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As interest in the “politics of education” continue to mount in the United States it becomes important to try to explicate the fundamental political ideology which continues to shape current developments in school finance in that country. In this article it is argued that there is an identifiable “democratic theory of school finance” and that the roots of this political theory can be found in the works of such “classical” authors as Aristotle, Thucydides, Thomas Jefferson, Alex de Tocqueville, Caleb Mills, and others. A body of current professional educational literature and some court opinions are then summarized and illustrations are provided to show that the basic political values of the “classical” authors are still very much present in the newer professional literature and in the court opinions. Finally a postscript is provided to bring the reader even closer to additional school finance literature in the United States. Students of the politics of education might be interested to learn that this was a bipartisan effort. Professors Hickrod and Hubbard are normally associated with the Democratic Party in the United States, while Professor Laymon customarily finds himself on the Republican side of the aisle. The article thus provides some evidence that there can be agreement on principles of democracy and constitutional government that transcends political party affiliation.

This article is a summary of consulting field research carried out by Hay Group to answer why leadership motivation matters to the drivers of share price. The summary also aims to explain how measuring organisational climate can help leaders better understand the effect they have on the motivations and performance impact of those they lead. As such it represents the business case for its use by organisations. There are practical guidelines on how to spot the early warning signs when climate starts to deteriorate; the key factors leaders need to focus on in getting it right; and how climate measures can be used as a macro change lever as part of an organisation talent review.

My Country ‘Tis of Thee: How One Song Reveals the History of Civil Rights offers insights into the historic significance of the song’s familiar melody as an instrument for change Protesting for freedom is universal, and songs have long provided a sense of solidarity and a means to communicate messages for protesters with strong beliefs about various causes. By hearing an instrumental recording, students first engage in an activity to identify the song, which, since 1831, has been known as “America” to many in the USA. Students become familiar with concepts and historic people named throughout the book by manipulating and sorting concept cards. Using historic events depicted in the book, students create timelines using a technological timeline tool. Then, after listening to a read-aloud of the book, they use clues to match different sets of lyrics with corresponding historical events. Civil rights history is revealed through different lyrics of this song.

The purpose of this paper is to explore a true World War One event, the Christmas Truce of 1914. The paper is inspired by the National Council for the Social Studies (NCSS) award winning book, Shooting at the Stars: The Christmas Truce of 1914 by John Hendrix, which narrates the truce through a fictitious letter from a British soldier. On Christmas Eve, German soldiers on the western front line, specifically near the Belgium border, ceased fire and invited British soldiers to celebrate Christmas. Descriptions of events derive from oral histories and photos collected from actual soldiers who experienced this unusual historic event.

This lesson engages students in inquiry centers focused on events, location, soldiers, remembrance, and primary sources to answer the question: Why did the First World War Christmas Truce of 1914 occur?

World War One (AKA the First World War and The Great War) classroom history studies typically focus on tragic components of, what many call, a needless war. Many lessons examine military technologies, political power struggles, horrors of trench warfare, disease and casualties. In essence, “World War I saw unprecedented levels of carnage and destruction. By the time the war was over and the Allied Powers claimed victory, more than 16 million people – soldiers and civilians alike – were dead” (history.com Staff, 2009). This lesson reveals a spontaneous, impactful, emotionally charged event occurring during the worst of times. The Christmas Truce of 1914 moves students from thinking about the ravages of war into thinking deeply about what it truly means to be enemies, friends or even to mend relationships. Who are soldiers – what do they feel, need, believe and miss? During the truce, the longing for peace and human interaction superseded political ideologies, for a while. This lesson starts with students participating in a class discussion to uncover prior knowledge of the famous event. Students examine their real-life feelings regarding personal truces, answer guiding questions while rotating through classroom research centers, and collectively create a generalized response to answer the compelling question: Why did the First World War Truce of 1914 occur? Students will apply their understandings of the event, location, and feelings associated with the truce by taking a soldier’s persona and writing a letter home. Illustrations and maps further engage students’ creativity.

This true story about the Christmas Truce of 1914 reminds us that countries may have differing ideologies and political beliefs which cause conflicts, yet people, as individuals, find commonalities making them seek peaceful connections with one another.

“The soldiers of 1914 remind us of the choice we all can make: we can see others as humans who matter like we matter – even when they’re our enemies. They also show us what can happen when we make that choice: enemies can become friends and, at least for a moment, there is peace” (Arbinger Institute, 2017, Section 3). This quote embodies the lesson’s value, because it brings understanding to a personal level – soldiers on the field. First World War soldiers were typically powerless. For instance, as many as 250,000 boys under the age of 18 served in the British army during the First World War. Patriotic fervor, escape from poor conditions or hopes for adventure were motives for joining. Birth certificates were uncommon; war recruiters received money for each sign-on, so boys as young as 14 went to war. In this lesson, students examine First World War background information; analyze the truce’s events, geography, soldiers and memorials. Students are immersed in large numbers of resources including videos, music, photographs, maps, books, articles, newspapers, historians’ perspectives, oral histories, museum archives and the First World War soldiers’ original letters that help reveal the story and help students understand underlying feelings of soldiers and their families.

Although Leutwiler's initiative in taking to the field has been well-documented by scholars and the University of Illinois alike, the role of the UPenn figure, “Benjamin Franklin” or alternately in Illinois narratives “William Penn,” has received little attention (Spindel, 2001; King & Springwood, 2001). Leutwiler's adoption of the “Chief Illiniwek” persona, which will be discussed in-depth later, was not a response to inquiries by the UPenn band who hoped to utilize their articulated personae of “Benjamin Franklin” during a halftime skit as other scholars have suggested. Leutwiler adopted the untitled personae that became the basis for the “Chief” two years earlier during experiences as a Boy Scout and for performances at his alma mater, Urbana High School.⁶ Although the University of Pennsylvania solicited the Illinois band and assistant director Raymond Dvorak in particular, to create its own figure to interact with “Benjamin Franklin” in a show of “good sportsmanship,” Lester Leutwiler was already performing as an “Indian” before the supposed 1926 inception.⁷ In fact, his performance was so well known to his classmates at Urbana High School that the yearbook contained multiple references to Leutwiler's penchant for dressing as his Indian persona at school events (Urbana High School, 1925). Importantly, then the UPenn invitation can be read as the opening of a new arena for performances of Indianness – the sports field – not as an inciting event in the creation of “Chief Illiniwek.” Focusing on “Chief Illiniwek” as a sports mascot has eroded the larger cultural context of performances of Indianness that was being undertaken in local and national venues including Urbana High School.

The author will describe the operational tasks of S.44’s statutory mandate: for example, commissioning the review; being responsive to the representatives of the relevant agencies concerned; securing pharmacological/medical advice; adding Ben’s death to the review; engaging with relatives; and ensuring that “lessons” were foregrounded. How the review was set up/recognising the standout features from the beginning/managing the situation when an agency is withholding information/“drip feeds” information into the review; navigating/steering the Safeguarding Adults Review (SAR) alongside other processes – police/inquest/Care Quality Commission.

This practice paper describes the experiences of coordinating a complex SAR into the deaths of three adults at Cawston Park Hospital in Norfolk.

The system insights that SARs give us prompt exploration of how to inject this learning into current discourse on how we better protect the most vulnerable in our communities.

The purpose of this paper is to explore the process and requirements of conducting a complex SAR from the perspective of a safeguarding adults board manager. It will be of interest to anyone who is involved in SARs, in particular safeguarding adult board chairs, board managers, members of SABs and SAR authors as management of SAR is one of the three statutory duties of a SAB.

The chapter compares the survival of old regime elites in Tunisia and Egypt after the 2011 uprisings and analyses its enabling factors. Although democracy progressed in Tunisia and collapsed in Egypt, the countries show similarities in the old elite’s ability to survive the Arab Spring. In both cases, the popular uprisings resulted in the type of elite circulation that John Higley and György Lengyel refer to as ‘quasi-replacement circulation’, which is sudden and coerced, but narrow and shallow. To account for this converging outcome, the chapter foregrounds the instability, economic decline and information uncertainty in the countries post-uprising and the navigating resources, which the old elites possessed. The roots of the quasi-replacement circulation are traced to the old elites’ privileged access to money, network, the media and, for Egypt, external support. Only parts of the structures of authority in a political regime are formal. The findings show the importance of evaluating regime change in a broader view than the formal institutional set-up. In Tunisia and Egypt, the informal structures of the anciens régimes survived – so did the old regime elites.

This article examines the dialectics of wrongful life and wrongful birth claims in Israel from 1986 until 2012. In May 2012 Israeli Supreme Court declared that while wrongful birth claims were still permitted, wrongful life claims were no longer accepted in a court of law. The article examines the conditions that allowed for and supported the expansion of wrongful life/birth claims until 2012. The article identifies two parallel dynamics of expansion: a broadening of the scope of negligent conduct and a view of milder forms of disabilities as damage that merits compensation. The article further suggests four explanations for such doctrinal evolution, two of which emanate from doctrinal ambiguities and the other two are rooted in social factors that have shaped the meaning of disability as a tragedy and state of inferiority. While recent developments seem promising, the article concludes with a word of caution. Such changes may reproduce past injustices mainly because the compensation mechanism has remained an individual-torts based one, which may run counter to the broader struggle for social change for disabled people.