The policy consequences of defining rewilding

More than 30 years after it was first proposed as a biodiversity conservation strategy, rewilding remains a controversial concept. There is currently little agreement about what the goals of rewilding are, and how these are best achieved, limiting the utility of rewilding in mainstream conservation. Achieving consensus about rewilding requires agreeing about what “wild” means, but many different definitions exist, reflecting the diversity of values in conservation. There are three key debates that must be addressed to find a consensual definition of “wild”: (1) to which extent can people and “wild” nature co-exist?; (2) how much space does “wild” nature need? and (3) what kinds of “wild” nature do we value? Depending on the kinds of “wild” nature rewilding aims to create, rewilding policy will be faced with managing different opportunities and risks for biodiversity and people

What should history teachers do when historians do not agree?

History teachers are accustomed to historians hardly ever agreeing! By its very nature history is not a quest to find the ultimate truth but it is a never ending investigation and the most a historian can hope for is to provide a valid interpretation based on reliable evidence. However, there are then those moments in history academic studies where historians do not just provide mildly different interpretations but they disagree in a spectacular way, and that is when history becomes terribly interesting and exciting. This is what makes history special and these strong disagreements provide great learning opportunities in the classroom which good history teachers use to their full potential.peer-reviewe

The suit maketh the man: Masculinity and social class in Kingsman: The Secret Service (Vaughn, 2014)

This article outlines the ways in which suits are synonymous with masculinity examining the, sometimes paradoxical, nature of suits worn by men of all social classes, and for different reasons. For example, hegemonic men wear suits in a bid to convey power, arguably, by rendering the wearers uniform in appearance so that the focus is on what hegemonic men might say and do, rather than how they might look. Moreover, the uniformity of suits is a means by which men of a lower social class demonstrate aspiration to a higher social class and might affect hegemonic power through wearing them. While much has been written about masculinity and suits, with many authors agreeing that the bespoke suit is at the pinnacle of the hierarchy of men’s clothing, yet there is a little attention paid to the way in which the bespoke suit is represented in media or popular culture. This article examines the role of clothing of the main characters in the film Kingsman: The Secret Service (2014) with a particular focus on the contribution that the bespoke suit makes to the masculinity of the bodies of the individuals within the film. Principally, the bespoke suit elevates the body of the wearer from quotidian to tailored, the fitting of which allows for better representation of a man’s body

Coercion, Legitimacy, and Individual Freedom

In “World Poverty and Individual Freedom” (WPIF) I argue that the global order – because it is coercive – is obligated to do what it can to ensure that its subjects are capable of autonomously agreeing to its rule. This requires helping them meet their basic needs. In “World Poverty and Not Respecting Individual Freedom Enough” Jorn Sonderholm asserts that this argument is invalid and unsound, in part, because it is too demanding. This article explains why Sonderholm’s critique is mistaken and misses the main point of WPIF’s argument. It also explains why WPIF is important -- it can address some of those most resistant to significant obligations of global justice - libertarians, actual consent theorists, and statists

Explorations of Self: A Philosophical Inquiry

Asking “Who am I?” seems to be something that everybody ponders. This concept of “I”—what is it? We all have an individual and unique “I”—something that has been with each of us since birth, something that has changed and grown, but also stayed the same in many ways. My question “What is The Self?” is imperative. What is it that experiences life, if not The Self? When a 99-year-old man watches his last sunset, reflecting on his life, what inside of him is doing that reflecting? As you read my ideas on this page, what inside of you is processing them, agreeing with them, challenging them? It is The Self. Your Self. And do you not wonder what, exactly, that is? The first part of my paper involves a review of the theories of human nature put forth by Karl Marx, Sigmund Freud, and Jean-Paul Sartre. The second part is a phenomenological account of the connection between Self and Place. I also created a visual account of my own Self; this, unfortunately, cannot be portrayed through the final paper

Orange Vista: A Development Manager Plays Quarterback

This case tells the story of a newly founded development management company, Palisades Real Estate (PRE), which takes over a challenging residential development project on behalf of its owner. The project is plagued by several onerous developer obligations and outstanding entitlements that have complicated the owner’s exit ambitions, which has led the owner to seek the expertise of a highly talented development management firm that can guide the project to a successful conclusion. After agreeing to a risky compensation structure that defers much of its compensation to the sale of the project, PRE undertakes a complex assortment of restructuring efforts in order to make the project feasible, including the renegotiation of a development agreement, the pursuit of difficult permits, and arrangements for phasing and bond financing. Led by one of its principals, Hal Orin, PRE demonstrates what development managers can do when they’re at the top of their game, and the value that they can add to even the most seemingly doomed projects. The case provides an opportunity for students to learn about what development managers do, how they add value, and how they are compensated

The Implications and Concerns of Algorithms in the Modern World

In an ever emerging world of technology and advancements, there should be an increase in the importance and awareness of what each user is allowing and agreeing to on the Internet. Algorithms are becoming a part of everyday life, and many individuals don’t know just how much of their data, personal information, and privacy is being violated and collected from different companies and applications that they use. There needs to be an increase in the awareness and acknowledgement of algorithms and the “F.E.A.T” principles that companies should be following. New technologies from companies, like Google and Nimo, that are considered exciting and interesting in the technology world bring along their own concerns over privacy and the data that is being collected on users. In the next twenty years, technology will change as everyone knows it. How do users keep up with the new technologies that are coming up, and what are the implications of these algorithms and technologies in the modern world

Making Markets for Japanese Cinema: A Study of Distribution Practices for Japanese Films on DVD in the UK from 2008 to 2010

Thanks needed to be expressed to a number of people over the last three years – and I apologise if I forget anyone here. First of all, thank you to Rayna Denison and Keith Johnston for agreeing to oversee this research – which required reining in my enthusiasm as much as attempting to tease it out of me and turn it into coherent writing. Thanks to Mark Jancovich, who helped me get started with the PhD at UEA. A big thank you also to Andrew Kirkham and Adam Torel for doing what they do at 4Digital Asia, Third Window, and their other ventures – if they did not do it, this thesis would not exist. Also, a big thank you to my numerous other friends and family – whose support was invaluable, despite the distance between most of them and Norwich. And finally, the biggest thank you of all goes to Christina, for constantly being there with her support and encouragement

Humanitarian Intervention: Evolving Norms, Fragmenting Consensus (Remarks)

Traditionally, the evolution of customary international law was understood as a gradual process: in some idealized model, we might see first a few states, and then a few more, implicitly agreeing to follow a practice, and then we would gradually begin to see additional states doing the same thing. We would also gradually accumulate evidence that these various states are acting in such a way because they consider themselves legally bound to do so. Then, over time, we’ll see more and more states following suit both in word and deed, until at some point we can say with a great deal of confidence that such and such has evolved into a binding norm of customary international law. That’s the idealized process through which norms of customary international law develop. In real life, of course, it’s rarely so neat and tidy. In fact, much of the time, the evolution of customary international law looks less like a gradual, trouble-free emergence of consensus than a continual process of contestation—a continual process of resistance and conflict between states, if you will. By “conflict” the author doesn’t necessarily mean armed force, but rather diplomatic conflict of all sorts: dueling demarches, dueling public statements, and so on. Norms relating to humanitarian intervention offer a typical example. We are in a period in which we are seeing a norm struggling to emerge, if you will, but that process is not a smooth one, has not been a smooth one, and is unlikely to be a smooth one in the future. Indeed, when we think about norms related to humanitarian intervention or the Responsibility to Protect, if anything what we have seen has been a process of reaction, counter-reaction, counter-counterreaction and counter-counter-counter-reaction. We are still going through that cycle

EVALUATION OF TEACHERS' OPINIONS RELATING IMPROVING QUALIFICATION IN TEACHING PROCESS

Improving quality and providing permanent learning in the teaching process undoubtedly depend on the time that teacher spends and active and voluntary participation of students. This study is important for providing perspectives about new techniques and suggestions to the teachers and related persons by determining actions and thoughts of teachers relating teaching process. Aim of the research is to determine teachers’ actions for increasing the quality of teaching process. The research was carried out by using screening model to determine the actions of subject-matter teacher, working in Tokat province, for increasing the quality in teaching. 50 primary and middle school teachers attended to the research, working in Tokat central district and filling out the form voluntarily in interview. 12 open-ended questions weren’t evaluated due to several missing information. Convenience sampling method was used in the research, one of the qualitative research techniques. The convenience sampling technique brings speed, easy implementation and economy. Six (6) open-ended questions addressed to 50 voluntary teachers to determine the opinions of teachers about increasing the quality of teaching process. Before the final form of the open-ended questionnaire, opinions of 2 specialists who have doctoral degree in Department of Curriculum and Instruction were obtained, and 5 subject-matter teachers who didn’t include in study group were implemented pretesting. Questionnaire with open-ended questions were designed and participants were asked to write their opinions in the form and send e-mails to researcher including the forms. In this method, participants were asked to answer the questions as they were asked in the interview. These answers were supposed to be in written form. Questions used to determine teachers’ opinions are as follows: 1. What does it mean to be an active student in teaching process? How do you evaluate this? 2. What can be done to make students active in teaching process? 3. How do you keep alive student’s interest (voluntary participation without boredom)? 4. How do you support permanent learning? 5. How do you support motivation? 6. Which activities do you implement activities to improve quality of teaching process? Content analysis method was used, one of the qualitative data analysis. In the process of reporting the data, reliability was attempted to increase by quoting teachers’ opinions directly. Participants were coded as TE1, TE2… In order to increase reliability, two researchers randomly coded 5 open-ended questions; coefficient of coincidence was computed .76 by using “agreeing/agreeing & disagreeing” formula. Findings were organized under the seven themes: motivation, active student, teacher, providing permanent learning, features of teaching environment, method, technique and restraining student’s activity