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Does Conquest Pay?: The Exploitation of Occupied Industrial Societies (PDF)
by Peter LibermanCan foreign invaders successfully exploit industrial economies? Since control over economic resources is a key source of power, the answer affects the likelihood of aggression and how strenuously states should counter it. The resurgence of nationalism has led many policymakers and scholars to doubt that conquest still pays. But, until now, the "cumulativity" of industrial resources has never been subjected to systematic analysis. Does Conquest Pay? demonstrates that expansion can, in fact, provide rewards to aggressor nations. Peter Liberman argues that invaders can exploit industrial societies for short periods of time and can maintain control and economic performance over the long term. This is because modern societies are uniquely vulnerable to coercion and repression. Hence, by wielding a gun in one hand and offering food with the other, determined conquerors can compel collaboration and suppress resistance. Liberman's argument is supported by several historical case studies: Germany's capture of Belgium and Luxembourg during World War I and of nearly all of Europe during World War II; France's seizure of the Ruhr in 1923-24; the Japanese Empire during 1910-45; and Soviet hegemony over Eastern Europe in 1945-89. Does Conquest Pay? suggests that the international system is more war-prone than many optimists claim. Liberman's findings also contribute to debates about the stability of empires and other authoritarian regimes, the effectiveness of national resistance strategies, and the sources of rebellious collective action.
Does Conquest Pay?: The Exploitation of Occupied Industrial Societies (Princeton Studies in International History and Politics #74)
by Peter LibermanCan foreign invaders successfully exploit industrial economies? Since control over economic resources is a key source of power, the answer affects the likelihood of aggression and how strenuously states should counter it. The resurgence of nationalism has led many policymakers and scholars to doubt that conquest still pays. But, until now, the "cumulativity" of industrial resources has never been subjected to systematic analysis. Does Conquest Pay? demonstrates that expansion can, in fact, provide rewards to aggressor nations. Peter Liberman argues that invaders can exploit industrial societies for short periods of time and can maintain control and economic performance over the long term. This is because modern societies are uniquely vulnerable to coercion and repression. Hence, by wielding a gun in one hand and offering food with the other, determined conquerors can compel collaboration and suppress resistance. Liberman's argument is supported by several historical case studies: Germany's capture of Belgium and Luxembourg during World War I and of nearly all of Europe during World War II; France's seizure of the Ruhr in 1923-24; the Japanese Empire during 1910-45; and Soviet hegemony over Eastern Europe in 1945-89. Does Conquest Pay? suggests that the international system is more war-prone than many optimists claim. Liberman's findings also contribute to debates about the stability of empires and other authoritarian regimes, the effectiveness of national resistance strategies, and the sources of rebellious collective action.
Does Development Aid Affect Conflict Ripeness?: The Theory of Ripeness and Its Applicability in the Context of Development Aid
by Lucie Podszun
Does Digital Transformation of Government Lead to Enhanced Citizens’ Trust and Confidence in Government? (Springer Theses)
by Mohamed MahmoodThis research contributes to the growing body of knowledge as well as offers significant theoretical contributions and policy implications. As far as the researcher’s knowledge, this is the first research of its type that investigates the relationship between digital enabled transformation of government and citizens’ trust & confidence in government. The proposed conceptual model also makes a novel contribution at a conceptual level, which can be used as a frame of reference by researchers as well as practitioners when planning ICT-enabled transformation projects in government. The context of the research is the Kingdom of Bahrain, the top-ranked country in ICT adoption in the Gulf Cooperation Council (GCC) region.
Does Education Have a Future?: The Political Economy of Social and Educational Inequalities in European Society (Plan Europe 2000, Project 1: Educating Man for the 21st Century #10)
by Jarl Bengtsson Albert van den Berg Alain Gras B.J. Hake Ian Lister Jürgen ZimmerThis volume has been prepared in the framework of Project 1: "Educating Man for the 21st Century" of Plan Europe 2000, sponsored by the European Cultural Foundation. While most of the studies launched under this Project deal with specific aspects or levels of education the present volume attempts to provide a more global view of educational futures and their relationships to alternative futures of the overall socio-economic system. It should not be considered as a general integration or synthesis· of the different studies of the Education Project of the European Cultural Foundation - although it draws on them as well as other recently published documents. Rather, it should be regarded as one of several possible approaches, analytical tools, and incentives to the study and open discussion of educational problems seen in a long-term perspective. The volume is the result of a collective effort of a multinational team of researchers. A colloquium of some sixty participants, meeting at the Uni versity of York in October 1972, provided critiques and comments to the first version of the report. But only the authors themselves claim responsibil ity for the methodology of the study, and the opinions and conclusions expressed therein. These do not necessarily reflect those of the sponsors of the volume, the European Cultural Foundation and the Scientific Committee of its Education Project. • Such a synthesis will appear as the concluding report of the Project.
Does Education Really Help?: Skill, Work, and Inequality
by Edward N. WolffThis book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the U.S.
Does Ethics Have a Chance in a World of Consumers? (Institute for Human Sciences Vienna Lecture Series)
by Zygmunt BaumanZygmunt Bauman is one of the most admired social thinkers of our time. Once a Marxist sociologist, he has surrendered the narrowness of both Marxism and sociology, and dares to write in language that ordinary people can understand—about problems they feel ill equipped to solve. This book is no dry treatise but is instead what Bauman calls “a report from a battlefield,” part of the struggle to find new and adequate ways of thinking about the world in which we live. Rather than searching for solutions to what are perhaps the insoluble problems of the modern world, Bauman proposes that we reframe the way we think about these problems. In an era of routine travel, where most people circulate widely, the inherited beliefs that aid our thinking about the world have become an obstacle. Bauman seeks to liberate us from the thinking that renders us hopeless in the face of our own domineering governments and threats from unknown forces abroad. He shows us we can give up belief in a hierarchical arrangement of states and powers. He challenges members of the “knowledge class” to overcome their estrangement from the rest of society. Gracefully, provocatively, Bauman urges us to think in new ways about a newly flexible, newly challenging modern world. As Bauman notes, quoting Vaclav Havel, “hope is not a prognostication.” It is, rather, alongside courage and will, a mundane, common weapon that is too seldom used.
Does EU Membership Facilitate Convergence? The Experience of the EU's Eastern Enlargement - Volume I: Overall Trends and Country Experiences (Studies in Economic Transition)
by Michael Landesmann István P. SzékelyThis edited volume analyses how EU membership influenced the convergence process of member countries in the Baltics, Central-Eastern and South-Eastern Europe. It also explores countries that are candidates for future EU membership. The speed of convergence of significant groups of low- and medium-income countries has never been as fast globally as it is today. Contributions by lead researchers of the area explore whether these countries are converging faster than their fundamentals and global trends would suggest because of EU membership, with its much tighter institutional and political anchorage
Does EU Membership Facilitate Convergence? The Experience of the EU's Eastern Enlargement - Volume II: Channels of Interaction (Studies in Economic Transition)
by Michael Landesmann István P. SzékelyThis edited volume analyses the channels through which EU membership contributed to the convergence process of member countries in the Baltics, Central-Eastern and South-Eastern Europe. These channels include trade, investment, finance, labour, and laws and institutions. Global integration has certainly played an important role. A large part of FDI flows and financial integration in the world have been persistent features of globalization. Have these countries experienced more intensive integration through these channels because of EU membership, with its much tighter institutional and political anchorage, than their fundamentals and global trends would suggest? Contributions by lead researchers of the area address different aspects of this question. .
Does Every Child Matter?: Understanding New Labour's Social Reforms
by Catherine A. Simon Stephen WardEvery Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive ‘how to’ framework to examine the underlying political and social aims of this policy agenda. The authors’ analysis reveals that Every Child Matters represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education. Does Every Child Matter? explores the ramifications of this along three key lines of analysis: the restructuring of the state beyond its welfare functions changes in governance and the creation of new binaries a redefining of the education sector around the needs of the child. This book provides a unique and insightful critique of Every Child Matters and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. Students, academics and researchers in education studies and education policy will find this book of great interest.
Does Every Child Matter?: Understanding New Labour's Social Reforms
by Catherine A. Simon Stephen WardEvery Child Matters represents the most radical change to education and welfare provision in almost two decades. This book moves beyond a descriptive ‘how to’ framework to examine the underlying political and social aims of this policy agenda. The authors’ analysis reveals that Every Child Matters represents the Government’s attempt to codify perceived risks in society and to formulate their responses. In doing so, children are made the strategic focus of much wider social policy reform, the effects of which are first felt in education. Does Every Child Matter? explores the ramifications of this along three key lines of analysis: the restructuring of the state beyond its welfare functions changes in governance and the creation of new binaries a redefining of the education sector around the needs of the child. This book provides a unique and insightful critique of Every Child Matters and its contribution to understandings of New Labour social policy. It locates the genesis of the policy in terms of its social, political and historical contexts and questions the validity of constructing social policy around issues of child welfare. Students, academics and researchers in education studies and education policy will find this book of great interest.
Does Generation Matter? Progressive Democratic Cultures in Western Europe, 1945–1960 (Palgrave Studies in the History of Social Movements)
by Jens Späth“Generation” has become a central concept of cultural, historical and social studies. This book analyses how this concept is currently used and how it relates to memory and constructions of historical meaning from educational, historical, legal and political perspectives. Attempts to compare different national generations or to elaborate boundary-crossing, transnational generations still constitute an exception. In trying to fill this gap, this collection of essays concentrates on one crucial moment of “the age of extremes” and on one specific generation: the year 1945 and its progressive politicians and intellectuals. Focusing on Italy, West Germany and France, it suggests that the concept of generation should be regarded as an open question in space and time. Therefore, this volume asks what role generation played in the intellectual and political debates of 1945: if it facilitated change, if it served as source of solidarity and cohesion and how post-war societies organized their time.
Does Generation Matter? Progressive Democratic Cultures in Western Europe, 1945–1960 (Palgrave Studies in the History of Social Movements)
by Jens Späth“Generation” has become a central concept of cultural, historical and social studies. This book analyses how this concept is currently used and how it relates to memory and constructions of historical meaning from educational, historical, legal and political perspectives. Attempts to compare different national generations or to elaborate boundary-crossing, transnational generations still constitute an exception. In trying to fill this gap, this collection of essays concentrates on one crucial moment of “the age of extremes” and on one specific generation: the year 1945 and its progressive politicians and intellectuals. Focusing on Italy, West Germany and France, it suggests that the concept of generation should be regarded as an open question in space and time. Therefore, this volume asks what role generation played in the intellectual and political debates of 1945: if it facilitated change, if it served as source of solidarity and cohesion and how post-war societies organized their time.
Does God Belong in Public Schools?
by Kent GreenawaltControversial Supreme Court decisions have barred organized school prayer, but neither the Court nor public policy exclude religion from schools altogether. In this book, one of America's leading constitutional scholars asks what role religion ought to play in public schools. Kent Greenawalt explores many of the most divisive issues in educational debate, including teaching about the origins of life, sex education, and when--or whether--students can opt out of school activities for religious reasons. Using these and other case studies, Greenawalt considers how to balance the country's constitutional commitment to personal freedoms and to the separation of church and state with the vital role that religion has always played in American society. Do we risk distorting students' understanding of America's past and present by ignoring religion in public-school curricula? When does teaching about religion cross the line into the promotion of religion? Tracing the historical development of religion within public schools and considering every major Supreme Court case, Greenawalt concludes that the bans on school prayer and the teaching of creationism are justified, and that the court should more closely examine such activities as the singing of religious songs and student papers on religious topics. He also argues that students ought to be taught more about religion--both its contributions and shortcomings--especially in courses in history. To do otherwise, he writes, is to present a seriously distorted picture of society and indirectly to be other than neutral in presenting secularism and religion. Written with exemplary clarity and even-handedness, this is a major book about some of the most pressing and contentious issues in educational policy and constitutional law today.
Does God Belong in Public Schools? (PDF)
by Kent GreenawaltControversial Supreme Court decisions have barred organized school prayer, but neither the Court nor public policy exclude religion from schools altogether. In this book, one of America's leading constitutional scholars asks what role religion ought to play in public schools. Kent Greenawalt explores many of the most divisive issues in educational debate, including teaching about the origins of life, sex education, and when--or whether--students can opt out of school activities for religious reasons. Using these and other case studies, Greenawalt considers how to balance the country's constitutional commitment to personal freedoms and to the separation of church and state with the vital role that religion has always played in American society. Do we risk distorting students' understanding of America's past and present by ignoring religion in public-school curricula? When does teaching about religion cross the line into the promotion of religion? Tracing the historical development of religion within public schools and considering every major Supreme Court case, Greenawalt concludes that the bans on school prayer and the teaching of creationism are justified, and that the court should more closely examine such activities as the singing of religious songs and student papers on religious topics. He also argues that students ought to be taught more about religion--both its contributions and shortcomings--especially in courses in history. To do otherwise, he writes, is to present a seriously distorted picture of society and indirectly to be other than neutral in presenting secularism and religion. Written with exemplary clarity and even-handedness, this is a major book about some of the most pressing and contentious issues in educational policy and constitutional law today.
Does Government Need to be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment (Routledge Research in Public Administration and Public Policy)
by Michael T. PeddleThis book is an investigation of some of the policy issues related to the government's role in the reform of primary and secondary education in the United States.
Does Government Need to be Involved in Primary and Secondary Education: Evaluating Policy Options Using Market Role Assessment (Routledge Research in Public Administration and Public Policy)
by Michael T. PeddleThis book is an investigation of some of the policy issues related to the government's role in the reform of primary and secondary education in the United States.
Does India Negotiate?
by Karthik NachiappanIndia plays a key role in addressing multilateral issues like climate change, terrorism, piracy, humanitarian crises, and nuclear disarmament. Scholarly work mapping India’s multilateral behaviour ranges from covering the United Nations to a wide range of fora where India seeks to influence issues that affect its security and development. Yet, there has been no serious exploration of how India concretely negotiates international rules. In this book, Karthik Nachiappan investigates how India negotiated four key multilateral agreements: The Framework Convention on Tobacco Control, The Framework Convention on Climate Change, The Comprehensive Test Ban Treaty, and the Uruguay Round Trade Agreement. Based on untapped primary sources including archival documents detailing how negotiations transpired, official records of the Lok Sabha and Rajya Sabha, a series of interviews with former Indian negotiators, and newspaper sources, Does India Negotiate? demonstrates that India’s multilateral behaviour is fundamentally strategic—working to shape and ratify international rules that advance core interests while resisting rules that harm those interests.
Does Job Training Work?: The Clients Speak Out
by Eli GinzbergThis book summarizes the key findings from Philadelphia Private Industry Council's 1985 customer survey. It helps young people to take a critical look at their living practices and define their personal agenda and action plan for pursuing constructive choices in the future.
Does Job Training Work?: The Clients Speak Out
by Eli GinzbergThis book summarizes the key findings from Philadelphia Private Industry Council's 1985 customer survey. It helps young people to take a critical look at their living practices and define their personal agenda and action plan for pursuing constructive choices in the future.
Does Overseas Experience Matter?: The Academic Career Development of Returnee Faculty in Chinese Research Universities
by Li YuThe book explores the academic characteristics, career development, and impacts of “foreignness” of Chinese overseas returnees in research universities. It provides valuable insights into the international mobility of academics and the challenges and opportunities that returnee scholars face in terms of research, teaching, international exchange, income, academic promotion, job satisfaction, and career mobility in their academic careers. Using first-hand large-scale survey data, the author presents quantitative analyses of the international mobility of Chinese academics at the individual level. She evaluates the impact of overseas experience on academic career development, and further proposes practical policy suggestions to attract and retain returnee talent in academia in China. The book’s findings have important implications for policy-makers, university administrators, and academics who seek to address the challenges and opportunities of international academic careers and promote the internationalization of research universities in China and beyond.
Does Overseas Experience Matter?: The Academic Career Development of Returnee Faculty in Chinese Research Universities
by Li YuThe book explores the academic characteristics, career development, and impacts of “foreignness” of Chinese overseas returnees in research universities. It provides valuable insights into the international mobility of academics and the challenges and opportunities that returnee scholars face in terms of research, teaching, international exchange, income, academic promotion, job satisfaction, and career mobility in their academic careers. Using first-hand large-scale survey data, the author presents quantitative analyses of the international mobility of Chinese academics at the individual level. She evaluates the impact of overseas experience on academic career development, and further proposes practical policy suggestions to attract and retain returnee talent in academia in China. The book’s findings have important implications for policy-makers, university administrators, and academics who seek to address the challenges and opportunities of international academic careers and promote the internationalization of research universities in China and beyond.
Does Peacekeeping Work?: Shaping Belligerents' Choices after Civil War (PDF)
by Virginia Page FortnaIn the last fifteen years, the number, size, and scope of peacekeeping missions deployed in the aftermath of civil wars have increased exponentially. From Croatia and Cambodia, to Nicaragua and Namibia, international personnel have been sent to maintain peace around the world. But does peacekeeping work? And if so, how? In Does Peacekeeping Work? Virginia Page Fortna answers these questions through the systematic analysis of civil wars that have taken place since the end of the Cold War. She compares peacekeeping and nonpeacekeeping cases, and she investigates where peacekeepers go, showing that their missions are crucial to the most severe internal conflicts in countries and regions where peace is otherwise likely to falter. Fortna demonstrates that peacekeeping is an extremely effective policy tool, dramatically reducing the risk that war will resume. Moreover, she explains that relatively small and militarily weak consent-based peacekeeping operations are often just as effective as larger, more robust enforcement missions. Fortna examines the causal mechanisms of peacekeeping, paying particular attention to the perspective of the peacekept--the belligerents themselves--on whose decisions the stability of peace depends. Based on interviews with government and rebel leaders in Sierra Leone, Mozambique, and the Chittagong Hill Tracts in Bangladesh, Does Peacekeeping Work? demonstrates specific ways in which peacekeepers alter incentives, alleviate fear and mistrust, prevent accidental escalation to war, and shape political procedures to stabilize peace.
Does Skill Make Us Human?: Migrant Workers in 21st-Century Qatar and Beyond
by Natasha IskanderAn in-depth look at Qatar's migrant workers and the place of skill in the language of control and powerSkill—specifically the distinction between the “skilled” and “unskilled”—is generally defined as a measure of ability and training, but Does Skill Make Us Human? shows instead that skill distinctions are used to limit freedom, narrow political rights, and even deny access to imagination and desire. Natasha Iskander takes readers into Qatar’s booming construction industry in the lead-up to the 2022 World Cup, and through her unprecedented look at the experiences of migrant workers, she reveals that skill functions as a marker of social difference powerful enough to structure all aspects of social and economic life.Through unique access to construction sites in Doha, in-depth research, and interviews, Iskander explores how migrants are recruited, trained, and used. Despite their acquisition of advanced technical skills, workers are commonly described as unskilled and disparaged as “unproductive,” “poor quality,” or simply “bodies.” She demonstrates that skill categories adjudicate personhood, creating hierarchies that shape working conditions, labor recruitment, migration policy, the design of urban spaces, and the reach of global industries. Iskander also discusses how skill distinctions define industry responses to global warming, with employers recruiting migrants from climate-damaged places at lower wages and exposing these workers to Qatar’s extreme heat. She considers how the dehumanizing politics of skill might be undone through tactical solidarity and creative practices.With implications for immigrant rights and migrant working conditions throughout the world, Does Skill Make Us Human? examines the factors that justify and amplify inequality.
Does Skill Make Us Human?: Migrant Workers in 21st-Century Qatar and Beyond
by Natasha IskanderAn in-depth look at Qatar's migrant workers and the place of skill in the language of control and powerSkill—specifically the distinction between the “skilled” and “unskilled”—is generally defined as a measure of ability and training, but Does Skill Make Us Human? shows instead that skill distinctions are used to limit freedom, narrow political rights, and even deny access to imagination and desire. Natasha Iskander takes readers into Qatar’s booming construction industry in the lead-up to the 2022 World Cup, and through her unprecedented look at the experiences of migrant workers, she reveals that skill functions as a marker of social difference powerful enough to structure all aspects of social and economic life.Through unique access to construction sites in Doha, in-depth research, and interviews, Iskander explores how migrants are recruited, trained, and used. Despite their acquisition of advanced technical skills, workers are commonly described as unskilled and disparaged as “unproductive,” “poor quality,” or simply “bodies.” She demonstrates that skill categories adjudicate personhood, creating hierarchies that shape working conditions, labor recruitment, migration policy, the design of urban spaces, and the reach of global industries. Iskander also discusses how skill distinctions define industry responses to global warming, with employers recruiting migrants from climate-damaged places at lower wages and exposing these workers to Qatar’s extreme heat. She considers how the dehumanizing politics of skill might be undone through tactical solidarity and creative practices.With implications for immigrant rights and migrant working conditions throughout the world, Does Skill Make Us Human? examines the factors that justify and amplify inequality.