=ehost-live},
	abstract = {The authors analyze the rapid worldwide expansion of higher educational enrollments over the twentieth century using pooled panel regressions. Expansion is higher in economically developed countries (in some but not all analyses) as classic theories would have it. Growth is greater where secondary enrollments are high and where state control over education is low, consistent with conflict and competition theories. Institutional theories get strong support: growth patterns are similar in all types of countries, are especially high in countries more linked to world society, and sharply accelerate in virtually all countries after 1960. The authors theorize and operationalize the institutional processes involved, which include scientization, democratization and the expansion of human rights, the rise of development planning, and the structuration of the world polity. With these changes, a new model of society became institutionalized globally—one in which schooled knowledge and personnel were seen as appropriate for a wide variety of social positions, and in which many more young people were seen as appropriate candidates for higher education. An older vision of education as contributing to a more closed society and occupational system—with associated fears of "over-education"—was replaced by an open-system picture of education as useful "human capital" for unlimited progress. The global trends are so strong that developing countries now have higher enrollment rates than European countries did only a few decades ago, and currently about one-fifth of the world cohort is now enrolled in higher education.},
	number = {6},
	urldate = {2018-09-13},
	journal = {American Sociological Review},
	author = {Schofer, Evan and Meyer, John W.},
	month = dec,
	year = {2005},
	keywords = {DEMOCRATIZATION, DEVELOPING countries, EDUCATION \& economics, EDUCATION \& state, EDUCATIONAL planning, EDUCATIONAL sociology, HIGHER education, INTERNATIONAL cooperation on education, TUITION tax credits},
	pages = {898--920}
}

@article{torche_is_2011,
	title = {Is a {College} {Degree} {Still} the {Great} {Equalizer}? {Intergenerational} {Mobility} across {Levels} of {Schooling} in the {United} {States}},
	volume = {117},
	issn = {00029602},
	shorttitle = {Is a {College} {Degree} {Still} the {Great} {Equalizer}?},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tsh&AN=67179378&site=ehost-live},
	doi = {10.1086/661904},
	abstract = {A quarter century ago, an important finding in stratification research showed that the intergenerational occupational association was much weaker among college graduates than among those with lower levels of education. This article provides a comprehensive assessment of the “meritocratic power” of a college degree. Drawing on five longitudinal data sets, the author analyzes intergenerational mobility in terms of class, occupational status, earnings, and household income for men and women. Findings indicate that the intergenerational association is strong among those with low educational attainment; it weakens or disappears among bachelor’s degree holders but reemerges among those with advanced degrees, leading to a U-shaped pattern of parental influence. Educational and labor market factors explain these differences in mobility: parental resources influence college selectivity, field of study, and earnings more strongly for advanced-degree holders than for those with a bachelor’s degree alone.},
	number = {3},
	urldate = {2018-09-12},
	journal = {American Journal of Sociology},
	author = {Torche, Florencia},
	month = nov,
	year = {2011},
	keywords = {UNITED States, BACHELOR'S degree, INTERGENERATIONAL mobility, PARENTAL influences, EDUCATIONAL attainment – United States, HIGHER education – United States},
	pages = {763--807}
}

@article{meyer_effects_1977,
	title = {The {Effects} of {Education} as an {Institution}},
	volume = {83},
	issn = {00029602},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=15392236&site=ehost-live},
	abstract = {Education is usually seen as affecting society by socializing individuals. Recently this view has been attacked with the argument that education is a system of allocation, conferring success on some and failure on others. The polemic has obscured some of the interesting implications of allocation theory for socialization theory and for research on the effects of education. But allocation theory, too, focuses on educational effects on individuals being processed. It turns out to be a special case of a more general macrosociological theory of the effects of education as a system of legitimation. Education restructures whole populations, creating and expanding elites and redefining the rights and obligations of members. The institutional effects of education as a legitimation system are explored. Comparative and experimental studies are suggested.},
	number = {1},
	urldate = {2018-04-17},
	journal = {American Journal of Sociology},
	author = {Meyer, John W.},
	month = jul,
	year = {1977},
	keywords = {United States, Education, Sociology, Legitimation (Sociology), Macrosociology, Socialization, Education \& society – United States},
	pages = {55--77}
}

@incollection{muller_germany:_1998,
	address = {Oxford},
	title = {Germany: {Education} and {Labour} {Market} {Entry}},
	isbn = {978-0-19-829322-4},
	booktitle = {From school to work : a comparative study of educational qualifications and occupational destinations. {Edited} by {Yossi} {Shavit} and {Walter} {Müller}},
	publisher = {Clarendon Press},
	author = {Müller, Walter and Steinmann, Susanne and Ell, Renate},
	year = {1998},
	keywords = {331.11/423, GB, 労働力 (地理区分), 就職, 教育と経済, 教育社会学, 階級 (地理区分), Education – Economic aspects – Case studies, Educational sociology – Case studies, Labor supply – Effect of education on – Case studies, School-to-work transition – Social aspects – Case studies, Social classes – Case studies},
	pages = {143--188}
}

@book{georg_social_2012,
	title = {Social inequality in {German} higher education during the 20th century},
	volume = {9783531188980},
	isbn = {978-3-531-18898-0},
	language = {English},
	publisher = {VS Verlag fur Sozialwissenschaften},
	author = {Georg, W.},
	year = {2012},
	doi = {10.1007/978-3-531-18898-0_39},
	annote = {325}
}

@article{breen_explaining_1997,
	title = {Explaining {Educational} {Differentials}: {Towards} a {Formal} {Rational} {Action} {Theory}},
	volume = {9},
	issn = {1043-4631},
	shorttitle = {{EXPLAINING} {EDUCATIONAL} {DIFFERENTIALS}},
	url = {https://doi.org/10.1177/104346397009003002},
	doi = {10.1177/104346397009003002},
	abstract = {In this paper we seek to provide an explanation of three widely documented empirical phenomena. These are: (i) increasing educational participation rates; (ii) little change in class differentials in these rates; and (iii) a recent and very rapid erosion of gender differentials in educational attainment levels. We develop a formal mathematical model, using a rational action approach and drawing on earlier work that seeks to explain these three trends as the product of individual decisions made in the light of the resources available to, and the constraints facing, individual pupils and their families. The model represents children and their families as acting rationally, i.e. as choosing among the different educational options available to them on the basis of evaluations of their costs and benefits and of the perceived probabilities of more or less successful outcomes. It then accounts for stability, or change, in the educational differentials that ensue by reference to a quite limited range of situational features. So, both class and gender differences in patterns of educational decisions are explained as the consequence of differences in resources and constraints. We do not, therefore, invoke `cultural' or `normative' differences between classes or genders to account for why they differ in their typical educational decisions (though we have something to say about the role of norms in such an account). Because the model is presented mathematically, testable corollaries are easy to derive as are other implications of our model for patterns of relevant behaviour.},
	language = {en},
	number = {3},
	urldate = {2019-01-17},
	journal = {Rationality and Society},
	author = {Breen, Richard and Goldthorpe, John H.},
	month = aug,
	year = {1997},
	pages = {275--305}
}

@article{goyette_who_2006,
	title = {Who {Studies} the {Arts} and {Sciences}? {Social} {Background} and the {Choice} and {Consequences} of {Undergraduate} {Field} of {Study}},
	volume = {77},
	issn = {00221546},
	shorttitle = {Who {Studies} the {Arts} and {Sciences}?},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.3838699&site=eds-live},
	abstract = {Curricula in U.S. colleges and universities have historically evolved around two ideal types: arts and science fields (A\&S), and vocational fields. Using the National Educational Longitudinal Study, 1992-1994, we find that high socioeconomic status (SES) students are more likely to choose A\&S fields than are low-SES students. The Baccalaureate and Beyond Longitudinal Study, 1993-1997, shows that vocational majors are employed at higher paying jobs than are A\&S majors 4 years after college graduation, while arts and science majors are more likely to enroll in graduate school during these years. We conclude that these distinct educational trajectories reinforce the relationship between parents' and their children's social class.},
	number = {3},
	urldate = {2019-02-26},
	journal = {The Journal of Higher Education},
	author = {Goyette, Kimberly A. and Mullen, Ann L.},
	year = {2006},
	keywords = {Education, Academic achievement, Students, Academic education, Formal education, Vocational education, Academic communities, Educational institutions, Pedagogy, Schools, Higher education, Economic disciplines, Economics, Socioeconomics, College students, Curricula, Educational administration, Educational methods, Educational programs, School enrollment, Socioeconomic status},
	pages = {497}
}

@article{mullen_who_2003,
	title = {Who {Goes} to {Graduate} {School}? {Social} and {Academic} {Correlates} of {Educational} {Continuation} after {College}},
	volume = {76},
	issn = {0038-0407},
	shorttitle = {Who {Goes} to {Graduate} {School}?},
	url = {https://www.jstor.org/stable/3090274},
	doi = {10.2307/3090274},
	abstract = {[Although sociologists have found direct links between parents' education and the high school and college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate and Beyond Longitudinal Study, the authors reexamine this issue and extend the literature by disaggregating graduate programs by type. They find that parents' education has no effect on their children's entry into MBA programs and only a small influence on entry into master's programs; however, there is a strong effect of parents' education on entry into first-professional and doctoral programs. The role of parental education is largely indirect, working primarily through the characteristics of a student's undergraduate institution, academic performance, educational expectations, and career values. In addition, college performance maintains a strong, independent effect on enrollment in graduate school.]},
	number = {2},
	urldate = {2019-02-26},
	journal = {Sociology of Education},
	author = {Mullen, Ann L. and Goyette, Kimberly A. and Soares, Joseph A.},
	year = {2003},
	pages = {143--169},
	file = {JSTOR Full Text PDF:C\:\\Users\\axxe.1la\\Zotero\\storage\\QYJLGU5I\\Mullen et al. - 2003 - Who Goes to Graduate School Social and Academic C.pdf:application/pdf}
}

@article{muller_bildung_2015,
	title = {Bildung und soziale {Mobilität} in {Deutschland}},
	volume = {9},
	issn = {1863-8163},
	url = {https://doi.org/10.1007/s11943-015-0161-1},
	doi = {10.1007/s11943-015-0161-1},
	abstract = {The article investigates the long term development of intergenerational social mobility in Germany and how this development is related to educational attainment in successive birth cohorts from 1925 to 1974. To this aim, data of more than 30 representative population surveys carried out since the mid 1970es is harmonized and analysed using log-linear models. The results show that among members of the younger cohorts class position attained in adult life depends less on their parent’s class position than among older cohorts. This increase in intergenerational social fluidity is shown to derive from two education-related developments. First, in the younger cohorts educational attainment depends less on parental class, and because education strongly affects class position in adulthood the latter also depends less on parental class. Second, parental class usually influences respondent’s class also thru other, often called ‘direct effects’, independent of the education mediated influences. These direct effects tend to be stronger among individuals with low than those with high education. As, due to educational expansion, the younger cohorts include reduced proportions of people with low education and increased proportions with high education, also direct effects are lower among the younger than among the older cohorts. Thus, intergenerational social fluidity has increased both because of reduced inequality in educational attainment and reduced direct effects of class origin on class destination.},
	language = {de},
	number = {1},
	urldate = {2019-02-12},
	journal = {AStA Wirtschafts- und Sozialstatistisches Archiv},
	author = {Müller, Walter and Pollak, Reinhard},
	month = apr,
	year = {2015},
	keywords = {Education, Educational inequality, Intergenerational mobility, Social mobility, Bildung, Bildungsexpansion, Bildungsungleichheit, Educational expansion, Intergenerationale Mobilität, Social fluidity, Soziale Durchlässigkeit, Soziale Mobilität},
	pages = {5--26}
}

@book{erikson_constant_1992,
	address = {Oxford [England]; New York},
	title = {The constant flux: a study of class mobility in industrial societies},
	isbn = {978-0-19-827383-7 978-0-19-827908-2},
	shorttitle = {The constant flux},
	abstract = {This is a study of social mobility within the developing class structures of modern industrial societies based on a unique data-set constructed by Robert Erikson and John Goldthorpe. The focus is on the experience of European nations–western and eastern–in the period of the 'long boom' following the Second World War; but the book also devotes separate chapters to examining the experience of the USA, Australia, and Japan. The authors combine historical and statistical approaches in their analysis of both trends in mobility and of cross-national similarities and differences. They show that wide variation at the level of actually observed mobility coexists with a surprising degree of constancy and commonality in underlying patterns of social fluidity. The empirical results of their study serve as the basis for a critical re-examination of current theories of mobility and for raising more general issues of the proper concerns and methods of comparative macro-sociology.},
	language = {English},
	publisher = {Clarendon Press ; Oxford University Press},
	author = {Erikson, Robert and Goldthorpe, John H},
	year = {1992},
	annote = {OCLC: 24319347}
}

@article{ridgeway_why_2014,
	title = {Why {Status} {Matters} for {Inequality}},
	volume = {79},
	issn = {00031224},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=94183037&site=ehost-live},
	doi = {10.1177/0003122413515997},
	abstract = {To understand the mechanisms behind social inequality, this address argues that we need to more thoroughly incorporate the effects of status—inequality based on differences in esteem and respect—alongside those based on resources and power. As a micro motive for behavior, status is as significant as money and power. At a macro level, status stabilizes resource and power inequality by transforming it into cultural status beliefs about group differences regarding who is “better” (esteemed and competent). But cultural status beliefs about which groups are “better” constitute group differences as independent dimensions of inequality that generate material advantages due to group membership itself. Acting through micro-level social relations in workplaces, schools, and elsewhere, status beliefs bias evaluations of competence and suitability for authority, bias associational preferences, and evoke resistance to status challenges from low-status group members. These effects accumulate to direct members of higher status groups toward positions of resources and power while holding back lower status group members. Through these processes, status writes group differences such as gender, race, and class-based life style into organizational structures of resources and power, creating durable inequality. Status is thus a central mechanism behind durable patterns of inequality based on social differences.},
	number = {1},
	urldate = {2018-12-12},
	journal = {American Sociological Review},
	author = {Ridgeway, Cecilia L.},
	month = feb,
	year = {2014},
	keywords = {Educational attainment, gender, Socioeconomic factors, class, inequality, interpersonal relations, race, Social classes, social status, Income – Psychological aspects},
	pages = {1--16}
}

@article{chetty_fading_2017,
	title = {The fading {American} dream: {Trends} in absolute income mobility since 1940},
	volume = {356},
	copyright = {Copyright © 2017, American Association for the Advancement of Science},
	issn = {0036-8075, 1095-9203},
	shorttitle = {The fading {American} dream},
	url = {https://science.sciencemag.org/content/356/6336/398},
	doi = {10.1126/science.aal4617},
	abstract = {Aspiring to do better than one's parents The American dream promises that hard work and opportunity will lead to a better life. Although the specifics of what constitutes a better life vary from generation to generation, one constant is that children expect to do better—or at least to have a good chance at doing better—than their parents. Chetty et al. show that this dream did come true for children born in the middle of the 20th century, but only for half of children born in 1984 (see the Policy Forum by Katz and Krueger). A more even distribution of economic growth, rather than more growth, would allow more children to fulfill their dreams. Science, this issue p. 398; see also p. 382 We estimated rates of “absolute income mobility”—the fraction of children who earn more than their parents—by combining data from U.S. Census and Current Population Survey cross sections with panel data from de-identified tax records. We found that rates of absolute mobility have fallen from approximately 90\% for children born in 1940 to 50\% for children born in the 1980s. Increasing Gross Domestic Product (GDP) growth rates alone cannot restore absolute mobility to the rates experienced by children born in the 1940s. However, distributing current GDP growth more equally across income groups as in the 1940 birth cohort would reverse more than 70\% of the decline in mobility. These results imply that reviving the “American dream” of high rates of absolute mobility would require economic growth that is shared more broadly across the income distribution. Only half of Americans see their dreams come true. Only half of Americans see their dreams come true.},
	language = {en},
	number = {6336},
	urldate = {2019-08-22},
	journal = {Science},
	author = {Chetty, Raj and Grusky, David and Hell, Maximilian and Hendren, Nathaniel and Manduca, Robert and Narang, Jimmy},
	month = apr,
	year = {2017},
	pmid = {28438988},
	pages = {398--406}
}

@article{glenn_servitude_1992,
	title = {From {Servitude} to {Service} {Work}: {Historical} {Continuities} in the {Racial} {Division} of {Paid} {Reproductive} {Labor}},
	volume = {18},
	issn = {00979740},
	shorttitle = {From {Servitude} to {Service} {Work}},
	url = {https://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.3174725&site=eds-live&scope=site},
	number = {1},
	urldate = {2019-07-29},
	journal = {Signs},
	author = {Glenn, Evelyn Nakano},
	year = {1992},
	keywords = {African Americans, Labor, Child care, Division of labor, Domestic workers, Feminism, Nurses, Registered nurses, White people, Working women},
	pages = {1}
}

@article{reskin_including_2003,
	title = {Including {Mechanisms} in {Our} {Models} of {Ascriptive} {Inequality}: 2002 {Presidential} {Address}},
	volume = {68},
	issn = {00031224},
	shorttitle = {Including {Mechanisms} in {Our} {Models} of {Ascriptive} {Inequality}},
	url = {https://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.3088900&site=eds-live&scope=site},
	abstract = {Sociologists' principal contribution to our understanding of ascriptive inequality has been to document race and sex disparities. We have made little headway, however, in explaining these disparities because most research has sought to explain variation across ascriptive groups in more or less desirable outcomes in terms of allocators' motives. This approach has been inconclusive because motive-based theories cannot be empirically tested. Our reliance on individual-level data and the balkanization of research on ascriptive inequality into separate specialties for groups defined by different ascriptive characteristics have contributed to our explanatory stalemate. Explanation requires including mechanisms in our models-the specific processes that link groups' ascribed characteristics to variable outcomes such as earnings. I discuss mechanisms that contribute to variation in ascriptive inequality at four levels of analysis-intrapsychic, interpersonal, societal, and organizational. Redirecting our attention from motives to mechanisms is essential for understanding inequality and-equally important-for contributing meaningfully to social policies that will promote social equality.},
	number = {1},
	urldate = {2019-07-29},
	journal = {American Sociological Review},
	author = {Reskin, Barbara},
	year = {2003},
	keywords = {Employment, Social psychology, Social inequality, Criminal motive, Employment discrimination, Gender discrimination, Income inequality, Motivation, Observational research, Social discrimination},
	pages = {1}
}

@article{ridgeway_consensus_2006,
	title = {Consensus and the {Creation} of {Status} {Beliefs}},
	volume = {85},
	issn = {0037-7732},
	url = {https://academic.oup.com/sf/article/85/1/431/2235134},
	doi = {10.1353/sof.2006.0139},
	abstract = {Abstract. We develop a new status construction theory argument that apparently valid social realities in which a salient social difference is consistently link},
	language = {en},
	number = {1},
	urldate = {2019-07-29},
	journal = {Social Forces},
	author = {Ridgeway, Cecilia L. and Correll, Shelley J.},
	month = sep,
	year = {2006},
	pages = {431--453}
}

@book{weber_economy_1978,
	title = {Economy and {Society}: {An} {Outline} of {Interpretive} {Sociology}},
	isbn = {978-0-520-03500-3},
	shorttitle = {Economy and {Society}},
	abstract = {Max Weber's Economy and Society is the greatest sociological treatise written in this century. Published posthumously in Germany in the early 1920's, it has become a constitutive part of the modern sociological imagination. Economy and Society was the first strictly empirical comparison of social structures and normative orders in world-historical depth, containing the famous chapters on social action, religion, law, bureaucracy, charisma, the city, and the political community with its dimensions of class, status and power. Economy and Status is Weber's only major treatise for an educated general public. It was meant to be a broad introduction, but in its own way it is the most demanding textbook yet written by a sociologist. The precision of its definitions, the complexity of its typologies and the wealth of its historical content make the work a continuos challenge at several levels of comprehension: for the advanced undergraduate who gropes for his sense of society, for the graduate student who must develop his own analytical skills, and for the scholar who must match wits with Weber. When the long-awaited first complete English edition of Economy and Society was published in 1968, Arthur Stinchcombe wrote in the American Journal of Sociology: "My answer to the question of whether people should still start their sociological intellectual biographies with Economy and Society is yes." Reinhard Bendix noted in the American Sociological Review that the "publication of a compete English edition of Weber's most systematic work [represents] the culmination of a cultural transmission to the American setting...It will be a study-guide and compendium for years to come for all those interested in historical sociology and comparative study." In a lengthy introduction, Guenther Roth traces the intellectual prehistory of Economy and Society, the gradual emergence of its dominant themes and the nature of its internal logic. Mr. Roth is a Professor of Sociology at Columbia University. Mr. Wittich heads an economic research group at the United Nations.},
	language = {en},
	publisher = {University of California Press},
	author = {Weber, Max},
	year = {1978},
	keywords = {Social Science / Sociology / General, Business \& Economics / General},
	annote = {Google-Books-ID: MILOksrhgrYC}
}

@article{manzoni_equalizing_2019,
	title = {The {Equalizing} {Power} of a {College} {Degree} for {First}-{Generation} {College} {Students}: {Disparities} {Across} {Institutions}, {Majors}, and {Achievement} {Levels}},
	volume = {60},
	issn = {1573-188X},
	shorttitle = {The {Equalizing} {Power} of a {College} {Degree} for {First}-{Generation} {College} {Students}},
	url = {https://doi.org/10.1007/s11162-018-9523-1},
	doi = {10.1007/s11162-018-9523-1},
	abstract = {Researchers have paid increasing attention to issues of access and retention among first-generation college students but have focused less on their post-college outcomes. We extend this literature by investigating if there is a generational wage gap, that is, a gap between first- and continuing-generation students’ wages. We also ask how the generational wage gap varies across institutions, majors, and achievement levels, and what accounts for it. Using data from the Baccalaureate and Beyond Longitudinal Study, we show that 10 years after completing college there is a substantial generational wage gap. However, for women, the generational wage gap fades when controlling for individual characteristics such as race and motherhood status. For men, the generational wage gap does not disappear when controlling for individual characteristics, but does disappear when controlling for labor market characteristics. In addition, we find that the generational wage gap is more a product of how students are distributed into industries, jobs, and work locations than how they are distributed into educational institutions, majors, and achievement levels.},
	language = {en},
	number = {5},
	urldate = {2019-07-01},
	journal = {Research in Higher Education},
	author = {Manzoni, Anna and Streib, Jessi},
	month = aug,
	year = {2019},
	keywords = {Higher education, Inequality, First-generation},
	pages = {577--605}
}

@article{buchmann_growing_2006,
	title = {The {Growing} {Female} {Advantage} in {College} {Completion}: {The} {Role} of {Family} {Background} and {Academic} {Achievement}},
	volume = {71},
	issn = {0003-1224},
	shorttitle = {The {Growing} {Female} {Advantage} in {College} {Completion}},
	url = {https://doi.org/10.1177/000312240607100401},
	doi = {10.1177/000312240607100401},
	abstract = {In a few short decades, the gender gap in college completion has reversed from favoring men to favoring women. This study, which is the first to assess broadly the causes of the growing female advantage in college completion, considers the impact of family resources as well as gender differences in academic performance and in the pathways to college completion on the rising gender gap. Analyses of General Social Survey data indicate that the female-favorable trend in college completion emerged unevenly by family status of origin to the disadvantage of sons in families with a low-educated or absent father. Additional analyses of National Educational Longitudinal Survey (NELS) data indicate that women's superior academic performance plays a large role in producing the gender gap in college completion, but that this effect remains latent until after the transition to college. For NELS cohorts, who were born in the mid-1970s, the female advantage in college completion remains largest in families with a low-educated or absent father, but currently extends to all family types. In conjunction with women's growing incentives to attain higher education, gender differences in resources related to family background and academic performance largely explain the growing female advantage in college completion.},
	language = {en},
	number = {4},
	urldate = {2019-06-28},
	journal = {American Sociological Review},
	author = {Buchmann, Claudia and DiPrete, Thomas A.},
	month = aug,
	year = {2006},
	pages = {515--541}
}

@article{becker_recent_2016,
	title = {Recent {Developments} in {School} {Tracking} {Practices} in {Germany}: {An} {Overview} and {Outlook} on {Future} {Trends}},
	volume = {10},
	issn = {18024637},
	shorttitle = {Recent {Developments} in {School} {Tracking} {Practices} in {Germany}},
	url = {https://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=126396417&site=eds-live&scope=site},
	doi = {10.14712/23363177.2017.8},
	abstract = {Grouping students into different learning groups according to their achievement levels, often referred to as ability grouping or tracking, is an almost universal feature of secondary school structures. Explicit school tracking, i.e., providing different school types according to different levels of ability, is one way to implement ability grouping in school systems. Germany is still considered the prototypical example of explicit school tracking, often in reference to its three-tier structure. However, many are unaware that this structure is hardly present anymore. In recent decades, tracking practices in secondary school structures have been subject to substantial discussion and changes in Germany. As a result, several German states (Länder) have changed their tracking practices and now differ in the extent to which they implement explicit tracking. The article gives an overview of the specific structures of and changes in tracking practices and explores how the system in Germany can be described, both historically and currently. It also gives an outlook on the political and educational implications of these changes.},
	number = {3},
	urldate = {2019-05-16},
	journal = {Orbis Scholae},
	author = {Becker, Michael and Neumann, Marko and Dumont, Hanna},
	month = sep,
	year = {2016},
	keywords = {School administration, ability grouping, de-tracking reform, school structure, school tracking, secondary schools, Secondary schools, Education – Germany},
	pages = {9--25}
}

@article{quadlin_mark_2018,
	title = {The {Mark} of a {Woman}’s {Record}: {Gender} and {Academic} {Performance} in {Hiring}},
	volume = {83},
	issn = {0003-1224, 1939-8271},
	shorttitle = {The {Mark} of a {Woman}’s {Record}},
	url = {http://journals.sagepub.com/doi/10.1177/0003122418762291},
	doi = {10.1177/0003122418762291},
	abstract = {Women earn better grades than men across levels of education—but to what end? This article assesses whether men and women receive equal returns to academic performance in hiring. I conducted an audit study by submitting 2,106 job applications that experimentally manipulated applicants’ GPA, gender, and college major. Although GPA matters little for men, women benefit from moderate achievement but not high achievement. As a result, highachieving men are called back significantly more often than high-achieving women—at a rate of nearly 2-to-1. I further find that high-achieving women are most readily penalized when they major in math: high-achieving men math majors are called back three times as often as their women counterparts. A survey experiment conducted with 261 hiring decisionmakers suggests that these patterns are due to employers’ gendered standards for applicants. Employers value competence and commitment among men applicants, but instead privilege women applicants who are perceived as likeable. This standard helps moderate-achieving women, who are often described as sociable and outgoing, but hurts high-achieving women, whose personalities are viewed with more skepticism. These findings suggest that achievement invokes gendered stereotypes that penalize women for having good grades, creating unequal returns to academic performance at labor market entry.},
	language = {en},
	number = {2},
	urldate = {2018-11-19},
	journal = {American Sociological Review},
	author = {Quadlin, Natasha},
	month = apr,
	year = {2018},
	pages = {331--360}
}

@article{alon_evolution_2009,
	title = {The {Evolution} of {Class} {Inequality} in {Higher} {Education}: {Competition}, {Exclusion}, and {Adaptation}},
	volume = {74},
	issn = {00031224},
	shorttitle = {The {Evolution} of {Class} {Inequality} in {Higher} {Education}},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=44611923&site=ehost-live},
	abstract = {This study develops a comprehensive theoretical framework regarding the evolution of the class divide in postsecondary education. I conceptualize three prototypes of class inequality—effectively maintained, declining, and expanding—and associate their emergence with the level of competition in college admissions. I also unearth the twin mechanisms, exclusion and adaptation, that link class hierarchy to a highly stratified postsecondary system in an allegedly meritocratic environment. Intra- and inter-cohort comparisons reveal that while the class divide regarding enrollment and access to selective postsecondary schooling is ubiquitous, it declines when competition for slots in higher education is low and expands during periods of high competition. In such a regime of effectively expanding inequality (EEI), a greater emphasis on a certain selection criterion (like test scores) in admission decisions—required to sort the influx of applicants—is bolstered by class-based polarization vis-à-vis this particular criterion. This vicious cycle of exclusion and adaptation intensifies and expedites the escalation of class inequality. The results show that adaptation is more effective than exclusion in expanding class inequality in U.S. higher education.},
	number = {5},
	urldate = {2018-11-19},
	journal = {American Sociological Review},
	author = {Alon, Sigal},
	month = oct,
	year = {2009},
	keywords = {Equality, College attendance, Class consciousness, Class differences, Class politics, Discrimination in education, Elitism, Social adjustment, Unfair competition, UNIVERSITIES \& colleges, University \& college admission, University \& college entrance requirements, College applications – Social aspects, College environment – Moral \& ethical aspects, Postsecondary education – Social aspects},
	pages = {731--755},
	file = {EBSCO Full Text:C\:\\Users\\axxe.1la\\Zotero\\storage\\8TG97L84\\Alon - 2009 - The Evolution of Class Inequality in Higher Educat.pdf:application/pdf}
}

@book{blau_american_1967,
	address = {New York},
	title = {The {American} occupational structure},
	isbn = {978-0-471-08035-0},
	language = {English},
	publisher = {Wiley},
	author = {Blau, Peter M and Duncan, Otis Dudley},
	year = {1967},
	annote = {OCLC: 232432}
}

@article{roksa_what_2010,
	title = {What {Can} {You} {Do} with {That} {Degree}? {College} {Major} and {Occupational} {Status} of {College} {Graduates} over {Time}},
	volume = {89},
	issn = {00377732},
	shorttitle = {What {Can} {You} {Do} with {That} {Degree}?},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57405551&site=ehost-live},
	abstract = {While income inequality among college graduates is well documented, inequality in occupational status remains largely unexplored. We examine whether and how occupational specificity of college majors is related to college graduates' transition into the labor market and their subsequent occupational trajectories. Analyses of NLSY79 indicate that occupationally specific degrees are beneficial at the point of entry into the labor market but have the lowest growth in occupational status over time. Students earning credentials focusing on general skills, in contrast, begin in jobs with low occupational status but subsequently report the greatest growth. These findings illuminate specific ways in which educational and occupational systems interact and provide a novel approach for understanding inequality in labor market outcomes among college graduates.},
	number = {2},
	urldate = {2018-11-16},
	journal = {Social Forces},
	author = {Roksa, Josipa and Levey, Tania},
	month = dec,
	year = {2010},
	keywords = {United States, Occupational mobility, Career development, College majors, EMPLOYMENT, Human capital, Occupational prestige, Women college graduates, Academic degrees – United States, Employment of college graduates – United States, Labor market – United States, Occupations – United States},
	pages = {389--415}
}

@article{gaddis_discrimination_2015,
	title = {Discrimination in the {Credential} {Society}: {An} {Audit} {Study} of {Race} and {College} {Selectivity} in the {Labor} {Market}},
	volume = {93},
	issn = {00377732},
	shorttitle = {Discrimination in the {Credential} {Society}},
	url = {http://proxy.lib.ohio-state.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=103104524&site=ehost-live},
	abstract = {Racial inequality in economic outcomes, particularly among the college educated, persists throughout US society. Scholars debate whether this inequality stems from racial differences in human capital (e.g., college selectivity, GPA, college major) or employer discrimination against black job candidates. However, limited measures of human capital and the inherent difficulties in measuring discrimination using observational data make determining the cause of racial differences in labor-market outcomes a difficult endeavor. In this research, I examine employment opportunities for white and black graduates of elite top-ranked universities versus high-ranked but less selective institutions. Using an audit design, I create matched candidate pairs and apply for 1,008 jobs on a national job-search website. I also exploit existing birth-record data in selecting names to control for differences across social class within racialized names. The results show that although a credential from an elite university results in more employer responses for all candidates, black candidates from elite universities only do as well as white candidates from less selective universities. Moreover, race results in a double penalty: When employers respond to black candidates, it is for jobs with lower starting salaries and lower prestige than those of white peers. These racial differences suggest that a bachelor's degree, even one from an elite institution, cannot fully counteract the importance of race in the labor market. Thus, both discrimination and differences in human capital contribute to racial economic inequality.},
	number = {4},
	urldate = {2018-11-16},
	journal = {Social Forces},
	author = {Gaddis, S. Michael},
	month = jun,
	year = {2015},
	keywords = {Employment, UNITED States, EMPLOYMENT, African American college graduates, Employer attitudes, Employment of African Americans, Job qualifications, Discrimination in employment – United States, Equality – Economic aspects, Higher education – United States, Labor market – United States – Social aspects, Social classes – United States},
	pages = {1451--1479}
}

@article{raftery_maximally_1993,
	title = {Maximally {Maintained} {Inequality}: {Expansion}, {Reform}, and {Opportunity} in {Irish} {Education}, 1921-75},
	volume = {66},
	issn = {0038-0407},
	shorttitle = {Maximally {Maintained} {Inequality}},
	url = {https://www.jstor.org/stable/2112784},
	doi = {10.2307/2112784},
	abstract = {Secondary education in Ireland has expanded steadily in the 20th century, with a big surge in the late 1960s. In 1967, tuition fees for secondary education were removed and other egalitarian reforms were implemented. This article analyzes the changes in the effect of social origin on educational transitions for the 1908-56 birth cohorts. The results show that overall class differences in educational attainment declined, but class barriers were not removed; they simply became less consequential because the educational system expanded to the point where it could afford to be less selective. The results lead to the hypothesis of maximally maintained inequality and an explanation of it in terms of rational choice. The 1967 reforms appear to have had no effect on equality of educational opportunity. A closer study of the economic incentives for education at that time suggests why and suggests alternative reforms that might have been more effective without costing more money.},
	number = {1},
	urldate = {2018-11-13},
	journal = {Sociology of Education},
	author = {Raftery, Adrian E. and Hout, Michael},
	year = {1993},
	pages = {41--62}
}

@article{stevens_sieve_2008,
	title = {Sieve, {Incubator}, {Temple}, {Hub}: {Empirical} and {Theoretical} {Advances} in the {Sociology} of {Higher} {Education}},
	volume = {34},
	shorttitle = {Sieve, {Incubator}, {Temple}, {Hub}},
	url = {https://doi.org/10.1146/annurev.soc.34.040507.134737},
	doi = {10.1146/annurev.soc.34.040507.134737},
	abstract = {Higher education lacks an intellectually coherent sociology; varied research on colleges and universities is dispersed widely throughout the discipline. This review initiates a critical integration of this scholarship. We argue that sociologists have conceived of higher education systems as sieves for sorting and stratifying populations, incubators for the development of competent social actors, temples for the legitimation of official knowledge, and hubs connecting multiple institutional domains. Bringing these lines of scholarship together facilitates new theoretical insights and research questions.},
	number = {1},
	urldate = {2018-10-26},
	journal = {Annual Review of Sociology},
	author = {Stevens, Mitchell L. and Armstrong, Elizabeth A. and Arum, Richard},
	year = {2008},
	pages = {127--151}
}

@article{torche_intergenerational_2018,
	title = {Intergenerational {Mobility} at the {Top} of the {Educational} {Distribution}},
	volume = {91},
	issn = {0038-0407, 1939-8573},
	url = {http://journals.sagepub.com/doi/10.1177/0038040718801812},
	doi = {10.1177/0038040718801812},
	abstract = {Research has shown that intergenerational mobility is higher among individuals with a college degree than those with lower levels of schooling. However, mobility declines among graduate degree holders. This finding questions the meritocratic power of higher education. Prior research has been hampered, however, by the small samples of advanced degree holders in representative surveys. Drawing on a large longitudinal data set of PhD holders—the Survey of Doctorate Recipients—this study examines intergenerational mobility among the American educational elite, separately for men and women and different racial/ethnic groups. Results show substantial mobility among PhD holders. The association between parents’ education and adult children’s earnings is moderate among men and nonexistent among women with doctoral degrees. However, women’s earnings converge to an average level that is much lower than men’s, signaling ‘‘perverse openness’’ for women even at the top of the educational distribution. Among men, there is variation in mobility by race and ethnicity. The intergenerational socioeconomic association is null for Asian men, small for white and black men, and more pronounced for Hispanics. Educational and occupational mediators account for intergenerational association among blacks and whites but not Hispanic men. A doctoral degree largely detaches individuals from their social origins in the United States, but it does not eliminate all sources of inequality.},
	language = {en},
	number = {4},
	urldate = {2018-10-23},
	journal = {Sociology of Education},
	author = {Torche, Florencia},
	month = oct,
	year = {2018},
	pages = {266--289}
}

@article{hamilton_going_2018,
	title = {Going {Greek}: {The} {Organization} of {Campus} {Life} and {Class}-{Based} {Graduation} {Gaps}},
	volume = {96},
	issn = {00377732},
	shorttitle = {Going {Greek}},
	doi = {10.1093/sf/sox089},
	abstract = {Social scientists have long recognized that college students from lower-income households have lower college completion rates than their more affluent peers who are attending the very same schools. Yet parsing the mechanisms through which relative socioeconomic disadvantage and privilege influence college completion has been difficult. This paper leverages a novel dataset comprising information from the Integrated Postsecondary Education Data System, the Education Trust Pell Partnership, and the U.S. News and World Report to investigate the potential influence of Greek letter societies (i.e., fraternities and sororities) on gaps in completion rates between Pell Grant recipients and non-Pell, non-Stafford loan recipients. We find that at selective four-year schools, which tend to enroll students from a wide variety of class backgrounds, the presence of Greek letter societies is associated with greater class-based graduation gaps. The association is evident, but less significant, at the nation's most selective universities. Results suggest that both stratification researchers and higher education administrators should seriously consider the extra-academic features of college life as important mediators of social inequality.},
	number = {3},
	journal = {Social Forces},
	author = {Hamilton, Laura T and Cheng, Simon},
	month = mar,
	year = {2018},
	keywords = {ACHIEVEMENT gap, CLASS differences, COLLEGE students, GRADUATION (Education), GRADUATION rate, LOW-income college students, GREEK letter societies – United States},
	pages = {977--1008}
}

repository: axxeerick/famelo

repo_name: axxeerick/famelo

gha_language: Shell


text:
@inproceedings{Ghisi_tenor2016,
  Address = {Cambridge, UK},
  Author = { Daniele Ghisi and Carlos Agon },
  Title = {Real-Time Corpus-Based Concatenative Synthesis for Symbolic Notation},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {1--7},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Herremans_tenor2016,
  Address = {Cambridge, UK},
  Author = { Dorien Herremans and Elaine Chew },
  Title = {Tension ribbons: Quantifying and visualising tonal tension},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {8--18},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Vickery_tenor2016,
  Address = {Cambridge, UK},
  Author = { Lindsay Vickery },
  Title = {Hybrid Real/Mimetic Sound Works},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {19--24},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Jeong_tenor2016,
  Address = {Cambridge, UK},
  Author = { Dasaem Jeong and Juhan Nam },
  Title = {Visualizing Music in its Entirety using Acoustic Features: Music Flowgram},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {25--32},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Misra_tenor2016,
  Address = {Cambridge, UK},
  Author = { Chandan Misra and Tuhin Chakraborty and Anupam Basu and Baidurya Bhattacharya },
  Title = {Swaralipi: A Framework for Transcribing and Rendering Indic Music Sheet},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {33--43},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Hurtado_tenor2016,
  Address = {Cambridge, UK},
  Author = { Enrike Hurtado and Thor Magnusson },
  Title = {Notating the Non-Notateable: Digital Notation of Txalaparta Practice},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {44--49},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Sonnenfeld_tenor2016,
  Address = {Cambridge, UK},
  Author = { Alexander Sonnenfeld and Kjetil Falkenberg Hansen },
  Title = {S-notation: A complete musical notation system for scratching and sample music derived from "Theory of Motions"},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {50--57},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Hall_tenor2016,
  Address = {Cambridge, UK},
  Author = { Tom Hall },
  Title = {Pitchcircle3D: A Case Study in Live Notation for Interactive Music Performance},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {58--64},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Shafer_tenor2016,
  Address = {Cambridge, UK},
  Author = { Seth Shafer },
  Title = {Performance Practice of Real-Time Notation},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {65--70},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Zitellini_tenor2016,
  Address = {Cambridge, UK},
  Author = { Rodolfo Zitellini and Laurent Pugin },
  Title = {Representing atypical music notation practices: An example with late 17th century music},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {71--77},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Palma_tenor2016,
  Address = {Cambridge, UK},
  Author = { Helena Palma },
  Title = {The Expressive Function in Wor Songs},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {78--84},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Fournier_tenor2016,
  Address = {Cambridge, UK},
  Author = { Raphaël Fournier-Sn'Iehotta and Philippe Rigaux and Nicolas Travers },
  Title = {Is There a Data Model in Music Notation?},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {85--91},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Kim-Boyle_tenor2016,
  Address = {Cambridge, UK},
  Author = { David Kim-Boyle },
  Title = {The Ontology of Live Notations Through Assemblage Theory},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {92--97},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Ross-Smith_tenor2016,
  Address = {Cambridge, UK},
  Author = { Ryan Ross Smith },
  Title = {[Study no. 50][Notational Becoming][Speculations]},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {98--104},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Fox_tenor2016,
  Address = {Cambridge, UK},
  Author = { K. Michael Fox },
  Title = {Autonomy, Control, and Notation in Interactive Music},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {105--109},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Tomas_tenor2016,
  Address = {Cambridge, UK},
  Author = { Enrique Tomás },
  Title = {Musical Instruments as Scores: A Hybrid Approach},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {110--120},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Bhagwati_tenor2016,
  Address = {Cambridge, UK},
  Author = { Sandeep Bhagwati and Marcello Giordano and Joanna Berzowska and Alex Bachmayr and Julian Stein and Joseph Browne and Felix Del Tredici and Deborah Egloff and John Sullivan and Marcelo Wanderley and Isabelle Cossette },
  Title = {Musicking the Body Electric. The "body:suit:score" as a polyvalent score interface for situational scores.},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {121--126},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Antoniadis_tenor2016,
  Address = {Cambridge, UK},
  Author = { Pavlos Antoniadis and Frédéric Bevilacqua },
  Title = {Processing of symbolic music notation via multimodal performance data: Brian Ferneyhough’s Lemma-Icon-Epigram for solo piano, phase 1},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {127--136},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Lepetit-Aimon_tenor2016,
  Address = {Cambridge, UK},
  Author = { Gabriel Lepetit-Aimon and Dominique Fober and Yann Orlarey and Stéphane Letz },
  Title = {INScore expressions to compose symbolic scores},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {137--143},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Haddad_tenor2016,
  Address = {Cambridge, UK},
  Author = { Karim Haddad and Carlos Agon },
  Title = {OMLILY: Filling the notational gap between composition and performance},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {144--150},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Carey_tenor2016,
  Address = {Cambridge, UK},
  Author = { Benedict Carey and Georg Hajdu },
  Title = {Netscore: an Image Server/Client Package for Transmitting Notated Music to Browser and Virtual Reality Interfaces},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {151--156},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Olowe_tenor2016,
  Address = {Cambridge, UK},
  Author = { Ireti Olowe and Mathieu Barthet and Mick Grierson and Nick Bryan-Kinns },
  Title = {FEATUR.UX: exploiting multitrack information for artistic visualization},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {157--166},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Janin_tenor2016,
  Address = {Cambridge, UK},
  Author = { David Janin },
  Title = {A robust algebraic framework for high-level music programming},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {167--175},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Hope_tenor2016,
  Address = {Cambridge, UK},
  Author = { Cat Hope and Michael Terren },
  Title = {The Possibilities of a Line: Marking the Glissando in Music},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {176--180},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Hajdu_tenor2016,
  Address = {Cambridge, UK},
  Author = { Georg Hajdu },
  Title = {Resurrecting a Dinosaur - The Adaptation of Clarence Barlow's Legacy Software Autobusk},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {181--186},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Angulo_tenor2016,
  Address = {Cambridge, UK},
  Author = { Iñigo Angulo and Sergio Giraldo and Rafael Ramirez },
  Title = {Hexaphonic Guitar Transcription and Visualization},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {187--192},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Eldridge_tenor2016,
  Address = {Cambridge, UK},
  Author = { Alice Eldridge and Ed Hughes and Chris Kiefer },
  Title = {Designing Dynamic Networked Scores to Enhance the Experience of Ensemble Music Making},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {193--199},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Saito_tenor2016,
  Address = {Cambridge, UK},
  Author = { Yasuyuki Saito and Eita Nakamura and Riku Sato and Suguru Agata and Yuu Igarashi and Shigeki Sagayama },
  Title = {Conversion from Standard MIDI Files to Vertical Line Notation Scores and Automatic Decision of Piano Fingering for Beginners},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {200--211},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Ellberger_tenor2016,
  Address = {Cambridge, UK},
  Author = { Emile Ellberger and Germán Toro Pérez and Linda Cavaliero and Johannes Schuett and Basile Zimmermann and Giorgio Zoia },
  Title = {Taxonomy and Notation of Spatialization},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {212--219},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Li_tenor2016,
  Address = {Cambridge, UK},
  Author = { Jia Li },
  Title = {Music Analysis Through Visualization},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {220--225},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Maestri_tenor2016,
  Address = {Cambridge, UK},
  Author = { Eric Maestri },
  Title = {Notation as Temporal Instrument},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {226--229},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Wood_tenor2016,
  Address = {Cambridge, UK},
  Author = { Marion Wood },
  Title = {Visual Confusion in Piano Notation},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {230--239},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}
@inproceedings{Tahon_tenor2016,
  Address = {Cambridge, UK},
  Author = { Marie Tahon and Pierre-Eugène Sitchet },
  Title = {From Transcription to Signal Representation: Pitch, Rhythm and Performance},
  Booktitle = {Proceedings of the International Conference on Technologies for Music Notation and Representation -- TENOR'16},
  Pages = {240--245},
  Year = {2016},
  Editor = {Richard Hoadley and Chris Nash and Dominique Fober},
  Publisher = {Anglia Ruskin University},
  ISBN = {978-0-9931461-1-4}
}

license: MIT

repository: tenor-conference/tenor-website

license_type: permissive

repo_name: tenor-conference/tenor-website

branch_name: refs/heads/master

extension: bib


text:
include recipes-kernel/linux/linux-jz.inc

DEPENDS += "openssl"

LINUX_VERSION ?= "4.16"
PR = "r6"
#LINUX_VERSION_EXTENSION_append = "-rc7"
LINUX_VERSION_EXTENSION_append = ""
#SRCREV_machine="0c5b9b5d9adbad4b60491f9ba0d2af38904bb4b9"FILESEXTRAPATHS_prepend := "${THISDIR}/${PN}-${LINUX_VERSION}:"

KBRANCH = "v4.16"
#SRCREV = "7d05020f7ea88483dde607796a072b97611c37f5"
SRCBRANCH = "v4.16"
SRCREV = "${AUTOREV}"

FILESEXTRAPATHS_prepend := "${THISDIR}/${PN}-${LINUX_VERSION}:"
FILESEXTRAPATHS_prepend := "${THISDIR}/files:"
FILESEXTRAPATHS_prepend := "files:"

SRC_URI = "git://git.kernel.org/pub/scm/linux/kernel/git/torvalds/linux.git;protocol=git"
SRC_URI += "file://defconfig"
SRC_URI += "file://usbserial.cfg"
#SRC_URI += "file:///tmp/yoctopoky/poky/meta-jz-mips/recipes-kernel/linux/linux-creator-ci20-${LINUX_VERSION}/defconfig"
#SRC_URI += "file://no_i40e.cfg"
#SRC_URI += "file://0001-cert-makefile.patch"
#SRC_URI += "file://0002-cpu-probe.patch"

#PV="${LINUX_VERSION}+git${SRCPV}"

COMPATIBLE_MACHINE = "(creator-ci20)"

module_autoload_usbserial = "usbserial"
KERNEL_MODULE_AUTOLOAD += "usbserial"
module_autoload_pl2303 = "pl2303"
KERNEL_MODULE_AUTOLOAD += "pl2303"
#module_autoload_usbserial = "kernel-module-usbserial"
#KERNEL_MODULE_AUTOLOAD += "kernel-module-usbserial"
#module_autoload_pl2303 = "kernel-module-pl2303"
#KERNEL_MODULE_AUTOLOAD += "kernel-module-pl2303"

repository: pwotton/meta-jz-mips

repo_name: pwotton/meta-jz-mips

extension: bb


text:
/* AUTOR: AMANDA CAROLINE */

@import url('https://fonts.googleapis.com/css2?family=Orbitron&display=swap');

h1{
    max-width: 350px;
    text-align: center;
    font-family: 'Courier New', Courier, monospace;
    color: black;
    margin: 40px auto;
}
/* Cursor do titulo */
h1:after{
    content: '|';
    margin-left: 4px;
    opacity: 1;
    animation: pisca .7s infinite;
}
@keyframes pisca{
    0%,100%{
        opacity: 1;
    }
    50%{
        opacity: 0;
    }
}

.botoes{
    width:100px;
    height: 40px;
}

#visor{
    width: 400px;
    height: 50px;
    font-family: 'Orbitron', sans-serif;
}

.rodape{
   display: flex;
   align-items: center;
   justify-content: center;
   font-weight: bold;
}

.fab{
 font-size: 30px;

}

.itens{
    display: block;
    display: grid;
    width: 50px;
    height: 50px;
    grid-template-rows: 1;

}

.modoEscuro{
background-color: #0e1013;
}

.modoEscuro h1, .modoEscuro h5{
    color: white;
}

.hide{
    display: none;
}

@media (max-width: 700px){

    #music,#mute{
        margin-top: 10px;
    }

}

repository: mands-codes/simple-calculator-mands

repo_name: mands-codes/simple-calculator-mands

gha_language: JavaScript

extension: css


text:
@online{noauthor_rapidly_nodate,
	title = {Rapidly search all R programming language documentationRdocumentation},
	url = {http://www.rdocumentation.org/},
	urldate = {2014-04-10}
}

repository: pmean/build-website

repo_name: pmean/build-website


text:
@techreport{UTILIB,
  author="Hart, William E.",
  title="{UTILIB} 3.0 User Manual",
  institution="Sandia National Laboratories",
  year=2006,
  note="(to appear)"
}

@article{RLS04,
 author = {T. K. Ralphs and L. L\'{a}danyi and M. J. Saltzman},
 title = {A Library Hierarchy for Implementing
          Scalable Parallel Search Algorithms},
 journal = {J. Supercomput.},
 volume = {28},
 number = {2},
 year = {2004},
 issn = {0920-8542},
 pages = {215--234},
 doi = {http://dx.doi.org/10.1023/B:SUPE.0000020179.55383.ad},
 publisher = {Kluwer Academic Publishers},
 address = {Hingham, MA, USA},
 }

@inproceedings{SHH95,
 author = {Y. Shinano and M. Higaki and R. Hirabayashi},
 title = {A generalized utility for parallel branch and bound algorithms},
 booktitle = {SPDP '95: Proceedings of the 7th IEEE
              Symposium on Parallel and Distributeed Processing},
 year = {1995},
 isbn = {0-8186-7195-5},
 pages = {392},
 publisher = {IEEE Computer Society},
 address = {Washington, DC, USA},
 }

@inproceedings{SHH97,
    author = "Y. Shinano and K. Harada and R. Hirabayashi",
    title = "Control Schemes in a Generalized Utility
             for Parallel Branch-and-Bound Algorithms",
    booktitle = "{IPPS}: 11th International Parallel Processing Symposium",
    publisher = "IEEE Computer Society Press",
    year = "1997",
    note = "\texttt{http://citeseer.ist.psu.edu/\linebreak[0]shinano97control.html}" }

@misc{bob95,
  author = "Le Cun, B. and C. Roucairol",
  title = "{BOB:} A unified platform for implementing
           branch-and-bound like algorithms",
  year = "1995",
  note = "\texttt{http://citeseer.ist.psu.edu/cun95bob.html}" }

@misc{PPBB96,
  author = "S. Tsch{\"o}ke and T. Polzer",
  title = "Portable Parallel Branch-and-Bound Library {PPBB-Lib} User Manual",
  year = "1996",
  note = "\texttt{http://citeseer.ist.psu.edu/tsch96portable.html}" }

@incollection {EPH00,
    AUTHOR = {Eckstein, Jonathan and Phillips, Cynthia A. and Hart, William
              E.},
     TITLE = {P{ICO}: an object-oriented framework for parallel branch and
              bound},
 BOOKTITLE = {Inherently parallel algorithms in feasibility and optimization
              and their applications (Haifa, 2000)},
    SERIES = {Stud. Comput. Math.},
    VOLUME = {8},
     PAGES = {219--265},
 PUBLISHER = {North-Holland},
   ADDRESS = {Amsterdam},
      YEAR = {2001},
   MRCLASS = {90C57},
  MRNUMBER = {MR1853224},
}

@TechReport{EPH00a,
    AUTHOR = {Eckstein, Jonathan and Phillips, Cynthia A. and Hart, William
              E.},
     TITLE = {P{ICO}: an object-oriented framework for parallel branch and
              bound},
  institution =  {Rutgers University},
  year = 	 {2000},
  type = 	 {RUTCOR Research Report},
  number = 	 {RRR 40-2000},
}

@inproceedings{EHP97,
    author = "Jonathan Eckstein and William E. Hart and Cynthia A. Phillips",
    title = "Resource Management in a Parallel
             Mixed Integer Programming Package",
    booktitle = "Proceedings of Intel Supercomputer Users Group",
    year = "1997"}

@article {Eck94,
    AUTHOR = {Eckstein, Jonathan},
     TITLE = {Parallel branch-and-bound algorithms for general mixed integer
              programming on the {CM}-{$5$}},
   JOURNAL = {SIAM J. Optim.},
  FJOURNAL = {SIAM Journal on Optimization},
    VOLUME = {4},
      YEAR = {1994},
    NUMBER = {4},
     PAGES = {794--814},
      ISSN = {1052-6234},
     CODEN = {SJOPE8},
   MRCLASS = {90C11 (65Y05)},
  MRNUMBER = {MR1300852 (95h:90082)},
MRREVIEWER = {Ferenc Forg{\'o}},
}

@inproceedings{Eck94b,
 author = {Jonathan Eckstein},
 title = {Control strategies for parallel mixed integer branch and bound},
 booktitle = {Supercomputing '94: Proceedings of the 1994 ACM/IEEE conference on Supercomputing},
 year = {1994},
 isbn = {0-8186-6605-6},
 pages = {41--48},
 location = {Washington, D.C.},
 publisher = {ACM},
 address = {New York, NY, USA},
 }

@article {Eck97,
    AUTHOR = {Eckstein, Jonathan},
     TITLE = {Distributed versus centralized storage and control for
              parallel branch and bound: mixed integer programming on the
              {CM}-{$5$}},
   JOURNAL = {Comput. Optim. Appl.},
  FJOURNAL = {Computational Optimization and Applications. An International
              Journal},
    VOLUME = {7},
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repository: PEBBL/pebbl

repo_name: PEBBL/pebbl

gha_license_id: NOASSERTION


text:
@inproceedings{poddar:smc:2018,
 author = {Asmita Poddar and Eva Zangerle and Yi-Hsuan Yang},
 booktitle = {Proceedings of the 15th Sound and Music Computing Conference},
 doi = {10.5281/zenodo.1422565},
 title = {#nowplaying-RS: A New Benchmark Dataset for Building Context-Aware Music Recommender Systems },
 year = {2018}
}

branch_name: refs/heads/main