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Libri sul tema "Relational and rational schools"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 10 febbraio 2022

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1

Frelin, Anneli. Exploring Relational Professionalism in Schools. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8.

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2

Mullin-Rindler, Nancy. Relational aggression and bullying: It's more than just a girl thing. Wellesley, Mass: Wellesley Centers for Women, Wellesley College, 2003.

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3

Anger management in schools: Alternatives to student violence. 2nd ed. Lanham, Md: Scarecrow Press, 2002.

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4

Anger management in schools: Alternatives to student violence. Lancaster, Pa: Technomic Pub. Co., 1995.

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5

Salmon, Diane. Facilitating interpersonal relationships in the classroom: The relational literacy curriculum. Mahwah, N.J: L. Erlbaum Associates, 2002.

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6

McGoveran, D. A guide to SYBASE and SQL Server: A user's guide to theSYBASE product (a rational database management system with application development facilities) from Sybase, Inc. Reading, Mass: Addison-Wesley, 1992.

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7

Nebraska School Financing Review Commission. Funding Nebraska's schools: Toward a more rational and equitable school finance system for the 1990s : final report of the Nebraska School Financing Review Commission to the Nebraska State Legislature. Lincoln, NE: The Commission, 1990.

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8

Lade, Donald P. Disconomies of scale in public education : a rational for school vouchers : a study--and theory--based on operational budget secrets in the public schools, including an example of bureaucratic growth in the post World War II climate of economic ezpansion. [Philadelphia, PA?]: Xlibris Corp., 2003.

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9

Fridman, Yuriy, and Aleksandr Korzhenevich. Learning to solve problems in physics: preparing for the Unified State Exam. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/995926.

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If you are holding this textbook in your hands, it means that you understand the need to solve problems when studying a physics course at school. Indeed, it is difficult to overestimate the effect that the solution of problems in the study of physics gives. The textbook contains about 800 problems for the high school physics course. The tasks are based on the examination materials of various universities, including the Republic of Crimea, data from the magazines "Kvant", "Physics at School", information received from correspondence physics and mathematics schools of the Moscow State University

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10

Frelin, Anneli. Exploring Relational Professionalism in Schools. BRILL, 2013.

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11

Warrior Women: Remaking Postsecondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2015.

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12

Huber, Janice, Mary Isabelle Young, Stefinee Pinnegar, Lucy Joe, and Jennifer Lamoureux. Warrior Women: Remaking Postsecondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.

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13

The Bullies: The Rationale of Bullying. Jessica Kingsley Pub, 2008.

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14

Huber, Janice, Mary Isabelle Young, Laura Marshall, Lucy Joe, and Jennifer Lamoureux. Warrior Women: Remaking Post-Secondary Places Through Relational Narrative Inquiry. Emerald Publishing Limited, 2012.

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15

Brulé, David, and Alex Mintz. Foreign Policy Decision Making: Evolution, Models, and Methods. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.185.

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Choices made by individuals, small groups, or coalitions representing nation-states result in policies or strategies with international outcomes. Foreign policy decision-making, an approach to international relations, is aimed at studying such decisions. The rational choice model is widely considered to be the paradigmatic approach to the study of international relations and foreign policy. The evolution of the decision-making approach to foreign policy analysis has been punctuated by challenges to rational choice from cognitive psychology and organizational theory. In the late 1950s and early

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16

Coyne, Sarah M., and Jamie M. Ostrov, eds. The Development of Relational Aggression. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.001.0001.

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The Development of Relational Aggression provides a rich and detailed literature review on developmental processes associated with the perpetration of relational aggression (and related terms of indirect aggression and social aggression) across childhood, adolescence, and emerging adulthood (with a brief mention of relational aggression in adulthood). Relational aggression is defined as behavior that is intended to harm another’s relationships or feelings of inclusion in a group. Unlike physical aggression, the scars of relational aggression are more difficult to see. However, victims (and agg

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17

Hardin, Russell. Normative Methodology. Edited by Janet M. Box-Steffensmeier, Henry E. Brady, and David Collier. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199286546.003.0002.

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This article shows that one should start social science inquiry with individuals, their motivations, and the kinds of transactions they undertake with one another. It specifically discusses four basic schools of social theory: conflict, shared-values, exchange, and coordination theories. Conflict theories almost inherently lead into normative discussions of the justification of coercion in varied political contexts. Religious visions of social order are usually shared-value theories and interest is the chief means used by religions to guide people. Individualism is at the core of an exchange t

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18

Designing a Relational Database for the Basic School; Schools Command Web Enabled Officer and Enlisted Database (Sword). Storming Media, 2002.

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19

Wilde, Jerry. Anger Management in Schools: Alternatives to Student Violence. Technomic Pub Co, 1997.

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20

Salmon, Diane, and Ruth Ann Freedman. Facilitating interpersonal Relationships in the Classroom: The Relational Literacy Curriculum. Lawrence Erlbaum, 2001.

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21

Schmidtke, Sabine, ed. The Oxford Handbook of Islamic Theology. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.001.0001.

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The Oxford Handbook of Islamic Theologyprovides a comprehensive and authoritative survey of the current state of the field. It provides a variegated picture of the state of the art and at the same time suggests new directions for future research. Part One covers the various strands of Islamic theology during the formative and early middle periods, rational as well as scripturalist. To demonstrate the continuous interaction among the various theological strands and its repercussions (during the formative and early middle period and beyond), Part Two offers a number of case studies. These focus

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22

Stitzlein, Sarah M. Educating Citizens Through and For Democracy and Our Public Schools. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.003.0009.

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In this chapter I offer some insight into our current context and needs in order to highlight some of the habits that schools should be fostering to sustain key elements of democracy and improve existing democracy. At the same time, I recognize that the educational approaches and goals themselves must be open to change. Aligned with the definition of responsibility I offered in chapter five, these habits are social and relational. They often entail a proclivity to act with others and are driven by concerns with the well-being of democracy and fellow citizens. Developing these habits can help o

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23

Bezes, Philippe. Michel Crozier,. Edited by Martin Lodge, Edward C. Page, and Steven J. Balla. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199646135.013.26.

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This chapter examines Michel Crozier’sThe Bureaucratic Phenomenon, an in-depth study of public administration in France in which he challenged the view that overemphasizes the formal and rational organizational structure of bureaucracy. Crozier developed a relational theory of power and a systematic program that explored bureaucracy as an “organizational system.” The chapter considers the ways in whichThe Bureaucratic Phenomenonrepresents a classic in public policy and administration and other disciplines such as sociology, organization theory, and political science. It also discusses the evol

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24

Henderson, Andrea. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.003.0001.

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Victorian England witnessed a reconception of mathematics as a formal rather than a referential practice—as a means for describing relationships rather than quantities. The value of a mathematical claim lay not in its capacity to describe the world but its internal coherence. Victorian mathematics thus contributed to the development of liberal capitalism by justifying abstraction: liberals proclaimed that formal consistency was the foundation of a rational, equitable order, and marginalist economists insisted that value was not inherent but relational, and made economics a branch of mathematic

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Gherardi, Silvia, and Antonio Strati. Talking about Competence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806639.003.0005.

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In this chapter the theme of competence is addressed in relation to a processual approach to discursive practices. The object “competence” is constructed differently within three main discourses: entity-based, relational, and practice-based. The authors problematize how language constructs competence as a research object. What happens when we no longer believe in the language/reality binary relation? The chapter poses the question of how a more-than-representational approach changes our way of talking about competence but does not argue “against” language; rather, it invites exploration “beyon

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26

Gergen, Kenneth J., and Scherto R. Gill. Beyond the Tyranny of Testing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190872762.001.0001.

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Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable

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27

Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.

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There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we le

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28

Shanley, Mark. Fragmentation in Strategic Management. Edited by Adrian Wilkinson, Steven J. Armstrong, and Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.16.

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Strategy is one of the oldest teaching areas in business schools. It is also among the youngest research areas within business scholarship. While the field has grown, it has also suffered from a sense of intellectual fragmentation that continues to the present. This chapter reviews two sets of issues contributing to this fragmentation. The first concerns undertheorized aspects of decision and implementation processes. The second concerns undertheorized assumptions of action concerning how top managers make decisions in multiple temporal frames, complex organizational settings, and based on pri

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29

Banu, Roxana. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819844.003.0001.

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This chapter describes and contests the common assumptions about nineteenth-century private international law intellectual history. Conventional historical accounts focus on broad schools of thought in private international law (PrIL), such as nationalism and internationalism, or personality and territoriality. By contrast, the central thesis of this book, described in this first chapter, is that internationalism was constructed differently depending on whether nineteenth-century internationalists took the state or the individual as the point of reference. This chapter argues that reading cont

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30

Abrahamov, Binyamin. Scripturalist and Traditionalist Theology. Edited by Sabine Schmidtke. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.013.025.

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The chapter deals with two important approaches in Islamic theology, defining the terms that apply to these two trends and elucidating their main teachings. Scripturalist theology characterizes small groups in Islam which finally disappeared in the Middle Ages, however, leaving some traces on other theological schools. Contrary to the disappearance of the scripturalist theology, the traditionalist theology has remained the core of Islamic theology. It was a flexible theology that used both the Qurʾān and the Sunna and rational considerations. Through these two devices it challenged the rationa

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31

Strhan, Anna. The Figure of the Child in Contemporary Evangelicalism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.001.0001.

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What does it mean to grow up as an evangelical Christian today? What meanings does ‘childhood’ have for evangelical adults? How does this shape their engagements with children and with schools? And what does this mean for the everyday realities of children’s lives? Based on ethnographic fieldwork carried out in three contrasting evangelical churches in the UK, Anna Strhan reveals how attending to the significance of children within evangelicalism deepens understanding of evangelicals’ hopes, fears, and concerns, not only for children, but for wider British society. Developing a relational appr

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32

Rudavsky, T. M. Concluding Comments. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199580903.003.0010.

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Chapter 10 offers a conclusion to this volume. Throughout this study, medieval philosophers—Islamic, Christian, and Jewish—have been witnessed wrestling with the project of reconciling “outside” sources and influences with their understanding of Scripture. This work has provided an account of how Jewish philosophy, from the tenth century to Spinoza, forms part of an ongoing dialogue with medieval Christian and Islamic thought. A greater understanding has been achieved of the role played by science and rational thought as articulated in the conflict between faith and reason, as represented by p

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33

Kacprzak, Agnieszka. Rhetoric and Roman Law. Edited by Paul J. du Plessis, Clifford Ando, and Kaius Tuori. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198728689.013.16.

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This chapter surveys the methods of constructing rational arguments taught in the schools of rhetoric and their impact on juridical argumentation. It surveys: the place of rhetoric in legal education; the basic tools of rhetorical invention, i.e. rhetorical syllogism and induction, general schemes of inference on which singular arguments depended (topoi), and types of questions on which court debates could concentrate (status); the difficulties one is likely to encounter when trying to identify traces of rhetorical teaching in legal sources. It is the contention of this chapter that such attem

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34

Rudavsky, T. M. Jewish Philosophy in the Middle Ages. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199580903.001.0001.

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The purpose of this volume is to provide an account of how medieval Jewish philosophy, from the tenth century to Spinoza, forms part of an ongoing dialogue with medieval Christian and Islamic thought. It provides a corrective to available works, and a supplement to available histories of philosophy, many of which devote little space to Jewish philosophy. The focus of this work is on the tensions between Judaism and rational thought, as reflected in particular philosophical controversies arising in the context of issues in metaphysics, rationalism, language, cosmology, science, faith and reason

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35

Jönsson, Christer. Theoretical Approaches to International Organization. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.349.

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The study of international organizations (IOs) has been described as lacking theoretical depth. However, the field actually has a more solid theoretical foundation than some of its critics allege. Moreover, the variety of approaches has entailed multifaceted knowledge of the internal workings as well as the global effects of IOs. Three theoretical traditions have emerged, dealing with institutions, organization, and governance. Institutional analysis has a central position in political science. In the study of domestic institutions, three major schools—rational choice institutionalism, histori

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36

Babor, Thomas, Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot, et al. Drug Policy and the Public Good. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.001.0001.

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Drug Policy and the Public Good presents the accumulated scientific knowledge of direct relevance to the development of drug policy on local, national, and international levels. The book explores both illicit drug use and non-medical use of prescription medications within a public health perspective. A conceptual basis for a rational drug policy is presented, along with new epidemiological data on the global dimensions of drug misuse, significant trends in drug epidemics, and the global burden of disease attributable to drug misuse. The markets for both illicit and legally prescribed psychoact

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37

Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.

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Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public educatio

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