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eDemocracy & eGovernment: Stages of a Democratic Knowledge Society (Progress in IS)
by Andreas Meier Luis TeránThis textbook reviews and systematically presents the use of the Internet in public administration and politics. Further, it employs a process-oriented layer model to define the opportunities for exchange and participation for all stakeholder groups, covering the following topics: eAssistance, eProcurement, eService, eContracting, eSettlement, eCollaboration, eDemocracy, and eCommunity. In turn, real-world case studies demonstrate the practical applications in industry, administration and research.The second edition of this book has been completely revised and extended, and includes several new case studies. It offers a valuable asset for students in Business, Economics and Political Sciences courses, as well as practitioners interested in emerging opportunities for digital exchange and participation in the knowledge society.
Edexcel Gcse (9-1) History Crime And Punishment Through Time, C1000-present Student Book (PDF)
by Dan Hartley Trevor Sharkey Victoria PayneExam Board: Edexcel Level: GCSE Subject: History First teaching: September 2016 First exams: Summer 2018 Series Editor: Angela Leonard This Student Book: covers the essential content in the new specification in an engaging way, using detailed narrative, sources, timelines, key words, helpful activities and extension material uses the 'Thinking Historically' approach and activities to help develop conceptual understanding of areas such as evidence, interpretations, causation and change, through targeted activities has 'Writing Historically' features that focus on the writing skills most important to historical success. This literacy support uses the proven Grammar for Writing approach used in many English departments includes lots of exam guidance, with practice questions, sources, sample answers and tips to support preparation for GCSE assessments. * These resources have not yet been endorsed. This information is correct as of 31st July 2015, but may be subject to change. You do not have to purchase any resources to deliver our qualification.
The Edge of Life: Human Dignity and Contemporary Bioethics (Philosophy and Medicine #85)
by Christopher KaczorThe Edge of Life: Human Dignity and Contemporary Bioethics treats a number of distinct moral questions and ?nds their answer in the dignity of the person, both as an agent and as a patient (in the sense of the recipient of action). Characteristically one’s view of the human being ultimately shapes one’s outlook on these matters. This book addresses questions that divide a culture of life from a culture of death as well as a number of questions debated within the Catholic tradition itself. The Edge of Life offers a critique of the new bio-ethic, represented by such notable authors as Peter Singer; it also attempts to shore up some of the dif?culties leveled by critics against the traditional ethic as well as to answer some questions disputed by those within the tradition. This book does not treat the basic principles of morality but rather many of their applications and suppositions. (For an account of contemporary debates within the Catholic tradition on these matters, see Kaczor 2002). Rather, The Edge of Life seeks to address a number of disputed contemporary questions touching upon human dignity at what has been called “the margins of life. ” The ?rst section of the book treats the dignity of the human person as recipient of action and as agent. Chapter two examines various accounts of when a human being becomes a person.
The Edge of Reason: A Rational Skeptic in an Irrational World
by Julian BagginiAn urgent defense of reason, the essential method for resolving—or even discussing—divisive issues Reason, long held as the highest human achievement, is under siege. According to Aristotle, the capacity for reason sets us apart from other animals, yet today it has ceased to be a universally admired faculty. Rationality and reason have become political, disputed concepts, subject to easy dismissal. Julian Baggini argues eloquently that we must recover our reason and reassess its proper place, neither too highly exalted nor completely maligned. Rationality does not require a sterile, scientistic worldview, it simply involves the application of critical thinking wherever thinking is needed. Addressing such major areas of debate as religion, science, politics, psychology, and economics, the author calls for commitment to the notion of a “community of reason,” where disagreements are settled by debate and discussion, not brute force or political power. Baggini's insightful book celebrates the power of reason, our best hope—indeed our only hope—for dealing with the intractable quagmires of our time.
The Edinburgh Companion To The Critical Medical Humanities (Edinburgh Companions To Literature )
by Anne Whitehead Angela Woods Sarah Atkinson Jane Macnaughton Jennifer RichardsIn this landmark Companion, expert contributors from around the world map out the field of the critical medical humanities. This is the first volume to comprehensively introduce the ways in which interdisciplinary thinking across the humanities and social sciences might contribute to, critique and develop medical understanding of the human individually and collectively. The thirty-six newly commissioned chapters range widely within and across disciplinary fields, always alert to the intersections between medicine, as broadly defined, and critical thinking. Each chapter offers suggestions for further reading on the issues raised, and each section concludes with an Afterword, written by a leading critic, outlining future possibilities for cutting-edge work in this area.
The Edinburgh Companion to the Critical Medical Humanities (Edinburgh Companions To Literature )
by Anne Whitehead Angela Woods Sarah Atkinson Jane Macnaughton Jennifer RichardsIn this landmark Companion, expert contributors from around the world map out the field of the critical medical humanities. This is the first volume to comprehensively introduce the ways in which interdisciplinary thinking across the humanities and social sciences might contribute to, critique and develop medical understanding of the human individually and collectively. The thirty-six newly commissioned chapters range widely within and across disciplinary fields, always alert to the intersections between medicine, as broadly defined, and critical thinking. Each chapter offers suggestions for further reading on the issues raised, and each section concludes with an Afterword, written by a leading critic, outlining future possibilities for cutting-edge work in this area.
Edith Stein’s An Investigation Concerning the State: Sociality, Nationhood, Ethics (Contributions to Phenomenology #110)
by Antonio Calcagno Eva Reyes-GacitúaThis book explores Edith Stein's phenomenology of the state. It features chapters on the application of Stein’s political philosophy to real issues and questions affecting nations today. The contributors also situate Stein’s political theory within her larger philosophical corpus. The collection examines An Investigation Concerning the State from various angles. Scholars first consider some of the direct claims Stein makes about social and political ontology. They mine her work for its implications for and applications to contemporary debates. Then, the contributors position her work in relation to other figures in phenomenology, including Edmund Husserl and Max Scheler. Finally, Stein’s views are brought to bear on other disciplines, including feminism, theology, and literature. The contributors also use her theory of the state to address various contemporary issues, including bioethics and rights, globalization, as well as social and political inequality. The view of the state that emerges has implications for how we do politics and make ethical decisions. Moreover, Stein's work has an impact on our views of sociality (as opposed to the sociality of contractarian views of the state), pedagogy, women, theories of justice and law, as well as social psychology and religion. This volume helps readers better understand this vital voice in political philosophy and appeals to students, professors, and researchers working in the field.
Eduard Gans and the Hegelian Philosophy of Law (International Archives of the History of Ideas Archives internationales d'histoire des idées #143)
by M.H. HoffheimerGans ranks at the head of that important group of Hegelian thinkers that bridged the generations of Hegel and Marx. ! Yet there is a large gap between Gans 's historical importance and the scholarship on him. Despite a renewal of interest in Gans's work on the Continent,2 Gans remains almost completely unknown to English-Ianguage scholars, and almost none ofhis work has been 3 previously translated. His Prefaces to his posthumous editions of Hegel's writings are inaccessib1e to English speakers, despite the fact that they shed important light on the authenticity of the so-called Additions to those texts. His Preface to Hegel's Philosophy ofLaw has never been translated before, while his Preface to the Philosophy of History has been omitted from reprintings 4 for generations. Moreover, the recent scholarship on the Continent has focused on Gans 's political and philosophical rather than his legal writings. There is little dis cussion in any language ofhis system oflaw, which is the focus ofthe present study. Some of the reasons for the neglect of Gans are obvious. Gans cannot be a hero for most readers today. He accepted apostasy as a means to profes sional advancement. And though more liberal than Hegel, Gans nonetheless accommodated himself to the results of the Restoration and evaded political persecution that might have kindled the sympathy of later generations.
Educated by Initiative: The Effects of Direct Democracy on Citizens and Political Organizations in the American States
by Daniel A. Smith Caroline Tolbert"This body of research not only passes academic muster but is the best guidepost in existence for activists who are trying to use the ballot initiative process for larger policy and political objectives." --Kristina Wilfore, Executive Director, Ballot Initiative Strategy Center and Foundation Educated by Initiative moves beyond previous evaluations of public policy to emphasize the educational importance of the initiative process itself. Since a majority of ballots ultimately fail or get overturned by the courts, Smith and Tolbert suggest that the educational consequences of initiative voting may be more important than the outcomes of the ballots themselves. The result is a fascinating and thoroughly-researched book about how direct democracy teaches citizens about politics, voting, civic engagement and the influence of special interests and political parties. Designed to be accessible to anyone interested in the future of American democracy, the book includes boxes (titled "What Matters") that succinctly summarize the authors' data into easily readable analyses. Daniel A. Smith is Associate Professor of Political Science at the University of Florida. Caroline J. Tolbert is Associate Professor of Political Science at Kent State University.
Educating for Justice (Routledge Revivals)
by Jeremy Cooper Louise C. TrubekPublished in 1997, an edited collection of essays by a group of international public interest scholars and activists that examines the role and function of the law school in developing, transmitting and understanding the use of law to bring about social change to the advantage of subordinated people. The book traces this influence from the early days of the law school and its induction of legal principles and client responsibilities, through training for practices in a variety of settings, including teaching, social action research, client empowerment programs, to the outer limits of law school in community legal education and awareness. An important and pioneering series of international case studies.
Educating for Justice: Social Values And Legal Education (Routledge Revivals)
by Jeremy Cooper Louise G. TrubekPublished in 1997, an edited collection of essays by a group of international public interest scholars and activists that examines the role and function of the law school in developing, transmitting and understanding the use of law to bring about social change to the advantage of subordinated people. The book traces this influence from the early days of the law school and its induction of legal principles and client responsibilities, through training for practices in a variety of settings, including teaching, social action research, client empowerment programs, to the outer limits of law school in community legal education and awareness. An important and pioneering series of international case studies.
Educating for Responsible Management: Putting Theory into Practice (The Principles for Responsible Management Education Series)
by Roz Sunley Jennifer LeighIt is well known the global community is looking towards business to play its role in creating a just and fair economy. This increases the urgency and relevance of new approaches to management education that can engage and foster socially responsible leaders who are resilient, creative and innovative thinkers. Educating for Responsible Management profiles cutting-edge approaches to pedagogy for the Principles for Responsible Management Education (PRME) that go beyond current discussions of sustainability and corporate social responsibility content, to include a wider lens that highlights the processes of educating the next generation of responsible managers. The book draws together leading thinkers, practitioners and management education to share their practice and research on how management educators can prepare themselves, their students, the learning environment, and their teaching resources to meet these challenges. These conversations across practice lines highlight a range of innovative pedagogical approaches and methods used by responsible management educators around the world to provide effective learning experiences.
Educating for Responsible Management: Putting Theory into Practice (The Principles for Responsible Management Education Series)
by Roz Sunley Jennifer LeighIt is well known the global community is looking towards business to play its role in creating a just and fair economy. This increases the urgency and relevance of new approaches to management education that can engage and foster socially responsible leaders who are resilient, creative and innovative thinkers. Educating for Responsible Management profiles cutting-edge approaches to pedagogy for the Principles for Responsible Management Education (PRME) that go beyond current discussions of sustainability and corporate social responsibility content, to include a wider lens that highlights the processes of educating the next generation of responsible managers. The book draws together leading thinkers, practitioners and management education to share their practice and research on how management educators can prepare themselves, their students, the learning environment, and their teaching resources to meet these challenges. These conversations across practice lines highlight a range of innovative pedagogical approaches and methods used by responsible management educators around the world to provide effective learning experiences.
Educating for Well-Being in Law: Positive Professional Identities and Practice (Emerging Legal Education)
by Caroline Strevens Rachael FieldBringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.
Educating for Well-Being in Law: Positive Professional Identities and Practice (Emerging Legal Education)
by Caroline Strevens Rachael FieldBringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.
Education and the Law
by Dympna GlendenningLegal issues encroach into almost every aspect of modern day education in Ireland. Education and the Law has been completely updated since the last edition published in 2012. It examines in detail recent key legislation including the Education (Admissions to School) Act 2018 and the Data Protection Act 2018. It has also been restructured for ease of use and reference. An essential title, it examines the legal issues surrounding teaching and education, such as the employment of teachers, school discipline, bullying, freedom of information, and the State's responsibility for educating children with special educational needs.Membership of the European Union has also resulted in many changes arising from the principles of free movement, non-discrimination and the common vocational training policy. These developments, as well as the key legislation (including the Education Act 1998, the Education (Welfare) Act 2000, the Education for Persons with Special Educational Needs Act 2004 and the Disability Act 2005) are examined in detail. Education and the Law also takes an historical look at the legal aspects of the education system in Ireland, and it traces the distinctive development of the Irish education system but it also looks at the future direction of education in Ireland and at the likely impact of equality law, human rights law and membership of the enlarged European Community on Ireland's largely denominational education system.Elizabeth-Ann Kirwan contributed to this edition. Elizabeth-Ann is a practising barrister. She is a member of the Bar of Ireland and holds a Barrister-at-Law Degree from the Honorable Society of the King's Inns. She is an experienced educator: a qualified teacher, with a wide teaching experience at school, third level, and continuing professional education. She is also experienced in industrial relations matters, advising and representing employees and employers in employment and professional statutory procedures.
Education For Values: Morals, Ethics And Citizenship In Contemporary Teaching
by Roy Gardner Jo Cairns Denis LawtonValues in education - how they are taught, the ethics of teaching itself, plus their role in the education of educators - is an area of lively and passionate debate. This book provides an essential resource of ideas, issues and current practice for all those with an interest in this area of education. Presenting a range of critical writing, this book deals with issues relating to education in values; approaches to teaching values; teacher education and values; research for education in values; and international comparative studies. Highly regarded when it was first published in hardback in 2000, the book now appears in paperback for the first time with a new introduction, which updates the main ideas and themes of the book.
Education in Europe: Policies and Politics
by GonzaloJover José AntonioIbáñez-MartínThis book aims to provide a wide ranging analysis of the educational challenges posed by the treaty signed in Maastricht in 1992. It brings together an international group of specialists in the fields of educational theory, philosophy of education, politics of education, comparative education, and gender equal opportunities. Focusing particularly on pedagogic issues, it is essential reading for those engaged in educational research, for students of education, and for those working with European Union institutions.
Education, Inclusion, and Justice (AMINTAPHIL: The Philosophical Foundations of Law and Justice #11)
by Joan McGregor Mark C. NavinThis book approaches education as a vital human good, both because it fosters the development of intellectual, moral and civic virtues, and because it promotes the development of valuable skills for work and for life. Accordingly, debates on justice, democracy, equality and inclusion often focus on questions concerning the kind of education people should receive, how scarce educational goods should be distributed, and the role of education in responding to historical and ongoing injustices. This volume collects 16 new essays that explore these pressing ethical, political and legal issues.
Education, Law and Diversity
by Neville HarrisEducation is fundamentally concerned with realising the potential of every child, but an increasing social diversity presents enormous challenges for the state in terms of its commitment to providing an appropriate education for all. Factors such as ethnicity, disability and material deprivation are associated with inequality, social exclusion and the risk of low educational attainment. Diversity also reflects divergent cultural values and norms. In responding to the challenges posed by diversity, public education authorities are to some extent constrained by individual or group rights. This book examines the nature of these rights, including those under the European Convention on Human Rights, and the ways and contexts in which they operate. Their social effects are also considered. Areas discussed include the curriculum, special educational needs and choice of school. A key theme in the book is the promotion and enforcement of equal access to education, including higher education. Issues of multiculturalism, the social integration of minorities, religion in education and the recognition of children's independent rights are among those that are also discussed. The book centres on England and Wales and covers the evolving legislative framework, including the Education and Inspections Bill 2006, but relevant legal developments in other states are also highlighted.
Education, Law and Diversity: Schooling for One and All?
by Neville HarrisThis new edition of Education, Law and Diversity provides extensive updated analysis, from a legal perspective, of how the education system responds to social diversity and how the relevant social and cultural rights of individuals and groups are affected. It spans wide-ranging areas of school provision, including: types of school (including faith schools), the school curriculum, choice of school, out-of-school settings, and duties towards children with special needs and disabilities. It gives extensive coverage to children's rights in the context of education and includes considerable new material on issues including relationships and sex education, exclusion from school, home education, equal access, counter-extremism and academisation. The new edition also retains and updates areas of debate in the book, such as those concerned with multiculturalism and the position of religion in schools. It continues to focus on England but also makes reference to other jurisdictions within the UK and internationally. It is essential reading for anyone interested in the legal and related policy issues surrounding children's education today.
Education, Law and Diversity: Schooling for One and All?
by Neville HarrisThis new edition of Education, Law and Diversity provides extensive updated analysis, from a legal perspective, of how the education system responds to social diversity and how the relevant social and cultural rights of individuals and groups are affected. It spans wide-ranging areas of school provision, including: types of school (including faith schools), the school curriculum, choice of school, out-of-school settings, and duties towards children with special needs and disabilities. It gives extensive coverage to children's rights in the context of education and includes considerable new material on issues including relationships and sex education, exclusion from school, home education, equal access, counter-extremism and academisation. The new edition also retains and updates areas of debate in the book, such as those concerned with multiculturalism and the position of religion in schools. It continues to focus on England but also makes reference to other jurisdictions within the UK and internationally. It is essential reading for anyone interested in the legal and related policy issues surrounding children's education today.
Education, Leadership and Business Ethics: Essays on the Work of Clarence Walton (Issues in Business Ethics #11)
by Ronald F. DuskaEducation, Leadership and Business Ethics: New Essays on the Work of Clarence Walton includes a history and anecdotes of Clarence Walton's professional and personal life; a discussion of the controversial introduction of ethics into the field of management studies; contributions on a variety of subjects connected to leadership and business ethics from experts in the field; and critical essays reviewing Clarence's most recent work in social criticism. The book gives a history of the rise of the fields of business and society and business ethics, details the events leading to its acceptance in academic circles and gives personal accounts by Clarence Walton, one of the people most responsible for its creation. Intended target groups are students, former academic peers, and friends of Clarence Walton, as well as anyone interested in the history of business ethics or connected to Columbia University of America, or The American College.
Education, Philosophy and the Ethical Environment (Foundations and Futures of Education)
by Graham HaydonHow much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us – whether as teachers, parents, students or citizens – share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will: enable young people to appreciate the diversity of our ethical environment help them find their way through its complexities contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education, this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education, it shows that practical issues can be illuminated by insights from philosophy.
Education, Philosophy and the Ethical Environment (Foundations and Futures of Education)
by Graham HaydonHow much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us – whether as teachers, parents, students or citizens – share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will: enable young people to appreciate the diversity of our ethical environment help them find their way through its complexities contribute to developing a climate of values that is desirable for all. This book shows that values education is too demanding to be left to parents and too important to be entrusted to government initiatives. For teachers engaged in values education, this book brings a fresh perspective to what they are doing, within a realistic view of their responsibilities. For students of education, it shows that practical issues can be illuminated by insights from philosophy.