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International Political Theory After Hobbes: Analysis, Interpretation and Orientation
No full textThe idea of international political theory after Hobbes is a timely and lively focus through which to raise key questions about international politics, and to set up dialogues between historical political theory and contemporary theories of international relations about the legacy of Hobbes in international politics. Chapters written by Gabriella Slomp, Tom Sorell, Glen Newey, Camilla Boisen and David Boucher, Howard Williams, Sergei Prozorov, Michael Williams, R B J Walker, Raia Prokhovnik
Biogeochemical redox proxies in sediments from Schandelah during the Toarcian (Early Jurassic)
No full textAuthor contributions:
The sampling was led by Bas van de Schootbrugge and measurements performed by Nina Papadomanolaki, with supervision of Niels A. G. M. van Helmond and Caroline P. Slomp. Measurements were gathered, processed and analysed by Itzel Ruvalcaba Baroni
The concept of enmity in the political philosophy of Hobbes
No full textTo the author’s knowledge, this is the first systematic study of the concept of enmity in the political philosophy of Thomas Hobbes. Examining this important category does not only elucidate the concept itself, but also provides an opportunity to reconnect fragments of Hobbes’s thought that are increasingly being treated as disparate subjects. It is suggested that the notion of enmity can shed further light on related aspects of his political philosophy, including human competitiveness, the roles of fear and trust, the evil of violent death, the status of rebels, and his theory of international relations. In addition, the subject invites a rethinking of Hobbes’s place in the history of political thought. It is argued that he was among the first to make enmity a central subject of political philosophy. This seems to be related to Hobbes’s break with the traditional notion of natural sociability, as a consequence of which he describes the natural condition of mankind as a war of all against all. Although Hobbes depicts human beings as natural enemies, he holds that enmity does not exclude the possibility of reconciliation; individuals can supposedly overcome their hostility through subjection to a sovereign. These views give rise to a dynamic distinction between public and private enmity, according to which outright hostility can be transformed into private rivalry if human beings renounce their natural right of war. Conversely, subjects become public enemies if they rebel against the sovereign. Hobbes’s views on natural enmity and reconciliation also have important implications for his theory of international relations. This thesis particularly highlights the possibility that states can be decomposed and reassembled after a foreign invasion, which precludes wars of annihilation
A épica da pobreza: mulheres imigrantes
No full textBetween the nineteenth and the twentieth centuries the Italian emigration to the Brazilian state of Rio Grande do Sul was predominantly familiar and included in the system of small peasant properties planned by the local government. Historiography has ignored for decades the role of immigrant women in this context and the author of this essay was among the first scholars to get them out of the shadows. Summarizing part of the results of two extensive research, Loraine Slomp Giron follows here the paths of women who, by becoming owners or small businesswomen, have left traces of themselves in the archives and in memory. Stories of women highlighting the creative adaptation to a situation of double marginality, social and gender-based, in the daily struggle against poverty
A clash of swords: civil peace and the counteracting role of defence in Thomas Hobbes's theory of sovereignty.
No full textThis thesis will inquire into the practicable strategies that Thomas Hobbes described in his major works of political philosophy, on the one hand, to allow his sovereign to ensure civil peace, and on the other, to enable his sovereign to defend the commonwealth. In terms of civil peace, the exercise of Hobbes’s sovereign’s ‘absolute’ authority is tempered by, and contingent on, its practical efficacy for securing and maintaining a peaceful commonwealth. To that end, I will argue that Hobbes’s sovereign is obliged to rule according to the natural laws, and entailed in this obligation are coinciding liberties which Hobbes believed that subjects must perceive themselves to possess, and which sovereigns must respect, in order for peace to be realised. However, rather than situating the purpose of Hobbes’s project in terms of civil peace alone—as the vast majority of his interpreters have—I consider alongside the purpose of civil peace, and contrast it with, the purpose of defence. Evident from this comparison is that the means by which Hobbes’s sovereign must ensure the capability of the commonwealth to defend itself from foreign nations simultaneously undermines and counteracts his otherwise proto-liberal system. Distinct from other prominent interpretations, I will argue that this ambivalence is not a result of an imbalance between subjects’ rights contra sovereign’s rights, nor yet of an unsupervised agonistic counter-balance between the two. Instead, the affirmation of subjects’ inalienable rights are depicted by Hobbes as a practically ineffective means by which to ensure defence. There exists a necessary ambivalence within Hobbes’s theory of sovereignty itself and is to be managed solely according to the sovereign’s ideally prudent and practicable judgment. Ultimately, I will characterize Hobbes as arguing that the unfortunate necessity of preparedness for foreign defensive wars is best mitigated by the sovereign’s prudent and minimal exercise of the commonwealth’s power in carrying out this intended purpose
Sex, Finance, and Literacy Assessment
No full textAccepted author manuscriptDiscussions about literacy assessment can often be polarizing for teachers, school administrators, and other stakeholders. Given the diverse and often charged perspectives on assessment within both the profession and the broader public discourse, it can be difficult to engage in productive dialogue about the role that literacy assessment plays in promoting or inhibiting effective models of literacy education. This department provides perspectives, questions, and research that enables readers to better advocate for themselves and their students as they develop their own assessment programs and respond to assessment programs that are imposed on them.Ye
Literacy on Lockdown: An Ethnographic Experience in English Assessment
No full textThis research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT.
The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools
The ethical turn in writing assessment: how far have we come, and where do we still need to go?
No full textOpen access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) appliesBoth of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts – Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing – referred to, for example, as the ‘timed impromptu writing test’ (Weigle, 2002, p. 59) or the ‘snapshot approach’ (Hamp-Lyons & Kroll, 1997, p. 18) – featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment.Ye
Establishing a metacognitive model for instrumental music assessment
No full textTraditional instrumental music assessment models may often contain the inclusion of
grades that are based upon non-musical criteria. This type of grading leads to difficulties
in assessment validity, reliability and fairness, and do not lead to an increase in
metacognitive abilities that develop students’ technique and musicianship. A
metacognitive assessment model that is based upon assessments for, as, and of learning is
needed as metacognitive musical learning potentially aids students in developing the
skills necessary to become independent musicians who can identify and address
challenges in their own performance. Through the use of feedback, reflection and goal
setting, modeling and self-assessment, teacher instructed strategies, a consideration of
students’ bio-ecology, and a consistent focus upon the constructs that need to be assessed,
assessment tools have been designed to help develop student metacognition and foster
greater independence, musicianship, and skill in instrumental music students
The Nova Scotia english 10 examination: a case study of consequences
No full textThis study aimed to better understand the unintended consequences of the Nova
Scotia Examination: English 10 for students and teachers. Two classrooms were involved
in this multisite case study. Data was gathered through interviews with teachers and
students, classroom observation, and document review. The study found that the
Examination’s limited scope and ambiguous questions threatened student self-efficacy
going into the Examination. Document review revealed potential construct
underrepresentation within the larger program due to a lack of compensation for
constructs not represented on the Examination. Other unintended consequences included
influence on students’ perceptions of literacy and a reduction in teacher morale.
Recommendations include the review of multiple-choice questions, increased
communication about use of results, and the consideration of teacher-created summative
assessment
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