Technologies of Conflict

We explore theoretical foundations and issues in the empirical estimation of conflict technologies. Such technologies are probabilistic choice functions that depend on the military capacities of adversaries, where the military capacities themselves depend on economic inputs via ordinary production functions. Different classes of functional forms can be derived stochastically or axiomatically. The additive form, in particular, (which includes both the logit and ratio functional forms) has both stochastic and axiomatic foundations. Issues in the empirical estimation that we explore include concerns with data, endogeneity, structural breaks, and model comparison.

Underneath the Observational Snapshot: Looking For Sense and Meaning Behind the First Impressions of a Learning Interaction

Education practitioners, including Ofsted inspectors and Teacher Educators, try to make sense of behaviour in the classroom by observing the interaction of teachers and learners. They make judgements about what is good teaching, what is bad learner behaviour and what are inclusive and effective learning experiences. This article argues that such observations are inadequate for assessing and evaluating learning behaviour and insufficient to enable teachers to develop their own personalised teaching and learning strategies and their confidence as professional teachers. The article was written in response to examples of Further Education (FE) teachers describing the college classroom as a war zone and a battlefield (Lebor, 2013). The author argues that such metaphors reinforce the notion that teachers and learners are situated at opposing sides of an education institution with differing interests. They also ignore the position of the teacher as being a learner too. The author advocates using an existentialist approach to understanding and reflecting on the learning process. She models strategies she has used herself to attempt to step outside the conventional paradigm of learning in college and create a new framework for reflecting on what is good behaviour from a teacher and good behaviour from a learner

Special Libraries, February 1962

Volume 53, Issue 2https://scholarworks.sjsu.edu/sla_sl_1962/1001/thumbnail.jp

Responding to class theft: Theoretical and empirical links to critical management studies

Redrafted submission for inclusion in Remarx Section of Rethinking MarxismThis paper suggests closer linkages between the fields of Postmodern Class Analysis (PCA) and Critical Management Studies (CMS)2 are possible. It argues that CMS might contribute to the empirical engagement with the over-determined relations between class and non-class processes in work organizations (this appears to have received relatively little attention in PCA) and that PCA's theoretical and conceptual commitments may provide one means for CMS to engage in class analysis. CMS's focus on power and symbolic relations has led to the relative neglect of exploitation and class, in surplus terms. Both fields share similar although not identical political and ethical commitments

Why, what, and how? case study on law, risk, and decision making as necessary themes in built environment teaching

The paper considers (and defends) the necessity of including legal studies as a core part of built environment undergraduate and postgraduate curricula. The writer reflects upon his own experience as a lawyer working alongside and advising built environment professionals in complex land remediation and site safety management situations in the United Kingdom and explains how themes of liability, risk, and decision making can be integrated into a practical simulation in order to underpin more traditional lecture-based law teaching. Through reflection upon the writer's experiments with simulation-based teaching, the paper suggests some innovations that may better orientate law teaching to engage these themes and, thereby, enhance the relevance of law studies to the future needs of built environment professionals in practice.</p

WAC in FYW: building bridges and teachers as architects

Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'? I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum