Tanja A. Börzel and Rachel A. Cichowski (eds)
- Published in print:
- 2003
- Published Online:
- April 2004
- ISBN:
- 9780199257409
- eISBN:
- 9780191600951
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019925740X.001.0001
- Subject:
- Political Science, European Union
This is the sixth volume in the biennial series State of the European Union, which was launched in 1991 and is produced under the auspices of the European Union Studies Association (EUSA). It takes ...
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This is the sixth volume in the biennial series State of the European Union, which was launched in 1991 and is produced under the auspices of the European Union Studies Association (EUSA). It takes the dynamic interaction between law, politics, and society as a starting point to think critically about recent developments and future innovations in European integration and EU studies. The book provides an overview of recent key events in the EU, while illuminating how these institutional (formal legal) developments impact on ordinary individuals and EU politics. For example, it examines the European Convention with the possibility of an EU constitution, and asks what impact the creation of judicially enforceable rights may have on Europeans and European integration, and how the opportunity for new rights claims alters the balance of power between individuals and EU organizations (such as the European Court of Justice vis‐á‐vis national governments in EU policy expansion). The book also seeks to provide a unique and interdisciplinary approach to studying the EU by bringing together legal scholars and political scientists. Chapter contributors offer readers sophisticated theoretical and empirical accounts of new developments. Issues such as enlargement, immigration reform, and monetary union require a precise understanding of an increasingly complex set of formal legal rules (the domain of legal scholars), and, equally important, of the effects on ordinary citizens and political participation (the power struggles that concern political scientists). The volume seeks to integrate these two approaches and bridge the divide between them. It is arranged in eight parts: I, EU Law and Politics: The State of the Discipline (3 chapters concerned with broad changes, both theoretical and substantive, in the area of EU politics and law); II, Structures of Governance (3 chapters providing in‐depth analyses of new structures of governance and modes of decision making in the EU); III, EU Citizen Rights and Civil Society (2 chapters) and IV, EU Law in Action (3 chapters), which engage the many processes and recent developments characterizing the interactions between law, politics, and society in the EU; V, Innovation and Expansion (3 chapters analysing the salient policy innovations and expansion since 2000, from monetary to immigration policy); VI, Researching and Teaching the EU (2 chapters discussing cutting‐edge techniques, methodology, and resources for research and teaching in the area of EU studies); VII, References; and VIII, List of Contributors.Less
This is the sixth volume in the biennial series State of the European Union, which was launched in 1991 and is produced under the auspices of the European Union Studies Association (EUSA). It takes the dynamic interaction between law, politics, and society as a starting point to think critically about recent developments and future innovations in European integration and EU studies. The book provides an overview of recent key events in the EU, while illuminating how these institutional (formal legal) developments impact on ordinary individuals and EU politics. For example, it examines the European Convention with the possibility of an EU constitution, and asks what impact the creation of judicially enforceable rights may have on Europeans and European integration, and how the opportunity for new rights claims alters the balance of power between individuals and EU organizations (such as the European Court of Justice vis‐á‐vis national governments in EU policy expansion). The book also seeks to provide a unique and interdisciplinary approach to studying the EU by bringing together legal scholars and political scientists. Chapter contributors offer readers sophisticated theoretical and empirical accounts of new developments. Issues such as enlargement, immigration reform, and monetary union require a precise understanding of an increasingly complex set of formal legal rules (the domain of legal scholars), and, equally important, of the effects on ordinary citizens and political participation (the power struggles that concern political scientists). The volume seeks to integrate these two approaches and bridge the divide between them. It is arranged in eight parts: I, EU Law and Politics: The State of the Discipline (3 chapters concerned with broad changes, both theoretical and substantive, in the area of EU politics and law); II, Structures of Governance (3 chapters providing in‐depth analyses of new structures of governance and modes of decision making in the EU); III, EU Citizen Rights and Civil Society (2 chapters) and IV, EU Law in Action (3 chapters), which engage the many processes and recent developments characterizing the interactions between law, politics, and society in the EU; V, Innovation and Expansion (3 chapters analysing the salient policy innovations and expansion since 2000, from monetary to immigration policy); VI, Researching and Teaching the EU (2 chapters discussing cutting‐edge techniques, methodology, and resources for research and teaching in the area of EU studies); VII, References; and VIII, List of Contributors.
Betsy Foxman
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199239481
- eISBN:
- 9780191716973
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199239481.003.013
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
The application of molecular tools in epidemiology is not new, particularly for infectious diseases. However, the number of molecular tools available and range of potential applications have grown ...
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The application of molecular tools in epidemiology is not new, particularly for infectious diseases. However, the number of molecular tools available and range of potential applications have grown exponentially over the past two decades. The challenge to the instructor is to impart general principles that will hold, regardless of the techniques used. A molecular epidemiology course should familiarize the student with the underlying concepts and jargon of both molecular biology and epidemiology, and build up appreciation for the strengths and develop understanding of, the weaknesses of both molecular biology and epidemiology. This chapter presents an approach to teaching molecular epidemiology covering teaching objectives, teaching content and format, and assessing students' achievements.Less
The application of molecular tools in epidemiology is not new, particularly for infectious diseases. However, the number of molecular tools available and range of potential applications have grown exponentially over the past two decades. The challenge to the instructor is to impart general principles that will hold, regardless of the techniques used. A molecular epidemiology course should familiarize the student with the underlying concepts and jargon of both molecular biology and epidemiology, and build up appreciation for the strengths and develop understanding of, the weaknesses of both molecular biology and epidemiology. This chapter presents an approach to teaching molecular epidemiology covering teaching objectives, teaching content and format, and assessing students' achievements.
Lionel Wee
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199737437
- eISBN:
- 9780199827107
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199737437.003.0007
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter argues that any education system that gives emphasis to minority languages cannot at the same time ignore the need to provide access to a language of wider communication, such as ...
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This chapter argues that any education system that gives emphasis to minority languages cannot at the same time ignore the need to provide access to a language of wider communication, such as English, since a key purpose of education includes preparing learners for the communicative demands they will encounter in the workplace. The chapter suggests that the notion of language rights, rationalized as the protection of an inherited ethnic identity, is not well placed to accommodate the task of helping learners navigate a changing and unpredictable workplace. With this in mind, The chapter goes on to examine three specific issues. The first has to do with the place of minority languages in language education, specifically ‘heritage education,’ since these have sometimes been criticized as obstacles to socioeconomic mobility. The second concerns the kind of language education that might best prepare learners for the workplace, since the workplace itself represents an increasingly changing and unpredictable environment. The third issue has to do with how the notion of language rights, understood as the protection of an inherited ethnic identity, compares with other kinds of rights, such as the right to decide for oneself what languages to learn, especially if these present opportunities for socioeconomic betterment.Less
This chapter argues that any education system that gives emphasis to minority languages cannot at the same time ignore the need to provide access to a language of wider communication, such as English, since a key purpose of education includes preparing learners for the communicative demands they will encounter in the workplace. The chapter suggests that the notion of language rights, rationalized as the protection of an inherited ethnic identity, is not well placed to accommodate the task of helping learners navigate a changing and unpredictable workplace. With this in mind, The chapter goes on to examine three specific issues. The first has to do with the place of minority languages in language education, specifically ‘heritage education,’ since these have sometimes been criticized as obstacles to socioeconomic mobility. The second concerns the kind of language education that might best prepare learners for the workplace, since the workplace itself represents an increasingly changing and unpredictable environment. The third issue has to do with how the notion of language rights, understood as the protection of an inherited ethnic identity, compares with other kinds of rights, such as the right to decide for oneself what languages to learn, especially if these present opportunities for socioeconomic betterment.
Mae Miller Claxton and Julia Eichelberger (eds)
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- book
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.001.0001
- Subject:
- Literature, American, 20th Century Literature
While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer ...
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While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer whose works valorize the white privilege from which she benefited. To assume this is Welty’s intention is to misread much of her work. This volume offers ways to navigate Welty’s sometimes complex prose and enriches readers’ understanding of Welty’s era and region. It offers teachers less simplistic approaches to the stories most frequently taught, and it steers them to less familiar texts. In addition, this book seeks to move Welty beyond a discussion of region to reflect new scholarship that “remaps” her work onto a larger canvas. Now more than ever, teachers need guidance in navigating the critical landscape and in preparing to introduce Welty texts to students in varied teaching settings and diverse classrooms. As the essays in this book demonstrate, Welty’s works are being read and taught across the globe. Her works enrich courses taught at many levels, from high school to community college to the university level. This book gives readers a window into the teaching practices of distinguished and veteran scholars as well as those at the beginning of their careers. Their work can guide instructors new to Welty as well as seasoned Welty scholars who are eager for fresh classroom approaches and new material to offer a new generation of students.Less
While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer whose works valorize the white privilege from which she benefited. To assume this is Welty’s intention is to misread much of her work. This volume offers ways to navigate Welty’s sometimes complex prose and enriches readers’ understanding of Welty’s era and region. It offers teachers less simplistic approaches to the stories most frequently taught, and it steers them to less familiar texts. In addition, this book seeks to move Welty beyond a discussion of region to reflect new scholarship that “remaps” her work onto a larger canvas. Now more than ever, teachers need guidance in navigating the critical landscape and in preparing to introduce Welty texts to students in varied teaching settings and diverse classrooms. As the essays in this book demonstrate, Welty’s works are being read and taught across the globe. Her works enrich courses taught at many levels, from high school to community college to the university level. This book gives readers a window into the teaching practices of distinguished and veteran scholars as well as those at the beginning of their careers. Their work can guide instructors new to Welty as well as seasoned Welty scholars who are eager for fresh classroom approaches and new material to offer a new generation of students.
Rita Berry
- Published in print:
- 2008
- Published Online:
- May 2013
- ISBN:
- 9789622099579
- eISBN:
- 9789882206649
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622099579.001.0001
- Subject:
- Education, Educational Policy and Politics
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and ...
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Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.Less
Assessment is an important part of effective teaching and learning. It allows achievements to be recognized and helps both teachers and learners to reflect on and review their performance and progress. While assessment has long been an end-of-learning activity to measure what learners can do, the outcome-oriented approach does not always foster learning motivation effectively. A new perspective now encourages ongoing appraisal in the classroom to improve learning. This book reflects current thinking of assessment with a stated focus on assessment for learning (AfL). It informs teachers about the latest developments and provides teachers with important tools for integrating assessment in the classroom. The discussions on assessment theories are in-depth and the examples used for illustrating the concepts are plentiful.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0046
- Subject:
- Religion, Church History
Chapter forty-six examines Hodge’s relationship with James Henley Thornwell, perhaps the most influential southern Presbyterian of his generation. The two men seldom agreed. As conservative as Hodge ...
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Chapter forty-six examines Hodge’s relationship with James Henley Thornwell, perhaps the most influential southern Presbyterian of his generation. The two men seldom agreed. As conservative as Hodge was in his theological views, Thornwell was even more conservative. Thornwell approached the Bible as a strict constructionist. If the Bible did not actually say it, then it could not be true. The effects of Thornwell’s approach included his opposition to voluntary societies and boards being used by the American Presbyterian Church. Hodge supported the use of such boards and societies. Thornwell also believed in a higher status for the Ruling Elder than did Hodge. Ultimately, Thornwell lost faith in his northern Old School brethren and became a founding member of the Presbyterian Church of the Confederate States of America. He also helped found The Southern Presbyterian Review. Less
Chapter forty-six examines Hodge’s relationship with James Henley Thornwell, perhaps the most influential southern Presbyterian of his generation. The two men seldom agreed. As conservative as Hodge was in his theological views, Thornwell was even more conservative. Thornwell approached the Bible as a strict constructionist. If the Bible did not actually say it, then it could not be true. The effects of Thornwell’s approach included his opposition to voluntary societies and boards being used by the American Presbyterian Church. Hodge supported the use of such boards and societies. Thornwell also believed in a higher status for the Ruling Elder than did Hodge. Ultimately, Thornwell lost faith in his northern Old School brethren and became a founding member of the Presbyterian Church of the Confederate States of America. He also helped found The Southern Presbyterian Review.
Gary Dorrien
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780300205602
- eISBN:
- 9780300216332
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300205602.003.0007
- Subject:
- History, American History: 19th Century
Richard R. Wright, Jr., epitomized the second generation of black social gospel leaders that earned graduate degrees in Northern schools, specialized in social science, wrote prolifically, and won an ...
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Richard R. Wright, Jr., epitomized the second generation of black social gospel leaders that earned graduate degrees in Northern schools, specialized in social science, wrote prolifically, and won an audience for the social gospel in black churches. Wright specialized in refuting the culture of denigration, and in building strong black institutions. He also became a symbol of the limits of the “Talented Tenth” strategy and its “politics of respectability.”Less
Richard R. Wright, Jr., epitomized the second generation of black social gospel leaders that earned graduate degrees in Northern schools, specialized in social science, wrote prolifically, and won an audience for the social gospel in black churches. Wright specialized in refuting the culture of denigration, and in building strong black institutions. He also became a symbol of the limits of the “Talented Tenth” strategy and its “politics of respectability.”
Francisca Ninik Yudianti
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780823267309
- eISBN:
- 9780823272334
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823267309.003.0008
- Subject:
- Religion, Religion and Society
Do the principles and frameworks provided by Catholic Social Teaching (CST) have any effect today on the processes of democratic practices and Corporate Social Responsibility (CSR) in Catholic-owned ...
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Do the principles and frameworks provided by Catholic Social Teaching (CST) have any effect today on the processes of democratic practices and Corporate Social Responsibility (CSR) in Catholic-owned businesses? The results of Yudianti’s economic analysis indicate that, in fact, yes, the democratic practices of Catholic Social Teaching (CST) do have a positive effect on the adoption of Corporate Social Responsibility (CSR) as a business practice in the corporate culture of the Yogyakarta Special Region in Indonesia. While this is particularly true for the Small and Medium sized Enterprises (SME) in the Yogyakarta Special Region whose owners identify as Catholic, it remains to be seen the extent to which such practices have an impact on the Small and Medium sized Enterprises (SME) in the Yogyakarta Special Region whose owners identify as Muslim. While more research needs to be conducted in these areas, Yudianti’s contribution to the conversation suggests that such research ought to be undertaken, given that her preliminary findings show positive results for the practice of Corporate Social Responsibility (CSR).Less
Do the principles and frameworks provided by Catholic Social Teaching (CST) have any effect today on the processes of democratic practices and Corporate Social Responsibility (CSR) in Catholic-owned businesses? The results of Yudianti’s economic analysis indicate that, in fact, yes, the democratic practices of Catholic Social Teaching (CST) do have a positive effect on the adoption of Corporate Social Responsibility (CSR) as a business practice in the corporate culture of the Yogyakarta Special Region in Indonesia. While this is particularly true for the Small and Medium sized Enterprises (SME) in the Yogyakarta Special Region whose owners identify as Catholic, it remains to be seen the extent to which such practices have an impact on the Small and Medium sized Enterprises (SME) in the Yogyakarta Special Region whose owners identify as Muslim. While more research needs to be conducted in these areas, Yudianti’s contribution to the conversation suggests that such research ought to be undertaken, given that her preliminary findings show positive results for the practice of Corporate Social Responsibility (CSR).
William R. O’Neill
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780823267309
- eISBN:
- 9780823272334
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823267309.003.0018
- Subject:
- Religion, Religion and Society
Bill O’Neill offers a provocative philosophical and theological reflection on the ‘moral squint’ of restorative justice—which he links tightly with the Catholic Social Teaching—in deliberative ...
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Bill O’Neill offers a provocative philosophical and theological reflection on the ‘moral squint’ of restorative justice—which he links tightly with the Catholic Social Teaching—in deliberative democracy. O’Neill argues that restorative justice, as opposed to the forms of retributive justice that predominate in the American penal system (embodied in the contemporary phenomenon of mass incarceration), more justly and more comprehensively attends, first and foremost, to the victims of violence, but, secondarily, it also attends to the perpetrators of violence (many of whom, often enough, are themselves victims of personal and/or systematic violence). O’Neill make the theological turn to the narratives of Christian ethics—particularly to the story of the Good Samaritan—to stress the call made to all persons to act toward others, not simply retributively, but in a way that restores their human rights and their dignity.Less
Bill O’Neill offers a provocative philosophical and theological reflection on the ‘moral squint’ of restorative justice—which he links tightly with the Catholic Social Teaching—in deliberative democracy. O’Neill argues that restorative justice, as opposed to the forms of retributive justice that predominate in the American penal system (embodied in the contemporary phenomenon of mass incarceration), more justly and more comprehensively attends, first and foremost, to the victims of violence, but, secondarily, it also attends to the perpetrators of violence (many of whom, often enough, are themselves victims of personal and/or systematic violence). O’Neill make the theological turn to the narratives of Christian ethics—particularly to the story of the Good Samaritan—to stress the call made to all persons to act toward others, not simply retributively, but in a way that restores their human rights and their dignity.
Barry Sullivan
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780823267309
- eISBN:
- 9780823272334
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823267309.003.0019
- Subject:
- Religion, Religion and Society
Barry Sullivan evaluates the relationship between government transparency, human dignity, and Catholic Social Teaching. In representative democracies, such as the United States, citizens have a right ...
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Barry Sullivan evaluates the relationship between government transparency, human dignity, and Catholic Social Teaching. In representative democracies, such as the United States, citizens have a right to the information necessary to make informed decisions about public policy and those they elect to enact it. The citizen’s claim to such information is grounded in the belief that citizens are respected and dignified when they are able to participate in, and exercise, deliberative forms of governance and decision-making. This right, and the dignity it is based on, finds strong support in both Catholic Social Teaching and the work of the philosopher Jacques Maritain. The problem, however, arises when this same call for transparency in government is applied to the inner workings of the Catholic Church itself. The duplicity of the Catholic Church’s position—supporting human dignity and government transparency as applied to others, but not to itself—compromises its effectiveness in promoting the democratic right to information and the human rights to respect and dignity.Less
Barry Sullivan evaluates the relationship between government transparency, human dignity, and Catholic Social Teaching. In representative democracies, such as the United States, citizens have a right to the information necessary to make informed decisions about public policy and those they elect to enact it. The citizen’s claim to such information is grounded in the belief that citizens are respected and dignified when they are able to participate in, and exercise, deliberative forms of governance and decision-making. This right, and the dignity it is based on, finds strong support in both Catholic Social Teaching and the work of the philosopher Jacques Maritain. The problem, however, arises when this same call for transparency in government is applied to the inner workings of the Catholic Church itself. The duplicity of the Catholic Church’s position—supporting human dignity and government transparency as applied to others, but not to itself—compromises its effectiveness in promoting the democratic right to information and the human rights to respect and dignity.
Timothy N. Thurber
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199790562
- eISBN:
- 9780199896820
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199790562.003.0030
- Subject:
- History, American History: 20th Century
This chapter reviews the Organization of American Historians' (OAH) transformation from “a primarily scholarly organization to a more broadly-based professional body that views teaching as central to ...
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This chapter reviews the Organization of American Historians' (OAH) transformation from “a primarily scholarly organization to a more broadly-based professional body that views teaching as central to its mission.” The evidence offered includes the OAH's establishment of the Magazine of History in 1985, its heavy involvement in the Teaching American History Grant Program, begun in 2001, and the pedagogical materials it provides in the Journal of American History and on the web site.Less
This chapter reviews the Organization of American Historians' (OAH) transformation from “a primarily scholarly organization to a more broadly-based professional body that views teaching as central to its mission.” The evidence offered includes the OAH's establishment of the Magazine of History in 1985, its heavy involvement in the Teaching American History Grant Program, begun in 2001, and the pedagogical materials it provides in the Journal of American History and on the web site.
Daniel Punday
- Published in print:
- 2015
- Published Online:
- September 2016
- ISBN:
- 9780816696994
- eISBN:
- 9781452953601
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816696994.003.0007
- Subject:
- Literature, Criticism/Theory
The conclusion returns to the issue of the teaching of writing raised in chapter 2, and advocates for an expanded understanding of what it means to help students think about themselves as writers. ...
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The conclusion returns to the issue of the teaching of writing raised in chapter 2, and advocates for an expanded understanding of what it means to help students think about themselves as writers. Too often we talk about the teaching of writing as a matter of encouraging students to embrace their ability to respond to a variety of rhetorical situations in personal, civic, and professional life. Since writing is the emblematic activity of contemporary knowledge work, the composition classroom is an ideal place to address changing attitudes towards work, creativity, and invention. More broadly, as writing becomes a model for a host of professional activities like programming, we should use these classes to help students to find a balance between the individual and the corporate, between the shared and the new, and between the professional and the personal.Less
The conclusion returns to the issue of the teaching of writing raised in chapter 2, and advocates for an expanded understanding of what it means to help students think about themselves as writers. Too often we talk about the teaching of writing as a matter of encouraging students to embrace their ability to respond to a variety of rhetorical situations in personal, civic, and professional life. Since writing is the emblematic activity of contemporary knowledge work, the composition classroom is an ideal place to address changing attitudes towards work, creativity, and invention. More broadly, as writing becomes a model for a host of professional activities like programming, we should use these classes to help students to find a balance between the individual and the corporate, between the shared and the new, and between the professional and the personal.
Ann Hagell, John Gray, Maurice Galton, and Colleen Mclaughlin
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781447301042
- eISBN:
- 9781447307242
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447301042.003.0006
- Subject:
- Social Work, Children and Families
There have been some major changes in the basic structure of school experiences for adolescents since the mid 1970s, including more attention to attainment and examinations, a rise in exam ...
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There have been some major changes in the basic structure of school experiences for adolescents since the mid 1970s, including more attention to attainment and examinations, a rise in exam participation and success, a major shift to comprehensive education, and a significant increase in the number of children staying on at 16 years and thus having more 'school experiences' than previously. However, there is also evidence for considerable continuity (in class sizes, teaching styles etc). The chapter concludes that while there are aspects of school and classroom organisation, and social relationships in the educational arena, that are key correlates of mental health symptoms, there is no evidence that these particular aspects of the educational system have changed, except perhaps for the better.Less
There have been some major changes in the basic structure of school experiences for adolescents since the mid 1970s, including more attention to attainment and examinations, a rise in exam participation and success, a major shift to comprehensive education, and a significant increase in the number of children staying on at 16 years and thus having more 'school experiences' than previously. However, there is also evidence for considerable continuity (in class sizes, teaching styles etc). The chapter concludes that while there are aspects of school and classroom organisation, and social relationships in the educational arena, that are key correlates of mental health symptoms, there is no evidence that these particular aspects of the educational system have changed, except perhaps for the better.
Suzanne Marrs
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.003.0001
- Subject:
- Literature, American, 20th Century Literature
A scholar and a friend of Welty who became her biographer, Suzanne Marrs offers suggestions based on her scholarly expertise and over forty years of teaching. Key quotations from Welty’s nonfiction ...
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A scholar and a friend of Welty who became her biographer, Suzanne Marrs offers suggestions based on her scholarly expertise and over forty years of teaching. Key quotations from Welty’s nonfiction and interviews provide guidance for students who should be prepared to find “everything but a clear answer” in Welty’s fiction. Welty’s remarks provide valuable starting points for preparing students to read and discuss Welty’s work, reminding them that they will not find explicit political critiques, exact replicas of Welty’s experiences in the South, or plots that lead to a clear external resolution. These Welty quotations also demonstrate that Welty expects her readers to be deeply attentive to language and to identify with her characters’ mortality, fallibility, and humanity. Film versions of Welty’s works, historical resources, and excerpts from Marrs’ own past syllabi are provided as further resources for teachers as they begin planning their own classes.Less
A scholar and a friend of Welty who became her biographer, Suzanne Marrs offers suggestions based on her scholarly expertise and over forty years of teaching. Key quotations from Welty’s nonfiction and interviews provide guidance for students who should be prepared to find “everything but a clear answer” in Welty’s fiction. Welty’s remarks provide valuable starting points for preparing students to read and discuss Welty’s work, reminding them that they will not find explicit political critiques, exact replicas of Welty’s experiences in the South, or plots that lead to a clear external resolution. These Welty quotations also demonstrate that Welty expects her readers to be deeply attentive to language and to identify with her characters’ mortality, fallibility, and humanity. Film versions of Welty’s works, historical resources, and excerpts from Marrs’ own past syllabi are provided as further resources for teachers as they begin planning their own classes.
Amy Weldon
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.003.0026
- Subject:
- Literature, American, 20th Century Literature
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and ...
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Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.Less
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.
Mae Miller Claxton and Julia Eichelberger (eds)
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.003.0032
- Subject:
- Literature, American, 20th Century Literature
This chapter provides a brief overview of sources most relevant to teachers and their students as they select works to teach or research, prepare lessons on Welty’s artistry and the biographical and ...
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This chapter provides a brief overview of sources most relevant to teachers and their students as they select works to teach or research, prepare lessons on Welty’s artistry and the biographical and cultural contexts of her work, and navigate the wide range of critical resources on Welty. After summing up Welty’s publications and recommended editions, the chapter discusses the best material available for teaching the biographical and historical contexts of Welty’s works: scholarly articles, websites, and virtual tours of the Welty House. Teaching aids including films of Welty’s works, maps, and other multimedia are now available. An overview of Welty scholarship points readers to some of the most significant work on Welty since the 1980s and cites useful bibliographical sources.Less
This chapter provides a brief overview of sources most relevant to teachers and their students as they select works to teach or research, prepare lessons on Welty’s artistry and the biographical and cultural contexts of her work, and navigate the wide range of critical resources on Welty. After summing up Welty’s publications and recommended editions, the chapter discusses the best material available for teaching the biographical and historical contexts of Welty’s works: scholarly articles, websites, and virtual tours of the Welty House. Teaching aids including films of Welty’s works, maps, and other multimedia are now available. An overview of Welty scholarship points readers to some of the most significant work on Welty since the 1980s and cites useful bibliographical sources.
Simon Morgan Wortham
- Published in print:
- 2007
- Published Online:
- March 2011
- ISBN:
- 9780823226658
- eISBN:
- 9780823235131
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fso/9780823226658.003.0004
- Subject:
- Philosophy, Philosophy of Mind
Derrida's essay “Where a Teaching Body Begins and How It Ends” assumes and performs a certain virtualization (or actuvirtualization) of the teaching body. Long ...
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Derrida's essay “Where a Teaching Body Begins and How It Ends” assumes and performs a certain virtualization (or actuvirtualization) of the teaching body. Long before its time, it keeps open the question of the future, tying its possibility to a series of relations and resistances shaping up around the “virtual.” For all these reasons, this chapter argues that “Where a Teaching Body Begins and How It Ends” is one sign of the “fidelity of a guardian” engaged in a certain “double keeping”.Less
Derrida's essay “Where a Teaching Body Begins and How It Ends” assumes and performs a certain virtualization (or actuvirtualization) of the teaching body. Long before its time, it keeps open the question of the future, tying its possibility to a series of relations and resistances shaping up around the “virtual.” For all these reasons, this chapter argues that “Where a Teaching Body Begins and How It Ends” is one sign of the “fidelity of a guardian” engaged in a certain “double keeping”.
John R. McRae
- Published in print:
- 2004
- Published Online:
- May 2012
- ISBN:
- 9780520237971
- eISBN:
- 9780520937079
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520237971.003.0002
- Subject:
- Religion, Buddhism
According to traditional accounts, Bodhidharma was the third son of a great Brahman king of southern India, who left home to undertake the life of a Buddhist monk. He crossed the Yangzi River by ...
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According to traditional accounts, Bodhidharma was the third son of a great Brahman king of southern India, who left home to undertake the life of a Buddhist monk. He crossed the Yangzi River by floating across on a reed and went to Mount Song, just south of the great city of Luoyang. There Bodhidharma took up residence at Shaolin Temple (Shaolinsi), but instead of joining the regular activities of the congregation of monks, he spent nine years in a cave, sitting in meditation while facing a wall. His extraordinary discipline eventually attracted the attention of a student named Huike, who was to become his successor and thus the second patriarch of Chan Buddhism. Huike went on to transmit the teachings to Sengcan, from whom they were passed on to Daoxin, Hongren, and then to the sixth patriarch Huineng. This chapter focuses on the evolving hagiography of Bodhidharma, Hongren and the “East Mountain Teaching,” and two treatises (Treatise on the Two Entrances and Four Practices and Treatise on the Essentials of Cultivating the Mind).Less
According to traditional accounts, Bodhidharma was the third son of a great Brahman king of southern India, who left home to undertake the life of a Buddhist monk. He crossed the Yangzi River by floating across on a reed and went to Mount Song, just south of the great city of Luoyang. There Bodhidharma took up residence at Shaolin Temple (Shaolinsi), but instead of joining the regular activities of the congregation of monks, he spent nine years in a cave, sitting in meditation while facing a wall. His extraordinary discipline eventually attracted the attention of a student named Huike, who was to become his successor and thus the second patriarch of Chan Buddhism. Huike went on to transmit the teachings to Sengcan, from whom they were passed on to Daoxin, Hongren, and then to the sixth patriarch Huineng. This chapter focuses on the evolving hagiography of Bodhidharma, Hongren and the “East Mountain Teaching,” and two treatises (Treatise on the Two Entrances and Four Practices and Treatise on the Essentials of Cultivating the Mind).
Joseph D. Witt
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780813168128
- eISBN:
- 9780813168753
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813168128.003.0003
- Subject:
- Religion, Religion and Society
This chapter examines various eco-justice perspectives against mountaintop removal in the twenty-first-century movement, including influences from Catholic social teachings and mainline Protestant ...
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This chapter examines various eco-justice perspectives against mountaintop removal in the twenty-first-century movement, including influences from Catholic social teachings and mainline Protestant social justice work. Many of these efforts first emerged in the War on Poverty era, transitioning into activism against strip mining in the later twentieth century. Advocates of this position often cast resistance to mountaintop removal in a broader historical perspective of activism against social injustice. Mountaintop removal, they argue, constitutes a violation of the rights of the poor and needy, exploiting the lives and labor of rural Appalachians in favor of economic profits. The chapter provides specific accounts of individuals and organizations that offer this perspective in their work against mountaintop removal.Less
This chapter examines various eco-justice perspectives against mountaintop removal in the twenty-first-century movement, including influences from Catholic social teachings and mainline Protestant social justice work. Many of these efforts first emerged in the War on Poverty era, transitioning into activism against strip mining in the later twentieth century. Advocates of this position often cast resistance to mountaintop removal in a broader historical perspective of activism against social injustice. Mountaintop removal, they argue, constitutes a violation of the rights of the poor and needy, exploiting the lives and labor of rural Appalachians in favor of economic profits. The chapter provides specific accounts of individuals and organizations that offer this perspective in their work against mountaintop removal.
A. Robert Lee
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780824872946
- eISBN:
- 9780824877873
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824872946.003.0013
- Subject:
- Literature, American, 20th Century Literature
This interview, conducted especially for the collection, falls into a sequence of themes. It begins from Yamashita’s starting out as a writer and, given the extensive travels and the obligations of ...
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This interview, conducted especially for the collection, falls into a sequence of themes. It begins from Yamashita’s starting out as a writer and, given the extensive travels and the obligations of family, her negotiation of a functioning work-life balance. Discussion turns to the process of composition of each of the novels as well as Anime Wong. She addresses the influence of popular as well as high literary culture in her writing and her career as a Professor of Literature and Writing at the University of California Santa Cruz.Less
This interview, conducted especially for the collection, falls into a sequence of themes. It begins from Yamashita’s starting out as a writer and, given the extensive travels and the obligations of family, her negotiation of a functioning work-life balance. Discussion turns to the process of composition of each of the novels as well as Anime Wong. She addresses the influence of popular as well as high literary culture in her writing and her career as a Professor of Literature and Writing at the University of California Santa Cruz.
