This is a story set in America in the late 1960's early 1970's with racial tension still apparent. The story centers around a black male by the name of Anthony Johnson. A normal, hardworking, law-abiding, family man. With a wife, Michelle, and two young kids, a girl and a boy, to support. They are a happy, church-going family. However, one fateful day Anthony makes a decision that will change his life forever. Will anyone ever believe him? And can his son Leon discover the truth and bring their broken family back together again?

Henry Sidgwick's The Methods of Ethics is one of the most important books in the history of moral philosophy. But it has not hitherto received the kind of sustained scholarly attention its stature merits. David Phillips aims in Sidgwickian Ethics to do something that has (surprisingly) not been done before: to interpret and evaluate the central argument of the Methods, in a way that brings out the important conceptual and historical connections between Sidgwick's views and contemporary moral philosophy.
Sidgwick distinguished three basic methods: utilitarianism, egoism, and dogmatic intuitionism. And he focused on two conflicts: between utilitarianism and dogmatic intuitionism and between utilitarianism and egoism. Sidgwick believed he could largely resolve the conflict between utilitarianism and dogmatic intuitionism, but could not resolve the conflict between utilitarianism and egoism. Phillips suggests that the best way to approach Sidgwick's ideas is to start with his views on these two conflicts, and with the metaethical and epistemological ideas on which they depend. Phillips interprets and largely defends Sidgwick's non-naturalist metaethics and moderate intuitionist moral epistemology. But he argues for a verdict on the two conflicts different from Sidgwick's own. Phillips claims that Sidgwick is less successful than he thinks in resolving the conflict between utilitarianism and dogmatic intuitionism, and that Sidgwick's treatment of the conflict between utilitarianism and egoism is more successful than he thinks in that it provides the model for a plausible view of practical reason.
Phillips's book will be of interest to two different groups of readers: to students seeking a brief introduction to Sidgwick's most important ideas and a guidebook to the Methods, and to scholars in ethics and the history of ideas concerned with Sidgwick's seminal contribution to moral philosophy.

This much-needed new textbook introduces readers to the development of China's welfare polices since its conception of an open-door policy of 1978. Setting out basic concepts and issues, including key terms and the process of policy making, it overcomes a major barrier to understanding Chinese social policy: notably, that concepts and terms in use in China are significantly different from those current in other parts of the world. The book explores in detail the five key policy areas of employment, social security, health, education and housing. Each is examined using a human well-being evaluative framework covering physical and psychological well-being, social integration, fulfilment of caring duties, human learning and development, self-determination, equal value and just polity.This enables the authors to provide not only factual information on policies but also an in-depth understanding of the impact of welfare changes on the quality of life of Chinese people over the past three decades. A major strength of the book lies in its use of primary Chinese-language sources, including relevant white papers, central and local governments' policy documents, academic research studies and newspapers for each policy area. There are very few books in English on social policy in China, and this book will be welcomed not only by academic teaching staff and students of Chinese and East Asian social policy but also by their counterparts in comparative social policy studies in the West.

Over the past two hundred years German education policy and practice has attracted interest in England. Policy makers have used the 'German example' both to encourage change and development and to warn against certain courses of action. This monograph provides the first major analysis of the rich material from government reports (including work by Matthew Arnold), the press, travel accounts, memoirs, scholarly publications and the archives to uncover the nature of the English fascination with education in Germany, from 1800 to the end of the twentieth century. David Phillips traces this story and uses recent work in theories of educational policy 'borrowing' to analyze the reception of the German experience and its impact on the development of English education policy.

This is a history of the author's home, Tobago, one of the Windward Islands and now part of the nation of Trinidad and Tobago. In the era of tobacco, indigo and sugar, its fertility was sought after by Courlanders (Latvians), the Dutch, the French and English. The cultivation of sugar became supreme and with it the necessity for slave labour to work the plantations. Beyond their own requirements there was a demand for slaves by the Spanish settlements and this the Courlanders and the Dutch were tempted to satisfy. But wars in Europe had the habit of over-spilling into the Caribbean and Tobago was not ignored. It constantly changed hands in the Seventeenth and Eighteenth Centuries and its fortunes in the times of peace fluctuated in tune with the price of sugar. This was an unequal task and Tobago's economy by the mid 1800's had collapsed. A union with Trinidad was the only salvation and this came about in 1899.

This is a simple story to remind the reader of the rise and fall of an island of which they may never have heard.

Using the highly successful Oxford model of teacher training and the widely respected work in teacher education of Harry Judge, a number of prominent educationists from around the world contribute chapters on a range of topics relating to the interface between the university and the schools in the complex processes involved in the initial training of teachers.

The book covers discussion of aspects of teacher education in the UK, the United States, and France, as well as in the developing country context of Pakistan. Policy issues are described by William Taylor, Tim Brighouse, and Stuart Maclure. And Jerome Bruner and David Cohen write about the processes involved in learning and thinking about what teachers need to know in their training.

This book was published as a special issue of the Oxford Review of Education.

Building on an increasingly sophisticated body of research on policy 'borrowing' in education, this collection explores ways in which the foreign example in education has been and is being used by policy makers in a variety of settings, its principal aim being to assess the usefulness of 'foreign' experience in 'home' contexts.

This book brings together studies of significant British scholars of comparative education from the 19th and 20th centuries. Providing a unique and detailed examination of the work of the founding British scholars of research in comparative education, British Scholars of Comparative Education considers the legacy of these key figures and emphasises the importance of understanding their achievements. The advancement of research in comparative education has long been driven by the work of key scholars, ensuring it remains a lively area of educational research. This book highlights the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions that have had lasting impacts on the field. With contributions from leading scholars in the field, this volume will be of great interest to researchers, academics, and scholars in comparative and international education.

This book brings together the work of established researcher Professor David Phillips, in one authoritative volume. Including key chapters on education in Germany from the last three decades, topics range from historical studies of universities and schools, to detailed research on the role of the British in reconstructing education in Germany after 1945, and education in post-unification Germany. Together, the body of work draws from a multitude of primary sources and constitutes a comprehensive analysis of educational provision in Germany over a long historical period. In addition to 16 chapters spanning Phillips' research from 1981 to 2012, the book includes a new introduction, bringing his ideas together and demonstrating their continuing relevance to the field. Investigating Education in Germany will be invaluable reading for academics, researchers and postgraduate students in the fields of international and comparative education, German studies, history of education and sociology.

Health and Development presents a broad and detailed description of the multifaceted aspects of health and development across the globe. People are living longer, their lifestyles are changing and so too are the diseases from which they suffer. Recession in the North and debt servicing in the South have reduced public expenditure on health and welfare. The links between regional, economic and environmental factors and the health of a population are becoming clearer. Does development mean a longer life of lower quality? Always alive to both the global and the local implications, the authors focus in particular on the critical issues surrounding environmental impact, the interaction of poverty and health, socio-cultural factors in HIV/AIDS transmission, the use of traditional and community health care resources and women's health.

This book brings together key articles that trace the development of British education policy since 1975 and provides a valuable route map to developments within education policy during this period. It includes twenty-six seminal articles from the Oxford Review of Education written by many of the leading authors in the field and covering issues and topics with a wide significance beyond Britain. In one, easy-to-access place, this authoritative reference book provides a collection of articles that have made an important impact on policy studies and cover a broad range of significant policy issues, including: equality in education school effectiveness special educational needs school choice fourteen to nineteen education the structure of the educational system. The book has been compiled by the current editors of the journal to show the development of the field, and their specially written introduction contextualises the selection and introduces students to the main issues and current thinking in the field.

Examining the concept of quality of life, the book looks at its relevance to social policy, especially in relation to class, gender, health and cultural diversity. The book explores subjective and objective individual well-being and family, community and social life. Quality of Life is related to other contemporary concepts such as social capital, social inclusion and health inequality and set in an international and global perspective. It draws on a range of disciplines to bring a sense of wholeness to a subject which has many disparate elements and which has been treated in the past in fragmentary ways. Overall, it provides the student with a powerful overview of a concept, which is becoming increasingly prominent in the social sciences. Quality of Life is a central theme in the study and practice of social policy, but there is very little on the subject written from a social policy perspective. Addressing issues that are dealt with in most mainstream social policy modules the book covers: poverty, social exclusion, health and social divisions and is a welcome addition to the current literature.

This book brings together the work of established researcher Professor David Phillips, in one authoritative volume. Including key chapters on education in Germany from the last three decades, topics range from historical studies of universities and schools, to detailed research on the role of the British in reconstructing education in Germany after 1945, and education in post-unification Germany. Together, the body of work draws from a multitude of primary sources and constitutes a comprehensive analysis of educational provision in Germany over a long historical period. In addition to 16 chapters spanning Phillips' research from 1981 to 2012, the book includes a new introduction, bringing his ideas together and demonstrating their continuing relevance to the field. Investigating Education in Germany will be invaluable reading for academics, researchers and postgraduate students in the fields of international and comparative education, German studies, history of education and sociology.

With a foreword by Professor Erwin H. Epstein. A unique introduction to this important field, providing a comprehensive overview of the key themes, including:- defining comparative and international education- how comparative studies in education have developed- methodological approaches to comparative and international education research- the relationship between education and national development- the power of comparative studies in investigating student achievement and school effectiveness- what comparative studies have taught us about educational issues such as policy borrowing, processes of transition, post-conflict education, education in small states, pedagogy, and citizenship.