This chapter focuses on parrhesia, the ancient term for criticizing a superior, typically the emperor. This was a particularly tricky thing to do, not only given the power of the emperor, but also because the superior was supposed to be more virtuous than their inferior. Through a display of virtue, the inferior could temporarily overcome the social distance and speak out. Contrary to current views that parrhesia was only really possible in democratic societies and therefore in Late Antiquity the preserve of marginal figures of society, such as holy men, I show that parrhesia was a much more widespread practice that, however, demanded great skill and courage.

The conclusion revisits the book’s themes, including a summation of the reasons why the firearms industry – alone among hazardous product manufacturers – has been relatively invulnerable to accountability for the harms to society they have contributed to and maintained by its products. The conclusion renews discussion of the pivotal developments in firearms litigation accomplished by the Sandy Hook litigation and the nine states’ enactment of consumer protection, accountability, and public nuisance statutes. The narrative explores the possibility of development of a firearms mass tort litigation accomplished through the combined efforts of state attorneys generals with private bar attorneys, modeled after the 1998 Tobacco Master Settlement Agreement. This analysis describes what provisions such a global firearms settlement might entail. The summation ends by canvassing and evaluating the potential obstacles to achieving a comprehensive firearms industry accountability settlement, concluding that like all other harmful product industries, the firearms industry ultimately will be held accountable for its societal harms.

In order to be effective mathematics educators, teachers need more than content knowledge: they need to be able to make mathematics comprehensible and accessible to their students. Teaching Key Concepts in the Australian Mathematics Curriculum Years 7 to 10 ensures that pre-service and practising teachers in Australia have the tools and resources required to teach lower secondary mathematics.

By simplifying the underlying concepts of mathematics, this book equips teachers to design and deliver mathematics lessons at the lower secondary level. The text provides a variety of practical activities and teaching ideas that translate the latest version of the Australian Curriculum into classroom practice. It covers the challenges of middle year mathematics, including the current decline in student numeracy, as well as complex theories which teachers can struggle to explain clearly. Topics include number, algebra, measurement, space, statistics and probability. Whether educators have recently studied more complicated mathematics or are teaching out of field, they are supported to recall ideas and concepts that they may have forgotten – or that may not have been made explicit in their own education.

Authored by experienced classroom educators and academics, this book is a vital resource for pre-service and practising Years 7 to 10 mathematics teachers, regardless of their backgrounds and experiences.

Physical education in the Soviet Union, initially focused on health and military readiness, shifted toward producing athletes for international competitions by the early 1950s, peaking in the 1970s/1980s. This shift led to increased investment in sport psychology. To analyze this history, particularly the use of sports to promote communist values, and challenge other political systems, I synthesized peer-reviewed articles using keywords like "Soviet Union," "sport(s) psychology," and "Puni." As social scientists, we decided to analyze this specific history with an emphasis on psychological theories to better understand how the Soviet Union’s communist ideology impacted scientific study within the Soviet Union and sports competition abroad. Thus, I explored the life of the most prominent sports psychologist in the Soviet Union, Avksenty Cezarevich Puni, and his theory of Psychological Preparation for Competition (PPC), which serves as an example of the Soviet Union’s approach to applied sports. Additionally, I examined how Soviet Olympic successes spurred investment in sports and sport psychology, reflecting efforts to compete with the West and asserting the superiority of communism.

The dominant assumptions positing a linear relationship among individualism, capitalism, competition, and inequality are often rooted in the perspectives of social scientists, whose focus is frequently confined to the West in modern times. I argue that these dominant assumptions have been formulated without sufficient opportunities or willingness to consider societies with cultures and systems different from those of the West. In this regard, this book challenges these dominant assumptions by presenting compelling counter-evidence that (1) competition occurs in every society throughout history whenever humans seek to survive and thrive; and (2) competition does not necessarily lead to inequality, but often serves as a tool to mitigate it, as competitions prevent absolute hegemony and allow individuals to challenge incumbent powers or privileged groups across cultures, systems, and eras. This closing chapter encourages readers to reassess their existing beliefs about the sources and consequences of competition and to strive for a deep understanding of competition arenas that they may choose to enter or inadvertently launch.

Whilst discussions of British and American fiction often depend upon binary oppositions (tradition vs. experimentation, etc.), this chapter argues that the longer arc of British postmodern fiction is better understood in less polarising terms that instead reflect the overlaps, migrations, exchanges, and economic realignments that emerging technologies introduced in the late twentieth century. This argument hinges upon reading Martin Amis’s Money as a particularly prescient example of a transatlantic network novel. Amis’s seminal text reconceives the oceanic divide not simply in terms of American financial power, but specifically in terms of developing computer technologies: the chapter argues that Money’s network-inflected conception of space, as well as its signature stylistic and formal innovations, interweave British and American cultural spaces in an exemplary fashion, the legacy of which can be traced through the millennium into major novels that enact British postmodernism’s afterlife by Hari Kunzru, Tom McCarthy, David Mitchell, and Zadie Smith.

Does decarbonization depend on policy stability that makes climate policies and institutional development irreversible, or does it depend on mastering a messy political conflict with uneven progress that might be inherent in large political economy transitions? This chapter draws on case studies of two large emerging powers, Brazil and South Africa, to argue that politicization of climate action seems inevitable in decarbonizing energy transitions. Fossil fuel coalitions are too powerful and the threat to them too existential to avoid politicization as they defend their interests. At the same time, Brazil shows that policy stability was a critical step in a large expansion of wind power there – not a full energy transition itself but providing an important alternative to fossil fuels. Both countries show that allies in the struggle against fossil fuels can be won and lost in non-climate political economies of energy transition. The potential for new industry and job creation, enhanced energy security, and impacts on communities that host infrastructure are all important to energy transition, with each following a political economy logic that may or may not focus on climate change.

In order to be effective mathematics educators, teachers need more than content knowledge: they need to be able to make mathematics comprehensible and accessible to their students. Teaching Key Concepts in the Australian Mathematics Curriculum Years 7 to 10 ensures that pre-service and practising teachers in Australia have the tools and resources required to teach lower secondary mathematics.

By simplifying the underlying concepts of mathematics, this book equips teachers to design and deliver mathematics lessons at the lower secondary level. The text provides a variety of practical activities and teaching ideas that translate the latest version of the Australian Curriculum into classroom practice. It covers the challenges of middle year mathematics, including the current decline in student numeracy, as well as complex theories which teachers can struggle to explain clearly. Topics include number, algebra, measurement, space, statistics and probability. Whether educators have recently studied more complicated mathematics or are teaching out of field, they are supported to recall ideas and concepts that they may have forgotten – or that may not have been made explicit in their own education.

Authored by experienced classroom educators and academics, this book is a vital resource for pre-service and practising Years 7 to 10 mathematics teachers, regardless of their backgrounds and experiences.

Aquinas recognizes a number of wildly different kinds of individual happiness. What fundamentally unifies these various kinds of happiness so that they all count as varieties of happiness to begin with? This chapter starts to answer this question and thereby starts to home in on the true heart of happiness in Aquinas. Because perfectionism was predominant in Aquinas’s time, the chapter starts by laying out three importantly different varieties of perfectionism about happiness. It turns out that different commentators have treated each of those three varieties of perfectionism as the version that Aquinas endorses. So this chapter predominately explains and evaluates each of these three readings of Aquinas, while also drawing out lessons to be incorporated into any adequate novel account of the heart of happiness in Aquinas.

Chapter One presents a normative theory of judicial review that relies on distinctions among strong, weak, and deferential judicial review. In a system of strong review, judicial decisions applying the Constitution are not subject to legislative override. In a system of weak review, judicial decisions are subject to legislative override. The chapter defends three main normative arguments. First, courts should apply strong judicial review in election-law cases to enhance the quality of representative democracy and ensure that every citizen has an equally effective voice in choosing our elected legislators. Second, courts should apply weak judicial review for most individual rights claims. Courts can provide robust protection for individual rights by applying federal statutes and international human rights treaties, instead of applying the Constitution, as the primary source of protection for individual rights. Third, courts should apply deferential review for claims involving federalism-based limits on Congress’s legislative powers. To protect state autonomy, the Court should exercise self-restraint to curb judicial violations of the Tenth Amendment.