Hans Lindahl
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780199232468
- eISBN:
- 9780191716027
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199232468.003.0013
- Subject:
- Law, EU Law
This chapter views discretion not only as the scope of legal power, but also as power over the scope of the law. This sheds light on the process by which the EC and its Member States negotiate the ...
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This chapter views discretion not only as the scope of legal power, but also as power over the scope of the law. This sheds light on the process by which the EC and its Member States negotiate the unity and divergence of their respective legal orders in the context of the public policy exception. Section 2 considers the case law of the discretionary exercise of the public policy reserve to show that there is little hope of confirming the hypothesis of conceptual divergence. Drawing on Hans Kelsen's analysis of the indeterminacy of legal norms, Section 3 introduces the twofold sense of discretion. Section 4 situates discretion in a general theory of constituent and constituted power. Section 5 examines public policy in the light of this denser notion of discretion. Section 6 radicalizes the analysis of ‘playing for time’, suggesting that the negotiation of divergence does not merely take place in time but is also and perhaps primarily about the unity of time.Less
This chapter views discretion not only as the scope of legal power, but also as power over the scope of the law. This sheds light on the process by which the EC and its Member States negotiate the unity and divergence of their respective legal orders in the context of the public policy exception. Section 2 considers the case law of the discretionary exercise of the public policy reserve to show that there is little hope of confirming the hypothesis of conceptual divergence. Drawing on Hans Kelsen's analysis of the indeterminacy of legal norms, Section 3 introduces the twofold sense of discretion. Section 4 situates discretion in a general theory of constituent and constituted power. Section 5 examines public policy in the light of this denser notion of discretion. Section 6 radicalizes the analysis of ‘playing for time’, suggesting that the negotiation of divergence does not merely take place in time but is also and perhaps primarily about the unity of time.
Geraldine Cousin
- Published in print:
- 2007
- Published Online:
- July 2012
- ISBN:
- 9780719061974
- eISBN:
- 9781781700976
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719061974.003.0002
- Subject:
- Literature, Drama
This chapter focuses primarily on four of Priestley's ‘time plays’, each of which is structured either around the return of a character or a reversal to a previous point in the action. Dangerous ...
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This chapter focuses primarily on four of Priestley's ‘time plays’, each of which is structured either around the return of a character or a reversal to a previous point in the action. Dangerous Corner and An Inspector Calls are also heavily indebted to a popular narrative form that relies on an investigation of the past in order to bring the present into clearer focus. Time and the Conways and Eden End are meditations on the nature of loss, but they also contain seeds of hope. The chapter ends by discussing J. M. Barrie's Mary Rose, which is haunted even more obviously than Eden End by the lost generation of the First World War. Loss in Mary Rose is eventually succeeded by redemption, but the ghostly protagonist can find release only by embracing her dead state.Less
This chapter focuses primarily on four of Priestley's ‘time plays’, each of which is structured either around the return of a character or a reversal to a previous point in the action. Dangerous Corner and An Inspector Calls are also heavily indebted to a popular narrative form that relies on an investigation of the past in order to bring the present into clearer focus. Time and the Conways and Eden End are meditations on the nature of loss, but they also contain seeds of hope. The chapter ends by discussing J. M. Barrie's Mary Rose, which is haunted even more obviously than Eden End by the lost generation of the First World War. Loss in Mary Rose is eventually succeeded by redemption, but the ghostly protagonist can find release only by embracing her dead state.
Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E, Berk, and Dorothy Singer
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195382716
- eISBN:
- 9780199893522
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195382716.001.0001
- Subject:
- Psychology, Developmental Psychology, Clinical Child Psychology / School Psychology
Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that ...
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Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The book presents scientific evidence in support of three points: children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. This book reviews research supporting playful learning along with succinct policy and practice recommendations that derive from this research.Less
Efforts to give preschool children a head start on academic skills like reading and mathematics instead rob them of play time both at home and school. Indeed, the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The book presents scientific evidence in support of three points: children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and learning and play are not incompatible. Rather, playful learning captivates children's minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. This book reviews research supporting playful learning along with succinct policy and practice recommendations that derive from this research.
Geraldine Cousin
- Published in print:
- 2007
- Published Online:
- July 2012
- ISBN:
- 9780719061974
- eISBN:
- 9781781700976
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719061974.003.0004
- Subject:
- Literature, Drama
Because they belong equally to past and present, it is the nature of ghosts to link these two aspects of time. In this chapter, Tom Stoppard's Arcadia and Copenhagen by Michael Frayn probe the ...
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Because they belong equally to past and present, it is the nature of ghosts to link these two aspects of time. In this chapter, Tom Stoppard's Arcadia and Copenhagen by Michael Frayn probe the intersection of past and present. Both premiered at the National Theatre, to critical acclaim, in the 1990s. Characters in these two plays hunt for clues, through research or into the recesses of memory, but, while a traditional detective story ends with the solution of a mystery, resolution in Arcadia and Copenhagen derives from a realisation of the co-existence of the then and the now within the simultaneous immediacy and ephemerality of the present moment of theatre. This chapter ends with a discussion of Michael Frayn's novel Spies.Less
Because they belong equally to past and present, it is the nature of ghosts to link these two aspects of time. In this chapter, Tom Stoppard's Arcadia and Copenhagen by Michael Frayn probe the intersection of past and present. Both premiered at the National Theatre, to critical acclaim, in the 1990s. Characters in these two plays hunt for clues, through research or into the recesses of memory, but, while a traditional detective story ends with the solution of a mystery, resolution in Arcadia and Copenhagen derives from a realisation of the co-existence of the then and the now within the simultaneous immediacy and ephemerality of the present moment of theatre. This chapter ends with a discussion of Michael Frayn's novel Spies.
Richard Dutton
- Published in print:
- 2016
- Published Online:
- April 2016
- ISBN:
- 9780198777748
- eISBN:
- 9780191823169
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198777748.003.0004
- Subject:
- Literature, Shakespeare Studies, Drama
There is an old debate about the normal playing times of Elizabethan plays. Did the players really offer ‘two hours’ traffic of the stage’? If so, how do we explain plays of 3,000 lines and more, ...
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There is an old debate about the normal playing times of Elizabethan plays. Did the players really offer ‘two hours’ traffic of the stage’? If so, how do we explain plays of 3,000 lines and more, which could hardly be performed in that time? This chapter argues that the evidence during Shakespeare’s career suggests regular playing times of between two and three hours, which required plays of c. 2,500 lines. The plays of only two dramatists regularly exceed that—William Shakespeare and Ben Jonson. Shakespeare’s plays average c. 2,700 lines, but if we exclude the earliest of them it is closer to 3,000 lines; Jonson’s are even longer. The chapter argues that the longest plays were written or revised for court presentation, where length was no object.Less
There is an old debate about the normal playing times of Elizabethan plays. Did the players really offer ‘two hours’ traffic of the stage’? If so, how do we explain plays of 3,000 lines and more, which could hardly be performed in that time? This chapter argues that the evidence during Shakespeare’s career suggests regular playing times of between two and three hours, which required plays of c. 2,500 lines. The plays of only two dramatists regularly exceed that—William Shakespeare and Ben Jonson. Shakespeare’s plays average c. 2,700 lines, but if we exclude the earliest of them it is closer to 3,000 lines; Jonson’s are even longer. The chapter argues that the longest plays were written or revised for court presentation, where length was no object.
