Search results

1 – 10 of 10
Book part
Publication date: 3 December 2018

Vincent Geloso

In this chapter, I attempt to extend insights regarding statistical aggregates from scholars, such as Hayek (1931) and Mises (1947), to the topic of inequality. Using the work of…

Abstract

In this chapter, I attempt to extend insights regarding statistical aggregates from scholars, such as Hayek (1931) and Mises (1947), to the topic of inequality. Using the work of Lindert and Williamson (2016), I show that a disaggregation of inequality into some of its many subcomponents alters our reading of its evolution. While I only work with stylized facts from the field of economic history, and the authors argues that the promising implications derived from disaggregation militate in favor of more effort being directed toward decomposing the evolution of inequality.

Details

Austrian Economics: The Next Generation
Type: Book
ISBN: 978-1-78756-577-7

Keywords

Abstract

Details

Contemporary HRM Issues in the 21st Century
Type: Book
ISBN: 978-1-78973-457-7

Book part
Publication date: 17 June 2014

Doran Larson

Abstract

Details

Special Issue: The Beautiful Prison
Type: Book
ISBN: 978-1-78350-966-9

Abstract

Details

The Emerald Handbook of Work, Workplaces and Disruptive Issues in HRM
Type: Book
ISBN: 978-1-80071-780-0

Book part
Publication date: 29 August 2012

Stephen W. Smith, Gregory G. Taylor, Tia Barnes and Ann P. Daunic

Students with emotional and behavioral disorders (EBD) who display aggression necessitate effective interventions for reducing highly disruptive behavior, while keeping learning…

Abstract

Students with emotional and behavioral disorders (EBD) who display aggression necessitate effective interventions for reducing highly disruptive behavior, while keeping learning environments safe and secure for all students and staff. In this chapter, we describe the merits of cognitive-behavioral interventions (CBIs) in school settings to reduce student aggression and other destructive and maladaptive behavior and to promote student success and lifelong learning. To that end, we first explore three theoretical frameworks for aggression: the general aggression model, social learning theory, and social information processing, each of which examines the role of environment, cognition, and behavior as foundational to the occurrence of aggression. Synthesizing these theories assists in the development and implementation of CBIs in classroom settings. We then describe the CBI approach to teaching students cognitive and behavioral strategies to reduce problematic behaviors and increase the use of more pro-social alternatives, and ultimately generalize learned skills to a variety of social situations. A brief history of CBIs is explored, followed by a discussion of several meta-analyses establishing CBI's effectiveness in decreasing aggression across a variety of venues and populations. We then focus on social problem solving as an example of a cognitive-behavioral approach and describe the Tools for Getting Along curriculum as an example of a school-based CBI. At the end of the chapter, we explain some limitations of CBIs in schools and delineate future research needs.

Details

Classroom Behavior, Contexts, and Interventions
Type: Book
ISBN: 978-1-78052-972-1

Book part
Publication date: 29 August 2012

Andrew L. Wiley, Melody Tankersley and Andrea Simms

Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low. In this…

Abstract

Although we have improved identification of and access to evidence-based interventions for addressing student problem behavior, teacher use of these practices remains low. In this chapter, we examine teachers’ causal attributions for student problem behavior and their implications for use of effective school-based behavioral interventions and supports. Attribution theory and research suggest that causal attributions strongly influence how individuals (e.g., teachers) perceive and respond to the problem behavior of others (e.g., students). Teacher perception regarding problem behavior and appropriate responses to it can be a significant barrier to the adoption and sustained implementation of empirically supported practices. In light of these factors, causal attribution theory and research can be used as a framework for better understanding and even changing teacher beliefs related to acceptance, implementation, and sustained use of effective behavior management practices. In this chapter, we make the case for cultivating an understanding of teachers’ causal attributions of student problem behavior and considering implications of causal attributions in future research. We explore how such research endeavors can potentially positively impact teacher implementation of effective school-based behavioral interventions and supports.

Details

Classroom Behavior, Contexts, and Interventions
Type: Book
ISBN: 978-1-78052-972-1

Book part
Publication date: 30 November 2011

Philip S. Gorski

In 1967, Robert N. Bellah famously argued that there existed an “American Civil Religion,” which was distinct from churchly religion and captured the “transcendental” dimension of…

Abstract

In 1967, Robert N. Bellah famously argued that there existed an “American Civil Religion,” which was distinct from churchly religion and captured the “transcendental” dimension of the American project. In this chapter, I revisit the civil religion concept and reconstruct it along more Weberian lines. Specifically, I argue that the civil religion tradition is one of three competing traditions for thinking about the proper relationship between religion and politics in America; the other two are religious nationalism and liberal secularism. Whereas liberal secularism envisions a complete separation of the religious and political value spheres, and religious nationalism longs for their (re)unification, civil religion aims for a mediating position of partial separation and productive tension. Following Bellah, I argue that the two central strands of the civil religion tradition have been covenant theology and civic republicanism. The body of the chapter sketches out the development of the tradition across a series of national foundings and refoundings, focusing on the writings of leading civil theologians from John Winthrop and John Adams through Abraham Lincoln and John Dewey to Martin King and Barack Obama. The conclusion advances a normative argument for American civil religion – and against liberal secularism and religious nationalism. I contend that liberalism is highly inclusive but insufficiently solidaristic; that religious nationalism is highly solidaristic but insufficiently inclusive; and that only civil religion strikes a proper balance between individual autonomy and the common good.

Details

Rethinking Obama
Type: Book
ISBN: 978-0-85724-911-1

Book part
Publication date: 29 August 2012

Allison B. Dymnicki, Kimberly T. Kendziora and David M. Osher

Although a large body of research has focused on young children with learning disabilities (LD) and behavioral disorders (BD) in preschool and elementary school settings, there is…

Abstract

Although a large body of research has focused on young children with learning disabilities (LD) and behavioral disorders (BD) in preschool and elementary school settings, there is considerably less information about this population during adolescence. Recent work suggests that youth with these disabilities experience challenges in areas such as social skills, increased depressive symptoms, and involvement in the juvenile justice system. In addition, for a small percentage of the population, negative outcomes experienced during early childhood appear to persist in adolescence and early adulthood suggesting the need for additional interventions. Two primary aims guide the current chapter. First, we review key domains of adolescent development (social, emotional, and behavioral) and highlight ways in which development differs for students with LD and BD. Second, we introduce the field of social and emotional learning (SEL) and the accumulating body of research that suggests that this approach could have numerous benefits for this population. We describe the results of recent meta-analytic reviews of SEL programs to indicate the current state of the field, highlight a few evidence-based universal and indicated SEL programs for secondary school settings, and describe important areas for future research.

Details

Classroom Behavior, Contexts, and Interventions
Type: Book
ISBN: 978-1-78052-972-1

Book part
Publication date: 30 May 2013

Xavier Martin and Koen van den Oever

We examine patterns and changes in the use of various theoretical perspectives, and in the approach to testing individual or combinations of theories, within the field of…

Abstract

We examine patterns and changes in the use of various theoretical perspectives, and in the approach to testing individual or combinations of theories, within the field of international strategy that constitutes one of the major areas of international business (IB) research. We conduct a systematic bibliometric analysis of 22 years’ worth of empirical papers. We generate tabular evidence and introduce the use of network graphing methodology to report and analyse the co-occurrence of theories. We find a changing distribution of theoretical perspectives, indicative of a re-centring of the field around strategic and organizational perspectives. This is accompanied by use of more complex approaches to testing contingencies of the sort likely to result from these theory combinations, especially across firm, interfirm and institutional levels of analysis. We thus generate and discuss critically a quantitative and graphical overview of the progress of international strategy research. This creates unique and comprehensive insights into the development of theory and empirics in IB. We draw lessons for academics and report practical recommendations for the conduct of research. Overall, our study sheds new light on the disciplinary nature of IB research and its interplay with related fields and disciplines. It explicates patterns of theory accretion alongside patterns of theory testing and refinement. It provides a comprehensive map of the field of IB strategy as it evolved since 1990 and illuminates its future.

Details

Philosophy of Science and Meta-Knowledge in International Business and Management
Type: Book
ISBN: 978-1-78190-713-9

Book part
Publication date: 1 September 2008

Katherine Beckett and Angelina Godoy

Across the Americas, public discussions of crime and penal practices have become increasingly punitive even as political struggles have resulted in a broad shift toward…

Abstract

Across the Americas, public discussions of crime and penal practices have become increasingly punitive even as political struggles have resulted in a broad shift toward Constitutional democracy. In this chapter, we suggest that the spread of tough anti-crime talk and practice is, paradoxically, a response to efforts to expand and deepen democracy. Punitive crime talk is useful to political actors seeking to limit formal and social citizenship rights for several reasons. First, it ostensibly targets problematic behavior rather than particular social groups, and thus appears to be consistent with democratic norms. At the same time, crime talk often acquires coded meanings that enable those who mobilize it to tap into inter-group hostility, anxieties, and fear. In addition, the emphasis on the threat of crime and disorder offers those seeking to limit democratic expansion a way to legitimate truncated visions of the rights and entitlements of citizenship. Tough anti-crime rhetoric often resonates with those who have experienced or fear the loss of symbolic and/or material benefits as a result of democratic reform. In short, the broad shift toward hyper-penality is, at least in part, a consequence of struggles over political democracy, citizenship and governance across the Americas.

Details

Studies in Law, Politics and Society
Type: Book
ISBN: 978-1-84855-090-2

Access

Year

Content type

Book part (10)
1 – 10 of 10