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?

The official statistics on the distribution of income and the extent of poverty in the UK in 2011-12 were released on Thursday 13 June 2013. Using the data underlying these statistics, this report analyses: - the changes in average incomes in the most recent year of data and the period since the start of the 'Great Recession'; - how the gap between rich and poor has changed and how this differs when looking at pre-tax-and-benefit income rather than net income; - the recent changes in both relative and absolute income poverty for the whole population and among different parts of the population; - the striking long-term changes in incomes and poverty rates for different parts of the population and different age groups; - the prospects for average incomes, inequality and poverty in the years ahead.

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.

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.

Henry Sidgwick's The Methods of Ethics has been a central part of the utilitarian canon since its publication in 1874. This book, part of the Oxford Guides to Philosophy series, is a consice companion to Sidgwick's masterpiece, written primarily to aid advanced undergraduate students and interested general readers in navigatiing and interpreting the original text. Author David Phillips connects Sidgwick's work to work in contemporary moral philosophy and in the history of moral philosophy, paying particular attention to his relationships with key predecessors, including Kant and Mill, and with Moore and Ross, his most influencial successors in the British intuitionist tradition. The book's first eight chapters end with brief suggestions for further reading. At the end of the final three chapters there are more substantial overviews of the secondary literature on the aspects of Sidgwick's work that have generated the most interest among his commentators: metaethics and moral epistemology; consequentialism versus deontology; and egoism and the dualism of practical reason. The result is an Oxford Guide that will be a helpful resource for both students and scholars.

Edward Aitken-Davies (1899-1981) served as an Education Control Officer in the British Zone of occupied Germany from the early summer of 1945 until December 1949. He thus experienced the implementation of policy in the Zone from the very beginnings of the occupation until the founding of the Federal Republic of German y in 1949. During the period 1945 to 1947 he wrote weekly letters home to his mother. Those letters, together with the many speeches he gave in Germany during his time as a leading British officer in the Hanover region have not hitherto been available to researchers but can now be made accessible in edited form. The letters are placed in the context of developments in British policy and with explanatory notes on the detail. Taken together, his letters and other documents provide insights into the day-to-day lives of the impressive group of individuals who oversaw the development of education in Germany from post-war chaos to the reform and stability which restored the education system of the country to a pre-eminent status in Europe.

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.

Dive inside this textbook for an accessible guide to the discipline of public services. Perfect for students, it offers a comprehensive account of core public service topics and explains the fundamental elements of working in the public services. Outlining their role in the welfare state, it explores the policies, providers and legalities shaping the context in which public services operate. Students will study concepts of organisational change, strategy, management, leadership and funding, and engage with timely discussions around contemporary public issues such as equality, sustainability and climate change. Key features to support student learning include: * objectives at the beginning of each chapter; * case studies and examples; * end of chapter summaries; * reflective questions; * further reading recommendations and resources. Bringing together authors with expertise in politics and public policy, social policy and law, this book is essential reading for everybody studying public services.

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 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.

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.

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.