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This book brings together internationally renowned academics from
Europe and North America offering a uniquely comprehensive and
timely analysis of the intervention in Libya in 2011. The military
intervention in Libya in March 2011 generated heated debate
internationally and reinvigorated interest in humanitarian
intervention. The action was widely heralded as a surprisingly
robust and effective response to a looming mass atrocity. This
volume critically analyses the intervention and challenges the
dominant positive narrative, especially the ostensibly causal role
played by the 'Responsiblity to Protect' doctrine (R2P). The
contributors assess the Libyan intervention in the context of a
number of contemporary trends and ongoing debates and argue that
the manner in which the intervention was sanctioned, prosecuted and
justified has a number of troubling implications for both the
future of humanitarian intervention and international peace and
security. This edited collection includes contributions from
Professor Alex de Waal (Tufts University, USA), Dr Eric Heinze
(University of Oklahoma, USA), Professor Tom Keating (University of
Alberta, Canada), Professor Alan Kuperman (University of Texas at
Austin, USA), Professor Kim Richard Nossal (Queen's University,
Canada), Dr Theresa Reinold (Social Science Research Centre Berlin,
Germany) and Dr Brent Steele (University of Kansas, USA).
Gender quotas are a growing worldwide phenomenon, yet their
variable implementation remains under-researched. Using the
prominent case study of France, this book approaches quotas from
the perspective of the key actors responsible for them - political
parties.
Schools in the United States have historically banned many
different things. From clothing to weapons, from cell phones to
books, schools have implemented various types of censorship and
restrictions on their students for a variety of reasons and with a
variety of results. This book's purpose is to describe the various
things banned in schools, the reasons behind attempts to ban such
things, the types of people who approve of censoring those things
and the types who do not, the outcome of representative cases of
censorship, and suggestions for school personnel about how to cope
with bans. Each chapter addresses the same sequence of topics: a
particular type of ban's domain and historical background;
representative cases of the ban's application; ban supporters and
their methods; ban critics and their methods; and ways of resolving
conflicts over the ban.
While some may argue that cell phones are necessary in today's
school setting, others would suggest they are disruptive. While
some may argue "The Catcher in the Rye" should be banned, others
may say it is essential reading for American students. More
recently, some schools have banned all of the Harry Potter books
from their library shelves. Few would argue that a ban on weapons
is a bad thing, but who determines what should be considered a
weapon? In some schools, restrictions are placed on Web access, but
who decides what to allow and what not to allow? Where do the lines
get drawn? Here, Thomas reviews the many areas of censorship in our
schools and helps readers draw their own conclusions.
Becoming a Professor is designed primarily for graduate and
undergraduate students and others - instructors, lecturers and new
tenure-track professors - contemplating careers as professors in
post-secondary education at colleges, institutes, and universities.
The book identifies kinds of higher education institutions, and
types of teaching positions along with the nature of each
position's responsibilities and advantages and disadvantages. It
explains how graduate students can promote their future as faculty
members while they are still in graduate school and suggests ways
to find suitable faculty positions and succeed at the application
and interview process. The book also addresses a range of other
matters that influence careers in higher education once a candidate
is hired in a faculty position - such matters as the tenure and
promotion process and how to succeed in other aspects of the
professorial role (research, service, teaching), and as well as how
to avoid pitfalls (political and ethical aspects) in such
positions.
"This useful reference offers in-depth coverage of current
techniques for converting heavy oils and residues into more
valuable distillates.Examines the chemistry of heavy hydrocarbon
feeds and their properties important to engineering design,
including phase behavior, reaction kinetics, and thermodynamic and
transport characteristics!"
How-and why-do humans develop as they do? This book clearly
explains the key components of human development theories and
describes how to compose novel theories regarding this age-old
puzzle. As college students progress through bachelor's degree
programs and then advance to their master's degree theses and
doctoral dissertations, they are bombarded with studies of
countless theories, often adopting some author's theory for
interpreting information about human development, even when the
theory does not precisely meet their needs. One way to solve the
problem-a way especially tuned to the current classroom push for
creative, critical thinking-is for the student to create his or her
own theory. Unfortunately, even students as high as the doctoral
level often don't understand how to create a well-ordered, workable
theory of their own-a crucial gap in their "critical thinking"
skillsets. This book is the solution to that specific problem. In
these pages, in clear and detailed steps, is a complete explanation
for developing a theory. The book addresses key topics such as
attention to need, population, basic assumptions, key terms, causes
and stages, interpreting evidence, and applications. Author R.
Murray Thomas-a well-known and highly respected elder in the social
sciences-also details five illustrative theories, covering their
history and providing insights about how they were developed. This
work will be valuable to students of psychology, human development,
child development, and theory as well as those in other disciplines
seeking an understanding of theory building. Succinctly describes
the theory-construction process in language free from technical
jargon that is accessible to college students or general readers
interested in the nature and structure of theories Identifies the
essential components that comprise theories-scientific
explanations-of the human-development process, allowing readers to
see how different thinkers address common concepts in their
well-known theories Offers five new theories built according to the
guidelines proposed in the explanation of human development theory
components
Recounts and interprets 20th century American Lutheran battles on
the doctrine of the third use of the Law.
1. THE PROBLEM OF CATASTROPHE RISK The risk of large losses from
natural disasters in the U.S. has significantly increased in recent
years, straining private insurance markets and creating troublesome
problems for disaster-prone areas. The threat of mega-catastrophes
resulting from intense hurricanes or earthquakes striking major
population centers has dramatically altered the insurance
environment. Estimates of probable maximum losses (PMLs) to
insurers from a mega catastrophe striking the U.S. range up to $100
billion depending on the location and intensity of the event
(Applied Insurance Research, 2001).1 A severe disaster could have a
significant financial impact on the industry (Cummins, Doherty, and
Lo, 2002; Insurance Services Office, 1996a). Estimates of industry
gross losses from the terrorist attack on September 11, 2001 range
from $30 billion to $50 billion, and the attack's effect on
insurance markets underscores the need to understand the dynamics
of the supply of and the demand for insurance against extreme
events, including natural disasters. Increased catastrophe risk
poses difficult challenges for insurers, reinsurers, property
owners and public officials (Kleindorfer and Kunreuther, 1999). The
fundamental dilemma concerns insurers' ability to handle
low-probability, high-consequence (LPHC) events, which generates a
host of interrelated issues with respect to how the risk of such
events are 1 These probable maximum loss (PML) estimates are based
on a SOD-year "return" period."
In Algonquin Indian lore, Manitou is a supernatural power that
permeates the world, a power that can assume the form of a deity
referred to as The Great Manitou or The Great Spirit, creator of
all things and giver of life. In that sense, Manitou can be
considered the counterpart of the Christian God. From early times,
the belief in Manitou extended from the Algonquins in Eastern
Canada to other tribal nations--the Odawa, Ojibwa, Oglala, and even
the Cheyenne in the Western plains. As European settlers made their
way across the land, the confrontation between Christianity and
Native American religions revealed itself in various ways. That
confrontation continues to this day. In Manitou and God, Thomas
describes American Indian religions as they compare with principal
features of Christian doctrine and practice. He traces the
development of sociopolitical and religious relations between
American Indians and the European immigrants who, over the
centuries, spread across the continent, captured Indian lands and
decimated Indian culture in general and religion in particular. He
identifies the modern-day status of American Indians and their
religions, including the progress Indians have made toward
improving their political power, socioeconomic condition, and
cultural/religious recovery and the difficulties they continue to
face in their attempts to better their lot. Readers will gain a
better sense of the give and take between these two cultures and
the influence each has had on the other.
Television informs our perceptions and expectations of leaders and
offers a guide to understanding how we, as organizational actors,
should communicate, act, and relate. Because of its pervasiveness
as a medium and the impact it can have in influencing expectations
of leadership and related behavior within organizational life,
television can be understood an important pedagogical tool.
Leadership through the Lens: Interrogating Production,
Presentation, and Power is an edited collection of 11 chapters that
address representations of leadership in scripted and unscripted
workplace settings, showcasing the innovative ways in which diverse
leadership styles are illustrated in a variety of contexts on
television. With a unique approach at the intersection of
leadership and mass media studies, this book shows how the two
disciplines coexist to inform how leadership culture is produced
and transformed via presentation and representations on television.
Drop that Chalk! A Guide to Better Teaching at Colleges and
Universities is designed for those planning to teach - or already
teaching and hoping to improve instruction - in colleges,
universities, or other institutions of higher education. This book
delineates the process of planning a course from designing course
objectives to creating a syllabus, selecting course materials and
technologies, determining which teaching strategies to employ and
how to best implement them, to creating assessments, course
evaluations, and assigning grades. Advantages and disadvantages of
teaching and assessment techniques are shared, along with
research-based guidance for effectively implementations. Guidelines
for creating effective on-line courses are presented. This book
also explains thirteen aspects of student diversity to help
teachers understand their students, more effectively plan
instruction for them, and shares a range of other suggestions to
help maintain positive and effective learning environments that
ensure students' success. The techniques and myriad examples shared
in this book are based on the authors' over sixty years of combined
teaching experiences, and on current research in educational
psychology and related disciplines.
Drop that Chalk! A Guide to Better Teaching at Colleges and
Universities is designed for those planning to teach - or already
teaching and hoping to improve instruction - in colleges,
universities, or other institutions of higher education. This book
delineates the process of planning a course from designing course
objectives to creating a syllabus, selecting course materials and
technologies, determining which teaching strategies to employ and
how to best implement them, to creating assessments, course
evaluations, and assigning grades. Advantages and disadvantages of
teaching and assessment techniques are shared, along with
research-based guidance for effectively implementations. Guidelines
for creating effective on-line courses are presented. This book
also explains thirteen aspects of student diversity to help
teachers understand their students, more effectively plan
instruction for them, and shares a range of other suggestions to
help maintain positive and effective learning environments that
ensure students' success. The techniques and myriad examples shared
in this book are based on the authors' over sixty years of combined
teaching experiences, and on current research in educational
psychology and related disciplines.
Becoming a Professor is designed primarily for graduate and
undergraduate students and others - instructors, lecturers and new
tenure-track professors - contemplating careers as professors in
post-secondary education at colleges, institutes, and universities.
The book identifies kinds of higher education institutions, and
types of teaching positions along with the nature of each
position's responsibilities and advantages and disadvantages. It
explains how graduate students can promote their future as faculty
members while they are still in graduate school and suggests ways
to find suitable faculty positions and succeed at the application
and interview process. The book also addresses a range of other
matters that influence careers in higher education once a candidate
is hired in a faculty position - such matters as the tenure and
promotion process and how to succeed in other aspects of the
professorial role (research, service, teaching), and as well as how
to avoid pitfalls (political and ethical aspects) in such
positions.
'The first thing my dazed eyes fell upon was the mirror of black
glass... She held it so that I might gaze into its depths. And
there, with a cry of amazement and fear, I saw the shadow of the
Basilisk.' Through odysseys across dreamlike lands, Gothic love
affairs haunted by the shadow of death and uncanny episodes from
the Peak country, the portrait of a unique writer of the strange
tale emerges. With his florid, illustrative style and powerful
imagination, R. Murray Gilchrist's impact on the weird fiction
genre is unmistakable - and yet his name fell into obscurity
following his death. Exploring tales of annihilation and shattered
identities, fatalistic romances, bewildering visions of the sublime
and mythological evils preying on the innocent, this new anthology
is a journey through an entrancing and influential oeuvre essential
for any reader of the weird.
Many Americans may believe that religion in the schools is a
controversial subject only in the United States. But around the
world, the subject has gained widespread notoriety, media coverage,
and attention from governing bodies, school administrations, and
individuals. In France, conflict erupted when a young girl wore a
headscarf to her public school; the government there got involved
to reassert the rule that no outward display of religion will be
tolerated. In India, a panel was appointed to remove Hindu
religious beliefs from high-school textbooks. In Pakistan, the
government passed a law to make the curriculum of Islamic religious
schools more secular in its approach. Here in the United States,
debates abound regarding the Pledge of Allegiance, the posting of
the Ten Commandments, prayer in school, and other familiar
arguments. But why do these controversies exist? What prompts them?
Why do particular conflicts arise, and what attempts are made to
deal with them? How have solutions fared? How are the controversies
in one country similar to or different from those in another? In
Religion in Schools, R. Murray Thomas uses case examples from
twelve countries around the world, covering all regions of the
world and all the major religions, to examine and answer these
questions. He reveals the complexities of the conflicts, and shows
what brought them about. For example, in France, the conflicts
often arise out of that nation's desire to remain intensely
secular. Using case examples and applying a uniform approach to
analyzing each country's particular focus on religion and
education, he is able to show what these conflicts have in common,
how well solutions have worked, and what may lie ahead.
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