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Chapter 1: A New Way of Thinking

Austin Buffum Solution Tree Press ePub

CHAPTER 1

A New Way of Thinking

What worked yesterday is the gilded cage of tomorrow.

—PETER BLOCK

Gone are the days when hard work and elbow grease were enough for the average person to make a living. To prepare for successful adult life in a competitive global marketplace, today’s students must learn more than the three Rs; they must also master the higher-level thinking skills required to continue to learn beyond high school. Those who do will find numerous paths to success. In stark contrast, many students who fail in school will go on to adult lives characterized by poverty, welfare, and incarceration, as we saw in the preface. With such high stakes, today’s educators are like tightrope walkers without a safety net—responsible for meeting the needs of every child, with very little room for error.

We know one thing for certain: we are never going to get there doing what we have always done. Our traditional school system was created in a time when the typical educator worked in a one-room schoolhouse and served as the only teacher for an entire town. Today it is virtually impossible for a single teacher to possess all the skills and knowledge necessary to meet the unique needs of every child in the classroom. But even the one-room schoolteacher was not expected to achieve that outcome, as throughout most of the 20th century fewer than 20 percent of all jobs required even a high school diploma (Hagenbaugh, 2002).

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9 Beyond the Parity Principle

Harri Englund Indiana University Press ePub

The first article of the Universal Declaration of Human Rights states that “all human beings are born free and equal in dignity and rights.” While the Second World War had attached new urgency to the definition and implementation of human rights, the 1990s wave of liberalization in Africa and elsewhere revived this project in the context of crumbling autocracies and widespread poverty. Much as its principled attention to all human beings could inspire fresh political, economic, and legal challenges to the status quo, the discourse on human rights was often highly selective in practice. Of the first article’s emphasis on freedom and equality, only the idea of freedom came to inform the public interventions by Malaŵi’s human rights activists and democratic politicians. As has been seen, the very concept of human rights was translated into Chicheŵa through the concept of freedom.

It would be futile, however, to expect that a conceptual shift from freedom to equality would by itself rectify the neglect of social and economic rights that the emphasis on political and civil liberties has seemed to reinforce. As central concepts in liberal political and moral theory, freedom and equality have been shown to carry multiple meanings and open up potentially contradictory possibilities. Feminist theorists, for example, have argued that once decoupled from its association with personal autonomy and self-rule, “freedom” can prompt questions of how social relations and institutions both enable and constrain subjects (Hirschmann 2003: 35–39; see also Friedman 2003). Such questions become particularly contentious when they no longer assume a categorical distinction between the subject’s desires and socially prescribed conduct, or that submission to external authority necessarily subverts the subject’s potentiality (Mahmood 2005: 31). As for “equality,” some philosophers have at least since Rousseau recognized how the apparent neutrality of formal equality can consolidate existing inequalities by denying differences in situations, resources, and needs (Hirschmann 2003: 223–224). Moreover, equality comes with variable complexions and goals, with the demand for one type of equality (such as equal rights) inconsistent with the demand for another type (such as the equality of incomes) (Sen 1992).

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1: Introduction – What is Veterinary Forensics?

Bailey, D. CABI PDF

1 

Introduction – What is Veterinary

Forensics?

David Bailey*

Department of Forensic and Crime Science, Staffordshire University,

Stoke-on-Trent, Staffordshire, UK

1.1 Introduction�

1.2  Current Projects�

1.2.1 Anti-terrorism�

1.2.2  Forensic analysis of hair�

1.2.3  Bitemark analysis�

1.2.4  Teaching and examining�

1.2.5  Contract research�

1.2.6  Expert witness appearance�

1.2.7  Toxicology and chemical analysis�

1.2.8  Veterinary call-out services�

1.2.9  Television and media�

1.2.10  Report writing�

1.2.11  Documentary evidence�

1.2.12  Blood pattern analysis�

1.2.13 Bestiality�

1.2.14 Ballistics�

1.2.15  DNA analysis and laboratory competence�

1.3  Conceptual Views�

1.3.1  Comparison to human forensics�

1.3.2  A definition of veterinary forensics�

1.3.3  Breadth of field�

1.3.4  Getting caught�

1.4  Biological Concepts�

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18: The family circle

Bick, Esther; Harris, Martha Harris Meltzer Trust ePub

(1967)

A series of four articles written for New Society in conjunction with Mary Douglas, Reader in Social Anthropology at University College, London, who wrote complementary articles from an anthropological perspective. The series is headed: “In this special four-week series, a psychologist and an anthropologist look at the ‘outer circle’ of family relationships which are too often left unexplored: brother/sister; grandparent/grandchild; in-laws; aunts, uncles and cousins.” It bears witness to Martha Harris’ emphasis on understanding the wider social and developmental context of personality growth, as borne out by the personality development seminars which she instituted for child psychotherapy trainees.1 During this period she was also preparing a series of small books for parents on children’s personality development (the first Tavistock Clinic series), published in 1969. There are a number of autobiographical illustrations in these books and articles. Martha Harris was involved with all the books in the Tavistock series and wrote Your Eleven Year Old, Your Twelve to Thirteen Year Old and Your Fourteen to Sixteen Year Old (1969; these were republished in 2007 as Your Teenager). Other editors in the series were Christopher Dare, Dilys Daws, Elsie Osborne, Edna O’Shaughnessy, and Dina Rosenbluth.

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Plot Twists

Caki Wilkinson University of North Texas Press PDF

Plot Twists

They hammer roses over bolted doors and speak in code of loopholes, hidden strings.

With spells, they overwrite the hex. They trace their genealogy from famous kings to geniuses. They settle ancient scores, bid traitors clipped, and bag the leggy spy.

They spread their wealth with giant cardboard checks, and more than once they chase a guy who’s not their guy.

Reconnaissance takes months. They’re issued masks and parachutes, then paired with doppelgangers.

They’re trained to practice tactics of remote control and, housed in unmarked airplane hangars, they finalize their plan, assigning tasks to teams. They study fate and husbandry and rear the beasts of rotten luck: gift horses

Charley horses, the goat behind Door #3.

They say, We said we’d save your village, true, but when we said we serve the greater good, we lied—we couldn’t help it. They explain hamartia (they feel misunderstood).

The thing is, we would never target you.

We love civilians. See? Our guns are fake.

This proves to be a minor consolation, like extra Novocain, or cookies at a wake.

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