David Moss – författare

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations.Democracy is often described in two opposite ways, as either wonderfully resilient or dangerously fragile. Both characterizations can be correct, depending on the context. When Democracy Breaks aims to deepen our understanding of what separates democratic resilience from democratic fragility by focusing on the latter. The volume's collaborators--experts in the history and politics of the societies covered in their chapters--explore eleven episodes of democratic breakdown, from ancient Athens to Weimar Germany to present-day Russia, Turkey, and Venezuela. Strikingly, in every case, various forms of democratic erosion long preceded the final democratic breakdown. Although no single causal factor emerges as decisive, linking together all of the episodes, some important commonalities--including extreme political polarization, explicitly anti-democratic political actors, and significant political violence--stand out across the cases. Moreover, the notion of democratic culture, while admittedly difficult to define and even more difficult to measure, may play a role in all of them. Throughout the volume, the contributors show again and again that the written rules of democracy are insufficient to protect against tyranny. While each case of democratic decay is unique, the patterns that emerge shed much light on the continuing struggle to sustain modern democracies and to assess and respond to the threats they face.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations.Democracy is often described in two opposite ways, as either wonderfully resilient or dangerously fragile. Both characterizations can be correct, depending on the context. When Democracy Breaks aims to deepen our understanding of what separates democratic resilience from democratic fragility by focusing on the latter. The volume's collaborators--experts in the history and politics of the societies covered in their chapters--explore eleven episodes of democratic breakdown, from ancient Athens to Weimar Germany to present-day Russia, Turkey, and Venezuela. Strikingly, in every case, various forms of democratic erosion long preceded the final democratic breakdown. Although no single causal factor emerges as decisive, linking together all of the episodes, some important commonalities--including extreme political polarization, explicitly anti-democratic political actors, and significant political violence--stand out across the cases. Moreover, the notion of democratic culture, while admittedly difficult to define and even more difficult to measure, may play a role in all of them. Throughout the volume, the contributors show again and again that the written rules of democracy are insufficient to protect against tyranny. While each case of democratic decay is unique, the patterns that emerge shed much light on the continuing struggle to sustain modern democracies and to assess and respond to the threats they face.

This provocative text offers an inside look at the hidden dimensions of teaching. Sometimes controversial, always poignant, the book examines highly debated issues fundamental to a free and open society. School reform is at a critical juncture; the portrait of the profession revealed here serves as a catalyst for change. Chapters discuss such timely and relevant topics as the preparation of teachers past and present, the daily work of teachers, and the influence of current policy on public education.Teaching our children is a shared responsibility. The work of teaching described in this book demonstrates clearly that there is much work to be done by all involved. This book will inform and empower a wide range of readers including those considering careers in teaching, those who have children in school, who vote and pay taxes, work in schools, influence policy, or those who are business leaders.

This edited collection shows how the spread of HIV infection has been followed, represented, and managed in nine countries between 1982 and 1988. The countries cited in this study have been chosen to emphasize contrasts in the social and epidemiological profiles of AIDS, and to suggest the diversity of the problems constituted by HIV/AIDS in different national contexts. The juxtaposition of sequences of national response will raise questions about the range of policy options actually available to political and social policy-makers in a given context, and will invite further examination of the factors determining the acceptance or rejection of specific measures.Following the introduction, which outlines the choices that national governments confront in formulating AIDS policies, the successive chapters cover the reactions to HIV/AIDS in the United States, Brazil, France, Belgium, West Germany, Italy, Poland, Australia, and Africa. The final chapter compares the patterns of national response, identifies their common and divergent features, and points out tensions in policy-making caused by current changes in the spread of infection and in the understanding of the virus. This book makes informative reading for those who want to learn more about international variation in the political, social, and economic aspects of the AIDS epidemic.

This is the first detailed account of the nature and parabola of the left-wing political violence that began in Italy in the late 1960s. It covers not only the patterns of recruitment, organization and activity among armed groups, but also the responses elicited from opponents in various contexts. The argument makes the attempts by all participants to supply plausible meanings for violence, a central element in explaining its evolution and consequences. In addition to providing a study of the Italian case, therefore, the book also seeks to extend the analytical scope required for the examination of "terrorism".

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.

Hans Urs von Balthasar (1905-1988) is one of the most prolific, creative and wide-ranging theologians of the twentieth century who is just now coming to prominence. But because of his own daring speculations about the meaning of Christ's descent into hell after the crucifixion, about the uniqueness of Christ as savior of a pluralistic world, and because he draws so many of his resources for his theology from literature, drama, and philosophy, Balthasar has never been an easily-categorized theologian. He is neither liberal nor conservative, neither Thomist nor modernist and he seems to elude all attempts to capture the exact way he creatively reinterprets the tradition of Christian thought. For that reason, this Companion is singularly welcome bringing together a wide range of theologians both to outline and to assess the work of someone whom history will surely rank someday with Origen, John Calvin, and Karl Barth.

Hans Urs von Balthasar (1905-1988) is one of the most prolific, creative and wide-ranging theologians of the twentieth century who is just now coming to prominence. But because of his own daring speculations about the meaning of Christ's descent into hell after the crucifixion, about the uniqueness of Christ as savior of a pluralistic world, and because he draws so many of his resources for his theology from literature, drama, and philosophy, Balthasar has never been an easily-categorized theologian. He is neither liberal nor conservative, neither Thomist nor modernist and he seems to elude all attempts to capture the exact way he creatively reinterprets the tradition of Christian thought. For that reason, this Companion is singularly welcome bringing together a wide range of theologians both to outline and to assess the work of someone whom history will surely rank someday with Origen, John Calvin, and Karl Barth.

With a Foreword by Fergus Kerr and an Afterword by Rowan WilliamsIn an age when theology appears fragmented as never before, this volume intends to show how von Balthasar is one of the very few contemporary theologians to have demonstrated how the patterns and resources of the Christian tradition have extraordinary pertinence today.The authors represent a new generation of Anglican theologians sympathetic to von Balthasar's thought, exploring it both in order to discover its fundamental dynamics and to see how it may be brought into new dialogues.The authors represent the 'Radical Orthodoxy' movement in Anglican theology, and are sympathetic to von Balthasar's thought, exploring it both in order to discover its fundamental dynamics and to see how it may be brought into new dialogues.

Publication of a multi-author textbook on the biomedical applications of synchrotron infrared microspectroscopy was a central element in the workplan of the EU project DASIM (Diagnostic Applications of Synchrotron Infrared Microspectroscopy). The project involved nearly 70 scientists and clinicians from 9 European countries, including all synchrotron facilities that have or are planning an infrared beamline. Together with its international associates from the USA, Canada and Australia, the project brought together essentially all recognized experts in the field. The project aims were to coordinate international research effort and to disseminate the relevant information amongst biological researchers and health care professionals and this multi-author textbook was conceived as the most important measure towards the aim of dissemination. The field of biomedical applications of synchrotron IR microspectroscopy, which has recently seen unprecedented growth, is extremely interdisciplinary, involving synchrotron physicists, spectroscopists, biologists and clinicians, with associated difficulties in getting these experts to understand each other. This multi-author book, from leading world experts, presents all aspects of the field in language that all the disparate experts involved can understand. It demystifies the subject both for clinicians and biologists who find synchrotron physics difficult to understand and for physicists who find medical/biological terminology incomprehensible. The book focuses specifically on biomedical IR spectroscopy using synchrotron light sources with particular emphasis on understandable presentation of necessary background knowledge, digestible summaries of research progress and above all as a practical 'how to do it' guide for those working in or wishing to enter the field of biomedical synchrotron IR microspectroscopy and imaging. Key features of the book include:- * a 'Fundamentals' section, explaining the basics of synchrotrons and FTIR spectroscopy as well as the needs of clinicians and biologists with respect to these technologies * a 'Technical Aspects' section, going into depth on optical issues, sample preparation and study design/data analysis * case studies bringing together these 2 elements through practical examples * Raman microspectroscopy, as an alternative approach, is explored in depth * the foreword is written by Henry Mantsch and Gwynn Williams, the two undisputed experts in the fields of biomedical FTIR spectroscopy and synchrotron IR microspectroscopy respectively

Many contemporary secondary education standards call for teachers to reach across traditional disciplinary lines and create curricula and instructional techniques that are interdisciplinary in nature (as examples, for mathematics see Principles and Standards for School Mathematics; for science see National Science Education Standards; for foreign language see Standards for Foreign Language Learning; Preparing fro the 21st Century). Yet, due to the highly entrenched and fragmented administrative structure of teacher education fields, including tertiary preparation and state certification, most practitioners and teacher educators approach said endeavors from a subject-specific orientation. This contributed volume includes perpsectives from major areas in secondary teacher education, including Science, Mathematics, Social Studies. Art, Literacy, English/Language Arts, Foreign Language, Bilingual Education, foundations, and Literacy. The book includes both theoretical and practical aspects as to how teachers are being prepared to create and implement transdisciplinary units. The authors explore how these approaches can be imiproved such that teachers attempt to apply transdisciplinary epistemological and pedagogical structures, which emphasize inquiry from multiple perspectives, to avail the full power of such learning experiences to the students.

This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice teachers they serve. The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members, and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.