Jorge Delva, Paula Allen-Meares, and Sandra L. Momper
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195382501
- eISBN:
- 9780199777419
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195382501.001.0001
- Subject:
- Social Work, Research and Evaluation
The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the ...
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The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the United States, as well as in a global context within the context of three aims: (1) To understand and describe the nature and extent to which a particular problem occurs; (2) To understand the etiology or potential factors associated with the occurrence of a particular problem; (3) To evaluate programs or interventions designed to ameliorate or eliminate a problem. For each of these three aims, applications of different research methods with various population groups are discussed with considerable detail. The work presented falls into different sides of the emic–etic continuum, with some studies taking a more emic perspective (i.e., Chapter 2, a mixed methods study with American Indian populations), others presenting more of an etic approach (i.e., Chapter 3, a multicountry study of drug use in Central America), and yet others presenting an emic–etic distinction that is less salient (i.e., Chapters 4–6, a longitudinal studies of ecological factors and drug use in Santiago, Chile; a longitudinal study of ecological factors and PTSD in the City of Detroit; and a randomized clinical trial and community-based participatory research project both also conducted in Detroit). Two central themes that guided this work are that culture is not static, rather it is fluid and changing, and that cross-cultural researchers should avoid making sweeping generalizations that risk taking on essentialist characteristics. The book concludes with a call for anyone conducting cross-cultural research to include an intersectionality lens, one that encompasses a broader range of multiple identities, into their work.Less
The purpose of the book is to provide researchers with a framework to conduct research in a culturally sensitive manner with individuals, families, and communities in diverse cultural settings in the United States, as well as in a global context within the context of three aims: (1) To understand and describe the nature and extent to which a particular problem occurs; (2) To understand the etiology or potential factors associated with the occurrence of a particular problem; (3) To evaluate programs or interventions designed to ameliorate or eliminate a problem. For each of these three aims, applications of different research methods with various population groups are discussed with considerable detail. The work presented falls into different sides of the emic–etic continuum, with some studies taking a more emic perspective (i.e., Chapter 2, a mixed methods study with American Indian populations), others presenting more of an etic approach (i.e., Chapter 3, a multicountry study of drug use in Central America), and yet others presenting an emic–etic distinction that is less salient (i.e., Chapters 4–6, a longitudinal studies of ecological factors and drug use in Santiago, Chile; a longitudinal study of ecological factors and PTSD in the City of Detroit; and a randomized clinical trial and community-based participatory research project both also conducted in Detroit). Two central themes that guided this work are that culture is not static, rather it is fluid and changing, and that cross-cultural researchers should avoid making sweeping generalizations that risk taking on essentialist characteristics. The book concludes with a call for anyone conducting cross-cultural research to include an intersectionality lens, one that encompasses a broader range of multiple identities, into their work.
Yancey George Allan
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199735433
- eISBN:
- 9780199866267
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735433.001.0001
- Subject:
- Religion, Religion and Society
This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend ...
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This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend these institutions succeed or fail to graduate from them. Using a national online Internet survey of Protestant campuses, an online survey of students from selected campuses, and two national data sets (National Center for Education Statistics and Princeton Review’s Complete Book of Colleges), research showed what works and what does not work in promoting racial diversity on Protestant campuses. There is quantitative evidence for the efficacy of diversity courses, minority professors, and student-led multicultural organizations but less support for multicultural programs, antiracism programs, and financial aid support in the promotion of racial diversity. The qualitative findings in the book explore why some programs are more successful in promoting racial diversity. These findings can provide guidance for leaders of Protestant institutions of higher education who want to increase racial diversity on their campuses. Since Protestant campuses are less likely to be racially diverse than other campuses, understanding factors that help Protestant campuses overcome their tendency toward racial homogeneity can also help other educational institutions become more racially diverse. The book explores the generalizabilty of its findings to non-Protestant campuses.Less
This book explores the racial climate on Protestant colleges and universities. It examines why these institutions succeed or fail to attract students of color and why students of color who attend these institutions succeed or fail to graduate from them. Using a national online Internet survey of Protestant campuses, an online survey of students from selected campuses, and two national data sets (National Center for Education Statistics and Princeton Review’s Complete Book of Colleges), research showed what works and what does not work in promoting racial diversity on Protestant campuses. There is quantitative evidence for the efficacy of diversity courses, minority professors, and student-led multicultural organizations but less support for multicultural programs, antiracism programs, and financial aid support in the promotion of racial diversity. The qualitative findings in the book explore why some programs are more successful in promoting racial diversity. These findings can provide guidance for leaders of Protestant institutions of higher education who want to increase racial diversity on their campuses. Since Protestant campuses are less likely to be racially diverse than other campuses, understanding factors that help Protestant campuses overcome their tendency toward racial homogeneity can also help other educational institutions become more racially diverse. The book explores the generalizabilty of its findings to non-Protestant campuses.
Jeffrey Jensen Arnett, Marion Kloep, Leo B. Hendry, and Jennifer L. Tanner
- Published in print:
- 2011
- Published Online:
- January 2011
- ISBN:
- 9780199757176
- eISBN:
- 9780199863389
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199757176.001.0001
- Subject:
- Psychology, Developmental Psychology
In this book two pairs of developmental psychologists take sides in a spirited debate over the theory of “emerging adulthood,” Jeffrey Arnett’s proposal that a new life stage has developed in between ...
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In this book two pairs of developmental psychologists take sides in a spirited debate over the theory of “emerging adulthood,” Jeffrey Arnett’s proposal that a new life stage has developed in between adolescence and young adulthood, lasting roughly from ages 18 to 25. Arnett and Jennifer Tanner argue that as young people around the world share demographic similarities such as longer education and later marriage, the 18-25 age period is best understood as entailing the rise of a new life stage of emerging adulthood. However, because the experiences of emerging adults worldwide vary according to cultural context, educational attainment, and social class, Arnett and Tanner suggest that there may not be one but many different emerging adulthoods. An important issue for this burgeoning area of inquiry is to explore and describe this variation. In contrast, Marion Kloep and Leo Hendry assert that stage theories have never been able to explain individual transitions across the life course; in their view, stage theories—including the theory of emerging adulthood--ought to be abolished altogether, and explanations found for the processes and mechanisms that govern human change at any age. This book provides the argument of “stage or process” in full-force, with vigorous disagreements, conflicting alternatives, some leavening humor, and ultimately even some common ground.Less
In this book two pairs of developmental psychologists take sides in a spirited debate over the theory of “emerging adulthood,” Jeffrey Arnett’s proposal that a new life stage has developed in between adolescence and young adulthood, lasting roughly from ages 18 to 25. Arnett and Jennifer Tanner argue that as young people around the world share demographic similarities such as longer education and later marriage, the 18-25 age period is best understood as entailing the rise of a new life stage of emerging adulthood. However, because the experiences of emerging adults worldwide vary according to cultural context, educational attainment, and social class, Arnett and Tanner suggest that there may not be one but many different emerging adulthoods. An important issue for this burgeoning area of inquiry is to explore and describe this variation. In contrast, Marion Kloep and Leo Hendry assert that stage theories have never been able to explain individual transitions across the life course; in their view, stage theories—including the theory of emerging adulthood--ought to be abolished altogether, and explanations found for the processes and mechanisms that govern human change at any age. This book provides the argument of “stage or process” in full-force, with vigorous disagreements, conflicting alternatives, some leavening humor, and ultimately even some common ground.
Walter Ott
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780199570430
- eISBN:
- 9780191722394
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199570430.003.0005
- Subject:
- Philosophy, Metaphysics/Epistemology, Philosophy of Science
There are two ways to understand early modern mechanism: first, as the view that what happens in the natural world is a result of the mechanical properties of bodies (call this “course‐of‐nature ...
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There are two ways to understand early modern mechanism: first, as the view that what happens in the natural world is a result of the mechanical properties of bodies (call this “course‐of‐nature mechanism”), and second, as the view that the only properties bodies have are mechanical properties (“ontological mechanism”). In the work of Descartes and Malebranche, the two kinds of mechanism are starkly opposed: it is because they accept ontological mechanism (and so must reject scholastic powers) that these figures cannot endorse course‐of‐nature mechanism.Less
There are two ways to understand early modern mechanism: first, as the view that what happens in the natural world is a result of the mechanical properties of bodies (call this “course‐of‐nature mechanism”), and second, as the view that the only properties bodies have are mechanical properties (“ontological mechanism”). In the work of Descartes and Malebranche, the two kinds of mechanism are starkly opposed: it is because they accept ontological mechanism (and so must reject scholastic powers) that these figures cannot endorse course‐of‐nature mechanism.
Daphne C. Wiggins
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0010
- Subject:
- Religion, World Religions
African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue ...
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African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue oppressive forces felt by African Americans while simultaneously establishing a context for a more abundant life. This chapter presents a model for teaching those contexts. It presents the rationale and several of the strategies used in the course, “The Social Contexts of the Black Church”. The course requires students to ground their ministerial vision in a dialectical understanding of the Black Church. Moving between the contemporary interdisciplinary interpretation of the sociocultural contexts of African Americans and the history and established theological teachings of the Black Church, an approach is presented that equips theological students to construct a ministerial direction and praxis.Less
African American Christianity can be used to engage the questions of social practice and theology. From a variety of sources, the Black Church has constructed practices that counter and subdue oppressive forces felt by African Americans while simultaneously establishing a context for a more abundant life. This chapter presents a model for teaching those contexts. It presents the rationale and several of the strategies used in the course, “The Social Contexts of the Black Church”. The course requires students to ground their ministerial vision in a dialectical understanding of the Black Church. Moving between the contemporary interdisciplinary interpretation of the sociocultural contexts of African Americans and the history and established theological teachings of the Black Church, an approach is presented that equips theological students to construct a ministerial direction and praxis.
Ralph C. Watkins
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0014
- Subject:
- Religion, World Religions
Teaching “African American Religions” is an intense experience. Teaching the course calls on the teacher to observe the students changing as the students go through a transition during the course. ...
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Teaching “African American Religions” is an intense experience. Teaching the course calls on the teacher to observe the students changing as the students go through a transition during the course. This course has to be seen as a journey. It must be framed as a process of reunification and reconstruction. The teacher needs to feel compassion as he or she works in the community reconciling students to their roots as they explore the foundations of African American religiosity.Less
Teaching “African American Religions” is an intense experience. Teaching the course calls on the teacher to observe the students changing as the students go through a transition during the course. This course has to be seen as a journey. It must be framed as a process of reunification and reconstruction. The teacher needs to feel compassion as he or she works in the community reconciling students to their roots as they explore the foundations of African American religiosity.
Theodore Louis Trost
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0015
- Subject:
- Religion, World Religions
The main purpose of religious studies as an academic discipline is to make “the strange familiar and the familiar strange”. This is what the course “Introduction to Religion in America: Religion ...
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The main purpose of religious studies as an academic discipline is to make “the strange familiar and the familiar strange”. This is what the course “Introduction to Religion in America: Religion Observed in Popular Film” attempts, with particular emphasis on making the familiar strange. The class has three foci: religion, movies, and America. In this chapter, after a review of the issues at stake in the “Introduction to Religious Studies” course and a description of the operative method, race as a crucial concern in the interpretation of three movies: Being There, The Color Purple, and Daughters of the Dust, is discussed.Less
The main purpose of religious studies as an academic discipline is to make “the strange familiar and the familiar strange”. This is what the course “Introduction to Religion in America: Religion Observed in Popular Film” attempts, with particular emphasis on making the familiar strange. The class has three foci: religion, movies, and America. In this chapter, after a review of the issues at stake in the “Introduction to Religious Studies” course and a description of the operative method, race as a crucial concern in the interpretation of three movies: Being There, The Color Purple, and Daughters of the Dust, is discussed.
Carolyn M. Jones
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0002
- Subject:
- Religion, World Religions
In a course like African American religion, the classroom is a “contact zone”, a term used by Mary Louise Pratt. To illustrate the difficulties in dealing with the contact zone, this chapter ...
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In a course like African American religion, the classroom is a “contact zone”, a term used by Mary Louise Pratt. To illustrate the difficulties in dealing with the contact zone, this chapter describes an African American Religion course recently taught by the author of this book. It then looks at the issues involved when a classroom becomes a contact zone. The chapter then discusses the use of David Remnick's biography of Muhammed Ali, King of the World, and America in the Civil Rights era for understanding the significance of the Nation of Islam. Finally, building on the spiritual journey of Muhammed Ali, the central issue in teaching religion, transformation, whether it is African American Religion or not, is considered.Less
In a course like African American religion, the classroom is a “contact zone”, a term used by Mary Louise Pratt. To illustrate the difficulties in dealing with the contact zone, this chapter describes an African American Religion course recently taught by the author of this book. It then looks at the issues involved when a classroom becomes a contact zone. The chapter then discusses the use of David Remnick's biography of Muhammed Ali, King of the World, and America in the Civil Rights era for understanding the significance of the Nation of Islam. Finally, building on the spiritual journey of Muhammed Ali, the central issue in teaching religion, transformation, whether it is African American Religion or not, is considered.
Nancy A. Hardesty
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0003
- Subject:
- Religion, World Religions
This chapter describes the teaching of a basic-level course called “African American Religion”. The course, taught by the author of the book, is open to anybody with an interest in the subject. In ...
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This chapter describes the teaching of a basic-level course called “African American Religion”. The course, taught by the author of the book, is open to anybody with an interest in the subject. In 1999, there were only seven students who completed the course: five black, two white. In 2001, there were twenty-eight: twenty-three black and five white. The course will continue to be offered.Less
This chapter describes the teaching of a basic-level course called “African American Religion”. The course, taught by the author of the book, is open to anybody with an interest in the subject. In 1999, there were only seven students who completed the course: five black, two white. In 2001, there were twenty-eight: twenty-three black and five white. The course will continue to be offered.
Bernadette McNary-Zak
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780195167979
- eISBN:
- 9780199784981
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019516797X.003.0009
- Subject:
- Religion, World Religions
This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed ...
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This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed an entirely new course, “Histories of American Catholicism”, which strives to address diversity by problematizing American Catholic identity. This chapter discusses several methodological issues with a particular focus on how they have shaped the author's thinking about how to teach this course. Since the course has not yet been taught in either a Catholic or a non-Catholic context, this chapter is a working proposal that offers a preliminary road map. It will require adjustment as it is tested out.Less
This chapter focuses on the question of how a course on the history of American Catholicism might be framed for a non-Catholic, Protestant, and Southern context. The author of this book has developed an entirely new course, “Histories of American Catholicism”, which strives to address diversity by problematizing American Catholic identity. This chapter discusses several methodological issues with a particular focus on how they have shaped the author's thinking about how to teach this course. Since the course has not yet been taught in either a Catholic or a non-Catholic context, this chapter is a working proposal that offers a preliminary road map. It will require adjustment as it is tested out.
Emily Gray, Phil Mike Jones, and Stephen Farrall
- Published in print:
- 2021
- Published Online:
- May 2021
- ISBN:
- 9780197266922
- eISBN:
- 9780191938184
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197266922.003.0010
- Subject:
- Law
One of the first steps Margaret Thatcher’s government took following their election in 1979 was to introduce legislation that enabled sitting council tenants to buy their council homes. This chapter ...
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One of the first steps Margaret Thatcher’s government took following their election in 1979 was to introduce legislation that enabled sitting council tenants to buy their council homes. This chapter assesses the legacy of this policy on the experiences of homelessness and contact with the criminal justice system of two cohorts of UK citizens. Using longitudinal studies of people born in 1958 and 1970, the authors explore how policies intended to turn council tenants into property owners, may have also increased the risks of homelessness, and contact with the criminal justice system for others as well as subsequent generations. The authors assess how legislative changes can shape the lives of citizens, and highlight some of the unintended consequences of the ‘right to buy’ policy. Our chapter, therefore is essentially about the investigation of the outcomes of radical system deregulation. Our chapter draws upon concepts derived from life-course studies and historical institutionalist thinking in order to understand in-depth how radical policy changes may shape and alter the lives of ordinary citizens.Less
One of the first steps Margaret Thatcher’s government took following their election in 1979 was to introduce legislation that enabled sitting council tenants to buy their council homes. This chapter assesses the legacy of this policy on the experiences of homelessness and contact with the criminal justice system of two cohorts of UK citizens. Using longitudinal studies of people born in 1958 and 1970, the authors explore how policies intended to turn council tenants into property owners, may have also increased the risks of homelessness, and contact with the criminal justice system for others as well as subsequent generations. The authors assess how legislative changes can shape the lives of citizens, and highlight some of the unintended consequences of the ‘right to buy’ policy. Our chapter, therefore is essentially about the investigation of the outcomes of radical system deregulation. Our chapter draws upon concepts derived from life-course studies and historical institutionalist thinking in order to understand in-depth how radical policy changes may shape and alter the lives of ordinary citizens.
Christopher I. Lehrich
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195176452
- eISBN:
- 9780199785308
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195176452.003.0021
- Subject:
- Religion, Religion and Society
This chapter sketches ways to teach writing in a course on ritual. It begins by discussing the objectives and principles that guide this process. It then offers discussion of sample writing ...
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This chapter sketches ways to teach writing in a course on ritual. It begins by discussing the objectives and principles that guide this process. It then offers discussion of sample writing assignments, and how they can help students improve both their writing and their understanding of ritual. Finally, it reflects briefly on what can be learned from teaching such a course, not only about pedagogy but also about ritual.Less
This chapter sketches ways to teach writing in a course on ritual. It begins by discussing the objectives and principles that guide this process. It then offers discussion of sample writing assignments, and how they can help students improve both their writing and their understanding of ritual. Finally, it reflects briefly on what can be learned from teaching such a course, not only about pedagogy but also about ritual.
John Nelson
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195176452
- eISBN:
- 9780199785308
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195176452.003.0010
- Subject:
- Religion, Religion and Society
This chapter describes the author's teaching of valuable lessons about the historical uses of ritual that often do not appear in courses — for example, how Shintō symbolism could turn the Japanese ...
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This chapter describes the author's teaching of valuable lessons about the historical uses of ritual that often do not appear in courses — for example, how Shintō symbolism could turn the Japanese emperor into a deity, evoking obedience and reverence from all his subjects. The chapter's author's course on Buddhism also stresses the role of ritual in propping up political power, which is demonstrated through an analysis of the ritual recitation of the Heart Sutra.Less
This chapter describes the author's teaching of valuable lessons about the historical uses of ritual that often do not appear in courses — for example, how Shintō symbolism could turn the Japanese emperor into a deity, evoking obedience and reverence from all his subjects. The chapter's author's course on Buddhism also stresses the role of ritual in propping up political power, which is demonstrated through an analysis of the ritual recitation of the Heart Sutra.
Yoav Ben-Shlomo and Diana Kuh
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199239481
- eISBN:
- 9780191716973
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199239481.003.009
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
A life course approach to epidemiology is the study of the long-term effects on later health, or disease risk of physical or social exposures during gestation, childhood, adolescence, young ...
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A life course approach to epidemiology is the study of the long-term effects on later health, or disease risk of physical or social exposures during gestation, childhood, adolescence, young adulthood, or later adult life. Much of the interest in life course epidemiology has centred around chronic diseases such as coronary heart disease (CHD), type II diabetes, and cancer, but its concepts have also been adopted for mental and dental health. This chapter discusses educational aspects of life course epidemiology from both an undergraduate and postgraduate perspective.Less
A life course approach to epidemiology is the study of the long-term effects on later health, or disease risk of physical or social exposures during gestation, childhood, adolescence, young adulthood, or later adult life. Much of the interest in life course epidemiology has centred around chronic diseases such as coronary heart disease (CHD), type II diabetes, and cancer, but its concepts have also been adopted for mental and dental health. This chapter discusses educational aspects of life course epidemiology from both an undergraduate and postgraduate perspective.
Eugene V. Gallagher
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780195177299
- eISBN:
- 9780199785537
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195177299.003.0013
- Subject:
- Religion, Religion and Society
Students frequently come to classes about new religious movements disinclined to take them seriously as legitimate religions. Borrowing from literature about race and diversity in the classroom and ...
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Students frequently come to classes about new religious movements disinclined to take them seriously as legitimate religions. Borrowing from literature about race and diversity in the classroom and using Peter Elbow's description of methodological doubt and methodological belief as analytical tools, this chapter discusses strategies for overcoming student resistance to taking NRMs seriously as religions. It is argued that the rigorous cultivation of methodological belief as an approach to the study of NRMs offers an effective way to dissipate some negative effects of stereotypes of NRMs and develop adequate descriptions of them. Advocating a rhetorical model of teaching, the chapter provides examples of active learning assignments and offers suggestions about course design that can make the politics of representation of NRMs a continuing topic for class discussions.Less
Students frequently come to classes about new religious movements disinclined to take them seriously as legitimate religions. Borrowing from literature about race and diversity in the classroom and using Peter Elbow's description of methodological doubt and methodological belief as analytical tools, this chapter discusses strategies for overcoming student resistance to taking NRMs seriously as religions. It is argued that the rigorous cultivation of methodological belief as an approach to the study of NRMs offers an effective way to dissipate some negative effects of stereotypes of NRMs and develop adequate descriptions of them. Advocating a rhetorical model of teaching, the chapter provides examples of active learning assignments and offers suggestions about course design that can make the politics of representation of NRMs a continuing topic for class discussions.
Vanessa R. Sasson
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195335224
- eISBN:
- 9780199868810
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195335224.003.0005
- Subject:
- Religion, Religion and Society
This chapter describes a religious studies survey course on world religions that the author of this chapter has been teaching for a number of years in two different academic institutions. The course ...
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This chapter describes a religious studies survey course on world religions that the author of this chapter has been teaching for a number of years in two different academic institutions. The course introduces students to some of the major world religions and investigates in particular how each of these deals with death and dying. The result has been twofold: not only are students given a good basis upon which to compare religious traditions seriously, but they are also provided with an opportunity to reflect upon and discuss their mortality together. The chapter explores these results theoretically and anecdotally.Less
This chapter describes a religious studies survey course on world religions that the author of this chapter has been teaching for a number of years in two different academic institutions. The course introduces students to some of the major world religions and investigates in particular how each of these deals with death and dying. The result has been twofold: not only are students given a good basis upon which to compare religious traditions seriously, but they are also provided with an opportunity to reflect upon and discuss their mortality together. The chapter explores these results theoretically and anecdotally.
Michael Baun and Phil Wilkin
- Published in print:
- 2003
- Published Online:
- April 2004
- ISBN:
- 9780199257409
- eISBN:
- 9780191600951
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019925740X.003.0016
- Subject:
- Political Science, European Union
Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, ...
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Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, highlighting various software options as well as resources placed on the Internet by the EU specifically for web‐teachers. Includes first‐hand information on the practicalities of developing and teaching a web‐based course on the EU. Baun is Director of an innovative new EU Web Course programme taught jointly by professors in the University System of Georgia and their counterparts at the University of Munich in Germany, and discusses both design and curricula as well as lessons learnt from actually teaching the courses in this web‐based transatlantic programme.Less
Highlights the numerous resources and possibilities offered by web technology for teaching about the EU. It discusses the informational and pedagogic resources offered to teachers by web technology, highlighting various software options as well as resources placed on the Internet by the EU specifically for web‐teachers. Includes first‐hand information on the practicalities of developing and teaching a web‐based course on the EU. Baun is Director of an innovative new EU Web Course programme taught jointly by professors in the University System of Georgia and their counterparts at the University of Munich in Germany, and discusses both design and curricula as well as lessons learnt from actually teaching the courses in this web‐based transatlantic programme.
Gøsta Esping‐Andersen
- Published in print:
- 1999
- Published Online:
- November 2003
- ISBN:
- 9780198742005
- eISBN:
- 9780191599163
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198742002.003.0003
- Subject:
- Political Science, Comparative Politics
This chapter and the previous one revisit the political economy within which post‐war welfare regimes emerged, matured, and, now appear crisis‐ridden. Here, an analysis is made of social risks and ...
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This chapter and the previous one revisit the political economy within which post‐war welfare regimes emerged, matured, and, now appear crisis‐ridden. Here, an analysis is made of social risks and welfare states. The post‐war welfare state was premised upon assumptions about family structure and labour market behaviour that, today, are largely invalid. Risks that in the 1950s or 1960s were assumed away are now becoming dominant, and vice versa. The post‐war welfare state being the child of the 1930s Depression and the ‘workers question’, was moulded on a society in which the prototypical client was a male production worker, who is now rather hard to find. A first step towards an understanding of the contemporary welfare state crisis must begin with: (a) a diagnosis of the changing distribution and intensity of social risks, and (b) a comprehensive examination of how risks are pooled and distributed between state, market, and family. The different sections of the chapter are: The State in the Welfare Nexus—the misunderstood family, and the welfare triad of state, market, and family; The Foundations of Welfare Regimes: Risk Management—family and market ‘failures’; and The distribution of risks and models of solidarity—class risks, life‐course risks, intergenerational risks, de‐commodification, and familialism and de‐familialism.Less
This chapter and the previous one revisit the political economy within which post‐war welfare regimes emerged, matured, and, now appear crisis‐ridden. Here, an analysis is made of social risks and welfare states. The post‐war welfare state was premised upon assumptions about family structure and labour market behaviour that, today, are largely invalid. Risks that in the 1950s or 1960s were assumed away are now becoming dominant, and vice versa. The post‐war welfare state being the child of the 1930s Depression and the ‘workers question’, was moulded on a society in which the prototypical client was a male production worker, who is now rather hard to find. A first step towards an understanding of the contemporary welfare state crisis must begin with: (a) a diagnosis of the changing distribution and intensity of social risks, and (b) a comprehensive examination of how risks are pooled and distributed between state, market, and family. The different sections of the chapter are: The State in the Welfare Nexus—the misunderstood family, and the welfare triad of state, market, and family; The Foundations of Welfare Regimes: Risk Management—family and market ‘failures’; and The distribution of risks and models of solidarity—class risks, life‐course risks, intergenerational risks, de‐commodification, and familialism and de‐familialism.
Michael Marmot and Richard Wilkinson (eds)
- Published in print:
- 2005
- Published Online:
- September 2009
- ISBN:
- 9780198565895
- eISBN:
- 9780191723988
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198565895.001.0001
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
The health of populations is related to features of society and its social and economic organization. This crucial fact provides the basis for effective policy-making for improving population health. ...
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The health of populations is related to features of society and its social and economic organization. This crucial fact provides the basis for effective policy-making for improving population health. While there is, understandably, much concern regarding the appropriate provision and financing of health services as well as ensuring that the nature of the services provided is based on the best evidence of effectiveness, health is a matter that goes beyond the provision of health services. Policies pursued by many branches of government and by the private sector, both nationally and locally, exert a powerful influence on health — and this book shows the direction in which we should be going. Just as decisions about health services should be based on the best evidence available, so should policies related to the social determinants of health. The social determinants covered by the book include the impact of early life; the life course, the social gradient, and health; labour market disadvantage, unemployment, non-employment, and job insecurity; the psychosocial environment at work; transport; social support and social cohesion; the politics of food; poverty, social exclusion, and minorities; social patterning of individual behaviours; social determinants of ethnic/ racial inequalities; social determinants of health in older age; neighbourhoods, housing, and health; sexual behaviour and sexual health; and social vulnerability.Less
The health of populations is related to features of society and its social and economic organization. This crucial fact provides the basis for effective policy-making for improving population health. While there is, understandably, much concern regarding the appropriate provision and financing of health services as well as ensuring that the nature of the services provided is based on the best evidence of effectiveness, health is a matter that goes beyond the provision of health services. Policies pursued by many branches of government and by the private sector, both nationally and locally, exert a powerful influence on health — and this book shows the direction in which we should be going. Just as decisions about health services should be based on the best evidence available, so should policies related to the social determinants of health. The social determinants covered by the book include the impact of early life; the life course, the social gradient, and health; labour market disadvantage, unemployment, non-employment, and job insecurity; the psychosocial environment at work; transport; social support and social cohesion; the politics of food; poverty, social exclusion, and minorities; social patterning of individual behaviours; social determinants of ethnic/ racial inequalities; social determinants of health in older age; neighbourhoods, housing, and health; sexual behaviour and sexual health; and social vulnerability.
Andrew Pickles, Barbara Maughan, and Michael Wadsworth (eds)
- Published in print:
- 2007
- Published Online:
- September 2009
- ISBN:
- 9780198528487
- eISBN:
- 9780191723940
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198528487.001.0001
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Life course epidemiology is developing rapidly in the context of new knowledge about the biology of development and ageing and gene-environment interplay. This book is concerned with design, ...
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Life course epidemiology is developing rapidly in the context of new knowledge about the biology of development and ageing and gene-environment interplay. This book is concerned with design, measurement, and analysis of life course data. Study design chapters are concerned with models of the life course development of risk, the effect of individual differences, the study of genetic effects, and intervention in life course designs. Analysis chapters deal with time-varying exposure, missingness, analysis of multivariate outcomes, estimation of causality, structural equation modelling, and trajectory analysis. The intention is to provide a guide to the evaluation of interacting developmental, environmental, and genetic effects in studies of the processes and origins of risk, resilience, and ageing.Less
Life course epidemiology is developing rapidly in the context of new knowledge about the biology of development and ageing and gene-environment interplay. This book is concerned with design, measurement, and analysis of life course data. Study design chapters are concerned with models of the life course development of risk, the effect of individual differences, the study of genetic effects, and intervention in life course designs. Analysis chapters deal with time-varying exposure, missingness, analysis of multivariate outcomes, estimation of causality, structural equation modelling, and trajectory analysis. The intention is to provide a guide to the evaluation of interacting developmental, environmental, and genetic effects in studies of the processes and origins of risk, resilience, and ageing.
