scholarly journals An Introduction to the Industrial Court

1976 ◽  
Vol 1 (2) ◽  
Author(s):  
Bill Hodge

From 1894, when the Industrial Conciliation and Arbitration Act sprang from the Fabian brain of New Zealand’s first Minister of Labour, William Pernber Reeves, the Arbitration Court had both a judicial and an arbitral function; that is, after first arbitrating between the employers and the workers’ organisations and “awarding” them wages, hours and conditions of employment to live by, the Court could then don judicial garb and interpret those very same awards whenever disputes as to their meaning or application arose. An award is something akin to a statute. But the techniques of statutory interpretation were never a burden to the Arbitration Court, as the Court as law interpreter always understood the intent of the Court as law giver, and interstices could be filled according to the original intent of the parties.

2019 ◽  
Vol 42 (2) ◽  
pp. 180-195
Author(s):  
Shirley A. Jackson

In 2017, Oregon passed House Bill 2845 requiring Ethnic Studies curriculum in grades K–12. It was the first state in the nation to do so. The bill passed almost fifty years after the founding of the country’s first Ethnic Studies department. The passage of an Ethnic Studies bill in a state that once banned African Americans and removed Indigenous peoples from their land requires further examination. In addition, the bill mandates that Ethnic Studies curriculum in Oregon's schools includes “social minorities,” such as Jewish and LGBTQ+ populations which makes the bill even more remarkable. As such, it is conceivable for some observers, a watered-down version of its perceived original intent—one that focuses on racial and ethnic minorities. Similarly, one can draw analogies to the revision of the Civil Rights Bill of 1964 when it included women as a protected group. Grounded in a socio-political history that otherwise would not have been included, this essay examines the productive and challenging aspect of HB 2845. Framing the bill so it includes racial, ethnic, and social minorities solved the problem of a host of bills that may not have passed on their own merit while simultaneously and ironically making it easier to pass similar bills.


Author(s):  
David Morgan

Traditionally, art historians have relied on iconography, biography, and connoisseurship as the fundamental means of studying images. These approaches and methods stress the singularity of an image, its authenticity, and its authorship; therefore, they reflect an enduring debt to the humanist tradition of individualism. The image is understood principally as the product of the unique and privileged inspiration of an individual artist and is regarded as a measure of this individual's genius. Iconographical and biographical research secure authorial intent; connoisseurship authenticates the work. While this scholarly apparatus certainly offers the art historian indispensable tools, it is important to understand that its commitment to original intent is singularly ill-equipped to assess the reception of images, the ongoing history of response that keeps images alive within a culture from generation to generation.


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