What does conservatism, as a body of political thought, say about the legal regulation of intimate relationships, and to what extent has this thought influenced the Conservative Party's approach to family law? With this question as its focus, this book explores the relationship between family law, conservatism and the Conservative Party since the 1980s. Taking a politico- and socio-legal perspective, the discussion draws on an expansive reading of Hansard as well as recently released archival material. The study first sets out the political tradition of conservatism, relying largely on the work of Edmund Burke, before going on to analyse the discourse around the development of four crucial statutes in the field, namely: the Matrimonial and Family Proceedings Act 1984; the Family Law Act 1996; the Civil Partnership Act 2004; and the Marriage (Same Sex Couples) Act 2013. This work offers the first extended synthesis of family law, conservative political thought and Conservative Party politics, and as such provides significant new insight into how family law is made. Runner up of the 2020 PSA Conservatism Studies Book Prize.

There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in "doing" critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student' thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilize this scientific knowledge to empower their own lives. One must ask, "What would this process look like? What would happen to the students?" Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the diffi cult processes that must exist for students to begin to develop transformative notions of the world.

In International Intervention and the Problem of Legitimacy Andrew C. Gilbert argues for an ethnographic analysis of international intervention as a series of encounters, focusing on the relations of difference and inequality, and the question of legitimacy that permeate such encounters. He discusses the transformations that happen in everyday engagements between intervention agents and their target populations, and also identifies key instabilities that emerge out of such engagements. Gilbert highlights the struggles, entanglements and inter-dependencies between and among foreign agents, and the people of Bosnia-Herzegovina that channel and shape intervention and how it unfolds. Drawing upon nearly two years of fieldwork studying in postwar Bosnia and Herzegovina, Gilbert's probing analysis identifies previously overlooked sites, processes, and effects of international intervention, and suggests new comparative opportunities for the study of transnational action that seeks to save and secure human lives and improve the human condition. Above all, International Intervention and the Problem of Legitimacy foregrounds and analyzes the open-ended, innovative, and unpredictable nature of international intervention that is usually omitted from the ordered representations of the technocratic vision and the confident assertions of many critiques.

SHORTLISTED FOR THE CMI MANAGEMENT BOOK OF THE YEAR AWARD 2013 It's a tough job being a manager.How do you manage performance? If you come across as too directive you may get a reputation for harshness. If you are too nice you risk being known as a gullible and easily outmanoeuvred. Neither approach works.'Employee engagement' is the magical ingredient: it makes staff genuinely committed, creating excellent work. Few organizations actually achieve it, though all say they want it. Coaching is the most reliable a way of producing it. In Manager as Coach, Jenny Rogers challenges many of the traditional assumptions about what works in management and shows you, step by step, how to be a brilliant manager and get fantastic results: Reduce your stressDevelop employees' key skills Create a culture of engagementImprove bottom line results "Jenny Rogers' advice is simple, memorable, deeply pragmatic, and always focused on results. If only more managers would take it!" Tim Brooks, CEO, BMJ Group"This pragmatic book will stimulate managers to drive higher performance and get the best out of people. In such a challenging environment, this can only be good for business!" Carolyn McCall, CEO, Easy Jet"A must-read for any manager working to foster the right culture. Belief in excellence and the ability to enable people to perform at their best is fundamental for generating and sustaining high performance." Johanna Friedl-Naderer,Region Vice President, Biogen Idec"I believe this common-sense, simple approach would motivate both managers and individuals to change and empower them to improve their own performance." Michael Parr, CEO, British Arab Commercial BankJenny Rogers is one of the leading executive coaches in the UK with more than 20 years of experience. Her clients are typically chief executives and directors of large organizations. She writes extensively about coaching and leadership and has trained many hundreds of managers in coaching skills in the UK and internationally.Karen Whittleworth is an acclaimed trainer, coach and coach supervisor, and the founding director of Worth Consulting Ltd.Andrew Gilbert is an internationally known as a speaker, trainer and executive coach. He is the co-director of Worth Consulting Ltd.

There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in "doing" critical science and none that compare CSE to traditional classroom contexts. In a critical science classroom student' thoughts, beliefs, and questions serve as the starting point for scientific investigation where an underlying goal is for students to students to utilize this scientific knowledge to empower their own lives. One must ask, "What would this process look like? What would happen to the students?" Pruyn (1999) argued that the difficult nature of this type of research has limited the number of studies that investigate small-scale critical classroom approaches. These classroom interactions and approaches will provide valuable insights into the diffi cult processes that must exist for students to begin to develop transformative notions of the world.

What does conservatism, as a body of political thought, say about the legal regulation of intimate relationships, and to what extent has this thought influenced the Conservative Party's approach to family law? With this question as its focus, this book explores the relationship between family law, conservatism and the Conservative Party since the 1980s. Taking a politico- and socio-legal perspective, the discussion draws on an expansive reading of Hansard as well as recently released archival material. The study first sets out the political tradition of conservatism, relying largely on the work of Edmund Burke, before going on to analyse the discourse around the development of four crucial statutes in the field, namely: the Matrimonial and Family Proceedings Act 1984; the Family Law Act 1996; the Civil Partnership Act 2004; and the Marriage (Same Sex Couples) Act 2013. This work offers the first extended synthesis of family law, conservative political thought and Conservative Party politics, and as such provides significant new insight into how family law is made. Runner up of the 2020 PSA Conservatism Studies Book Prize.