Stuart Weeks
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780199291540
- eISBN:
- 9780191710537
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199291540.003.0005
- Subject:
- Religion, Biblical Studies
Where Proverbs 1-9 offers specific advice in chapter 3, this involves commendations of proper behaviour towards God and other humans, linked by an association of wisdom and teaching with God. The ...
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Where Proverbs 1-9 offers specific advice in chapter 3, this involves commendations of proper behaviour towards God and other humans, linked by an association of wisdom and teaching with God. The work also employs terms that strongly evoke the language of Jewish piety, reminding us that this is the religious and literary context from which it emerged. Against this background, the emphasis on instruction can be understood in terms of internalizing the Torah, and so enabling wisdom and fear of God, with the personification of Wisdom further developing the idea of receiving insight into the divine will. This is poetry, however, not precise allegory, and the personification also inhibits clear expression of the theme.Less
Where Proverbs 1-9 offers specific advice in chapter 3, this involves commendations of proper behaviour towards God and other humans, linked by an association of wisdom and teaching with God. The work also employs terms that strongly evoke the language of Jewish piety, reminding us that this is the religious and literary context from which it emerged. Against this background, the emphasis on instruction can be understood in terms of internalizing the Torah, and so enabling wisdom and fear of God, with the personification of Wisdom further developing the idea of receiving insight into the divine will. This is poetry, however, not precise allegory, and the personification also inhibits clear expression of the theme.
Mark Casson
- Published in print:
- 2001
- Published Online:
- November 2003
- ISBN:
- 9780198297802
- eISBN:
- 9780191596063
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198297807.003.0003
- Subject:
- Economics and Finance, Microeconomics
Information processing is specialized in particular types of institution. The firm is a specialized information processor. Firms are created on the initiative of entrepreneurs, who establish them as ...
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Information processing is specialized in particular types of institution. The firm is a specialized information processor. Firms are created on the initiative of entrepreneurs, who establish them as organizations to facilitate trade, in particular, commodities. Entrepreneurs make extensive use of networks to gather the information they need to identify the market opportunities they exploit.Less
Information processing is specialized in particular types of institution. The firm is a specialized information processor. Firms are created on the initiative of entrepreneurs, who establish them as organizations to facilitate trade, in particular, commodities. Entrepreneurs make extensive use of networks to gather the information they need to identify the market opportunities they exploit.
Benjamin Y. Fong
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9780231176682
- eISBN:
- 9780231542616
- Item type:
- book
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231176682.001.0001
- Subject:
- Philosophy, History of Philosophy
In this masterful and enlivening study of the ways in which the concepts of death and mastery have been elaborated in Freudian and post-Freudian social theory, Ben Fong has given us the means to ...
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In this masterful and enlivening study of the ways in which the concepts of death and mastery have been elaborated in Freudian and post-Freudian social theory, Ben Fong has given us the means to think about human nature and human community now, under conditions of advanced capitalism, without succumbing to the scientism of the new neurobiology or to the social constructivism of recent historicist social and cultural theory. The argument turns on the ambiguity embedded in the notion of mastery: on the one hand, the capacity to engage creatively with the world, to master the tasks of living a historical form of life; on the other, the temptation to enslave, to compel others to exercise this competence in one's place. Fong is able to analyze with remarkable lucidity a complex array of individual and social phenomena by fleshing out the imbrications of these twinned responses to what Freud called the drives' demand for work. Fong makes abundantly clear that drive theory and social theory are strongest when thought together.Less
In this masterful and enlivening study of the ways in which the concepts of death and mastery have been elaborated in Freudian and post-Freudian social theory, Ben Fong has given us the means to think about human nature and human community now, under conditions of advanced capitalism, without succumbing to the scientism of the new neurobiology or to the social constructivism of recent historicist social and cultural theory. The argument turns on the ambiguity embedded in the notion of mastery: on the one hand, the capacity to engage creatively with the world, to master the tasks of living a historical form of life; on the other, the temptation to enslave, to compel others to exercise this competence in one's place. Fong is able to analyze with remarkable lucidity a complex array of individual and social phenomena by fleshing out the imbrications of these twinned responses to what Freud called the drives' demand for work. Fong makes abundantly clear that drive theory and social theory are strongest when thought together.
Benjamin Y. Fong
- Published in print:
- 2016
- Published Online:
- September 2017
- ISBN:
- 9780231176682
- eISBN:
- 9780231542616
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231176682.003.0003
- Subject:
- Philosophy, History of Philosophy
Interprets Hans Loewald's developmental model as an ontogenic translation of the phylogenic narrative of Beyond the Pleasure Principle.
Interprets Hans Loewald's developmental model as an ontogenic translation of the phylogenic narrative of Beyond the Pleasure Principle.
Onnig H. Dombalagian
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780262028622
- eISBN:
- 9780262324298
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262028622.003.0004
- Subject:
- Economics and Finance, Financial Economics
This chapter describes the regulation of market information. It begins with an overview of the market data that exchanges and other market centers publish, including transaction reports and last-sale ...
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This chapter describes the regulation of market information. It begins with an overview of the market data that exchanges and other market centers publish, including transaction reports and last-sale data, quotations, and limit orders. It also discusses differences in the information published by various types of market center–e.g., order-driven, quote-driven, and hybrid trading systems, market makers, and dark pools. It then considers various policy arguments for regulation, including competition among market centers, the fragmentation and internalization of order flow, and the risk of adverse selection and market impact. The chapter ends with a discussion of the US and EU regulatory framework that governs the dissemination of market information with respect to equity securities (such as the US National Market System), debt securities, exchange-traded derivatives, and in the wake of the recent financial crisis, swaps and over-the-counter derivatives.Less
This chapter describes the regulation of market information. It begins with an overview of the market data that exchanges and other market centers publish, including transaction reports and last-sale data, quotations, and limit orders. It also discusses differences in the information published by various types of market center–e.g., order-driven, quote-driven, and hybrid trading systems, market makers, and dark pools. It then considers various policy arguments for regulation, including competition among market centers, the fragmentation and internalization of order flow, and the risk of adverse selection and market impact. The chapter ends with a discussion of the US and EU regulatory framework that governs the dissemination of market information with respect to equity securities (such as the US National Market System), debt securities, exchange-traded derivatives, and in the wake of the recent financial crisis, swaps and over-the-counter derivatives.
Raymond Fox
- Published in print:
- 2011
- Published Online:
- November 2020
- ISBN:
- 9780190616144
- eISBN:
- 9780197559680
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190616144.003.0008
- Subject:
- Education, Adult Education and Continuous Learning
Martin Buber decried the preponderance of I-it relationships, believing that they threatened human well-being. Thingification was the culprit. As we move further a field from everyday ...
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Martin Buber decried the preponderance of I-it relationships, believing that they threatened human well-being. Thingification was the culprit. As we move further a field from everyday person-to-person experience, the special connection involving attentiveness, shared rapport, and synchronized verbal and nonverbal communication in other words, relationship needs to be pursued and reclaimed. At the same time, drawing upon the work of D. W. Winnicott, creating and maintaining an environment for learning, by serving as a container for the anxiety associated with seeking new and unfamiliar knowledge, is a teachers vital role. There is a profound and pervasive relational dimension to teaching, especially teaching in the professions. The relationship is a unique and special one with identifiable similarities to the practitioner-client relationship. Both are based on the dynamics of human development and change. The mantle of professional authority derives partly from the intellectual, but more substantially through the immediacy, openness, and intimacy between you and students. The central passageway for you to help students learn the ground rules for practice how to establish and sustain a relationship, to attend to another person, to pace interventions, to converse, to tune into others and, most important, how to manage their own feelings while engaged with others lies in your intense connection with students. The optimum pattern in practice as well as in teaching is having a balanced brain, one with strengths in both empathy and in substantive know-how. This balance is achieved through relationship. Students bring with them habits and beliefs that previously worked for them but are not professionally functional. The foundation of competence does not arise from amassing new theories and factual knowledge but, rather, from absorbing and synthesizing them into a new, improved, and integrated whole established through your firsthand contact. To develop students level of professional expertise, you need to interact in a manner consistent with what theory and research you preach. The relationship is the medium, a potent emotional channel, through which depth learning occurs and professional identity is formulated. Your relationship with students serves as an exemplar for the student-client relationship outside the classroom.
Less
Martin Buber decried the preponderance of I-it relationships, believing that they threatened human well-being. Thingification was the culprit. As we move further a field from everyday person-to-person experience, the special connection involving attentiveness, shared rapport, and synchronized verbal and nonverbal communication in other words, relationship needs to be pursued and reclaimed. At the same time, drawing upon the work of D. W. Winnicott, creating and maintaining an environment for learning, by serving as a container for the anxiety associated with seeking new and unfamiliar knowledge, is a teachers vital role. There is a profound and pervasive relational dimension to teaching, especially teaching in the professions. The relationship is a unique and special one with identifiable similarities to the practitioner-client relationship. Both are based on the dynamics of human development and change. The mantle of professional authority derives partly from the intellectual, but more substantially through the immediacy, openness, and intimacy between you and students. The central passageway for you to help students learn the ground rules for practice how to establish and sustain a relationship, to attend to another person, to pace interventions, to converse, to tune into others and, most important, how to manage their own feelings while engaged with others lies in your intense connection with students. The optimum pattern in practice as well as in teaching is having a balanced brain, one with strengths in both empathy and in substantive know-how. This balance is achieved through relationship. Students bring with them habits and beliefs that previously worked for them but are not professionally functional. The foundation of competence does not arise from amassing new theories and factual knowledge but, rather, from absorbing and synthesizing them into a new, improved, and integrated whole established through your firsthand contact. To develop students level of professional expertise, you need to interact in a manner consistent with what theory and research you preach. The relationship is the medium, a potent emotional channel, through which depth learning occurs and professional identity is formulated. Your relationship with students serves as an exemplar for the student-client relationship outside the classroom.
