Marketcraft in Theory and Practice

2018 ◽  
Author(s):  
Steven K. Vogel
Keyword(s):  
Public Debate ◽  
Theory And Practice ◽  
Market Behavior ◽  
Market Institutions ◽  
Conceptual Clarity ◽  
Market Governance ◽  
Policy Prescription

This chapter advances three propositions. First, it specifies how the conventional framing and language of debates over market governance, such as the governments-versus-markets dichotomy, hamper public debate, policy prescription, and scholarly analysis, and offers suggestions for how to deploy more precise language, enhance conceptual clarity, and refine analysis. Second, it demonstrates how even the most sophisticated analysts of market institutions sometimes fail to appreciate the full ramifications of their own arguments. They fall into the same linguistic traps as their intellectual adversaries, for example, or they fail to capture the extent to which market behavior is learned, not natural, and market operations are constructed, not free. And third, the chapter concludes by demonstrating how conceptual misunderstandings can beget very real policy errors, and specifying policy lessons for both market liberals and progressives.

scholarly journals Investigating the ‘integration of theory and practice’ in examination physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1036-1055 ◽  
Author(s):  
Andrew Jones ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Learning Opportunities ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Integrated Theory ◽  
Conceptual Clarity ◽  
Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

What Does a Tradition Feel Like?

2018 ◽  
pp. 138-159
Author(s):  
Brannon D. Ingram
Keyword(s):  
Twentieth Century ◽  
Public Debate ◽  
Legal Issues ◽  
Theory And Practice ◽  
Global Network ◽  
Theory To Practice ◽  
Embodied Discourse

The fifth chapter examines how “Deobandi” tradition is mediated through scholarly and pedagogical networks in theory and practice. The first part of the chapter focuses on Qari Muhammad Tayyib, rector of the Dar al-`Ulum Deoband for half a century and the foremost theorist of Deobandi identity, arguing that mid-twentieth century Deobandis like Tayyib developed the concept of the maslak (“path” or “way”) as a means of lending ideological and affective coherence to a rapidly expanding global network. Tayyib theorized the maslak as a “middle path” between ideological extremes—as, for instance, between those who indulge in “excessive” Sufi devotions and those who dispense with Sufism altogether—and as an embodied discourse one learns to inhabit through the companionship of those who already do. The second part of the chapter, shifting from theory to practice, traces the rise of the Tablighi Jama`at, a Deobandi revivalist movement that sought to make individual Muslims mobile “embodiments” of the seminary and the Sufi lodge, effectively translating Thanvi’s project of public reform into an actual program, one explicitly based on internalizing the teachings of Ashraf `Ali Thanvi’s Urdu primers for lay Muslims, on shunning public debate of controversial legal issues, and on the replication of a set of reformed affects in others—hence the Tablighi Jama`at’s role, by mid-century, in propelling Deobandi tradition across the globe.

scholarly journals Cautioning Health-Care Professionals

2017 ◽  
Vol 74 (4) ◽  
pp. 455-473 ◽  
Author(s):  
Margaret Stroebe ◽  
Henk Schut ◽  
Kathrin Boerner
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Theory And Practice ◽  
Current Status ◽  
Stage Theory ◽  
Related Disorder ◽  
Loved One ◽  
Conceptual Clarity ◽  
Persistent Complex Bereavement ◽  
Specific Reactions

Science and practice seem deeply stuck in the so-called stage theory of grief. Health-care professionals continue to “prescribe” stages. Basically, this perspective endorses the idea that bereaved people go through a set pattern of specific reactions over time following the death of a loved one. It has frequently been interpreted prescriptively, as a progression that bereaved persons must follow in order to adapt to loss. It is of paramount importance to assess stage theory, not least in view of the current status of the maladaptive “persistent complex bereavement-related disorder” as a category for further research in DSM-5. We therefore review the status and value of this approach. It has remained hugely influential among researchers as well as practitioners across recent decades, but there has also been forceful opposition. Major concerns include the absence of sound empirical evidence, conceptual clarity, or explanatory potential. It lacks practical utility for the design or allocation of treatment services, and it does not help identification of those at risk or with complications in the grieving process. Most disturbingly, the expectation that bereaved persons will, even should, go through stages of grieving can be harmful to those who do not. Following such lines of reasoning, we argue that stage theory should be discarded by all concerned (including bereaved persons themselves); at best, it should be relegated to the realms of history. There are alternative models that better represent grieving processes. We develop guidelines to enhance such a move beyond the stage approach in both theory and practice.

European Investment Services Market Governance — an Institutional Approach

2019 ◽  
Vol 8 (1) ◽  
pp. 16-26
Author(s):  
Ю. Анесянц ◽  
Yu. Anesyanc ◽  
С. Косарев ◽  
S. Kosarev
Keyword(s):  
Financial Market ◽  
Comprehensive Analysis ◽  
Regulatory Regime ◽  
Market Institutions ◽  
Institutional Approach ◽  
Ex Post ◽  
Market Governance ◽  
Institutional Aspect ◽  
Five Elements ◽  
European Investment

The article discusses regulatory regime of the European financial market in its institutional aspect. Research is done as a comprehensive analysis of institutionalized European Union financial market as a complex of the five elements that determine it, namely: (1) MiFID, (2) MAR, (3) EMIR, (4) CRR and CRD, (5) AMLD. The development of financial market institutions is derived as ex-post and ex-ante reactions that determines the logic of establishing anew and transitioning to updated regulatory regimes (MiFID => MiFID II, AMLD III =>AMLD IV => AMLD V, Basel II => Basel III).

scholarly journals Multiculturalismo alla francese?

2009 ◽  
Keyword(s):  
Public Debate ◽  
Cultural Pluralism ◽  
Theory And Practice ◽  
Cultural Identities ◽  
The Political

In theory, republican orthodoxy does not acknowledge the political dignity of any intermediary body between free and equal individuals, stripped of all particularism, and the sovereign nation. This is why, right up to the present, the French public debate has been marked by an entrenched suspicion towards all forms of «communitarism», and by the proscription of the very concept of multicultural politics. But have the policies actually pursued by republican France been consistent with the proclaimed principles? Is it genuinely possible to claim that cultural identities have never been publicly «recognised»? This multidisciplinary investigation proposes to address the ambiguous relations between theory and practice in the Republican management of cultural pluralism.

Collective Bargaining and the Labour Market Flexibility Debate in New Zealand: A Review

1992 ◽  
Vol 3 (1) ◽  
pp. 126-152 ◽  
Author(s):  
Raymond Harbridge ◽  
David Rea
Keyword(s):  
New Zealand ◽  
Collective Bargaining ◽  
Labour Market ◽  
Empirical Evidence ◽  
Public Debate ◽  
Labour Markets ◽  
Labour Market Policy ◽  
Market Institutions ◽  
Market Policy ◽  
Labour Market Flexibility

This paper reviews the empirical evidence of rigidity in the New Zealand labour market over the period 1984–1990, with particular reference to collective bargaining. It demonstrates that labour market institutions displayed an important degree of flexibility over this period. Despite this, labour markets were stigmatized as ‘inflexible’ in public debate and labour market policy has been driven by the assumption that more flexibility was required.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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