Описание: Moving nimbly between literary and historical texts, Monica Flegel provides a much-needed interpretive framework for understanding the specific formulation of child cruelty popularized by the National Society for the Prevention of Cruelty to Children (NSPCC) in the late nineteenth century. Flegel considers a wide range of well-known and more obscure texts from the mid-eighteenth century to the early twentieth, including philosophical writings by Locke and Rousseau, poetry by Coleridge, Blake, and Caroline Norton, works by journalists and reformers like Henry Mayhew and Mary Carpenter, and novels by Frances Trollope, Charles Dickens, Wilkie Collins, and Arthur Morrison. Taking up crucial topics such as the linking of children with animals, the figure of the child performer, the relationship between commerce and child endangerment, and the problem of juvenile delinquency, Flegel examines the emergence of child abuse as a subject of legal and social concern in England, and its connection to earlier, primarily literary representations of endangered children. With the emergence of the NSPCC and the new crime of cruelty to children, new professions and genres, such as child protection and social casework, supplanted literary works as the authoritative voices in the definition of social ills and their cure. Flegel argues that this development had material effects on the lives of children, as well as profound implications for the role of class in representations of suffering and abused children. Combining nuanced close readings of individual texts with persuasive interpretations of their influences and limitations, Flegel's book makes a significant contribution to the history of childhood, social welfare, the family, and Victorian philanthropy.
During recent years, attempts have been made to move beyond the Eurocentric perspective that characterized the social sciences, especially anthropology, for over 150 years. A debate on the “anthropology of anthropology” was needed, one that would consider other forms of knowledge, modalities of writing, and political and intellectual practices. This volume undertakes that challenge: it is the result of discussions held at the first organized encounter between Iranian, American, and European anthropologists since the Iranian Revolution of 1979. It is considered an important first step in overcoming the dichotomy between “peripheral anthropologies” versus “central anthropologies.” The contributors examine, from a critical perspective, the historical, cultural, and political field in which anthropological research emerged in Iran at the beginning of the twentieth century and in which it continues to develop today.
Автор: Vermeulen Karolien Название: Conceptualizing Biblical Cities: A Stylistic Study ISBN: 3030452697 ISBN-13(EAN): 9783030452698 Издательство: Springer Рейтинг: Цена: 13974.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book offers a comprehensive treatment of the city image in the Hebrew Bible, with specific attention to stylistics. This book will be of interest to students and scholars of stylistics, urban studies, critical-spatial theory and biblical studies (especially Biblical Hebrew).
Описание: A Comparative Study of Latvia and Kazakhstan
Автор: Gilliland Anne J. Название: Conceptualizing 21st-Century Archives ISBN: 083891652X ISBN-13(EAN): 9780838916520 Издательство: Mare Nostrum (Eurospan) Цена: 11086.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Jian Li Название: Conceptualizing Soft Power of Higher Education ISBN: 9811306400 ISBN-13(EAN): 9789811306402 Издательство: Springer Рейтинг: Цена: 11179.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the globalization trends in higher education from an international political science perspective, using Nye’s theory of soft power to explore the rationale behind it. It focuses on conceptualizing the Soft Power Conversion Model of Higher Education, which is embedded in the globalization of higher education, and analyzes the globalization of Chinese higher education reform.
Also, this book provides innovative and unique viewpoints on conceptualizing and mapping the globalization and internationalization of higher education, especially for current Chinese higher education (1949-2016). It discusses and illustrates cutting-edge concepts of global higher education, such as global learning, global competency, and global citizenship and refines them in the conceptualized soft power conversion model of higher education.
This book reports on and enriches the theoretical concept of global education, and provides practical insights into global learning, global citizenship and global competency for Chinese undergraduate students.
Описание: A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228), apolicymakers and implementers core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the abest suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the apolicy implementation paradox, this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, the Chapter 8 performs three functions, namely it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both atext and adiscourse as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large. The contribution of this book is seen particularly in its ability to leverage the post-modernist conception of policy as both atext and adiscourse to stress the importance of recognizing the role of implementation in actually changing policy. Brought directly into the context of the policy implementation paradox, the book (drawing on the post-modernist conception of policy) clearly propels the dynamism of policy processes, and uses this to explain the reasons why policy implementation outcomes most often differ from policy-makers intentions. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be. Second, it puts down the issue of disconnect between policy intentions in theory and policy implementation outcomes in practice invariably to the active processes involved in interpreting policy. Policy statements, in the view of the book and in the post-modernist tradition, are almost always subject to multiple interpretations and re-interpretations depending upon the standpoint of the people doing the interpretive awork. Third, the policy/practice gap is explained as existing and/or occurring because the practice of policy on the ground is extremely complex, both that which is being adescribed by policy and those that are aintended to put policy into effect or practice. The point, according to the post-modernist thinking on which this book draws, is that simple policy descriptions of practice do not capture the multiplicity and complexity of the practice of policy on the ground, as such, the implementation of policy in practice almost always means outcomes differ from policy-makers intentions. Against the backdrop of these three reasons alluded to, the book attributes the underlying causes of the policy implementation paradox to two interrelated factors. One, it is argued that the paradox in policy implementation occurs mainly because of what post-modernist thinkers call policy refraction. That is to say, because policies in practice tend to evolve through the interactions of a multiplicity of actors, they become distorted and less coherent as they are interpreted and put into practice by the aground-level actors and implementers. Two, it is contended that the emergence of post-modern theory (with its contemporary understanding of the nature of reality and how to ago on in life) has undermined the amodernist philosophy to such an extent that older ideas of fixed structures conditioning behaviour and imposing regularity and predictability on social life have become considerably weakened, if not demolished completely. Essentially, the book argues that the post-modern theoretical movement has had tremendous effect of stressing the unpredictability of human behaviour in policy implementation processes, and by extension, the unpredictability of policy outcomes as against policy intentions.
Описание: This book critically evaluates the current copyright law system in a digital environment from a comparative perspective. Since many developing countries modelled their copyright laws on more advanced jurisdictions, they have not benefitted from such a law as much as intended due to their inherently embedded social economic conditions. Moreover, the copyright law system has been under constant challenges from rapidly developing digital technology and the Internet. All in all, there is a pressing need for developing countries to reevaluate their copyright law in light of their national needs, the developmental stage of their economy, their culture and tradition, and their legal system.The book poses the question of whether copyright law should be reformed to fulfill its fundamental purpose of serving education and research that are in the public interest in the digital era? It examines whether the legal frameworks adequately address developing countries’ educational and research requirements in view of the opportunities and restrictions posed by electronic communication media. Further, it provides a comprehensive study that addresses the various critical issues relevant to the reform of the copyright law system and offers recommendations for developing countries to revamp their copyright law system to better serve their education and research sector.
Автор: C. Powell; F. D?pelteau Название: Conceptualizing Relational Sociology ISBN: 1349479020 ISBN-13(EAN): 9781349479023 Издательство: Springer Рейтинг: Цена: 11179.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Edited by Francois Depelteau and Christopher Powell, this volume and its companion, Applying Relational Sociology: Networks, Relations, addresses fundamental questions about what relational sociology is and how it works."
Introduction.- Chapter 1: Challenges to the existing IR system and how they are seen in the IR literature in Western and non-Western segments of the world.- Chapter 2: From the hegemonic unipolar to the multipolar world: structural transformation of the international system and global strategic balance, plus its consequences for the future.- Chapter 3: Appraising the theory of non-Western IR and the other options available.- Chapter 4: What is missing in the Western IR theories: space as a core dimension in World Regional Studies.- Chapter 5: Transformation of the space (1): macro-regionalization and new spatial actors of international relations: international / world / global regions.- Chapter 6: Transformation of the space (2): differentiation within the world space and its consequences for conceptualizing a de-Westernized IR.- Chapter 7: Integration of the space in a complex glocality.- Chapter 8: Fusion of past and future in the space of global regions and regional sub-systems of converging multiple modernities.
Автор: Salituro Alfredo A. Название: I Built Me: Conceptualizing Success In The 21st Century ISBN: 1777125103 ISBN-13(EAN): 9781777125103 Издательство: Неизвестно Рейтинг: Цена: 2648.00 р. Наличие на складе: Нет в наличии.
Описание:
"I Built Me: Conceptualizing Success In The 21st Century" is my way of sharing support and inspiration to those who may need it. Many children/youth today grow up facing enormous, unfair adversity related to their health. Growing up having faced similar challenges, I've realized that many young patients struggle listening to repeated advice from doctors and/or family members. I wanted to compose my story in such a way where young patients may draw comfort in knowing someone like them has been through what they are struggling with and was able to overcome many of the same challenges.
Each chapter is written to share a message, and or lesson that was very important to my personal growth. I have also made the book hard cover as I have included an activity page at the end of each chapter with questions. I wanted each book to be a journal that can be tailored to help the reader reflect on their own personal situation.
My goal was to create the book I was so desperately searching for during my time of need. To know that someone else had faced and overcome similar challenges, in hopes of helping others navigate their own adversity. For anyone asking themselves the same questions I once did.
Описание: This edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses.
This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.
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