Ian Clark
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780199297009
- eISBN:
- 9780191711428
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199297009.001.0001
- Subject:
- Political Science, International Relations and Politics
The conventional view of international society has it that it is interested only in co-existence and order amongst states. This creates a puzzle. When the historical record is examined, we discover ...
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The conventional view of international society has it that it is interested only in co-existence and order amongst states. This creates a puzzle. When the historical record is examined, we discover that international society has repeatedly signed up to normative principles that go well beyond this purpose. When it has done so, it has built new normative constraints into international legitimacy, and this is most conspicuously so when it has espoused broadly humanitarian principles. This suggests that the norms adopted by international society might have been encouraged from the distinct constituency of world society. The book traces a series of historical case studies which issued in international affirmation of such principles: slave-trade abolition in 1815; the public conscience in 1899; social justice (but not racial equality) in 1919; human rights in 1945; and democracy as the only acceptable form of state in 1990. In each case, evidence is presented of world-society actors (transnational movements, advocacy networks, and INGOs) making the political running for a new principle, often in alliance with a leading state. At the same time, world society has mounted a normative case, and this can be seen as a degree of normative integration between international and world society. Collectively, the book contributes to the growing IR literature on the role of norms, and especially that written from a broadly English School or constructivist perspective.Less
The conventional view of international society has it that it is interested only in co-existence and order amongst states. This creates a puzzle. When the historical record is examined, we discover that international society has repeatedly signed up to normative principles that go well beyond this purpose. When it has done so, it has built new normative constraints into international legitimacy, and this is most conspicuously so when it has espoused broadly humanitarian principles. This suggests that the norms adopted by international society might have been encouraged from the distinct constituency of world society. The book traces a series of historical case studies which issued in international affirmation of such principles: slave-trade abolition in 1815; the public conscience in 1899; social justice (but not racial equality) in 1919; human rights in 1945; and democracy as the only acceptable form of state in 1990. In each case, evidence is presented of world-society actors (transnational movements, advocacy networks, and INGOs) making the political running for a new principle, often in alliance with a leading state. At the same time, world society has mounted a normative case, and this can be seen as a degree of normative integration between international and world society. Collectively, the book contributes to the growing IR literature on the role of norms, and especially that written from a broadly English School or constructivist perspective.
Harry Brighouse
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780199257874
- eISBN:
- 9780191598845
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199257876.001.0001
- Subject:
- Political Science, Political Theory
Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's ...
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Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, and argues that they fall short of the requirements of justice, but that not all such schemes must do so. It elaborates an abstract voucher scheme that would combine choice with justice, and offers ways by which actual choice‐based reform can be modified to meet the requirements of justice.Less
Defends a theory of social justice for education from within an egalitarian version of liberalism. The theory involves a strong commitment to educational equality, and to the idea that children's rights include a right to personal autonomy. The book argues that school reform must always be evaluated from the perspective of social justice and applies the theory, in particular, to school choice proposals. It looks at the parental choice schemes in Milwaukee, Wisconsin, and in England and Wales, and argues that they fall short of the requirements of justice, but that not all such schemes must do so. It elaborates an abstract voucher scheme that would combine choice with justice, and offers ways by which actual choice‐based reform can be modified to meet the requirements of justice.
Jason Ralph
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199214310
- eISBN:
- 9780191706615
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199214310.001.0001
- Subject:
- Political Science, International Relations and Politics
This book is among the first to address the issues raised by the International Criminal Court from an International Relations perspective. By clearly outlining a theoretical framework to interpret ...
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This book is among the first to address the issues raised by the International Criminal Court from an International Relations perspective. By clearly outlining a theoretical framework to interpret these issues, it makes a significant contribution to the English School's study of international society. More specifically, it offers a concise definition of ‘world society’ and thus helps to resolve a longstanding problem in international theory. This groundbreaking conceptual work is supported by an indepth empirical analysis of American opposition to the ICC. The book goes beyond the familiar arguments related to national interests and argues that the Court has exposed the extent to which American notions of accountability are tied to the nation‐state. Where other democracies are willing to renegotiate their social contract because they see themselves as part of world society, the US protects its particular contract with ‘the American people’ because it offers a means of distinguishing that nation and its democracy from the rest of the world. In opposing the ICC, therefore, the US seeks to defend a society of states because this kind of society can accommodate American exceptionalism and advance particular US interests. This ‘sovereigntist’, or more accurately ‘Americanist’, influence is further illustrated in chapters on the customary international law, universal jurisdiction, transatlantic relations and US policy on international humanitarian law in the war on terror. The book concludes by evoking E.H. Carr's criticism of those great powers who claim that a harmony exists between their particular interests and those of wider society. It also recalls his argument that great powers sometimes need to compromise and in this context it argues that support for the ICC is a more effective means of fulfilling America's purpose and a less costly sacrifice for the US to make than that demanded by the ‘Americanist’ policy of nation‐building.Less
This book is among the first to address the issues raised by the International Criminal Court from an International Relations perspective. By clearly outlining a theoretical framework to interpret these issues, it makes a significant contribution to the English School's study of international society. More specifically, it offers a concise definition of ‘world society’ and thus helps to resolve a longstanding problem in international theory. This groundbreaking conceptual work is supported by an indepth empirical analysis of American opposition to the ICC. The book goes beyond the familiar arguments related to national interests and argues that the Court has exposed the extent to which American notions of accountability are tied to the nation‐state. Where other democracies are willing to renegotiate their social contract because they see themselves as part of world society, the US protects its particular contract with ‘the American people’ because it offers a means of distinguishing that nation and its democracy from the rest of the world. In opposing the ICC, therefore, the US seeks to defend a society of states because this kind of society can accommodate American exceptionalism and advance particular US interests. This ‘sovereigntist’, or more accurately ‘Americanist’, influence is further illustrated in chapters on the customary international law, universal jurisdiction, transatlantic relations and US policy on international humanitarian law in the war on terror. The book concludes by evoking E.H. Carr's criticism of those great powers who claim that a harmony exists between their particular interests and those of wider society. It also recalls his argument that great powers sometimes need to compromise and in this context it argues that support for the ICC is a more effective means of fulfilling America's purpose and a less costly sacrifice for the US to make than that demanded by the ‘Americanist’ policy of nation‐building.
David Armstrong
- Published in print:
- 1993
- Published Online:
- November 2003
- ISBN:
- 9780198275282
- eISBN:
- 9780191598739
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198275285.001.0001
- Subject:
- Political Science, International Relations and Politics
This study examines the impact of revolutionary states upon international society. These states have always posed major problems for the achievement of world order: revolution is often accompanied by ...
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This study examines the impact of revolutionary states upon international society. These states have always posed major problems for the achievement of world order: revolution is often accompanied by international as well as civil conflict, while revolutionary doctrines have proven to be highly disruptive of the existing structure of international politics. Conversely, the prevailing international order presents fundamental difficulties for some revolutionary states. The belief system on which its revolution was founded and which legitimized the assumption of state power by the revolutionary elite is certain to run counter to the prevailing political doctrines of many other states. David Armstrong asks whether revolutionary states are ‘socialized’ into adopting acceptable patterns of international behaviour, or whether it is the international society that is forced to change when these new states appear. He looks in detail at the French, American, and Russian revolutions and at several post‐1945 revolutionary states. He also examines the relationship between revolutionary states and the principal ordering devices of an international society: international law, diplomacy, and the balance of power. His book is a significant contribution to the ‘English School’ literature, whose central concept is that of an international society. It shows how the interaction between revolutionary states and the established norms, rules, and institutions of international society works to produce change in both the revolutionary state and international society itself. As such it elucidates the dynamic aspects of international society.Less
This study examines the impact of revolutionary states upon international society. These states have always posed major problems for the achievement of world order: revolution is often accompanied by international as well as civil conflict, while revolutionary doctrines have proven to be highly disruptive of the existing structure of international politics. Conversely, the prevailing international order presents fundamental difficulties for some revolutionary states. The belief system on which its revolution was founded and which legitimized the assumption of state power by the revolutionary elite is certain to run counter to the prevailing political doctrines of many other states. David Armstrong asks whether revolutionary states are ‘socialized’ into adopting acceptable patterns of international behaviour, or whether it is the international society that is forced to change when these new states appear. He looks in detail at the French, American, and Russian revolutions and at several post‐1945 revolutionary states. He also examines the relationship between revolutionary states and the principal ordering devices of an international society: international law, diplomacy, and the balance of power. His book is a significant contribution to the ‘English School’ literature, whose central concept is that of an international society. It shows how the interaction between revolutionary states and the established norms, rules, and institutions of international society works to produce change in both the revolutionary state and international society itself. As such it elucidates the dynamic aspects of international society.
Eamonn Callan
- Published in print:
- 1997
- Published Online:
- November 2003
- ISBN:
- 9780198292586
- eISBN:
- 9780191598913
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198292589.001.0001
- Subject:
- Political Science, Political Theory
The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that ...
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The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that sometimes threatens those ideals. Creating Citizens addresses this problem. The book identifies both the principal aims of political education—liberal patriotism and the sense of justice—and the rights that limit their public pursuit. The public pursuit of these educational aims is properly constrained by deference to the rights of parents, and these are shown to have some independent moral weight underived from the rights of children. The liberal state's possible role in the sponsorship and the control of denominational school is discussed, as are the benefits and hazards of moral dialogue in morally diverse educational environments. The book draws heavily on John Rawls's theory of justice.Less
The problem of education in liberal democracies is to ensure the intergenerational continuity of their constitutive political ideals while remaining open to a diversity of conduct and belief that sometimes threatens those ideals. Creating Citizens addresses this problem. The book identifies both the principal aims of political education—liberal patriotism and the sense of justice—and the rights that limit their public pursuit. The public pursuit of these educational aims is properly constrained by deference to the rights of parents, and these are shown to have some independent moral weight underived from the rights of children. The liberal state's possible role in the sponsorship and the control of denominational school is discussed, as are the benefits and hazards of moral dialogue in morally diverse educational environments. The book draws heavily on John Rawls's theory of justice.
David R. Dupper
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195378078
- eISBN:
- 9780199777426
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195378078.001.0001
- Subject:
- Social Work, Children and Families
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of ...
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Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn’t, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.Less
Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn’t, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline. Boxes, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible.
E. W. Heaton
- Published in print:
- 1994
- Published Online:
- April 2004
- ISBN:
- 9780198263623
- eISBN:
- 9780191601156
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263627.001.0001
- Subject:
- Religion, Judaism
The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This ...
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The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This book presents a fresh and enlivening case for the strong influence that this schooling must have had on the writers of the stories, poetry and proverbs of the Bible. The eight Bampton Lectures that form the first eight chapters of this book were delivered in the University Church of St Mary the Virgin in Oxford, UK. The topics covered are: the evidence for schools in ancient Israel; comparisons between Egyptian and Israeli school-books and literature; ‘wisdom’ and school traditions in the Old Testament books of Proverbs and Ecclesiastes; the school tradition in the literary style of the teachings of the prophets and teachers; the narrative skills of the Jerusalem school tradition in the stories of the Old Testament; doubt and pessimism as expressed in Job and Ecclesiastes; and various aspects of belief and behaviour in the Old Testament, as reflected in the school tradition. The last chapter is a summing-up. The book is of interest to students and scholars of the Hebrew Bible (Old Testament) or religious studies, both in Judaism and Christianity.Less
The books of the Old Testament are often thought of as being remote and ‘primitive’. In fact, they were written by thoroughly learned men, educated in the traditional schools of ancient Israel. This book presents a fresh and enlivening case for the strong influence that this schooling must have had on the writers of the stories, poetry and proverbs of the Bible. The eight Bampton Lectures that form the first eight chapters of this book were delivered in the University Church of St Mary the Virgin in Oxford, UK. The topics covered are: the evidence for schools in ancient Israel; comparisons between Egyptian and Israeli school-books and literature; ‘wisdom’ and school traditions in the Old Testament books of Proverbs and Ecclesiastes; the school tradition in the literary style of the teachings of the prophets and teachers; the narrative skills of the Jerusalem school tradition in the stories of the Old Testament; doubt and pessimism as expressed in Job and Ecclesiastes; and various aspects of belief and behaviour in the Old Testament, as reflected in the school tradition. The last chapter is a summing-up. The book is of interest to students and scholars of the Hebrew Bible (Old Testament) or religious studies, both in Judaism and Christianity.
Ian Clark
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780199297009
- eISBN:
- 9780191711428
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199297009.003.0010
- Subject:
- Political Science, International Relations and Politics
The first part of the conclusion summarizes the findings from the historical cases. These fall into four categories. The first is where a strong world society constituency is able to influence the ...
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The first part of the conclusion summarizes the findings from the historical cases. These fall into four categories. The first is where a strong world society constituency is able to influence the policy of a leading state, or group of leading states, as in the case of the slave trade or social justice in 1919. In the second case, the same holds true, but it is actually the leading states that proactively encourage world society action, as with human rights at San Francisco. In the third case, as at The Hague, there was no specific state ‘norm entrepreneur’. Fourthly, there is the negative case where the state sponsor was not strong enough to have the norm accepted, as with Japan and racial equality in 1919. Theoretically, the argument points to a degree of normative assimilation between international and world society, and a corresponding degree of social integration. The relationship is one of complementariness rather than displacement. This develops English School discussions of the topic. However, there is a warning that past coalitions between world society groups and leading states — that seem to have stimulated humanitarian norms — could in the future promote less attractive norms.Less
The first part of the conclusion summarizes the findings from the historical cases. These fall into four categories. The first is where a strong world society constituency is able to influence the policy of a leading state, or group of leading states, as in the case of the slave trade or social justice in 1919. In the second case, the same holds true, but it is actually the leading states that proactively encourage world society action, as with human rights at San Francisco. In the third case, as at The Hague, there was no specific state ‘norm entrepreneur’. Fourthly, there is the negative case where the state sponsor was not strong enough to have the norm accepted, as with Japan and racial equality in 1919. Theoretically, the argument points to a degree of normative assimilation between international and world society, and a corresponding degree of social integration. The relationship is one of complementariness rather than displacement. This develops English School discussions of the topic. However, there is a warning that past coalitions between world society groups and leading states — that seem to have stimulated humanitarian norms — could in the future promote less attractive norms.
Ian Clark
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780199297009
- eISBN:
- 9780191711428
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199297009.003.0002
- Subject:
- Political Science, International Relations and Politics
This chapter establishes the theoretical framework. It develops the idea of legitimacy as a constitutive element of international society. However, international society is not autonomous, but has ...
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This chapter establishes the theoretical framework. It develops the idea of legitimacy as a constitutive element of international society. However, international society is not autonomous, but has been exposed to normative influence from world society. This poses complex new questions about power and consensus where the two societies intersect. The concept of world society is traced, particularly through its English-School variant, and located in the work of Hedley Bull and John Vincent. Rather than the common idea that world society might be coming to displace international society, the suggestion is that the two societies have become complementary: key international society actors have formed coalitions with sectors of global civil society, while world society remains dependent on state actors for regulation and enforcement of norms.Less
This chapter establishes the theoretical framework. It develops the idea of legitimacy as a constitutive element of international society. However, international society is not autonomous, but has been exposed to normative influence from world society. This poses complex new questions about power and consensus where the two societies intersect. The concept of world society is traced, particularly through its English-School variant, and located in the work of Hedley Bull and John Vincent. Rather than the common idea that world society might be coming to displace international society, the suggestion is that the two societies have become complementary: key international society actors have formed coalitions with sectors of global civil society, while world society remains dependent on state actors for regulation and enforcement of norms.
Karolyn Tyson (ed.)
- Published in print:
- 2011
- Published Online:
- May 2012
- ISBN:
- 9780199736447
- eISBN:
- 9780199943951
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736447.001.0001
- Subject:
- Sociology, Education
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing ...
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An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.Less
An all-too-popular explanation for why black students aren't doing better in school is their own use of the “acting white” slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with “acting white” arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about “the burden of acting white” emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.
James C. Raines and Nic T. Dibble
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199735853
- eISBN:
- 9780199863457
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735853.001.0001
- Subject:
- Social Work, Children and Families
There are three essential differences between this book and most others in the field of ethics. First, instead of focusing on specific issues, it focuses on the process of ethical decision-making. ...
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There are three essential differences between this book and most others in the field of ethics. First, instead of focusing on specific issues, it focuses on the process of ethical decision-making. Second, instead of writing for a specific profession, it is written for all mental health professionals working in elementary and secondary schools. Finally, most other books on ethics assume that they are writing for the individual ethical agent, it argues that the best ethical decisions are made in collaboration with others. The books examines a seven-step process for resolving difficult ethical dilemmas in schools: (i) knowing yourself and your professional responsibilities, (ii) analyzing the predicament, (iii) seeking consultation, (iv) identifying courses of action, (v) managing clinical concerns, (vi) implementing the decision, and (vii) reflecting on the process. Each chapter contains real-life scenarios based on real practice or actual cases in the public domain, ethical guidelines for addressing key points, exercises, and relevant internet sites.Less
There are three essential differences between this book and most others in the field of ethics. First, instead of focusing on specific issues, it focuses on the process of ethical decision-making. Second, instead of writing for a specific profession, it is written for all mental health professionals working in elementary and secondary schools. Finally, most other books on ethics assume that they are writing for the individual ethical agent, it argues that the best ethical decisions are made in collaboration with others. The books examines a seven-step process for resolving difficult ethical dilemmas in schools: (i) knowing yourself and your professional responsibilities, (ii) analyzing the predicament, (iii) seeking consultation, (iv) identifying courses of action, (v) managing clinical concerns, (vi) implementing the decision, and (vii) reflecting on the process. Each chapter contains real-life scenarios based on real practice or actual cases in the public domain, ethical guidelines for addressing key points, exercises, and relevant internet sites.
Robert Pitofsky
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195372823
- eISBN:
- 9780199871773
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195372823.003.0001
- Subject:
- Economics and Finance, Behavioural Economics
This chapter presents four papers from some of the most eminent people in the antitrust field. It analyzes “barriers to entry” from a practical rather than theoretical point of view, and concludes ...
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This chapter presents four papers from some of the most eminent people in the antitrust field. It analyzes “barriers to entry” from a practical rather than theoretical point of view, and concludes that conservatives seem to be generous in allowing entrenched dominant firms to rely on a variety of coercion and intimidation tactics. It notes a wide-spread sense of “something gone wrong” with today's antitrust enforcement, in particular a growing sense of too much emphasis on over-simplified economic models. The chapter then provides a full and fair historic review of Warren Court excesses, and the Chicago School's remarkable influence in reversing some trends that most would ridicule today. It gives examples of areas where the Chicago School has not prevailed because of unrealistic economic approaches. It then emphasizes the complexity of evaluating the successes and failures of the Chicago School, noting examples of each kind of outcome. Finally, the chapter notes that many changes over the last half century, for better or worse, are the result of a variety of influences—not just fashions of economic analysis. It concludes that there are significant areas where extreme applications of conservative economic thought have “overshot the mark” and expresses concern that any such academic influences may lead to under-enforcement.Less
This chapter presents four papers from some of the most eminent people in the antitrust field. It analyzes “barriers to entry” from a practical rather than theoretical point of view, and concludes that conservatives seem to be generous in allowing entrenched dominant firms to rely on a variety of coercion and intimidation tactics. It notes a wide-spread sense of “something gone wrong” with today's antitrust enforcement, in particular a growing sense of too much emphasis on over-simplified economic models. The chapter then provides a full and fair historic review of Warren Court excesses, and the Chicago School's remarkable influence in reversing some trends that most would ridicule today. It gives examples of areas where the Chicago School has not prevailed because of unrealistic economic approaches. It then emphasizes the complexity of evaluating the successes and failures of the Chicago School, noting examples of each kind of outcome. Finally, the chapter notes that many changes over the last half century, for better or worse, are the result of a variety of influences—not just fashions of economic analysis. It concludes that there are significant areas where extreme applications of conservative economic thought have “overshot the mark” and expresses concern that any such academic influences may lead to under-enforcement.
Michael S Kelly
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195343304
- eISBN:
- 9780199863945
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195343304.001.0001
- Subject:
- Social Work, Children and Families
School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, ...
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School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it’s clear that they are going to have to prove that they are effective doing it. The demands of federal legislation and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school “bottom line” issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. This book demonstrates how EBP can be integrated into school social worker’s daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.Less
School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it’s clear that they are going to have to prove that they are effective doing it. The demands of federal legislation and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school “bottom line” issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. This book demonstrates how EBP can be integrated into school social worker’s daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.
Mark L. Blum
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195125245
- eISBN:
- 9780199833993
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019512524X.003.0014
- Subject:
- Religion, Buddhism
This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based. Appendix A gives a concordance ...
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This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based. Appendix A gives a concordance between the pages of the translation and those of the facsimile.Less
This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based. Appendix A gives a concordance between the pages of the translation and those of the facsimile.
Mark L. Blum
- Published in print:
- 2002
- Published Online:
- November 2003
- ISBN:
- 9780195125245
- eISBN:
- 9780199833993
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019512524X.003.0015
- Subject:
- Religion, Buddhism
This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based, Appendix A gives a concordance ...
More
This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based, Appendix A gives a concordance between the pages of the translation and those of the facsimile.Less
This is a facsimile (in Japanese) of the 1814 xylograph of Gyōnen's Jōdo Hōmon Genrushō on Pure Land school of Buddhism upon which the translation in Part II is based, Appendix A gives a concordance between the pages of the translation and those of the facsimile.
Rami Benbenishty and Ron Avi Astor
- Published in print:
- 2005
- Published Online:
- January 2009
- ISBN:
- 9780195157802
- eISBN:
- 9780199864393
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157802.001.0001
- Subject:
- Social Work, Children and Families, Crime and Justice
The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as ...
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The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as staff-initiated violence against students. It presents a socio-ecological model of school violence in context, and explores the role of culture, religion, neighborhood, family, school characteristics (such as size), age, and gender. The model outlines how aspects of school climate, including anti-violence policies, teacher-student relationships and student participation mediate the effects of the outside context and influence levels of victimization, feelings of safety and fear. The book presents a large scale nationally representative study of school violence conducted among Jewish and Arab students in Israel. A nested design (students within schools) was used to gather data from the multiple perspectives of students, teachers, and principals. Hierarchical regressions, multi-level analyses (HLM), and structural equation models (EQS) are used to assess the relative impact of culture, religion, poverty, school characteristics, and student gender and age. Finally, the book outlines a series of detailed recommendations to advance theory, research, monitoring of schools, and violence prevention policies and interventions.Less
The book explores and differentiates the many manifestations of school violence, such as verbal, social, threats, bullying, physical, sexual harassment, and weapons possession, as well as staff-initiated violence against students. It presents a socio-ecological model of school violence in context, and explores the role of culture, religion, neighborhood, family, school characteristics (such as size), age, and gender. The model outlines how aspects of school climate, including anti-violence policies, teacher-student relationships and student participation mediate the effects of the outside context and influence levels of victimization, feelings of safety and fear. The book presents a large scale nationally representative study of school violence conducted among Jewish and Arab students in Israel. A nested design (students within schools) was used to gather data from the multiple perspectives of students, teachers, and principals. Hierarchical regressions, multi-level analyses (HLM), and structural equation models (EQS) are used to assess the relative impact of culture, religion, poverty, school characteristics, and student gender and age. Finally, the book outlines a series of detailed recommendations to advance theory, research, monitoring of schools, and violence prevention policies and interventions.
Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195366297
- eISBN:
- 9780199864010
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195366297.001.0001
- Subject:
- Social Work, Children and Families
This book presents a “360-degree” view of SFBT in school settings from meta-analytic, intervention research, and practice perspectives. This book is divided into sections within each chapter to allow ...
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This book presents a “360-degree” view of SFBT in school settings from meta-analytic, intervention research, and practice perspectives. This book is divided into sections within each chapter to allow access to information easily so that SFBT ideas can be applied. The section The history provides the background information on the specific area of SFBT being discussed in the chapter. The section The research explains what the best and most current evidence has to say. The skills provides specific SFBT skills needed for the concepts discussed in the chapter. The Application uses case studies and other tools in each chapter which will show how to implement the techniques and ideas discussed in the chapter. The future shares the information on current trends in SFBT research and practice.Less
This book presents a “360-degree” view of SFBT in school settings from meta-analytic, intervention research, and practice perspectives. This book is divided into sections within each chapter to allow access to information easily so that SFBT ideas can be applied. The section The history provides the background information on the specific area of SFBT being discussed in the chapter. The section The research explains what the best and most current evidence has to say. The skills provides specific SFBT skills needed for the concepts discussed in the chapter. The Application uses case studies and other tools in each chapter which will show how to implement the techniques and ideas discussed in the chapter. The future shares the information on current trends in SFBT research and practice.
Steven Heine
- Published in print:
- 2006
- Published Online:
- May 2006
- ISBN:
- 9780195305708
- eISBN:
- 9780199784776
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305701.001.0001
- Subject:
- Religion, Buddhism
This book provides a comprehensive examination of the diverse writings of Dōgen (1200-1253), the founder of Sōtō (C. Ts’ao-tung) Zen Buddhism in Japan. Dōgen is especially known for introducing to ...
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This book provides a comprehensive examination of the diverse writings of Dōgen (1200-1253), the founder of Sōtō (C. Ts’ao-tung) Zen Buddhism in Japan. Dōgen is especially known for introducing to Japanese Buddhism many of the texts and practices that he discovered in China. The context of Dōgen’s travels to and reflections on China are reconstructed by means of a critical look at traditional sources both by and about Dōgen. While many studies emphasize the unique features of Dōgen’s Japanese influences versus traditional Chinese models, this book calls attention to the fusion of Chinese and Japanese elements in Dōgen’s religious vision. It reveals many new materials and insights into Dōgen’s main writings, including the multiple editions of the Shōbōgenzō, and how and when this seminal text was created by Dōgen and edited and interpreted by his disciples. This book provides the reader with a comprehensive approach to the master’s life works and an understanding of the overall career trajectory of one of the most important figures in the history of Buddhism and Asian religious thought.Less
This book provides a comprehensive examination of the diverse writings of Dōgen (1200-1253), the founder of Sōtō (C. Ts’ao-tung) Zen Buddhism in Japan. Dōgen is especially known for introducing to Japanese Buddhism many of the texts and practices that he discovered in China. The context of Dōgen’s travels to and reflections on China are reconstructed by means of a critical look at traditional sources both by and about Dōgen. While many studies emphasize the unique features of Dōgen’s Japanese influences versus traditional Chinese models, this book calls attention to the fusion of Chinese and Japanese elements in Dōgen’s religious vision. It reveals many new materials and insights into Dōgen’s main writings, including the multiple editions of the Shōbōgenzō, and how and when this seminal text was created by Dōgen and edited and interpreted by his disciples. This book provides the reader with a comprehensive approach to the master’s life works and an understanding of the overall career trajectory of one of the most important figures in the history of Buddhism and Asian religious thought.
David Albert Jones
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199213009
- eISBN:
- 9780191707179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199213009.003.0009
- Subject:
- Religion, Church History
This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in ...
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This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in the Christian faith by means of catechizing, and in promoting and managing charity schools, Sunday schools and, in the early 19th century — National Schools. It also considers the evidence for their teaching adults by means of distributing tracts, establishing parochial libraries, and preaching sermons. The evidence of the approach of parish clergy to preaching is examined.Less
This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in the Christian faith by means of catechizing, and in promoting and managing charity schools, Sunday schools and, in the early 19th century — National Schools. It also considers the evidence for their teaching adults by means of distributing tracts, establishing parochial libraries, and preaching sermons. The evidence of the approach of parish clergy to preaching is examined.
Roger W. Shuy
- Published in print:
- 2009
- Published Online:
- February 2010
- ISBN:
- 9780195391329
- eISBN:
- 9780199866274
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195391329.003.0015
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics
This chapter reviews the progress made from the days in which language conflicts were settled by duels to their replacement by present day defamation law suits, concluding that although much progress ...
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This chapter reviews the progress made from the days in which language conflicts were settled by duels to their replacement by present day defamation law suits, concluding that although much progress has been made, there is still more to be added if lawyers would make use of the linguistic expertise that was illustrated in the preceding chapters.Less
This chapter reviews the progress made from the days in which language conflicts were settled by duels to their replacement by present day defamation law suits, concluding that although much progress has been made, there is still more to be added if lawyers would make use of the linguistic expertise that was illustrated in the preceding chapters.
