Chapter 1 introduces the key research question of whether the European Court of Human Rights has the appropriate equipment to respond to authoritarian populism in its position of ultimate interpreter of the European Convention on Human Rights. It sets out the analytical and disciplinary framework, situates the project in a broader field of scholarship and summarizes the upcoming s.

This chapter considers the place of the four books of the Parts of Animals (PA) within Aristotle’s envisaged sequence of biological writings. It argues that PA I belongs integrally with II–IV (rather than being a self-standing theoretical essay) and that the entire project of PA I–IV presupposes key theoretical and factual discoveries made in the Historia Animalium (HA), contra the ‘Balme hypothesis’ according to which HA postdates the explanatory treatises and represents a more advanced stage of inquiry. Finally, it shows that the mantra “being is prior to coming-to-be” (which governs the PA–GA axis) has important implications for our understanding of the explanations in PA II–IV. It concludes with some remarks on the overall structure of Aristotle’s biological corpus.

This chapter presents some of the basic conventions of writing empirical papers in political science. Abstracts, introductions, and conclusions are formulaic and follow a predictable pattern; they are often among the last parts of a paper to be written. Conventions for reporting quantitative results include indicating significance, goodness of fit, and N in tables, discussing the significance of coefficients rather than of variables, and using baseline and multiple models to support your findings. Conventions for reporting qualitative research vary by research design, but they include careful obfuscation of sources for interview data, clear sequencing and temporality indicators in process tracing, minimizing direct quotations, and providing estimates of uncertainty for all conclusions drawn from qualitative data. Always acknowledge all help from outside sources in your paper.

A little over a month after the storming of the Bastille, the royal theatre censor was keen to highlight that the Declaration of the Rights of Man and Citizen may have seemingly abolished censorship, but like a phoenix from the ashes, it would rise again at the hands of his fellow citizens. He was proved right. This study explores why that was the case, opening with an examination of contemporaneous definitions of censorship, an overview of the theatrical world at the time in France, and an analysis, using archival material from the regimes from 1788 to 1818, of how theatre could shape the public consciousness. The central argument here is that theatre censorship allowed contemporaries to influence what thousands of people saw (or not), and thus the internalized effects of these plays to shape the world around them.

Decision-making is vital in our daily living. Through the following book, readers will develop an understanding of decision-making from the underlying anatomy through to the complexities of free will.

This chapter is an overview and introduction to this book. This second volume of the project builds on the first, and we invite readers to consider them in tandem. With no self-evident historical cut points, we concluded East Asian in the World I around 1900. This second volume picks up from that point here and extends our analysis into the first fifteen years or so of the Cold War era. Part I extends the discussion of imperialism, the breakdown of the Sinitic order and the roles that two newcomers – Japan and the United States – played in the emerging regional order. Part II takes up the interwar period. We focus primary attention on Japan–China relations over a somewhat longer time frame. The US Open Door Notes and its fleeting liberal project in the wake of World War I held out the promise of a new order “after imperialism.” Yet this liberal project proved unable to forestall Soviet intervention in Chinese politics and the more fateful imperial ambitions of Japan. In Part III, we contribute to the literature – now vast – on the emergence of the Cold War order in Asia.

This introductory chapter outlines the motivation behind the book, critically discusses anthropocentrism in economics, and introduces the distinction between the direct and indirect approaches. It also puts the book into perspective, highlighting its overall contribution.

This first chapter provides an introduction to the book as well as outlining some of its major themes and issues. It provides a general outline of the theory of conscience defended in the book.

In this book, we provide a positive, futures-oriented approach to assist you to build on your knowledge, skills, strengths and abilities so that you are prepared for teaching in the current era and able to embrace the many rewards associated with working in the educational sphere. Cognisant of the standardised and high-stakes accountability contexts within which teachers now work, the book will assist in preparing you to understand, and to begin to address, the mandatory accreditation requirements for teaching in Australia. From the outset, you will also be encouraged to develop and reflect on your own personal and professional philosophies of teaching. This chapter introduces some of the literature, research and practices that will help students learn about and reflect on teaching and the teaching profession. It also introduces relevant information about Australia’s school communities and school structures so students can best understand the complex and diverse nature of the work involved in teaching children across the full learning spectrum from early years to senior secondary.

Learning to Teach in a New Era is a foundational text with scope for use throughout an entire initial teacher education (ITE) degree program. The book equips preservice teachers with introductory understanding and skills in the areas of professional knowledge, professional practice and professional engagement. Aligned with the Australian Professional Standards for Teachers (APST) and the Australian Curriculum, it contributes to the preparation of those in early childhood, primary and secondary preservice education to meet the Graduate Standards.

This chapter introduces the hard problem of sensory phenomenal consciousness and the three-part solution, the MOUDD theory, developed in the book.

This chapter provides a comprehensive guide to preparing effective research reports, including theses, dissertations, and journal articles. It covers the purpose, structure, and key components necessary for clearly communicating findings. The chapter begins with fundamental principles of writing style and language, which are essential for creating effective research reports. These principles apply to every section of a research report, including the introduction, methodology, results, and conclusion. Key topics include document formatting, major sections, and subsections, all aimed at enhancing readability and impact. The chapter also discusses different types of abstracts, emphasizing the characteristics of a well-crafted informative abstract. Additionally, it provides guidance on constructing effective section such as literature reviews, methods, results, and statistical reporting, along with effective discussions and conclusions. Finally, the chapter highlights the importance of proper citation and referencing in research reports. By the end, you will be able to prepare, structure, and present research documents that effectively communicate findings and adhere to academic standards.

Chapter 1 sets the scene for the book. It provides a chapter breakdown and sets out the key claims which the book makes. It also addresses the problematic issue of terminology.

This introduction extols reasons to study Augustine’s sermons for the academy and Church today. It introduces the sixteen chapters written by an international team of experts. It then lays the foundation of humility for the rest of the volume by considering this theme in the volume’s three parts: Augustine’s pastoral task of preaching sermons; sermons on the Scriptures and liturgical feasts; and preaching themes.

Our goal in writing this book was to address a notable gap in the availability of essential resources dedicated to this critical content area. Despite its foundational importance, no existing text offers a focused, in-depth exploration of language and literacy knowledge tailored for pre-service and in-service teachers working in Foundation to Year 10. The 2008 Bradley Review highlighted a deficiency in teachers’ language and literacy awareness and proficiency, a concern that was addressed by the introduction of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) in 2016. Consequently, initial teacher education programs have initiated courses and support services in English language and literacy to bolster teachers’ personal knowledge and skills, enabling them to pass the LANTITE’s literacy component.